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Line 43: − '''DEFINITION:''' − ''The fixed point in the circle is called centre.'' Line 64:
Line 62: − + Line 79:
Line 77: − '''DEFINITION:'''<br> − + − + − use of geometrical instruments+ − explain the concepts using requisite diagrams. Conduct this activity.+ Line 93:
Line 90: − + − + − − different coloured circular cutouts − + − + − + − + − + − + − + − + − + − observe and mark the folded line.<br>+ − Identity the diameter and radius.<br>+ + + + − + − + − + − +
no edit summary
==Concept #1 CIRCLE CENTRE==
==Concept #1 CIRCLE CENTRE==
[[File:radius.jpg|200px|right]]
[[File:radius.jpg|200px|right]]
===Learning objectives===
===Learning objectives===
# The students should understand that centre is that fixed point in the circle from which all points are at equal distance.
# The students should understand that centre is that fixed point in the circle from which all points are at equal distance.
*Prerequisites/Instructions, if any
*Prerequisites/Instructions, if any
''Instructions for the teacher:'' Draw few circles of different radii and name the centres <br>
''Instructions for the teacher:'' Draw few circles of different radii and name the centres <br>
''Instructions for the student'' : name the centres of different circles
''Instructions for the student'' : Name the centres of different circles
*Multimedia resources
*Multimedia resources
*Website interactives/ links/ / Geogebra Applets
*Website interactives/ links/ / Geogebra Applets
==Concept #2 Radius and Diameter==
==Concept #2 Radius and Diameter==
[[File:rad_dia.jpg|200px|right]]
[[File:rad_dia.jpg|200px|right]]
''RADIUS:A straight line drawn from centre to the circumference''<br>
''RADIUS:A straight line drawn from centre to the circumference''<br>
''DIAMETER:A straight line drawn through the centre and terminated both ways by the circumference.''
''DIAMETER:A straight line drawn through the centre and terminated both ways by the circumference.''
===Learning objectives===
===Learning objectives===
to draw circle<br>
# The students should understand that radius is a straight line joining centre of a circle to any point on the circumference.
to draw a diamter
# They need to learn the use of compass.
# Skill of drawing the circle accurately.
===Notes for teachers===
===Notes for teachers===
Explain the concepts using requisite diagrams.
===Activity No #1 ===
===Activity No #1 ===
{| style="height:10px; float:right; align:center;"
{| style="height:10px; float:right; align:center;"
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
|}
|}
*Estimated Time
*Estimated Time : 20 minutes
20 minutes
*Materials/ Resources needed: Different coloured papers.
*Materials/ Resources needed
*Prerequisites/Instructions, if any <br>
*Prerequisites/Instructions, if any <br>
#The student should have knowledge of circles.
#The student should have knowledge of circle and radius.
#The student should have skill of paper folding
#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>
''instructions to the teacher:''<br>
The teacher distributes the paper to the students. <br>
# The teacher distributes the paper to the students.
Ask every student to make 2 equal parts by folding.<br>
# Shows them how to use compass and draw a circle.
What happens if it is folded again to get equal parts?<br>
# Ask every student to make 2 equal parts by folding.
Ask the students to identify the folded lines/marks<br>
# What happens if it is folded again to get equal parts?
# Ask the students to identify the folded lines/marks
''instructions to the student:''<br>
''instructions to the student:''
fold the paper cut out as per instructions<br>
# Draw a circle of given radius.
# Cut out the circle.
# Fold the circle into two equal halves.
# Again fold into further equal halves.
# Oserve and mark the folded line.
# Identity the diameter and radius.
*Evaluation
*Evaluation
#Was the student successful in marking radius and diamter?<br>
# Was the student successful in marking radius and diameter?
#Was the student successful in folding and marking?<br>
# Was the student successful in folding and marking?
#Was the student able to relate radius and diameter.<br>
# Was the student able to relate radius and diameter.
*Question Corner
*Question Corner
How many such radii and diameters can be drawn to a given circle?
# How many such radii and diameters can be drawn to a given circle?
===Activity No # ===
===Activity No # ===