# Difference between revisions of "Parallel lines"

From Karnataka Open Educational Resources

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=== Objectives === | === Objectives === | ||

− | + | To understand corresponding angles are equal | |

− | + | To understand alternate angles are equal | |

− | |||

− | |||

− | |||

− | |||

===Estimated Time=== | ===Estimated Time=== | ||

+ | 30 minutes | ||

=== Prerequisites/Instructions, prior preparations, if any === | === Prerequisites/Instructions, prior preparations, if any === | ||

+ | Prior knowledge of point, lines, angles, intersecting lines, vertically opposite angles | ||

===Materials/ Resources needed=== | ===Materials/ Resources needed=== | ||

+ | * Digital : Computer, geogebra application, projector. | ||

+ | * Non digital : Worksheet and pencil. | ||

+ | * Geogebra files : [https://ggbm.at/sssjctkn Parallellines-3.ggb] | ||

+ | {{Geogebra|sssjctkn}} | ||

+ | |||

===Process (How to do the activity)=== | ===Process (How to do the activity)=== | ||

− | + | * Use the file to seek the initial observations from children – number of lines, are the lines parallel, line that acts as a transversal. | |

− | + | * Ask how many angles are there present. List all the angles formed. | |

− | + | * Additional information can be retrieved – no of angles are formed at each point, number of angle pairs, number of linear pairs at each point. | |

− | + | * Talk about supplementary angle pairs – let them identify the supplementary angle pairs for the parallel lines. | |

− | + | * Move the transversal using point D to observe the changes made by the transversal with the parallel lines. | |

− | + | * Children can observe the pair of angles that vary equally | |

− | + | * Mention corresponding angles and their properties | |

+ | * For a give pair of parallel lines list all the corresponding angles. | ||

+ | * Use point B to show that lines need not be parallel with x-axis to be parallel with each other. | ||

+ | * Inquire about number of parallel lines that can be drawn for a given line. | ||

− | + | * Change the position of point D to record other values | |

+ | : {| class="wikitable" | ||

+ | |Angle BPD | ||

+ | |Angle DPQ | ||

+ | |Total | ||

+ | |Angle KMP | ||

+ | |Angle PMN | ||

+ | |Total | ||

+ | |Angle ECM | ||

+ | |Angle MCL | ||

+ | |Total | ||

+ | |- | ||

+ | |. | ||

+ | | | ||

+ | | | ||

+ | | | ||

+ | | | ||

+ | | | ||

+ | |} | ||

+ | * '''Evaluation at the end of the activity''' |

## Revision as of 07:58, 25 April 2019

## Contents

### 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)

### Objectives

To understand corresponding angles are equal

To understand alternate angles are equal

### Estimated Time

30 minutes

### Prerequisites/Instructions, prior preparations, if any

Prior knowledge of point, lines, angles, intersecting lines, vertically opposite angles

### Materials/ Resources needed

- Digital : Computer, geogebra application, projector.
- Non digital : Worksheet and pencil.
- Geogebra files : Parallellines-3.ggb

Download this geogebra file from this link.

### Process (How to do the activity)

- Use the file to seek the initial observations from children – number of lines, are the lines parallel, line that acts as a transversal.
- Ask how many angles are there present. List all the angles formed.
- Additional information can be retrieved – no of angles are formed at each point, number of angle pairs, number of linear pairs at each point.
- Talk about supplementary angle pairs – let them identify the supplementary angle pairs for the parallel lines.
- Move the transversal using point D to observe the changes made by the transversal with the parallel lines.
- Children can observe the pair of angles that vary equally
- Mention corresponding angles and their properties
- For a give pair of parallel lines list all the corresponding angles.
- Use point B to show that lines need not be parallel with x-axis to be parallel with each other.
- Inquire about number of parallel lines that can be drawn for a given line.

- Change the position of point D to record other values

Angle BPD Angle DPQ Total Angle KMP Angle PMN Total Angle ECM Angle MCL Total .

**Evaluation at the end of the activity**