Difference between revisions of "Lines and Angles"

Revision as of 10:53, 26 April 2019

Concept Map

Additional Resources

OER

List web resources with a brief description of what it contains; how it can be used and whether it can be by teacher/ student or both
Books and journals
Textbooks
Syllabus documents

Non-OER

List web resources with a brief description of what it contains; how it can be used and whether it can be by teacher/ student or both
Books and journals
Textbooks
Syllabus documents (CBSE, ICSE, IGCSE etc)

Learning Objectives

What are the students expected to understand/ learn from this topic. These can drive from the large concept map and should be listed at the concept level.

Teaching Outlines

Concept 1:

Briefly describe the concept (2-3 sentences)

Activities

Activity 1:

Page name - Name of activity. Add a meanningful 1-2 line blurb of the activity.
Template
1. Objective of activity
2. Pre-requisites/ prior competencies
3. Resources needed (digital and non-digital)
4. How to do the activity (both hands-on steps and discussion questions)
5. Evaluation at the end of the activity

Activity 2:

Page name - Name of activity. Add a meanningful 1-2 line blurb of the activity.
Template
1. Objective of activity
2. Pre-requisites/ prior competencies
3. Resources needed (digital and non-digital)
4. How to do the activity (both hands-on steps and discussion questions)
5. Evaluation at the end of the activity

Solved problems/ key questions (earlier was hints for problems).

(This will be directly correlated to the textbook so that teacher gets what they may be looking for but we must have additional questions which are sourced from other resources)

Projects (can include math lab/ science lab/ language lab)

Assessments - question banks, formative assessment activities and summative assessment activities

Categories will be: (Subject), (Topic), (Class 8), (Class 9), (Class 9), (Concept Map), (Question banks), (Assessments), Formative, Summative

@@ Line 1: / Line 1: @@
-=== Learning objectives ===
+=== Concept Map ===
-# Understanding Exterior and Interior angles and their dependency
-# Understanding that a triangle is a planar fig formed by the intersection of three lines
-# Understanding Triangle as a plane which covers area
-=== Problem description ===
+=== Additional Resources ===
-==== Exercise 6.3 ====
+==== OER ====
-# In Fig. 6.39, sides QP and RQ of ∆ PQR are produced to points S and T respectively.  If ∠ SPR = 135° and ∠ PQT = 110°, find ∠ PRQ.
+#List web resources with a  brief description of what it contains; how it can be used and whether it can be by teacher/ student or both
-[[File:Lines and Angles Problem 1.png|center|thumb|171x171px|
+#Books and journals
-Lines and Angles Problem 1
+#Textbooks
-]]
+#Syllabus documents
-[[Category:Mathematics]]
-[[Category:Class 9]]
-=== Activity No # 1 ===
+==== Non-OER ====
-* Estimated Time - 40 minutes
+# List web resources with a  brief description of what it contains; how it can be used and whether it can be by                teacher/ student or both
-* Materials/ Resources needed; Paper, pencil, and scale.
+# Books and journals
-* Prerequisites/Instructions, if any:
+# Textbooks
-# The students should know points and line segments.
+# Syllabus documents (CBSE, ICSE, IGCSE etc)
-* Multimedia resources
-* Website interactives/ links/ Geogebra Applets
-* Process (How to do the activity):
-Display  the GGB file first in which Angle SPR and PQT is already set to given measurements. and it would be helpful to ask the following questions which helps to understand the prior learning of children which might take 1 or 2 minutes.
-# In the given applet identify the Triangle gives.
-# Name the sides and Angles of the Triangle
-# Identify the interior and exterior angles
-# Measure the angle adjacent to 135<sup>0</sup>  (What is the sum of 135<sup>0</sup> and its adjacent angle.If the answer is 180<sup>0</sup> a teacher can ask the reason)
-# Measure the angle adjacent to 110<sup>0</sup>  (What is the sum of 135<sup>0</sup> and its adjacent angle If the answer is 180<sup>0</sup> a teacher can ask the reason)
-If the answer is different then use the angle measure tool in the GGB file and measure the adjacent angles of
-# Developmental Questions (What discussion questions):
+=== Learning Objectives ===
+What are the students expected to understand/ learn from this topic.  These can drive from the large concept map and should be listed at the concept level.
-#
+=== Teaching Outlines ===
-* Evaluation (Questions for assessment of the child):
+==== Concept 1: ====
+Briefly describe the concept (2-3 sentences)
+===== Activities =====
+====== Activity 1: ======
+* Page name - Name of activity.  Add a meanningful 1-2 line blurb of the activity.
+* Template
+*# Objective of activity
+*# Pre-requisites/ prior competencies
+*# Resources needed (digital and non-digital)
+*# How to do the activity (both hands-on steps and discussion questions)
+*# Evaluation at the end of the activity
+====== Activity 2: ======
+# Page name - Name of activity.  Add a meanningful 1-2 line blurb of the activity.
+# Template
+## Objective of activity
+## Pre-requisites/ prior competencies
+## Resources needed (digital and non-digital)
+## How to do the activity (both hands-on steps and discussion questions)
+## Evaluation at the end of the activity
+===== Solved problems/ key questions (earlier was hints for problems).  =====
+(This will be directly correlated to the textbook so that teacher gets what they may be looking for but we must have additional questions which are sourced from other resources)
+=== Projects (can include math lab/ science lab/ language lab) ===
+=== Assessments - question banks, formative assessment activities and summative assessment activities ===
+Categories will be:  (Subject), (Topic), (Class 8), (Class 9), (Class 9), (Concept Map), (Question banks), (Assessments), Formative, Summative