Difference between revisions of "Sector of a circle"
| Line 80: | Line 80: | ||
*Question Corner | *Question Corner | ||
| − | ==Concept #== | + | ==Concept #2 diameter== |
===Learning objectives=== | ===Learning objectives=== | ||
| + | to draw circle<br> | ||
| + | to draw a diamter | ||
| + | use of geometrical instruments | ||
===Notes for teachers=== | ===Notes for teachers=== | ||
| − | ===Activity No # === | + | explain the concepts using requisite diagrams. Conduct this activity. |
| + | ===Activity No #1 === | ||
{| style="height:10px; float:right; align:center;" | {| style="height:10px; float:right; align:center;" | ||
|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"> | |<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"> | ||
| Line 89: | Line 93: | ||
|} | |} | ||
*Estimated Time | *Estimated Time | ||
| + | 20 minutes | ||
*Materials/ Resources needed | *Materials/ Resources needed | ||
| − | *Prerequisites/Instructions, if any | + | different coloured circular cutouts |
| + | *Prerequisites/Instructions, if any <br> | ||
| + | #The student should have knowledge of circles. | ||
| + | #The student should have skill of paper folding | ||
*Multimedia resources | *Multimedia resources | ||
*Website interactives/ links/ / Geogebra Applets | *Website interactives/ links/ / Geogebra Applets | ||
*Process/ Developmental Questions | *Process/ Developmental Questions | ||
| + | ''instructions to the teacher:''<br> | ||
| + | The teacher distributes the paper cut outs to all the students.<br> | ||
| + | Ask every student to make 2 equal parts by folding.<br> | ||
| + | What happens if it is folded again to get equal parts?<br> | ||
| + | Ask the students to identify the folded lines/marks<br> | ||
| + | |||
| + | |||
| + | ''instructions to the student:''<br> | ||
| + | fold the paper cut out as per instructions<br> | ||
| + | observe and mark the folded line.<br> | ||
| + | Identity the diameter and radius.<br> | ||
*Evaluation | *Evaluation | ||
| + | #Was the student successful in marking radius and diamter?<br> | ||
| + | #Was the student successful in folding and marking?<br> | ||
| + | #Was the student able to relate radius and diameter.<br> | ||
*Question Corner | *Question Corner | ||
| + | how many such radii and diameters can be drawn to a given circle? | ||
===Activity No # === | ===Activity No # === | ||
| Line 110: | Line 133: | ||
*Evaluation | *Evaluation | ||
*Question Corner | *Question Corner | ||
| − | |||
| − | |||
= Hints for difficult problems = | = Hints for difficult problems = | ||
Revision as of 16:09, 3 September 2013
| Philosophy of Mathematics |
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Concept Map
Error: Mind Map file CIRCLES BASIC TERMS..mm not found
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Textbook
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Additional Information
Useful websites
Reference Books
Teaching Outlines
Concept #1 CIRCLE CENTRE
Learning objectives
- Define circle
- give examples for circles
- Locate centre for the given circle.
Notes for teachers
Define circle and centre with the help of a diagram
Activity No # 1 To locate centres for circles
- Estimated Time
20 minutes
- Materials/ Resources needed
For the teacher: chalk piece, geometry set.
for the student: paper
- Prerequisites/Instructions, if any
Instructions for the teacher: Draw few circles of different radii and name the centres
Instructions for the student : name the centres of different circles
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
Identify the centre.
- Evaluation
- How many centres does a circle has?
- Where does the centre of the circle lie? (inside/outside)
- Question Corner
Is there a circle with 3/4/5 centres?
Activity No # 2
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
- Evaluation
- Question Corner
Concept #2 diameter
Learning objectives
to draw circle
to draw a diamter
use of geometrical instruments
Notes for teachers
explain the concepts using requisite diagrams. Conduct this activity.
Activity No #1
- Estimated Time
20 minutes
- Materials/ Resources needed
different coloured circular cutouts
- Prerequisites/Instructions, if any
- The student should have knowledge of circles.
- The student should have skill of paper folding
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
instructions to the teacher:
The teacher distributes the paper cut outs to all the students.
Ask every student to make 2 equal parts by folding.
What happens if it is folded again to get equal parts?
Ask the students to identify the folded lines/marks
instructions to the student:
fold the paper cut out as per instructions
observe and mark the folded line.
Identity the diameter and radius.
- Evaluation
- Was the student successful in marking radius and diamter?
- Was the student successful in folding and marking?
- Was the student able to relate radius and diameter.
- Question Corner
how many such radii and diameters can be drawn to a given circle?
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
- Evaluation
- Question Corner
Hints for difficult problems
Project Ideas
Math Fun
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