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| + | Investigating the diameter is the longest chord of a circle. |
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| − | [http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_History The Story of Mathematics]
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| − | [http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Pedagogy Teaching of Mathematics]
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| − | [http://www.karnatakaeducation.org.in/KOER/en/index.php/Mathematics:_Topics Topics in School Mathematics]
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| − | [http://www.karnatakaeducation.org.in/KOER/en/index.php/Text_Books#Mathematics_-_Textbooks Textbooks]
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| | | | |
| − | = Concept Map = | + | ===Objectives=== |
| − | __FORCETOC__
| + | To understand longest chord passes through the centre and it is the diameter |
| − | <mm>[[circles_and_lines.mm|flash]]</mm>
| + | ===Estimated Time=== |
| | + | 30 minutes |
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| − | = Textbook = | + | ===Prerequisites/Instructions, prior preparations, if any=== |
| − | To add textbook links, please follow these instructions to:
| + | Prior knowledge of point, lines, angles, polygons |
| − | ([{{fullurl:{{FULLPAGENAME}}/textbook|action=edit}} Click to create the subpage])
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| | | | |
| − | =Additional Information= | + | ===Materials/ Resources needed=== |
| − | ==Useful websites== | + | * Digital : Computer, geogebra application, projector. |
| − | #[http://www.regentsprep.org/Regents/math/geometry/GP14/PracCircleSegments.htm www.regentsprep.com] conatins good objective problems on chords and secants <br>
| + | * Non digital : Worksheet and pencil, compass, strings |
| − | #[http://www.mathwarehouse.com/geometry/circle/tangents-secants-arcs-angles.php www.mathwarehouse.com] contains good content on circles for different classes<br>
| + | * Geogebra files : [https://ggbm.at/c4eg7q2u Diameter is longest chord.ggb] |
| − | #[http://staff.argyll.epsb.ca/jreed/math20p/circles/tangent.htm staff.argyll] contains good simulations
| + | {{Geogebra|c4eg7q2u}} |
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| − | ==Reference Books== | + | ===Process (How to do the activity)=== |
| | + | Use the geogebra file to show how diameter is the longest chord. |
| | | | |
| − | = Teaching Outlines
| + | Move the points on the circle to show the changes in the triangle. |
| − | Chord and its related theorems
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| − | ==Concept #1 CHORD==
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| − | ===Learning objectives===
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| − | The students should be able to:
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| − | # Recall the meaning of circle and chord.
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| − | # They should know the method to measure the perpendicular distance of the chord from the centre of the circle.
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| − | # State Properties of chord.
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| − | # By studying the theorems related to chords, the students should know that a chord in a circle is an important concept .
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| − | # They should be able to relate chord properties to find unknown measures in a circle.
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| − | # They should be able to apply chord properties for proof of further theorems in circles.
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| − | # The students should understand the meaning of congruent chords.
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| | | | |
| − | ===Notes for teachers===
| + | What is the condition with respect to sides for formation of a triangle. Sum of two sides is larger than the third side. |
| − | # A chord is a straight line joining 2 points on the circumference of a circle.
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| − | # Chords within a circle can be related in many ways.
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| − | # The theorems that involve chords of a circle are :
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| − | * Perpendicular bisector of a chord passes through the center of a circle.
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| − | * Congruent chords are equidistant from the center of a circle.
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| − | * If two chords in a circle are congruent, then their intercepted arcs are congruent.
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| − | * If two chords in a circle are congruent, then they determine two central angles that are congruent.
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| | | | |
| − | ===Activity No 1[Theorem 1: Perpendicular bisector of a chord passes through the center of a circle.] ===
| + | Compare the chord length with sum of two radii. When is the triangle reduced to a line segment. |
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| − | ''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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| − | |}
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| − | *Estimated Time <br>
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| − | 20 minutes
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| − | *Materials/ Resources needed:
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| − | Laptop, Geogebra file, projector and a pointer.
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| − | *Prerequisites/Instructions, if any
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| − | # The students should know the basic concepts of a circle and its related terms.
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| − | # They should have prior knowledge of chord and construction of perpendicular bisector to the chord.
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| − | *Multimedia resources: Laptop
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| | | | |
| − | *Website interactives/ links/ / Geogebra Applets
| + | What can you conclude about the chord? When is it the largest? |
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| − | *Process:
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| − | # Show the children the geogebra file.
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| − | # Let them identify the chord. Ask them to define a chord.
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| − | # Let them recall what a perpendicular bisector is.
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| − | # Show them the second chord.
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| − | # Let students observe if everytime the perpendicular bisector of the chord passes through the centre of the circle.
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| − | *Developmental Questions:
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| − | # What is a chord ?
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| − | # At how many points on the circumference does the chord touch a circle .
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| − | # What is a bisector ?
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| − | # What is a perpendicular bisector ?
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| − | # In each case the perpendicular bisector passes through which point ?
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| − | # Can anyone explain why does the perpendicular bisector always passes through the centre of the circle ?
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| | | | |
| − | *Evaluation
| + | [[Category:Circles]] |
| − | # What is the angle formed at the point of intersection of chord and radius ?
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| − | # Are the students able to understand what a perpendicular bisector is ?
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| − | # Are the students realising that perpendicular bisector drawn for any length of chords for any circle always passes through the center of the circle .
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| − | *Question Corner:
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| − | # What do you infer ?
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| − | # How can you reason that the perpendicular bisector for any length of chord always passes through the centre of the circle.
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| − | | |
| − | ===Activity No # 2.[Theorem 2.Congruent chords are equidistant from the center of a circle.] ===
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| − | {| style="height:10px; float:right; align:center;"
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| − | |<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;">
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| − | ''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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| − | |}
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| − | *Estimated Time :40 minutes.
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| − | *Materials/ Resources needed:
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| − | Laptop, geogebra,projector and a pointer.
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| − | *Prerequisites/Instructions, if any
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| − | # The students should have prior knowledge of a circle, its centre, radius, circumference and a chord.
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| − | # They should know that the length of the chord means its perpendicular distance from the centre.
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| − | # They should know to draw perpendicular bisector to a given chord.
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| − | # They should know the meaning of the term congruent and equidistant.
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| − | *Multimedia resources: Laptop, geogebra file, projector and a pointer.
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| − | *Website interactives/ links/ / Geogebra Applets
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| − | <ggb_applet width="1280" height="600" version="4.0" 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| − | *Process:
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| − | # The teacher can reiterate the prior knowledge on circles.
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| − | # Revise the procedure of drawing chords of given length accurately in a circle.
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| − | # Revise what congruent chords mean.
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| − | # Show geogebra file and explain to help them understand the theorem.
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| − | *Developmental Questions:
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| − | # What is a chord ?
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| − | # Name the centre of the circle.
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| − | # How do you draw congruent chords in a circle ?
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| − | # How many chords do you see in the figure ? Name them.
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| − | # If both the chords are congruent, what can you say about the length of both the chords ?
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| − | # How can we measure the length of the chord ?
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| − | # What is the procedure to draw perpendicular bisector ?
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| − | # What does theorem 1 say ? Do you all remember ?
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| − | # What is the length of both chords here ?
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| − | # What can you conclude ?
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| − | # Repeat this for circles of different radii and for different lengths of congruent chords.
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| − | *Evaluation:
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| − | # Were the students able to comprehend the drawing of congruent chords in a circle ?
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| − | # Were the students able to comprehend why congruent chords are always equal for a given circle. Let any student explain the analogy.
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| − | # Are the students able to understand that this theorem can be very useful in solving problems related to circles and triangles ?
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| − | *Question Corner:
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| − | # What is a chord ?
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| − | # What are congruent chords ?
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| − | # Why do you think congruent chords are always equal for a circle of given radius ?
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| − | | |
| − | ===Activity No # ===
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| − | |<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;">
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| − | ''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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| − | |}
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| − | *Estimated Time
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| − | *Materials/ Resources needed
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| − | *Prerequisites/Instructions, if any
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| − | *Multimedia resources
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| − | *Website interactives/ links/ / Geogebra Applets
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| − | | |
| − | *Process/ Developmental Questions
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| − | *Evaluation
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| − | *Question Corner
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| − | | |
| − | ===Activity No # ===
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| − | {| style="height:10px; float:right; align:center;"
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| − | |<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://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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| − | |}
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| − | *Estimated Time
| |
| − | *Materials/ Resources needed
| |
| − | *Prerequisites/Instructions, if any
| |
| − | *Multimedia resources
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| − | *Website interactives/ links/ / Geogebra Applets
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| − | | |
| − | *Process/ Developmental Questions
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| − | *Evaluation
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| − | *Question Corner
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| − | | |
| − | ==Concept #2.Secant and Tangent==
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| − | ===Learning objectives===
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| − | # The secant is a line passing through a circle touching it at any two points on the circumference.
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| − | # A tangent is a line toucing the circle at only one point on the circumference.
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| − | ===Notes for teachers===
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| − | ===Activity No # ===
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| − | {| style="height:10px; float:right; align:center;"
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| − | |<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://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
| |
| − | |}
| |
| − | *Estimated Time: 15 minutes
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| − | *Materials/ Resources needed: Laptop, geogebra file, projector and a pointer.
| |
| − | *Prerequisites/Instructions, if any:
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| − | # The students should have a prior knowledge about a circle and its basic parts and terms.
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| − | # They should know the clear distinction between radius, diameter, chord, secant and tangent.
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| − | *Multimedia resources : Laptop and projector
| |
| − | *Website interactives/ links/ / Geogebra Applets
| |
| − | <ggb_applet width="1282" height="601" version="4.0" ggbBase64="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" enableRightClick="false" showAlgebraInput="false" enableShiftDragZoom="true" showMenuBar="false" showToolBar="false" showToolBarHelp="true" enableLabelDrags="false" showResetIcon="true" />
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| − | *Process:
| |
| − | # The teacher can show the geogebra file.
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| − | # Move the points on circumference and explain secant.
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| − | # When both endpoints of secant meet, it becomes a tangent.
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| − | Developmental Questions:
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| − | # Name the points on the circumference of the circle.
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| − | # At how many points is the line touching the circle ?
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| − | # What is the line called ?
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| − | *Evaluation
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| − | # What is the difference between the secant and a tangent?
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| − | # What is the difference between the chord and a secant ?
| |
| − | *Question Corner
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| − | # Can you draw a secant touching 3 points on the circle ?
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| − | # At how many points does a tangent touch a circle ?
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| − | # How many tangents can be drawn to a circle ?
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| − | # How many tangents can be drawn to a circle at any one given point ?
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| − | # How many parallel tangents can a circle have at the most ?
| |
| − | | |
| − | ===Activity No # ===
| |
| − | {| 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://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
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| − | |}
| |
| − | *Estimated Time
| |
| − | *Materials/ Resources needed
| |
| − | *Prerequisites/Instructions, if any
| |
| − | *Multimedia resources
| |
| − | *Website interactives/ links/ / Geogebra Applets
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| − | *Process/ Developmental Questions
| |
| − | *Evaluation
| |
| − | *Question Corner
| |
| − | | |
| − | ==Concept # Construction of tangent==
| |
| − | ===Learning objectives===
| |
| − | # The students should know that tangent is a straight line touching the circle at one and only point.
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| − | # They should understand that a tangent is perpendicular to the radius of the circle.
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| − | # The construction protocol of a tangent.
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| − | # Constructing a tangent to a point on the circle.
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| − | # Constructing tangents to a circle from external point at a given distance.
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| − | # A tangent that is common to two circles is called a common tangent.
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| − | # A common tangent with both centres on the same side of the tangent is called a direct common tangent.
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| − | # A common tangent with both centres on either side of the tangent is called a transverse common tangent.
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| − | | |
| − | ===Notes for teachers===
| |
| − | ===Activity No # Construction of Direct common tangent ===
| |
| − | {| style="height:10px; float:right; align:center;"
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| − | |<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://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
| |
| − | |}
| |
| − | *Estimated Time
| |
| − | *Materials/ Resources needed
| |
| − | *Prerequisites/Instructions, if any
| |
| − | *Multimedia resources
| |
| − | *Website interactives/ links/ / Geogebra Applets
| |
| − | *Process/ Developmental Questions
| |
| − | *Evaluation
| |
| − | *Question Corner
| |
| − | | |
| − | | |
| − | | |
| − | ===Activity No # Construction of Transverse common tangent===
| |
| − | {| style="height:10px; float:right; align:center;"
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| − | |<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://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div>
| |
| − | |}
| |
| − | *Estimated Time
| |
| − | *Materials/ Resources needed
| |
| − | *Prerequisites/Instructions, if any
| |
| − | *Multimedia resources
| |
| − | *Website interactives/ links/ / Geogebra Applets
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| − | <ggb_applet width="1280" height="600" version="4.0" 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enableRightClick="false" showAlgebraInput="false" enableShiftDragZoom="true" showMenuBar="false" showToolBar="false" showToolBarHelp="true" enableLabelDrags="false" showResetIcon="true" />
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| − | *Process/ Developmental Questions
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| − | *Evaluation
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| − | *Question Corner
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| − | | |
| − | = Hints for difficult problems =
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| − | | |
| − | = Project Ideas =
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| − | | |
| − | = Math Fun =
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| − | | |
| − | '''Usage'''
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| − | | |
| − | Create a new page and type <nowiki>{{subst:Math-Content}}</nowiki> to use this template
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