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MATHEMATICS LESSON PLAN 2017-18

CLASS: 6TH STANDARD

Teacher Name : Prasanna.K.Hegde

AIMS OF LEARNING MATHEMATICS:

1. To enable the students to solve mathematical problems in their daily life.

2. To enable the students to understand the contribution of mathematics to the development of culture and civilization.

3. To develop the thinking and reasoning power of the students.

4. To prepare the child for the further learning in mathematics and other related fields.

5. To develop the child’s appreciation towards the contribution of mathematicians to the field of Mathematics.

6. To develop the habit to verification.7. To foster the attitudes to be willing to persist in solving problems.

To develop in the child rational and scientific attitude towards life.

Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde

Unit Name:- CHAPTER 1: KNOWING OUR NUMBERS No. of periods required:

Date:- From:- To:-

SKILLS/COMPETENCIES /

CONCEPT SUGGESTED ACTIVITIES TLM'SEVALUATION TOOLS

&TECHNIQUES

Date of Activities

TEACHER’S INTROSPECTION

Students to be able to Recall the various systems of numeration around the world, in particular the Indian system.

Students to be able toform 4 digit numbers ,write the numbers in ascending and descending order ,identifying thegreatest and smallest numbers.

Read large numbers using commas and express in Indian as well as international system.

Students to be able to Round off the given numbers to the nearest 10, 100, 1000, so on .

Activity: A warm up session Teacher can begin the lesson by drawing the numeral system used by different civilization on the board ex Babylonians, Greek ,Egyptian ,Hindu, Arabic

Group activity : Teacher can divide the entire class into small groups .ask each groupTo pick four chits from the bowl. Each group has to write down the numbers that can be formed from the digits and arrange them in ascending and descending order and write smallest and largest number obtained using those digits.

Part 2: ask the groups to Write the sum of smallest and greatest numbers and write in expanded form too.

Flash cards of various numbers andSymbols used in different civilizations.

Ppts on thedevelopment of Hindu Arabic numerationsystem

A bowl chitswith single digit written on it .

Colour opens ,chits display board chart paper double edged tape

Flash cardsNumber cardsWith 2,3,4 digit numbers

MCQ on number system using different situations.

Quiz on the Indian system of numeration.

Work sheet on arranging the numbers in ascending and descending order.

Quiz on rounding of given numbers to the nearest tens, hundreds, thousands.

Activity : rounding off numbers Bowl, chits with single digit

Students to be able to Understand and estimate the sum, difference or product of given numbers.

Students to be made aware of various units of measurement conversion of one unit to another.

Conversion from roman numeral to Indian and vice versa

Every student is asked to write down any two digits ,three four digit and four digit numbers of their choice ,teacher explains the methodologies involved in rounding off numbers to the nearest tens, hundreds and thousands.

Estimation of outcome in this activity, student will estimate the outcome when numbers are added, subtracted and multiplied.

Scrap book activity: students can made to draw paste images of objects and write appropriate units of measurement below it

Teacher introduces the rules for writing roman numeral.

number written on it (prepare multiple chits of a single digit)

Flash cards with images of objects

Flash cards of roman Numerals.

Worksheets on estimation of sum, difference and product of given numbers.

Match the following

Worksheet on conversion of units

Quiz

Quiz

Teacher signature H.M signature


Unit Name:- CHAPTER 2 : WHOLE NUMBERS No. of periods required:

Date:- From:- To:-



&TECHNIQUES

Date of Activities


Concept of whole numbers Predecessor and successor of a whole number.

Fundamental operation on whole numbers.

Verification of propertiesclosure ,commutative ,associative ,distributive

Discussion of history of numbers.

Group activity to find the predecessor and successor of number given on the chit

Activity using number line with number cards

Activity: paint a dice with four operations written on it instead of numbers .use the number line and throw the die . the operation which faces must be performed .

Group activity : children work in groups . each group verify one of the property and exchange their findings with the other group

Ppt of history of whole numbers

Chits having numbers Number line and dice painted as mentioned Flash card

MCQ on history of \ numbers

Worksheet

Slip test

Work sheet



Unit Name:- CHAPTER 3: PLAYING WITH NUMBERS No. of periods required:

Date:- From:- To:-



&TECHNIQUES

Date of Activities


Understanding the meaning of the term factor.

‘To be able to find the factors of the given numbers.

‘To understand the difference between a factor and a multiple.

‘To be able to identify Prime and Composite numbers.

‘To be able to resolve a given number into its prime factors.

‘To be able to find the HCF and LCM of the given numbers by prime factorization methods.

‘To be able to resolve a

Individual Activity : In order to introduce the concept of factors, the students can be taught to represent the given number using ARRAYS.

The Number 10.10 = 2x5 10=1X10 The factors of 10 are1,2,5,10.

9=3x3 9=1x9 The factors of 9 are 1,3,9 Using this, the concept of factor can be drilled, its properties, odd and even numbers, prime and composite numbers can be explained by arranging the given number using arrays.

Group activity 2; Sieve of Eratosthenes to identify prime numbers between 1 and 100.

Group activity 3; A game of thambola can be

Flash card depicting various numbers. Cutouts of various geometrical shapes namely circles and squares.

PPT on factors and multiples.

PPT on sieve of Eratosthenes

Number card depicting numbers from 1 to 100.

Rectangular slips of paper containing numbers.

15

49

6 11

66

2 4 93

82

33

27

17

Teacher can use flash cards with word like factor, multiple, composite, prime, divisibility, lowest, highest to bring out the meaning of the word and use them in sentences.

Teacher can use a verity of tools to evaluate the child's learning. ‘concept and need based

Worksheets.

*MCQ.

Small games with numbers using number cards to reinforce and evaluate students learning on factors, multiples, prime numbers, composite numbers, divisibility rule.

number into its prime factors.

‘To find the LCM of the given numbers.

‘To find the LCM and the HCF of the given numbers.

organized to consolidate the knowledge of prime numbers, composite, odd and even numbers.

Individual activity 4; Representation of a multiple of a number using arrays.

Multiples of 3

To understand and apply the knowledge of the rules of divisibility by 2,3,4,S,6,8,9,10 of a given number.

‘

To be able to identify the common factors and the common multiples.

‘To be able to solve day to day life problems by identifying the use of LCM or HCF appropriately for each question.

Activity ; Factor tree

Activity :Teacher to prepare a flow chart depicting test of divisibility for 2,3,4,5,6,8,9,1D,

Rules for test of divisibility to be taught first, handout of a flow chart of the same to be given to each student to consolidate the students learning.

A game on identifying numbers divisible by 2,3,4,5,6,8,9 or 10 can be played. teacher asks the students to mark the numbers divisible by 2 or 3 or 4 using different colours for each numbers. Teacher can elicit prime numbers, even numbers, odd number, LCM and HCF using this activity. This can be used as a recapitulation activity.

Number cards

Number cards with numbers written

Ladder cards.

Number card depicting numbers from 1 to 100 and 100 to 999.

PPT on rules of divisibility for 2|3,4,S,6,8,9,10

Quiz on factors and 5 multiples

Role play on factors and multiples.

question based on mental maths that emphasis on factors and multiples.

Slip test can be conducted.

Teacher can design worksheets with focus on the main concept to be tested. (need based worksheets can be administered depending on the requirement either to a particular group or the whole class) Home work to be given.


Unit Name:- CHAPTER 4: Basic Geometric ideas No. of periods required:

Date:- From:- To:-

Importance of geometry as a branch of mathematics.How it is used inarchitecture cloth designing, engineering etc

Understanding basic concepts point, line segment, line etc

intersecting lines: If two lines pass through a common point they are called intersecting lines

Angle formation: When two rays are line segments meet at a point we get anAngle.

Parallel lines: Two line are said to be parallel if they do not meet.

Curve, simple curve, simple closed curve

Polygon: A simple closed a

Few pictures are shown to see geometrical patterns.

Students are asked to mark few points and name them.Folding and unfolding a piece of paper line segment can be mark, name the end points, measure the length

Draw few English alphabets and colour the intersecting parts X T M Z

Children identify the angles from the surroundings

Identify the parallel lines in the class room and around.Eg: edged of a books and edges of black board, beam of light from a light house etc.Draw 5 each: Simple closed curve Open curves Closed but not simple Draw any three closed curves/figures made only.

Pictures of buildings.

Geo board Rubber bands

Colour paper strips

Clock

PPT

Chart paper Colour pens

Ice-cream sticks

Ask the students to find out geometrical shapes and designs around.

Measure the length & breadth of the Maths c.w.

Draw a line segment, name it, and measure its length.

Naming the vertex and arms of the given angles. Name the angles in the given figures. (Quadrilaterals can be given). Draw rough diagrams of two angles which have 1) one point in common 2) two points in common 3) three points in common

Draw polygons 3 sided, 4

curve made only of line Segments.

Line segments and name them. sided, 5 sided etc in different ways.

Types of polygons:

Circle and parts of circles

Name the polygons based on their sides. List out the quadrilaterals in the class rooms Make a chart showing all quadrilaterals and write their properties.

Paste a circle cut of on a card board. Fix a pin at the centre. Tie a thread to the pin using the thread show all the parts of circle. Collage work: (group work) make a beautiful collage using all the geometrical figures learnt in this lesson.

Color papers

Circle cut outs scissors .

Draw rough sketches of Polygons. Write adjacent angles, opposite angles, adjacent sides, opposite sides.

Draw any circle. Mark its centre. Radius, diameter, arc, segment, Sector. A point interior, a point exterior.



Unit Name:- CH. 5: UNDERSTANDING ELEMENTARY SHAPES No. of periods required:

Date:- From:- To:-



&TECHNIQUES

Date of Activities


Angles when2 rays or 2 line segments meet at a point we get an angle, vertex and arms of an angle kinds of anglesacute ,right ,obtuse

Triangles, types of triangles — based on sides and based on angles.

Polygon and naming the polygon based on number of sides differentiate between 2d and 3d figures

Quadrilaterals and types of quadrilateral.

Through different postures of physical exercises, idea of angles types of angles is introduced.

Using clock identifying the types of angles.

Activity : to measure the sides of different triangular cut outs and conclude

Observe the cutout of polygons and count the number of sides and write their name.

Observe things around you and classify as 2d and 3d

Group activity: students observe the shapes and classify the various types of quadrilaterals.

Things around you

Clock

Triangular cutouts

Polygon cutouts

Models of 2d and 3d

card board cutouts

Observe around you, draw or discuss where they find angles..also classify the type of angles

Work sheet with figures and measures.

Worksheet Collect a few things and classify them as 2d and 3d

Worksheet



Unit Name:- CH. 6: INTEGERS No. of periods required:

Date:- From:- To:-

1) Learn the importance and necessity of integers to solve certain problems.

2) Extend the number family from whole numbers to integers and representing on the number line.

The point is driven that subtraction OF smaller number from larger number is not possible in whole numbers by taking suitable examples Hence the negative numbers are introduced.

Activity 1 : for representing as integer : Students are asked to consider climbing stair case as positive integer and hence climbing down the staircase as negative, the number of steps the child climbs up or down is represented using integer .The students record the jumps they make and indicate as integer.

Activity 2 : Students discuss in groups and list out situations which are opposite in nature for eg: profit and loss, increase and decrease so on and identify the quantities which can represented as positive integers and as negative Integers.

Activity 3: Draw a number line on a paper strip or on a floor 7 0+1+2+3+4+5 21

Things around Them, a drawing of a staircase.

Flash cards having quantities opposite quantities are given .they pair them and identify the quantities that can be represented using positive and negative integers.

Represent as integer: 1) Temperatures 4degree below zero 2) Profit of 300 rs

Sample questions: 1) Add -3+ (-4) using

3) Visualize integers on the number line and use it for performing addition and subtraction of integers

Ask a student to stand on the integer given to him to add a positive integer he jumps towards the right and to add a left integer he jumps that many steps towards the left and obtain the answer as the number on which he lands after the jump.For eg: to add 2 + (-5) from+2, he jumps five steps towards the left and concludes -3 as the answer.

Activity 4: Consider red colored cards as positive and green colored cards as negative.

To add +4 and -2 , child picks four red cards and 2 green cards ,keeping in mind one positive and one negative yields zero, child concludes having two red cards left the answer to be + 2

Paper strips and flags or number line painted on the floor.

A pack of few red coloured and green coloured cards

number line 2) Find the sum of +4 and -3



Unit Name:- CH.7: FRACTIONS No. of periods required:

Date:- From:- To:-

Date of ActivitiesTEACHER’S

INTROSPECTIONDate of Activities

TEACHER’S INTROSPECTION Date of

ActivitiesTEACHER’S

INTROSPECTION

1) Concept of a fraction

2) Terminology — numerator ,denominator ,proper fraction, improper fraction, mixed fraction, like fraction ,un like fraction

3) Equivalent fraction

4) Comparing of fraction when fractions are like and fractions are unlike

5) Addition and subtraction of fraction.

Hence their sum is 5,6 as shown below

Also, the teacher discusses the

Certain shade figures are given and student identifies the fractional part which shaded and vice versa that is figure is given and students shaded the fractional part asked to be shaded.

Certain fraction are given and students identify the numerator and denominator and classify them as proper or improper and convert improper to mixed fraction and vice versa

Certain visual examples are given to differentiate like and unlike fractions.

1/3

2/3

1/3 and 2/3 are like fraction since

Work sheet having fractional part.Work sheet having various figures and fractional part mentioned to be shaded.

Paper strips coloured as shown.

Sample question:

1) Shade ¼ of given figure.

2) What part of the given figure shaded.

3) identify the numerator and denominator in 4/5

4) If numerator is 3 and denominator is 8 write the fraction figure.

working rule of adding and subtracting fractions.

Coloured as shown

total number of parts that is denominators same.

1/3

1/2

1/41/3 ,1/2, and ¼ are unlike terms, total number of parts that is since the denominators are not same.

Fraction wall

1½ ½¼ ¼ ¼ ¼1/6 1/6 1/6 1/6 1/6 1/6

1/12

1/12

1/12

1/12

1/12

1/12

1/12

1/12

1/12

1/12

1/12

1/12

Prepare a fraction wall using paper strips of equal size as shown and identify equivalent fraction and can also be used for comparing fractions like ½ >1 & so on

1/3 <2/3 and hence adding both the parts we get 3/3 =1

Coloured strips

Work sheet having questions involving equivalent fraction, which is greater , and arranging fractions in ascending order strips

Complete the grid

+ 2/31/2 2/5

To add 2/3 and 1/2 we express them as equivalent fractions as shown.

Hence their sum is 5/6 shown below

Also, the teacher discuss the working rule of adding and subtracting fractions.

1/3



Unit Name:- CH. 8: DECIMALS No. of periods required:

Date:- From:- To:-





INTROSPECTION

Understanding the concepts of decimal and extending the place value systems

Very unit is represented by a block which is divided into 10 equal parts means each part is 1/10 written as 0.1 in decimal representation.

Every fraction with denominator 10 can be in decimal notation

Each block divided into 100 equal parts means each part is 1/100 written as 0.01 in decimal notation

ln the place value table as we go from left to right the multiplying factors become

To understand the part of whole we represent a Unit by a block

Square and rectangular block with colored dots are to be given to observers and write the decimal number

Blank grids are to be given to indicate the given decimal using dots.

Shading activity— to shade the given decimal representation in the given block/grid using colors

To write the given decimal numbers in the cardboard models of number lines as well as place

Block board

Colour chalk and paper

Blocks/grid s made of card boards

Models of number line

Model of place value chart

Write the follow decimal in the mace value table 19.4 0.3, 20s.9.

Write as decimal 3 70+8/10.88/10.4/10

Express as decimal 2mm,4kg 20g.

Show the following on it number line 1.1,2.5,1.9,0.2

Write as fraction in lowest terms 0.125,0.004,0.05

Which ls greater 0.3 or

1/10 of the previous.

All decimal can be represented on a number

Every decimal number can be written as fraction.

Comparison of decimals: Star with whole part,10‘“ part etc

Decimals are used in our daily life like units of money length and weight

Addition and subtraction of decimal

value chart.

Decimal cards and fraction cards are given to match the same values on both cards A good number of decimal are given to observe the whole part, 10"‘ part,100“‘ part and 1000"’ part n order to compare greater/smaller

Many daily life situations based on money transaction, distance calculation length measurement etc

Addition and subtraction of decimals can be done in shopping bills, weight of quantity etc

Adding the total and subtracting to find the reaming balance in the bills.

Rectangular strips of decimal grids line

Flash cards of decimals and fractions

Different values of money, weight etc .

Shopping bills

0.4,1.008 or 1.800

Express as decimal 9m 7cm,70km 5cm.

Find the sum 0.007+8.5+30.08

Subtract 12.25 from 20.75 find the value of 9.765-6.28.



Unit Name:- CH. 9: DATA HANDLING No. of periods required:

Date:- From:- To:-





INTROSPECTION

Collection of data ,

Organization of data use of tally marks

Representation of data pictograph , bar graph

Interpretation of databar graph , pictograph

Group activity : each group collect a data of their choice like heights of students or weights of students or choice of their ice cream flavor so on and tabulate the data using tally marks and analyse the data for example who is the tallest ,what is the most preferable ice cream flavor so on

Individual activity : record your marks in various subjects and compare with earlier performances and represent them using pictograph as well as bar graph

Health cards

marks card

Rates on items

Score card of any sport

Questions on some sample pictographs.

Preparing pictograph for the given data.

Bar graphs on weather reports, Change in climatic conditions to study and interpret.

Bar graph preparation to depict the performance report, comparing the performance of any two subjects.



Unit Name:- Chapter 10 _Mensuration No. of periods required:

Date:- From:- To:-




Date of Activities


1. Understanding

concept of perimeter and area.

2. Derivation of formula for area and perimeter of rectangle and square.

3. Application of formula to solve different real life problems.

Activity 1 :(group) Students are given stamp size photo, passport size photo so on students take a card board required to mount the photo with a space of one cm all over and tape it on all sides. They find the size of card board required and the length of ribbon required

Activity 2: certain situations are listed out and students categorize them as situations related to area or perimeter

Activity 3: Draw a figure or trace apalm or leaf on a graph pare and by counting the number of squares find the area. Repeat the activity by taking different rectangles and squares and derive the formula for area of rectangles and squares.

Photo of different sizes

Flash card HavingSituations from daily life

Graph paper

Classify as problems related to area or perimeter 1) Ploughing a field 2) Fencing a garden

Find area and perimeter of given figure With measures Find area of a rectangle of sides 3cms and 4 cms

Given unit squares make 1) figures having same area different perimeter and hence find them. 2) figures having same perimeter different area and hence find them.



Unit Name:- CH. 11: ALGEBRA No. of periods required:

Date:- From:- To:-




Date of Activities


To observe the patterns to make latter of English alphabet and other sheets

The number of times a given share repeated: to make general rule.

Concept of Variablemeaning and representation

Use of variable to express relations in any practical situation

Fundamental operation using variables

Properties of numbers using variables

Children are asked to observe the patterns of varies shapes in the surroundings.

To identify the number of match sticks required to make one pattern and then multiples of it to frame a general rule

To calculate the number of match sticks required for collection of patterns in alphabets like L,V etc

Number of patterns varies each time so it is a variable denoted usually as X

Perimeter of a square =S+S+S+S=4S,Regular hexagon = 6L

Commutative property :a+b=b+a and a*b=b*a where a and b are

Black board

Colour chalk

Counting materials like pebbles, boo, pens etc.

Small models geometrical shapes of

Chart paper

Colour papers

Find the rule which gives the number of match sticks required to make.T,V,Z,U

Find the general for the above.

The side of an equilateral triangle is shown by p express it's perimeter.Give expressions a) 7 added to b, b) —p/S

Find the correct solution from the values In the bracket n+12=20(12,8,20,0)

Complete the table

An equation is condition on a variable

Value of the variable to balance the equation is the solution

Solving the equation by using different methods

Algebra in daily life

variables

X+3=5,then x=53=2,5‘m+2=12 then m=122=10/5=2

if value of x=10 is x+10=30?,10+10 is not equal to 30 so x=20 is a solution

Children are guided to verify the given values using different methods like trial and error. Usage of algebra in converting the verbal situations as expression.

Flash cards

Number cards.

Power point presentation

Downloaded videos



Unit Name:- CH.12: RATIO & PROPORTION. No. of periods required:

Date:- From:- To:-




Date of Activities


Meaning of ratio —comparison of two quantities

Representing the ratio symbolically of quantities of same unit

Writing ratios as fractions and in lowest terms

Writing ratios of different things in a collection.

Writing equivalent ratios with equality — proportions

Checking the proportionality of two equal ratios

Counting and comparing the things available in the surrounding and comparing by taking the difference.

Writing the compared things symbolically using ":" which means is as is to . eg: number of pens: number of pencils As 20:25

To write the compared quantities as fractions and simplifying to lowest forms. 20:25 =20/25 or 4:5 A collection of geometrical shapes will be given and they will be asked to write the ratio of any two shapes.

Writing the pairs of ratios representing the same values. 1:2 = 20:40 =1:2.1,2,20 & 40 are said to be in proportion.

Students are asked to check the product of extremes and products of means, if they are equal they are said to be in proportion.

Black board

Colour chalk

Counting materials like pebbles , books , pens etc.

Small models of geometrical shapes.

Chart paper

Colour papers

Find the ratio of number of boys to number of girls in a class of 35.students with 15 girls.

Find the ratio of 33km to 121 km. 40cm to 1.5m.

Simplify 450: 1800 5008 : 2016

Write the ratio of 20 mangoes to number of oranges in a bag of 50 fruits.

Write any 4 equivalent ratios for 5:8.

Check if they are in proportion 16:24::20:30

Change the order of above example and check.

The terms of proportion and their order

Finding the value of missing term in the proportion

Unitary method

Application of proportion in daily life situations

Students are asked to check the proportionality by changing the position of the 4 terms.

One of the four terms will be missing, the students are asked to find the value using the proportionality rule.

Students are asked to find the value of one unit first and then the value of given number of units.

Students are encouraged and guided by the teacher to solve the problems on proportions in real life examples.

Flash cards

Number cards.

Power point presentations

Downloaded videos

Find the value of X 8:9::x:27

If the cost of 7m cloth is Rs.294, find the cost of 5m cloth.



Unit Name:- CH. 13: SYMMETRY No. of periods required:

Date:- From:- To:-




Date of Activities


Meaning of the word symmetry

The objects or pictures which have evenly balanced proportions are called symmetrical

lf we can fold a picture through a line and both have match exactly, then that line is called line of symmetry

Developing skills to draw symmetrical shapes and their line of symmetries

Able to understand that some figures can have no line of symmetry, one line of symmetry, two line of symmetry or more than two lines of symmetry

They appreciate the symmetrical figures and the applications in our daily life and aesthetic values.

Teacher shows few pictures which are symmetrical and explains.

List out few things from your surroundings which are symmetrical.

Make two ink Blot devils and draw the line of symmetry of both.

Paper folding activity Find out the number of lines of symmetry of the following shapes by folding.

Equilateral triangle Square Rectangle

Collect symmetrical designs and make an album. Draw a rangoli and find out number of lines of symmetry in that.

Graph sheet

Mirror

Leaves

Cut out of geometrical

Figures

Rangoli patterns

PPT

Work sheet

Complete the given figure.

Write the number of line of symmetry in the given figure

Draw the three English alphabet each to show which have only.

Eg: Taj mahalIt's construction is completely based on it's symmetric nature. By counting or measuring one half we can find the total pillars and other things.



Unit Name:- CH.14: PRACTICAL GEOMETRY No. of periods required:

Date:- From:- To:-




Date of Activities


Drawing of geometrical shapes that is familiar to them.

Correct usage of geometrical instruments to avoid the errors.

To draw circle, line segment etc using ruler and compasses.

To make a copy of the given line segment.

To draw perpendicular lines. Paper folding using colour paper.

To draw a perpendicular bisector of a given line segment.

To draw an angle of a given

Students are asked to draw the geometric shapes that they know like square, rectangle, circle etc.

Teacher will demonstrate the correct use of geometrical instruments along with probable errors that can occure.

Demonstration by teacher followed by practice of students.

Making of a copy of the given line segment using tracing paper, divider and colour pen.

Demonstration by the teacher using ruler and compasses.

Paper folding using colour paper. Demonstration by the teacher using ruler and compasses or protractor.

Black board

Colour chalk, Model of geometry box

Card board models of geometrical instruments

Small models of geometrical shapes.

Chart paper, tracing paper.

Colour papers

Draw a circle of radius 3.2cm.

Construct a line segment of length 5.6 cm using ruler and compasses.

Draw a line segment PQ, without measuring construct a copy of it. Draw a line segment AB. Mark any point M on it. Through M draw a perpendicular to AB. Draw a perpendicular bisector to PQ= 8.4cm and measure both the parts. Draw an angle of 75=. And make a copy of it.

Draw an angle of 140° and draw the axis of symmetry.

measure and making a copy of it.

To draw the bisector of an angle.

To draw angles of special measure like 90°, 135° etc.

To find the examples of perpendicular lines and angles.

Paper folding using colour paper & tracing paper.Demonstration by the teacher using ruler and compasses or protractor.

Paper folding using colour paper.. Demonstration by the teacher using ruler and compasses.

Demonstration by the teacher using ruler and compasses or protractor.

To observe and list out the examples from the surroundings.

Flash cards

Cards of different type of angles of different measures.

Power point presentation

Downloaded videos

Draw the following angles: 90°, 120°, 85°,45°,135°

List out the examples of perpendicular lines .

Make the models of perpendicular lines and various angles.


web viewteacher can use flash cards with word like factor, multiple, composite, ... ppt on rules of...

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