Line 30: |
Line 30: |
| '''To link back to the concept page''' | | '''To link back to the concept page''' |
| [[Mensuration]] | | [[Mensuration]] |
− | __FORCETOC__ | + | __FORCETOC__<br> |
| + | |
| + | |
| + | ===Activity No # 1.(Part A): Representing distances on paper-Introduction to scale drawing === |
| + | {| 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;"> |
| + | ''[http://karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div> |
| + | |} |
| + | *Estimated Time : 1 hour |
| + | *Materials/ Resources needed : |
| + | # Scale, pencil, graph paper. |
| + | *Prerequisites/Instructions, if any |
| + | # Skill of measuring and tabulating accurately. |
| + | # Knowledge of ratio and proportions. |
| + | *Multimedia resources |
| + | *Website interactives/ links/ / Geogebra Applets |
| + | *Process: |
| + | # This activity can be done in groups by grouping 3 students in each. |
| + | # The students should measure distances of library, dinning hall, principal's room, entrance gate, playground etc from their class room using a measuring tape in metres. |
| + | # The teacher can mark reference points for each and explain to the students. |
| + | # The students should accurately measure and note down. |
| + | # After coming to the classroom let the teacher tabulate all distances on the blackboard. |
| + | # Next ask the students to represent their observation of distances by drawing their school model on paper. |
| + | # Ask them how will they go about it so that the distances are represented proportionately. |
| + | # The teacher can then elicit from the students that a proper equivalent unit has to be used for the purpose. |
| + | # After this activity she can spell out the term scale and discuss about the blue print of a house, mapping distances, atlas maps, model constructions and so on. |
| + | # This activity can be done to introduce the students to the concept of scale drawing. |
| + | *Developmental Questions |
| + | # What did you measure ? |
| + | # What measuring instrument did you select ? Why ? |
| + | # What was your reading ? |
| + | # which unit do you use ? |
| + | *Evaluation |
| + | # Were the students able to comprehend which measuring instrument should be used for particular items ? |
| + | # Were they taking measurements accurately ? |
| + | # Were they able to document their observations appropriately in a tabular form ? |
| + | *Question Corner: |
| + | # Discuss the applications of scale drawing ? |
| + | # What is a scale factor ? |
| + | |
| =Activity - Name of Activity= | | =Activity - Name of Activity= |
| | | |