Difference between revisions of "Construction of cyclic quadrilateral"

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===Name of the activity===
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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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Ability to construct a cyclic quadrilateral accurately .
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Skill objectives - what specific skills
 
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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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40 minutes.
  
 
=== Prerequisites/Instructions, prior preparations, if any ===
 
=== Prerequisites/Instructions, prior preparations, if any ===
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#Laptop, geogebra file, projector and a pointer.
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#Students constructing materials, the geometry box.
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#white papers.
  
 
===Materials/ Resources needed===
 
===Materials/ Resources needed===
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===Process (How to do the activity)===
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Sufficient knowledge regarding construction of perpendicular lines, bisectors, angles and circle.
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How to do the different steps of the activity?
 
  
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What kinds of questions you can ask for that activity
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http://www.matrusrieppower.net/Constructionoftriangleandcyclicquadrilateral.html.
  
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What are the student follow-up activities/ questions you can give?
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===Process (How to do the activity)===
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#The teacher can do this activity after introducing the concept and properties of cyclic quadrilateral.
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Categories: (Subject) (Topic) (Sub-concept/topic) (Class 6) (Resource format)
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#She can project the file and let students watch it carefully.
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#After watching discuss the steps of construction and the purpose of each step so that the students can appreciate the sequence of construction steps.
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Example -  (Mathematics) (Triangle) (Area) (Perimeter) (Class 6) (Class 8) (Geogebra) (Video)
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#Then ask the students to actually construct a cyclic quadrilateral for the given measures.
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*Developmental Questions:
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#What is a cyclic quadrilateral ? Why is it called so ?
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#Name the measuring parameters of it ?
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#What measures are given for its construction ?
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#Explain the steps involved in determing the radius of the required circle ?
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#What do the measures of the arcs specify ?
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*Evaluation:
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#Were the students able to justify the sequence of steps involved ?
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*Question Corner:
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#Can you draw a circle first and then the quadrilateral ? Why not so ?

Revision as of 12:31, 8 May 2019


Objectives

Ability to construct a cyclic quadrilateral accurately .

Estimated Time

40 minutes.

Prerequisites/Instructions, prior preparations, if any

  1. Laptop, geogebra file, projector and a pointer.
  2. Students constructing materials, the geometry box.
  3. white papers.

Materials/ Resources needed

Sufficient knowledge regarding construction of perpendicular lines, bisectors, angles and circle.

http://www.matrusrieppower.net/Constructionoftriangleandcyclicquadrilateral.html.

Process (How to do the activity)

  1. The teacher can do this activity after introducing the concept and properties of cyclic quadrilateral.
  2. She can project the file and let students watch it carefully.
  3. After watching discuss the steps of construction and the purpose of each step so that the students can appreciate the sequence of construction steps.
  4. Then ask the students to actually construct a cyclic quadrilateral for the given measures.
  • Developmental Questions:
  1. What is a cyclic quadrilateral ? Why is it called so ?
  2. Name the measuring parameters of it ?
  3. What measures are given for its construction ?
  4. Explain the steps involved in determing the radius of the required circle ?
  5. What do the measures of the arcs specify ?
  • Evaluation:
  1. Were the students able to justify the sequence of steps involved ?
  • Question Corner:
  1. Can you draw a circle first and then the quadrilateral ? Why not so ?
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