Sector of a circle

While creating a resource page, please click here for a resource creation checklist.

= Concept Map = Flash>

= Textbook = To add textbook links, please follow these instructions to: ([ Click to create the subpage])

=Additional Information=

Reference Books
= Teaching Outlines =

Learning objectives

 * 1) Define circle
 * 2) give examples for circles
 * 3) 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
20 minutes For the teacher: chalk piece, geometry set. for the student: paper Instructions for the teacher: Draw few circles of different radii and name the centres Instructions for the student : name the centres of different circles Identify the centre. Is there a circle with 3/4/5 centres?
 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions
 * Evaluation
 * 1) How many centres does a circle has?
 * 2) Where does the centre of the circle lie? (inside/outside)
 * Question Corner

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

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
20 minutes different coloured circular cutouts instructions to the teacher: The teacher distributes the papeAre the students standing on the circumference of the circle considered to be in the interior or in the exterior ? Justify.r 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
 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any
 * 1) The student should have knowledge of circles.
 * 2) The student should have skill of paper folding
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions

instructions to the student: fold the paper cut out as per instructions observe and mark the folded line. Identity the diameter and radius. how many such radii and diameters can be drawn to a given circle?
 * Evaluation
 * 1) Was the student successful in marking radius and diamter?
 * 2) Was the student successful in folding and marking?
 * 3) Was the student able to relate radius and diameter.
 * Question Corner

Activity No #

 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions
 * Evaluation
 * Question Corner

Learning objectives
The student needs to understand that the circumference is the outer boundary of a circle.

Notes for teachers
Explain that every point on the circumference is at equidistant from the centre.

Activity No #1
10 minutes. white paper, compass and colour pencils. The student should know to use the compass. The student should understand the circumference as outer boundary. Geogebra Instructions to the teachers Ask the children to draw circles. Instructions for the students Colour circumference by fitting small colour pencil in compass itself. Observe for the skill in using compass and drawing the circle. Is the distance between centre of the circle and its circumference constant ? What is the distance between the center of a circle and its circumference called?
 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions
 * Evaluation
 * Question Corner

Learning objectives

 * The student should be able to understand that a diameter divides the circle into two equal halves and each such half is a semicircle or hemicircle.
 * The student learns how to form a semicircle by joining any two points on the circumference through its centre.

Notes for teachers
Show children the forming of semicircle by drawing diameter.

Activity No # 1
Bring cut circles of different sizes, fold them into exact halves and help them recognise semicircles. Let them colour each half with different colour.

Sub units of activities: This is a classroom individual activity. Materials: White paper, crayons. 15 minutes. White paper, crayons. The students should have prior knowledge of circle and diameter. Geogebra Instructions to the teacher: Ask children the previous day to cut circles of given radius and bring.
 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions

Instructions to the students: Instruct them to fold circle into exact half. Draw diameter on folded line and colour each half with different colour. Were the students able to draw and cut perfect circles? Was the folded line (diameter) passing through the center of circle? In how many different ways can you draw semicircles for a given circle?
 * Evaluation
 * Question Corner

Activity No #

 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions
 * Evaluation
 * Question Corner

Learning objectives
The student needs to understand that any points on the planar surface of the circle are said to be interior points and points on the outside of circumference are said to be its exterior points.

Notes for teachers
This knowledge is important to understand secant and tangent to the circle.

Activity No #1
'A game of tiger and goat.' Draw a circle on the playground. Make children stand on its circumference. Call one student inside the circle to be a goat and other student on the exterior would be the tiger. The tiger tries to get into the circle interior to catch the goat. All other students on the circumference defend the entry of tiger. If tiger forces itself inside, the goat is let out. If the tiger succeeds in catching the goat, the student enacting goat becomes out. Next two more students come forward to be the next goat and tiger and hence the game continues. Sub units of activity: This is an outdoor group activity Instructions to the students: Let this be a fun filled activity and during the game use the terms circle, circumference, interior and exterior. Instructions to the students: Identify who is in the interior of circle and who is in the exterior. 30mins A meter length wool nailed to ground (to be centre of circle) and tied to stick on the other side to help draw a perfect circle. The students need to know that the circumference of the circle is its boundary and understand the terms interior and exterior of the circle.
 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any


 * Multimedia resources

Guage if the students have understood the meaning of the terms interior and exterior. Are the students standing on the circumference of the circle considered to be in the interior or in the exterior ? Justify.
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions
 * Evaluation
 * Question Corner

Activity No #
30 minutes A meter length wool nailed to ground (to be centre of circle) and tied to stick on the other side to help draw a perfect circle. The students need to know that the circumference of the circle is its boundary and understand the terms interior and exterior of the circle. Instructions to the teachers: Let this be a fun filled activity and during the game use the terms circle, circumference, interior and exterior. Instructions to the students: Identify who is in the interior of circle and who is in the exterior. Guage if the students have understood the meaning of the terms interior and exterior. Are the students standing on the circumference of the circle considered to be in the interior or in the exterior ? Justify.
 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions
 * Evaluation
 * Question Corner

Activity No #

 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions
 * Evaluation
 * Question Corner

Activity No #

 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions
 * Evaluation
 * Question Corner

Activity No #

 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions
 * Evaluation
 * Question Corner

Activity No #

 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions
 * Evaluation
 * Question Corner

Activity No #

 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions
 * Evaluation
 * Question Corner

Activity No #

 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions
 * Evaluation
 * Question Corner

Activity No #

 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions
 * Evaluation
 * Question Corner

Activity No #

 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions
 * Evaluation
 * Question Corner

Activity No #

 * Estimated Time
 * Materials/ Resources needed
 * Prerequisites/Instructions, if any
 * Multimedia resources
 * Website interactives/ links/ / Geogebra Applets
 * Process/ Developmental Questions
 * Evaluation
 * Question Corner

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 =

Usage

Create a new page and type to use this template