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| ==Concept #1 CIRCLE CENTRE== | | ==Concept #1 CIRCLE CENTRE== |
| [[File:radius.jpg|200px|right]] | | [[File:radius.jpg|200px|right]] |
− | '''DEFINITION:'''
| |
− | ''The fixed point in the circle is called centre.''
| |
| ===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. | | # The students should understand that centre is that fixed point in the circle from which all points are at equal distance. |
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| *Prerequisites/Instructions, if any | | *Prerequisites/Instructions, if any |
| ''Instructions for the teacher:'' Draw few circles of different radii and name the centres <br> | | ''Instructions for the teacher:'' Draw few circles of different radii and name the centres <br> |
− | ''Instructions for the student'' : name the centres of different circles | + | ''Instructions for the student'' : Name the centres of different circles |
| *Multimedia resources | | *Multimedia resources |
| *Website interactives/ links/ / Geogebra Applets | | *Website interactives/ links/ / Geogebra Applets |
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| ==Concept #2 Radius and Diameter== | | ==Concept #2 Radius and Diameter== |
| [[File:rad_dia.jpg|200px|right]] | | [[File:rad_dia.jpg|200px|right]] |
− | '''DEFINITION:'''<br>
| |
| ''RADIUS:A straight line drawn from centre to the circumference''<br> | | ''RADIUS:A straight line drawn from centre to the circumference''<br> |
| ''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=== |
− | to draw circle<br> | + | # The students should understand that radius is a straight line joining centre of a circle to any point on the circumference. |
− | to draw a diamter | + | # They need to learn the use of compass. |
− | use of geometrical instruments
| + | # Skill of drawing the circle accurately. |
| ===Notes for teachers=== | | ===Notes for teachers=== |
− | explain the concepts using requisite diagrams. Conduct this activity.
| + | Explain the concepts using requisite diagrams. |
| ===Activity No #1 === | | ===Activity No #1 === |
| {| style="height:10px; float:right; align:center;" | | {| style="height:10px; float:right; align:center;" |
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| ''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div> | | ''[http://www.karnatakaeducation.org.in/?q=node/305 Click to Comment]''</div> |
| |} | | |} |
− | *Estimated Time | + | *Estimated Time : 20 minutes |
− | 20 minutes | + | *Materials/ Resources needed: Different coloured papers. |
− | *Materials/ Resources needed | |
− | different coloured circular cutouts
| |
| *Prerequisites/Instructions, if any <br> | | *Prerequisites/Instructions, if any <br> |
− | #The student should have knowledge of circles. | + | #The student should have knowledge of circle and radius. |
− | #The student should have skill of paper folding | + | #The student should have skill of paper folding. |
| *Multimedia resources | | *Multimedia resources |
| *Website interactives/ links/ / Geogebra Applets | | *Website interactives/ links/ / Geogebra Applets |
| *Process/ Developmental Questions | | *Process/ Developmental Questions |
| ''instructions to the teacher:''<br> | | ''instructions to the teacher:''<br> |
− | The teacher distributes the paper to the students. <br> | + | # The teacher distributes the paper to the students. |
− | Ask every student to make 2 equal parts by folding.<br> | + | # Shows them how to use compass and draw a circle. |
− | What happens if it is folded again to get equal parts?<br> | + | # Ask every student to make 2 equal parts by folding. |
− | Ask the students to identify the folded lines/marks<br> | + | # What happens if it is folded again to get equal parts? |
− |
| + | # Ask the students to identify the folded lines/marks |
| | | |
− | ''instructions to the student:''<br> | + | ''instructions to the student:'' |
− | fold the paper cut out as per instructions<br> | + | # Draw a circle of given radius. |
− | observe and mark the folded line.<br>
| + | # Cut out the circle. |
− | Identity the diameter and radius.<br>
| + | # Fold the circle into two equal halves. |
| + | # Again fold into further equal halves. |
| + | # Oserve and mark the folded line. |
| + | # Identity the diameter and radius. |
| *Evaluation | | *Evaluation |
− | #Was the student successful in marking radius and diamter?<br> | + | # Was the student successful in marking radius and diameter? |
− | #Was the student successful in folding and marking?<br> | + | # Was the student successful in folding and marking? |
− | #Was the student able to relate radius and diameter.<br> | + | # Was the student able to relate radius and diameter. |
| *Question Corner | | *Question Corner |
− | How many such radii and diameters can be drawn to a given circle? | + | # How many such radii and diameters can be drawn to a given circle? |
| | | |
| ===Activity No # === | | ===Activity No # === |