Difference between revisions of "Polygons"
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===Learning objectives=== | ===Learning objectives=== | ||
===Notes for teachers=== | ===Notes for teachers=== | ||
+ | ===Activity No # Tangram=== | ||
+ | This activity has been taken from the website :http://www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bs7act1.pdf | ||
+ | {| 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> | ||
+ | |} | ||
+ | [[File:Tangram.jpg|200px]] | ||
+ | *Estimated Time : 40 minutes. | ||
+ | *Materials/ Resources needed: Chart papers, scissors, pencil, scale. | ||
+ | *Prerequisites/Instructions, if any | ||
+ | # The students should have understanding of basic shapes like square, rectangle, parallelogram, triangle and trapezium. | ||
+ | # They should be able to draw mentioned shapes accurately and cut exactly on boundaries. | ||
+ | *Multimedia resources | ||
+ | *Website interactives/ links/ / Geogebra Applets | ||
+ | *Process: | ||
+ | # This is a very old Chinese puzzle known as a tangram. | ||
+ | # Cut out the square below into 7 shapes. | ||
+ | # Cut out the 7 shapes and rearrange them to form: | ||
+ | (a) a square from two triangles, and then change it to a parallelogram; | ||
+ | (b) a rectangle using three pieces, and then change it into a parallelogram; | ||
+ | (c) a trapezium with three pieces; | ||
+ | (d) a parallelogram with four pieces; | ||
+ | (e) a trapezium from the square, parallelogram and the two small triangles; | ||
+ | (f) a triangle with three pieces; | ||
+ | (g) a rectangle with all seven pieces. | ||
+ | # Finally, put the pieces back together to form the original square. | ||
+ | *Developmental Questions: | ||
+ | # Were you all able to read and follow the instructions. | ||
+ | # Name and point the different shapes in the figure. | ||
+ | # Name the dimensions of each shape. | ||
+ | *Evaluation: | ||
+ | # Analyse how much space each shape is occupying. | ||
+ | # What can you refer to the space occupied by each shape. | ||
+ | *Question Corner: | ||
+ | # What are the characteristic properties of each shape: square, rectangle, triangle, parallelogram and trapezium ? | ||
+ | # What type of two triangles would you need to form a square ? | ||
+ | # What did you learn from this activity ? | ||
+ | |||
+ | |||
===Activity No #=== | ===Activity No #=== | ||
{| style="height:10px; float:right; align:center;" | {| style="height:10px; float:right; align:center;" |
Revision as of 04:33, 16 December 2013
Philosophy of Mathematics |
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Additional Information
Useful websites
Reference Books
Teaching Outlines
- Introduction to polygon
- Naming the polygons
- Characteristics of polygons.
- Types of polygons.
Concept #1. Introduction to polygons and nomenclature.
Learning objectives
Notes for teachers
Activity No # 1. Which polygon am I ?
- Estimated Time: 30 minutes.
- Materials/ Resources needed: Laptop, geogebra file, projector and a pointer.
- Prerequisites/Instructions, if any:
- The students should know that lines intersect to form figures.
- Plane closed figures with ≥ 3 sides are known as polygons .
- The intersecting points of two lines is known as a vertex and the lines are the edges/sides.
- The student should know the meaning of greek numerals uni, bi, tri ....etc.
- Multimedia resources: Laptop
- Website interactives/ links/ / Geogebra Applets
- Process:
- The teacher can tell the students that they are surrounded by many different kinds of shapes every day.
- Many of these shapes are two-dimensional plane figures.
- Plane figures are flat. They can be closed or not closed.
- Plane figures made up of three or more closed line segments are polygons.
- Each line segment of a polygon is a side. Polygons are classified and named based on the number of sides.
- Developmental Questions:
- How many vertices, sides and angles does this figure have ? Name the figure.
- What is the point of intersection of two lines called ?
- What parameters do you identify in each figure ? (side, vertex, angle, plane surface and area )
- What can you say about the number of vertices and the number of sides in each figure ?
- Which figure would you think will be formed if the number of sides is increased indefinately.
- Evaluation:
- What determines the side or edge of the figure ?
- Are the students able to corelate the names with the number of sides ?
- Are the students able to appreciate the nature of shapes formed with each increasing side?
- Students can discuss angle sum property in each case by dividing the figure into triangles or quadrilaterals.
- Question Corner:
- A hexagon is a polygon with _________ angles.
- Is circle a polygon ?
- What is a polygon with 12 sides called ?
- You have a collection of sides from triangles and decagons. The total number of sides is 100 and you have 4 decagons. How many triangles do you have ?
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
- Evaluation
- Question Corner
Concept #2. Characteristics of polygons
Learning objectives
Notes for teachers
Activity No #
- Estimated Time:
- Materials/ Resources needed:
- Prerequisites/Instructions, if any:
- Multimedia resources:
- Website interactives/ links/ / Geogebra Applets:
- Process/ Developmental Questions:
- Evaluation:
- Question Corner:
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
- Evaluation
- Question Corner
Concept #3. Types of polygons
Learning objectives
Notes for teachers
Activity No # Tangram
This activity has been taken from the website :http://www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bs7act1.pdf
- Estimated Time : 40 minutes.
- Materials/ Resources needed: Chart papers, scissors, pencil, scale.
- Prerequisites/Instructions, if any
- The students should have understanding of basic shapes like square, rectangle, parallelogram, triangle and trapezium.
- They should be able to draw mentioned shapes accurately and cut exactly on boundaries.
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process:
- This is a very old Chinese puzzle known as a tangram.
- Cut out the square below into 7 shapes.
- Cut out the 7 shapes and rearrange them to form:
(a) a square from two triangles, and then change it to a parallelogram; (b) a rectangle using three pieces, and then change it into a parallelogram; (c) a trapezium with three pieces; (d) a parallelogram with four pieces; (e) a trapezium from the square, parallelogram and the two small triangles; (f) a triangle with three pieces; (g) a rectangle with all seven pieces.
- Finally, put the pieces back together to form the original square.
- Developmental Questions:
- Were you all able to read and follow the instructions.
- Name and point the different shapes in the figure.
- Name the dimensions of each shape.
- Evaluation:
- Analyse how much space each shape is occupying.
- What can you refer to the space occupied by each shape.
- Question Corner:
- What are the characteristic properties of each shape: square, rectangle, triangle, parallelogram and trapezium ?
- What type of two triangles would you need to form a square ?
- What did you learn from this activity ?
Activity No #
- Estimated Time:
- Materials/ Resources needed:
- Prerequisites/Instructions, if any:
- Multimedia resources:
- Website interactives/ links/ / Geogebra Applets:
- Process/ Developmental Questions:
- Evaluation:
- Question Corner:
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Website interactives/ links/ / Geogebra Applets
- Process/ Developmental Questions
- Evaluation
- Question Corner
Hints for difficult problems
Project Ideas
Math Fun
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