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= Teaching Outlines =
= Teaching Outlines =
==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.
# Centre is that fixed point in the circle from which all points are at equal distance.
# They should be able to give examples for circles
# Give examples for circles
# They should understand that a circle is drawn using centre as a reference point.
# A circle is drawn using centre as a reference point.
===Notes for teachers===
===Notes for teachers===
''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===
# The students should understand that radius is a straight line joining centre of a circle to any point on the circumference.
# Radius is a straight line joining centre of a circle to any point on the circumference.
# They need to learn the use of compass.
# Ability to learn the use of compass.
# Skill of drawing the circle accurately.
# Skill of drawing the circle accurately.
===Notes for teachers===
===Notes for teachers===
*Materials/ Resources needed: Different coloured papers, compass, scale, pencil and scissors.
*Materials/ Resources needed: Different coloured papers, compass, scale, pencil and scissors.
*Prerequisites/Instructions, if any <br>
*Prerequisites/Instructions, if any <br>
*Multimedia resources
*Multimedia resources
*Website interactives/ links/ / Geogebra Applets
*Website interactives/ links/ / Geogebra Applets
*Process/ Developmental Questions
*Process/ Developmental Questions<br>
instructions to the teacher:<br>
# The teacher distributes the paper to the students.
# The teacher distributes the paper to the students.
# Shows them how to use compass and draw a circle.
# Shows them how to use compass and draw a circle.
# Ask every student to make 2 equal parts by folding.
# Ask every student to make 2 equal parts by folding.
# What happens if it is folded again to get equal parts?
# What happens if it is folded again to get equal parts?
# Ask the students to identify the folded lines/marks
# Ask the students to identify the folded lines/marks<br>
instructions to the student:<br>
# Draw a circle of given radius.
# Draw a circle of given radius.
# Cut out the circle.
# Cut out the circle.
*Question Corner
*Question Corner
==Concept #3 CIRCUMFERENCE==
==Concept #3 Circunference==
[[File:circum.jpg|200px|right]]
[[File:circum.jpg|200px|right]]
===Learning objectives===
===Learning objectives===
# The students should understand that the circumference is the outer boundary of a circle.
# Circumference is the outer boundary of a circle.
# It is equivalent to perimeter.
# It is equivalent to perimeter.
===Notes for teachers===
===Notes for teachers===
*Materials/ Resources needed: white paper, compass and colour pencils.
*Materials/ Resources needed: white paper, compass and colour pencils.
*Prerequisites/Instructions, if any
*Prerequisites/Instructions, if any
*Multimedia resources
*Multimedia resources
Geogebra
Geogebra
*Website interactives/ links/ / Geogebra Applets
*Website interactives/ links/ / Geogebra Applets
*Process/ Developmental Questions
*Process/ Developmental Questions
Instructions to the teachers
Instructions to the teachers:<br>
# Ask the children to draw circles.<br>
# Ask the children to draw circles.<br>
Instructions for the students
Instructions for the students
# What is the distance between the center of a circle and its circumference called?
# What is the distance between the center of a circle and its circumference called?
==Concept #4 SEMICIRCLE==
==Concept #4 Semicircle==
[[File:semicircle.gif|200px|right]]
[[File:semicircle.gif|200px|right]]
===Learning objectives===
===Learning objectives===
# The students learn that a diameter divides the circle into two equal halves and each such half is a semicircle or hemicircle.
# A diameter divides the circle into two equal halves and each such half is a semicircle or hemicircle.
# The students learn how to form a semicircle by joining any two points on the circumference through its centre i.e. by drawing a diameter.
# Forming a semicircle by joining any two points on the circumference through its centre i.e. by drawing a diameter.
===Notes for teachers===
===Notes for teachers===
# Show children semicircle by drawing diameter.
# Show children semicircle by drawing diameter.
*Question Corner
*Question Corner
# Are the students standing on the circumference of the circle considered to be in the interior or in the exterior ? Justify.
# Are the students standing on the circumference of the circle considered to be in the interior or in the exterior ? Justify.
==Concept #6 Chord==
==Concept #6 Chord==
[[File:chord001.jpg|200px|right]]
[[File:chord001.jpg|200px|right]]
===Learning objectives===
===Learning objectives===
# The students learn that the chord is a line segment joining any two distinct points on the circle
# The chord is a line segment joining any two distinct points on the circle
# The students learn that the longest chord in any circle is its diameter.
# The longest chord in any circle is its diameter.
# Any number of chords can be drawn in a circle.
# Any number of chords can be drawn in a circle.
*Question Corner
*Question Corner
==Concept #7 ARC==
==Concept #7 Arc==
[[File:arc.jpg|200px|right]]
[[File:arc.jpg|200px|right]]
===Learning objectives===
===Learning objectives===
*Question Corner
*Question Corner
==Concept #8 concentric circles==
==Concept #8 Concentric circles==
[[File:conc_circles.jpg|200px|right]]
[[File:conc_circles.jpg|200px|right]]
===Learning objectives===
===Learning objectives===
# Were the students able to conclude that there are alternatives for compass?
# Were the students able to conclude that there are alternatives for compass?
# Can you suggest some more methods of getting a circle?
# Can you suggest some more methods of getting a circle?
*Question Corner
*Question Corner
# Find out which methods are used while drawing circles in rangoli designs ?
# Find out which methods are used while drawing circles in rangoli designs ?
*Question Corner
*Question Corner
==Concept #10 SECTOR==
==Concept #10 Sector==
===Learning objectives===
===Learning objectives===
# The students learn that a slice of a circle enclosed between any two radii is called a sector.
# Slice of a circle enclosed between any two radii is called a sector.
# They learn that semicircle and quadrant are special types of sectors.
# Semicircle and quadrant are special types of sectors.
===Notes for teachers===
===Notes for teachers===
===Activity No # Different sectors of a circle===
===Activity No # Different sectors of a circle===
= Project Ideas =
= Project Ideas =
# Collect different types of circular objects
# Collect different types of circular objects
# Collect different '''PIE CHARTS'''.
# Collect different '''Pie Charts'''.
# Collect different photographs of tools of cutting circles
# Collect different photographs of tools of cutting circles
# Collect different coins of circular shape
# Collect different coins of circular shape
