Difference between revisions of "Angles"

From Karnataka Open Educational Resources
Jump to navigation Jump to search
Line 249: Line 249:
 
''[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 :''' 40 minutes
+
'''*Estimated Time :''' 40 minutes<br>
 
'''*Materials/ Resources needed :'''Laptop, geogebra file, projector and pointer.
 
'''*Materials/ Resources needed :'''Laptop, geogebra file, projector and pointer.
 
'''*Prerequisites/Instructions, if any :'''
 
'''*Prerequisites/Instructions, if any :'''
Line 256: Line 256:
 
#Students should know the definition of complementary angles, supplementary angles, and congruent angles.
 
#Students should know the definition of complementary angles, supplementary angles, and congruent angles.
 
'''*Multimedia resources:'''
 
'''*Multimedia resources:'''
Laptop
+
Laptop<br>
 
'''*Website interactives/ links/ / Geogebra Applets'''
 
'''*Website interactives/ links/ / Geogebra Applets'''
 
'''*Process:'''
 
'''*Process:'''

Revision as of 10:37, 1 November 2013

Concept Plan

Error: Mind Map file angles.mm not found


The Story of Mathematics

Philosophy of Mathematics

Teaching of Mathematics

Curriculum and Syllabus

Topics in School Mathematics

Textbooks

Question Bank

While creating a resource page, please click here for a resource creation checklist.


Textbook

To add textbook links, please follow these instructions to: (Click to create the subpage)

Additional Information

Useful websites

Reference Books

Teaching Outlines

Concept #1.What is an angle ?

Learning objectives

Notes for teachers

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
  • Website interactives/ links/ / Geogebra Applets
  • Process/ Developmental Questions
  • Evaluation
  • Question Corner

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
  • Website interactives/ links/ / Geogebra Applets
  • Process/ Developmental Questions
  • Evaluation
  • Question Corner

Concept #2. Using a Protractor- Measuring an angle

Learning objectives

Notes for teachers

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
  • Website interactives/ links/ / Geogebra Applets
  • Process/ Developmental Questions
  • Evaluation
  • Question Corner

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
  • Website interactives/ links/ / Geogebra Applets
  • Process/ Developmental Questions
  • Evaluation
  • Question Corner

Concept #3.Types of angles

Learning objectives

Notes for teachers

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
  • Website interactives/ links/ / Geogebra Applets
  • Process/ Developmental Questions
  • Evaluation
  • Question Corner

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
  • Website interactives/ links/ / Geogebra Applets
  • Process/ Developmental Questions
  • Evaluation
  • Question Corner

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
  • Website interactives/ links/ / Geogebra Applets
  • Process/ Developmental Questions
  • Evaluation
  • Question Corner

Concept #3. Angle constructions

Learning objectives

Notes for teachers

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
  • Website interactives/ links/ / Geogebra Applets
  • Process/ Developmental Questions
  • Evaluation
  • Question Corner

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
  • Website interactives/ links/ / Geogebra Applets
  • Process/ Developmental Questions
  • Evaluation
  • Question Corner

Concept # 4. Angle bisector-Its construction

Learning objectives

Notes for teachers

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
  • Website interactives/ links/ / Geogebra Applets
  • Process/ Developmental Questions
  • Evaluation
  • Question Corner

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
  • Website interactives/ links/ / Geogebra Applets
  • Process/ Developmental Questions
  • Evaluation
  • Question Corner

Concept # 5. Pairs of angles

Learning objectives

Notes for teachers

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
  • Website interactives/ links/ / Geogebra Applets
  • Process/ Developmental Questions
  • Evaluation
  • Question Corner

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
  • Website interactives/ links/ / Geogebra Applets
  • Process/ Developmental Questions
  • Evaluation
  • Question Corner

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
  • Website interactives/ links/ / Geogebra Applets
  • Process/ Developmental Questions
  • Evaluation
  • Question Corner

Concept # 6.Angles formed when lines are cut by a transversal

Learning objectives

Notes for teachers

===Activity No # 1.Angles formed when a transversal intersects parallel lines ===

*Estimated Time : 40 minutes
*Materials/ Resources needed :Laptop, geogebra file, projector and pointer. *Prerequisites/Instructions, if any :

  1. The students should have prior knowledge of parallel lines , transversal, angles and types of angles formed when a pair of parallel lines are intersected by a transversal.
  2. They should know what the terms interior, exterior, adjacent, alternate, consecutive, congruent, linear and corresponding mean.
  3. Students should know the definition of complementary angles, supplementary angles, and congruent angles.

*Multimedia resources: Laptop
*Website interactives/ links/ / Geogebra Applets *Process:

  1. Reiterate that when a transversal intersects parallel lines, several pairs of congruent and supplementary angles are formed.
  2. Have students draw two parallel lines and a third line(transversal) intersecting those two lines on their own paper. Direct them to think about any angle relationships they see. Have them discuss their conjectures with a partner.
  3. The teacher can next project the GeoGebra worksheet and discuss about types of angles and their relationships with the class .
  4. Finally the teacher and students can summarize together the angle relationshipsalong with their characteristics.

Linear pair of angles - adjacent and supplementary

  • Vertical angles - congruent
  • Corresponding angles -congruent
  • Alternate interior angles - congruent
  • Same side interior angles - supplementary
  • Alternate exterior angles - congruent
  • Same side exterior angles - supplementary

Developmental Questions :(What discussion questions)

  1. How many pairs of corresponding angles are there ?
  2. What is true about corresponding angles formed when parallel lines are cut by a transversal?
  3. Compare different pairs of alternate interior angles. What do you notice?
  4. <EGD and <AHF are alternate exterior angles. What is another pair of alternate exterior angles?
  5. Compare different pairs of same-side interior angles. What do you notice?
  6. Compare different pairs of same-side exterior angles. What do you notice?

*Evaluation:

  1. What are the characteristics of linear angles (adjacent and supplementary) ?
  2. What do you observe about the angle measures of the linear angles?

*Question Corner:

  1. What do adjacent , alternate, linear , corresponding and consecutive mean individually
  2. What are complementary angles?
  3. What are supplementary angles ?
  4. What does it mean if two angles are congruent?
  5. What is the complement of 65 degrees
  6. What is the supplement of 70 degrees?
  7. Compare angle relationships formed by parallel lines vs. angle relationships formed by non-parallel lines.

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
  • Website interactives/ links/ / Geogebra Applets
  • Process/ Developmental Questions
  • Evaluation
  • Question Corner

Activity No #

  • Estimated Time
  • Materials/ Resources needed
  • Prerequisites/Instructions, if any
  • Multimedia resources
  • Website interactives/ links/ / Geogebra Applets
  • Process/ Developmental Questions
  • Evaluation
  • Question Corner




Hints for difficult problems

Project Ideas

Math Fun

Usage

Create a new page and type {{subst:Math-Content}} to use this template