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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=== Objectives === | === Objectives === | ||
| − | + | To understand corresponding angles are equal | |
| − | + | To understand alternate angles are equal | |
| − | |||
| − | |||
| − | |||
| − | |||
===Estimated Time=== | ===Estimated Time=== | ||
| + | 30 minutes | ||
=== Prerequisites/Instructions, prior preparations, if any === | === Prerequisites/Instructions, prior preparations, if any === | ||
| + | Prior knowledge of point, lines, angles, intersecting lines, vertically opposite angles | ||
===Materials/ Resources needed=== | ===Materials/ Resources needed=== | ||
| + | * Digital : Computer, geogebra application, projector. | ||
| + | * Non digital : Worksheet and pencil. | ||
| + | * Geogebra files : [https://ggbm.at/sssjctkn Parallellines-3.ggb] | ||
| + | {{Geogebra|sssjctkn}} | ||
| + | |||
===Process (How to do the activity)=== | ===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 | |
| + | : {| class="wikitable" | ||
| + | |Angle BPD | ||
| + | |Angle DPQ | ||
| + | |Total | ||
| + | |Angle KMP | ||
| + | |Angle PMN | ||
| + | |Total | ||
| + | |Angle ECM | ||
| + | |Angle MCL | ||
| + | |Total | ||
| + | |- | ||
| + | |. | ||
| + | | | ||
| + | | | ||
| + | | | ||
| + | | | ||
| + | | | ||
| + | |} | ||
| + | * '''Evaluation at the end of the activity''' | ||
Revision as of 13:28, 25 April 2019
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 idea and based on which the activity was developed)
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