Line 39: |
Line 39: |
| ''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'' | | ''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.'' |
| | | |
− | ===Activity No #1 === | + | ===Activity No #1 Identifying similar shapes, similar triangles=== |
| {| style="height:10px; float:right; align:center;" | | {| style="height:10px; float:right; align:center;" |
| |<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"> | | |<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#f5f5f5; vertical-align:top; text-align:center; padding:5px;"> |
| ''[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''' - 80 minutes (40 +40) |
− | | + | * '''Materials/ Resources needed''' - Blackboard, Geogebra files + projector, Calculator |
− |
| |
− | | |
− |
| |
− | | |
− | | |
− |
| |
− | ==== Material and Resources Required ====
| |
− |
| |
− | Blackboard
| |
− | | |
− |
| |
− | Geogebra files +
| |
− | projector
| |
− | | |
− |
| |
− | Calculator
| |
− | | |
− |
| |
− | | |
− | '''[[Pre-requisites/Instructions]] ''' | |
− | | |
− |
| |
− | * Planar figures and triangles
| |
− | * Draw pairs of figures on the board [ both similar and dissimilar]; they can identify overlap of congruent figures
| |
− | * Ask the children to identify
| |
− | * If the children know the names of the theorem, ask them to explain- ask them what is SSS, AAA, ASA
| |
− | * Show ratio and give the idea of proportionality
| |
− | * Geogebra files. When I change the sides/ proportion, the triangles change in size. But the proportion remains the same, angle remains the same
| |
− | * With calculator they verify proportion (this is very very useful for involving the whole class) they all can see the proportion remains constant though the size changes
| |
− | * Show the arithmetic behind the proportion
| |
− |
| |
− | ==== Evaluation ====
| |
− |
| |
− | [Activity evaluation -
| |
− | What should the teacher watch for when you do the activity; based on
| |
− | what they know change]
| |
− | | |
− |
| |
− | * Confusion between congruence and similarity
| |
− | * When they give the theorem, if they cannot identify included side and angle
| |
− | * When there is a wrong answer, identify what is the source of the confusion – sides, ratio and proportion
| |
− |
| |
− | * Direct substitution
| |
− | | |
− | | |
− | * '''Estimated Time'''
| |
− | * '''Materials/ Resources needed''' | |
| * '''Prerequisites/Instructions, if any''' | | * '''Prerequisites/Instructions, if any''' |
| * '''Multimedia resources''' | | * '''Multimedia resources''' |
| * '''Website interactives/ links/ Geogebra Applets''' | | * '''Website interactives/ links/ Geogebra Applets''' |
| * '''Process (How to do the activity)''' | | * '''Process (How to do the activity)''' |
| + | #Draw figures on the boards - planar figures and triangles |
| + | #Draw pairs of figures on the board [ both similar and dissimilar]; they can identify overlap of congruent figures |
| + | #Demonstrate using Geogebra files and discuss |
| * '''Developmental Questions (What discussion questions)''' | | * '''Developmental Questions (What discussion questions)''' |
| + | # Can you identify similar figures? |
| + | # If the children know the names of the theorem, can they explain SSS, AAA, ASA? |
| + | # What does a ratio of side mean? What is proportionality? |
| + | # In the Geogebra files, when I change the sides/ proportion, the triangles change in size. But the proportion remains the same, angle remains the same |
| + | #With calculator verify the proportion (this is very very useful for involving the whole class) they all can see the proportion remains constant though the size changes |
| + | #Show the arithmetic behind the proportion |
| + | # Note - When there is a wrong answer, identify what is the source of the confusion – sides, ratio and proportion |
| * '''Evaluation (Questions for assessment of the child)''' | | * '''Evaluation (Questions for assessment of the child)''' |
| + | #Distinguish congruence and similarity |
| + | #Can they relate the theorem to the facts and figures? |
| + | |
| * '''Question Corner''' | | * '''Question Corner''' |
− | | + | |
| ===Activity No # === | | ===Activity No # === |
| {| style="height:10px; float:right; align:center;" | | {| style="height:10px; float:right; align:center;" |
Line 147: |
Line 113: |
| * '''Prerequisites/Instructions, if any''' | | * '''Prerequisites/Instructions, if any''' |
| * '''Multimedia resources''' | | * '''Multimedia resources''' |
| + | [[Image:KOER%20Triangles_html_m3d25043b.jpg|400px|left]]Suchetha . S. S Asst. Teacher ( Mathematics ) GJC Thyamagondlu. Nelamangala Talluk Bangalore Rural District doing the activity below on a lesson on similar triangles using GeoGebra in the classroom |
| * '''Website interactives/ links/ Geogebra Applets''' | | * '''Website interactives/ links/ Geogebra Applets''' |
| * '''Process (How to do the activity)''' | | * '''Process (How to do the activity)''' |
Line 163: |
Line 130: |
| Create a new page and type <nowiki>{{subst:Math-Content}}</nowiki> to use this template | | Create a new page and type <nowiki>{{subst:Math-Content}}</nowiki> to use this template |
| | | |
− |
| |
− | == Evaluation ==
| |
− |
| |
− | == Self-Evaluation ==
| |
− |
| |
− | == Further Explorations ==
| |
− |
| |
− | == Enrichment Activities ==
| |
| | | |
| = Pythagorean Theorem = | | = Pythagorean Theorem = |
Line 217: |
Line 176: |
| | | |
| | | |
− | == Evaluation ==
| |
− |
| |
− | == Self-Evaluation ==
| |
− |
| |
− | == Further Explorations ==
| |
− |
| |
− | == Enrichment Activities ==
| |
− |
| |
− | = See Also =
| |
− |
| |
− |
| |
− |
| |
− |
| |
− |
| |
− |
| |
− |
| |
− |
| |
− |
| |
− | = Teachers Corner =
| |
− |
| |
− | Suchetha . S. S Asst. Teacher ( Mathematics ) GJC Thyamagondlu. Nelamangala Talluk Bangalore Rural District doing a lesson on similar triangles using GeoGebra in the classroom
| |
− |
| |
− | [[Image:KOER%20Triangles_html_m3d25043b.jpg|600px]]
| |
− |
| |
− |
| |
| == GeoGebra Contributions == | | == GeoGebra Contributions == |
| # The GeoGebra file below to understand Similar Triangles <br> | | # The GeoGebra file below to understand Similar Triangles <br> |
Line 256: |
Line 190: |
| ## Download ggb file here http://www.karnatakaeducation.org.in/KOER/Maths/thales_theorem.ggb | | ## Download ggb file here http://www.karnatakaeducation.org.in/KOER/Maths/thales_theorem.ggb |
| ## See a video that proves this theorem http://www.youtube.com/watch?v=Y-6yYsuGLoc | | ## See a video that proves this theorem http://www.youtube.com/watch?v=Y-6yYsuGLoc |
− |
| |
− | = Books =
| |
− |
| |
− |
| |
− |
| |
− |
| |
− |
| |
− | = References =
| |
− | == Enrichment Activities ==
| |
− |
| |
− | === Activity 2 Similar Triangles ===
| |
− |
| |
− | '''Learning Objective'''
| |
− |
| |
− |
| |
− | To show similar planar
| |
− | figures, discuss congruence and properties of congruent/ similar
| |
− | triangles
| |
− |
| |
− |
| |
− |
| |
− |
| |
− |
| |
− | ==== Material and Resources Required ====
| |
− |
| |
− | Blackboard
| |
− |
| |
− |
| |
− | Geogebra files +
| |
− | projector
| |
− |
| |
− |
| |
− | Calculator
| |
− |
| |
− |
| |
− |
| |
− | '''[[Pre-requisites/Instructions]] '''
| |
− |
| |
− |
| |
− | * Planar figures and triangles
| |
− | * Draw pairs of figures on the board [ both similar and dissimilar]; they can identify overlap of congruent figures
| |
− | * Ask the children to identify
| |
− | * If the children know the names of the theorem, ask them to explain- ask them what is SSS, AAA, ASA
| |
− | * Show ratio and give the idea of proportionality
| |
− | * Geogebra files. When I change the sides/ proportion, the triangles change in size. But the proportion remains the same, angle remains the same
| |
− | * With calculator they verify proportion (this is very very useful for involving the whole class) they all can see the proportion remains constant though the size changes
| |
− | * Show the arithmetic behind the proportion
| |
− |
| |
− | ==== Evaluation ====
| |
− |
| |
− | [Activity evaluation -
| |
− | What should the teacher watch for when you do the activity; based on
| |
− | what they know change]
| |
− |
| |
− |
| |
− | * Confusion between congruence and similarity
| |
− | * When they give the theorem, if they cannot identify included side and angle
| |
− | * When there is a wrong answer, identify what is the source of the confusion – sides, ratio and proportion
| |
− |
| |
− | * Direct substitution
| |