1,378
edits
Changes
From Karnataka Open Educational Resources
→Activity No #
===Learning objectives===
===Learning objectives===
===Notes for teachers===
===Notes for teachers===
===Activity No # ===
===Activity No 1 : Angles formed when a transversal intersects parallel lines ===
{| 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;">
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
|}
|}
*Estimated Time
*'''Estimated Time''' : <br>
*Materials/ Resources needed
90 minutes
*Prerequisites/Instructions, if any
*'''Materials/ Resources needed''' :<br>
*Multimedia resources
Laptop, geogebra file, projector and pointer.
*Website interactives/ links/ / Geogebra Applets
*'''Prerequisites/Instructions, if any''' : <br>
*Process/ Developmental Questions
#The students should have prior knowledge of parallel lines , transversal, angles and types of angles formed when a pair of parallel lines are intersected by a transversal.
*Evaluation
#They should know what the terms interior, exterior, adjacent, alternate, consecutive, congruent, linear and corresponding mean.
*Question Corner
#Students should know the definition of complementary angles, supplementary angles, and congruent angles.
*'''Multimedia resources''' :
Laptop
*Website interactives/ links/ / Geogebra Applets : <br>
[[File:4..png|400px]]
*'''Process''': <br>
#Reiterate that when a transversal intersects parallel lines, several pairs of congruent and supplementary angles are formed.
#Have students draw two parallel lines and a third line(transversal) intersecting those two lines on their own paper. Direct them to think about any angle relationships they see. Have them discuss their conjectures with a partner.
#The teacher can next project the GeoGebra worksheet and discuss about types of angles and their relationships with the class .
#Finally the teacher and students can summarize together the angle relationships.<br>
Linear pair of angles - adjacent and supplementary<br>
Vertical angles - congruent<br>
Corresponding angles -congruent<br>
Alternate interior angles - congruent<br>
Same side interior angles - supplementary<br>
Alternate exterior angles - congruent<br>
Same side exterior angles - supplementary<br>
*'''Developmental Questions (What discussion questions)''' : <br>
#How many pairs of corresponding angles are there ?
#What is true about corresponding angles formed when parallel lines are cut by a transversal?
#Compare different pairs of alternate interior angles. What do you notice?
#<EGD and <AHF are alternate exterior angles. What is another pair of alternate exterior angles?
#Compare different pairs of same-side interior angles. What do you notice?
#Compare different pairs of same-side exterior angles. What do you notice?
*'''Evaluation (Questions for assessment of the child)''' : <br>
#What are the characteristics of linear angles (adjacent and supplementary) ?
#What do you observe about the angle measures of the linear angles?
*'''Question Corner''' :
#What do adjacent , alternate, linear , corresponding and consecutive mean individually
#What are complementary angles?
#What are supplementary angles ?
#What does it mean if two angles are congruent?
#What is the complement of 65 degrees
#What is the supplement of 70 degrees?
#Compare angle relationships formed by parallel lines vs. angle relationships formed by non-parallel lines.
===Activity No # ===
===Activity No # ===
