Difference between revisions of "Parallel lines"

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(Created page with "===Name of the activity=== Brief blurb describing what the activity. If this has been borrowed from some external web site (for example, a non OER or OER site which had this...")
 
 
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===Name of the activity===
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Relation between angles that are formed in multiple parallel lines is investigated with geogebra sketch.
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Brief blurb describing what the activity. If this has been borrowed from some external web site (for example, a non OER or OER site which had this idea and based on which the activity was developed)
 
  
 
=== Objectives ===
 
=== Objectives ===
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Content objectives  - what content areas
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To understand corresponding angles are equal
  
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Skill objectives - what specific skills
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To understand  alternate angles are equal
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Classroom objectives - to demo peer learning, to make a classroom resource, etc -
 
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All these kinds of objectives need not be there for every activity.  And no need to list them as different headings.  This is only for our reference when we are developing activities.
 
  
 
===Estimated Time===
 
===Estimated Time===
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30 minutes
  
 
=== Prerequisites/Instructions, prior preparations, if any ===
 
=== Prerequisites/Instructions, prior preparations, if any ===
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Prior knowledge of point, lines, angles, intersecting lines, vertically opposite angles
  
 
===Materials/ Resources needed===
 
===Materials/ Resources needed===
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* Digital : Computer, geogebra application, projector.
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* Non digital : Worksheet and pencil.
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* Geogebra files : [https://ggbm.at/sssjctkn Parallellines-3.ggb]
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{{Geogebra|sssjctkn}}
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===Process (How to do the activity)===
 
===Process (How to do the activity)===
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How to do the different steps of the activity?
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* Use the file to seek the initial observations from children – number of lines, are the lines parallel, line that acts as a transversal.
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* Ask how many angles are there present. List all the angles formed.
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What kinds of questions you can ask for that activity
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* Additional information can be retrieved – no of angles are formed at each point, number of angle pairs, number of linear pairs at each point.
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* Talk about supplementary angle pairs – let them identify the supplementary angle pairs for the parallel lines.
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What are the student follow-up activities/ questions you can give?
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* Move the transversal using point D to observe the changes made by the transversal with the parallel lines.
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* Children can observe the pair of angles that vary equally
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* Mention corresponding angles and their properties
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* For a give pair of parallel lines list all the corresponding angles.
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* Use point B to show that lines need not be parallel with x-axis to be parallel with each other.
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* Inquire about number of parallel lines that can be drawn for a given line.
  
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Categories:  (Subject) (Topic) (Sub-concept/topic) (Class 6) (Resource format)
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*  Change the  position of point D to record other values
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:{| class="wikitable"
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|Angle BPD
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|Angle DPQ
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|Total
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|Angle KMP
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|Angle PMN
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|Total
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|Angle ECM
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|Angle MCL
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|Total
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|-
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|.
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|
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|
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|
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|
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|
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|}
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* '''Evaluation at the end of the activity'''
  
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Example -  (Mathematics) (Triangle) (Area) (Perimeter) (Class 6) (Class 8) (Geogebra) (Video)
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[[Category:Lines and Angles]]

Latest revision as of 12:12, 23 September 2020

Relation between angles that are formed in multiple parallel lines is investigated with geogebra sketch.

Objectives

To understand corresponding angles are equal

To understand  alternate angles are equal

Estimated Time

30 minutes

Prerequisites/Instructions, prior preparations, if any

Prior knowledge of point, lines, angles, intersecting lines, vertically opposite angles

Materials/ Resources needed

  • Digital : Computer, geogebra application, projector.
  • Non digital : Worksheet and pencil.
  • Geogebra files : Parallellines-3.ggb


Download this geogebra file from this link.


Process (How to do the activity)

  • Use the file to seek the initial observations from children – number of lines, are the lines parallel, line that acts as a transversal.
  • Ask how many angles are there present. List all the angles formed.
  • Additional information can be retrieved – no of angles are formed at each point, number of angle pairs, number of linear pairs at each point.
  • Talk about supplementary angle pairs – let them identify the supplementary angle pairs for the parallel lines.
  • Move the transversal using point D to observe the changes made by the transversal with the parallel lines.
  • Children can observe the pair of angles that vary equally
  • Mention corresponding angles and their properties
  • For a give pair of parallel lines list all the corresponding angles.
  • Use point B to show that lines need not be parallel with x-axis to be parallel with each other.
  • Inquire about number of parallel lines that can be drawn for a given line.
  • Change the position of point D to record other values
Angle BPD Angle DPQ Total Angle KMP Angle PMN Total Angle ECM Angle MCL Total
.
  • Evaluation at the end of the activity
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