Difference between revisions of "Introduction to Geogebra and Points, Lines and segments"
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=== Materials/ Resources needed === | === Materials/ Resources needed === | ||
| − | * Digital : Computer, | + | * Digital : Computer, Geogebra application, projector. |
* Non-digital : Worksheet and pencil. | * Non-digital : Worksheet and pencil. | ||
| − | === Process (How to do the activity === | + | === Process (How to do the activity) === |
'''Teachers work:''' | '''Teachers work:''' | ||
| − | + | To demonstrate - | |
| − | # How to create PDL in computer | + | # How to create PDL in a computer ? |
| − | # How to open Geogebra application | + | # How to open Geogebra application ? |
| − | # | + | # How to use tools in Geogebra interface? |
| − | # How to create and Save file in | + | # How to create and Save a file in Geogebra ? |
| − | # How to plot points, draw line segments, draw line, draw rays | + | # How to plot and label points, draw line segments, draw line, draw rays ? |
'''Students work:''' | '''Students work:''' | ||
| Line 43: | Line 43: | ||
Create PDL with their Names and save all files in it. | Create PDL with their Names and save all files in it. | ||
| − | === | + | === Developmental questions of the activity === |
| − | # Why we use points? What | + | # Why we use points? What does point indicate? |
# Are all points are in the same place? | # Are all points are in the same place? | ||
# Do you think you can draw a complete picture of a line? Why? | # Do you think you can draw a complete picture of a line? Why? | ||
# Can you measure the line? | # Can you measure the line? | ||
| − | # A minimum of how many points are required to fix a line | + | # A minimum of how many points are required to fix a line? |
# How many points can be plotted on a line? | # How many points can be plotted on a line? | ||
# How many segments can be on a line? | # How many segments can be on a line? | ||
| + | # Give examples for points, rays, segments and lines in our day-to-day life. | ||
| + | # How to represent line segments, rays and lines symbolically? | ||
| + | |||
| + | === '''Refreshment activity :''' === | ||
| + | <u>Guess the word</u> : | ||
| + | # Grouping the students(Each group has maximum 3 students) | ||
| + | # One student from each group pickup the word, and give 3 clues in a word to describe the vocabulary word that needs to be guessed by other group members | ||
| + | # The word to be guessed should not be told by the participant to other group members. | ||
| + | |||
| + | === Evaluation of the activity === | ||
| + | Worksheet 1- | ||
Revision as of 10:38, 24 February 2021
Objectives
- To get acquainted with digital tool
- To visualize geometrical figures with real life situations
- Introduce children to the concept of points, line, ray and segments
Estimated Time
80 minutes
Refreshment activity related to language - 15 minutes
Introduction to Geogebra - 15 minutes
Hands-on Activities in Geogebra on points, lines and segments with demonstration - 30 - 40 minutes
Worksheet distribution - 5 minutes
Prerequisites/Instructions, prior preparations, if any
Prior understanding of Edges, corners and shapes
Materials/ Resources needed
- Digital : Computer, Geogebra application, projector.
- Non-digital : Worksheet and pencil.
Process (How to do the activity)
Teachers work:
To demonstrate -
- How to create PDL in a computer ?
- How to open Geogebra application ?
- How to use tools in Geogebra interface?
- How to create and Save a file in Geogebra ?
- How to plot and label points, draw line segments, draw line, draw rays ?
Students work:
1. Plot 10 points and Name it as A, B, C, D, E, F, G, H, I, J.
2. Draw 5 line segments - AB, BD, DE, FG, AH
3. Draw 5 lines - BC, EF, AE, DG, GI
4. Draw 5 rays - OB, FD, KL, BE, RC
Create PDL with their Names and save all files in it.
Developmental questions of the activity
- Why we use points? What does point indicate?
- Are all points are in the same place?
- Do you think you can draw a complete picture of a line? Why?
- Can you measure the line?
- A minimum of how many points are required to fix a line?
- How many points can be plotted on a line?
- How many segments can be on a line?
- Give examples for points, rays, segments and lines in our day-to-day life.
- How to represent line segments, rays and lines symbolically?
Refreshment activity :
Guess the word :
- Grouping the students(Each group has maximum 3 students)
- One student from each group pickup the word, and give 3 clues in a word to describe the vocabulary word that needs to be guessed by other group members
- The word to be guessed should not be told by the participant to other group members.
Evaluation of the activity
Worksheet 1-