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Line 1: − ===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) − − Content objectives - what content areas+ − − Skill objectives - what specific skills − − Classroom objectives - to demo peer learning, to make a classroom resource, etc - − − 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. + + + + − How to do the different steps of the activity?+ − + − + − + − + − + − Categories: (Subject) (Topic) (Sub-concept/topic) (Class 6) (Resource format)+ − + − Example - (Mathematics) (Triangle) (Area) (Perimeter) (Class 6) (Class 8) (Geogebra) (Video)+ + + + + + + + +
Congruence in triangles – SSS Rule (view source)
Revision as of 07:32, 15 April 2019
, 07:32, 15 April 2019no edit summary
=== Objectives ===
=== Objectives ===
Compare sides in triangles to check for congruence
===Estimated Time===
===Estimated Time===
=== Prerequisites/Instructions, prior preparations, if any ===
=== Prerequisites/Instructions, prior preparations, if any ===
Prior knowledge of point, lines, angles, closed figures
===Materials/ Resources needed===
===Materials/ Resources needed===
#Digital : Computer, geogebra application, projector.
#Non digital : Worksheet and pencil, triangles of same and different shapes
#3. Geogebra files : “[https://ggbm.at/fyzmy4nv '''Triangle congruence.ggb''']”
===Process (How to do the activity)===
===Process (How to do the activity)===
Prior hands on activity
*Three triangles are distributed to groups of students.
What kinds of questions you can ask for that activity
*Children should identify the triangles that are congruent.
*They can name the vertices in the given triangles.
What are the student follow-up activities/ questions you can give?
*Write down the sides and angles that are coinciding in the two triangles.
Use the geogebra file - “[https://ggbm.at/fyzmy4nv Triangle congruence.ggb]”
*How many triangles you observe?
*Are all the triangles same, point out the triangles that are same.
*How can you say they are same? What can you do to check if the two triangles are congruent?
*What parameters of triangles are required to know if they are congruent?
*What about the third triangle is it the same as the other two, what you should do to show the triangle is same as the others – concept pf reflection can be discussed
HW:
*Make two triangles of same sizes. Cut it and verify they are congruent.
*Construct one triangle – Base = 3, 4 and 5 are other sides. Another triangle base = 5; and two sides are 3 and 4. Another triangle base = 4; and two sides are 3 and 5. Does the order of sides matter in a triangle?
'''Evaluation at the end of the activity'''
*Students should be able to understand, if 3 corresponding sides of two triangles are same then the triangles are congruent.
*Students should also understand that the sequence of sides examined in the triangles need not be same for the triangles to be congruent.