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Line 1: − ===Name of the activity=== − Brief blurb describing what the activity. If this has been borrowed from some external web site (for example, a non OER or OER site which had this idea and based on which the activity was developed) − − Content objectives - what content areas+ − − Skill objectives - what specific skills − − Classroom objectives - to demo peer learning, to make a classroom resource, etc - − − All these kinds of objectives need not be there for every activity. And no need to list them as different headings. This is only for our reference when we are developing activities. + + + + + + − How to do the different steps of the activity?+ − + − What kinds of questions you can ask for that activity+ − + − + − + − Categories: (Subject) (Topic) (Sub-concept/topic) (Class 6) (Resource format)+ + − Example - (Mathematics) (Triangle) (Area) (Perimeter) (Class 6) (Class 8) (Geogebra) (Video)+ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
no edit summary
=== Objectives ===
=== Objectives ===
Understand chords as elements of a circle
===Estimated Time===
===Estimated Time===
30 minutes
=== Prerequisites/Instructions, prior preparations, if any ===
=== Prerequisites/Instructions, prior preparations, if any ===
Prior knowledge of point, lines, angles, polygons
===Materials/ Resources needed===
===Materials/ Resources needed===
* Digital : Computer, geogebra application, projector.
* Non digital : Worksheet and pencil, compass, strings
* Geogebra files : Introduction to chords.ggb
===Process (How to do the activity)===
===Process (How to do the activity)===
Hands-on work:
* Students to make a circle with thread/ string. Stick on a paper. The centre should be marked.
* Mark points on the circumference of the circle and measure the chord length.
* Measure the longest chord length. What is special about the longest chord? (Students should be able to say it passes through the centre)
What are the student follow-up activities/ questions you can give?
Use geogebra file: Introduction to chords
* Mark any two points on the circumference of a circle, join the two points. What is this line?
* Establish chord.
* Move the points to show how the chord length varies. Ask students to observe the changing chord lengths and when the chord length is maximum. Compare chord length with diameter.
* How many parts is the circle divided into by the chord? What do you notice about these two parts?
* Establish Segments. When will the two segments in a circle be equal?
* Note chord length for circles with different radius
{| class="wikitable"
|Circle
|Radius
|Chord
|Chord Length
|-
|1
|
|1
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|-
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|
|2
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|-
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|3
|
|-
|
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|4
|
|-
|2
|
|1
|
|-
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|
|2
|
|-
|
|
|3
|
|-
|
|
|4
|
|}