Difference between revisions of "Lines and Angles"
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==== Concept 3: '''Parallel lines''' ==== | ==== Concept 3: '''Parallel lines''' ==== | ||
| − | ====== [[Introducing parallel lines| | + | ====== [[Introducing parallel lines|Introducing parallel lines]] ====== |
| − | ====== | + | ====== [[Angles associated with parallel lines]] ====== |
| − | ====== | + | ====== [[Parallel lines|Parallel lines and measures of angles formed]] ====== |
===== Solved problems/ key questions (earlier was hints for problems). ===== | ===== Solved problems/ key questions (earlier was hints for problems). ===== | ||
(This will be directly correlated to the textbook so that teacher gets what they may be looking for but we must have additional questions which are sourced from other resources) | (This will be directly correlated to the textbook so that teacher gets what they may be looking for but we must have additional questions which are sourced from other resources) | ||
Revision as of 17:11, 26 April 2019
Concept Map
Additional Resources
OER
Non-OER
- Web resources:
- CK12 - This website gives basic facts about parallel lines with examples and review questions.
- Books and journals
- Textbooks
- Syllabus documents
Learning Objectives
What are the students expected to understand/ learn from this topic. These can drive from the large concept map and should be listed at the concept level.
Teaching Outlines
Concept 1: What are angles?
Briefly describe the concept (2-3 sentences)
Activities
Introducing formation of angle
Types of angles
Concept 2: Pairs of angles
Adjacent angles
Complementary angles
Supplementary angles
Vertically opposite angles
Linear pair axiom : If a ray stands on a line, then the sum of two adjacent angles so formed is 180o
Linear pair axiom : If the sum of two adjacent angles is 180o, then the non-common arms of the angles form a line
Concept 3: Parallel lines
Introducing parallel lines
Angles associated with parallel lines
Parallel lines and measures of angles formed
Solved problems/ key questions (earlier was hints for problems).
(This will be directly correlated to the textbook so that teacher gets what they may be looking for but we must have additional questions which are sourced from other resources)
Projects (can include math lab/ science lab/ language lab)
Assessments - question banks, formative assessment activities and summative assessment activities
Categories will be: (Subject), (Topic), (Class 8), (Class 9), (Class 9), (Concept Map), (Question banks), (Assessments), Formative, Summative