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'S
EVALUATION 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 to form 4 digit numbers ,write the numbers in ascending and descending order ,identifying the greatest 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 group To 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 and Symbols used in different civilizations. Ppts on the development of Hindu Arabic numeration system A bowl chits with single digit written on it . Colour opens ,chits display board chart paper double edged tape Flash cards Number cards With 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
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- CHAPTER 2 : WHOLE NUMBERS No. of periods required:
Date:- From:- To:-
SKILLS/COMPETENCIES
/ CONCEPT
SUGGESTED ACTIVITIES TLM'S
EVALUATION TOOLS
&
TECHNIQUES
Date of Activities
TEACHER’S
INTROSPECTION
Concept of whole numbers
Predecessor and successor of
a whole number. Fundamental operation on
whole numbers. Verification of properties closure ,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
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Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- CHAPTER 3: PLAYING WITH NUMBERS No. of periods required:
Date:- From:- To:-
SKILLS/COMPETENCIES
/ CONCEPT
SUGGESTED ACTIVITIES TLM'S
EVALUATION TOOLS
&
TECHNIQUES
Date of Activities
TEACHER’S
INTROSPECTION
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 number into its prime factors.
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 are 1,2,5,10. 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 organized to consolidate the
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.
‘To find the LCM of the given numbers. ‘To find the LCM and the HCF of the given numbers.
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.
Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
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 in
architecture 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 an
Angle.
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.
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Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- CH. 5: UNDERSTANDING ELEMENTARY
SHAPES No. of periods required:
Date:- From:- To:-
SKILLS/COMPETENCIES
/ CONCEPT
SUGGESTED ACTIVITIES TLM'S
EVALUATION TOOLS
&
TECHNIQUES
Date of Activities
TEACHER’S
INTROSPECTION
Angles when2 rays or 2 line segments meet at a point we get an angle, vertex and arms of an angle kinds of angles acute ,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
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Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
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
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Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- CH.7: FRACTIONS No. of periods required:
Date:- From:- To:-
Date of Activities TEACHER’S
INTROSPECTION Date of Activities
TEACHER’S
INTROSPECTION
Date of Activities
TEACHER’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 working rule of adding and
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.
subtracting fractions. Coloured as shown
total number of parts that is
denominators same.
1/3
1/2
1/4 1/3 ,1/2, and ¼ are unlike terms, total number of parts that is since the denominators are not same. Fraction wall
1
½ ½
¼ ¼ ¼ ¼ 1/6 1/6 1/6 1/6 1/6 1/6
1/1
2
1/1
2
1/1
2
1/1
2
1/1
2
1/1
2
1/1
2
1/1
2
1/1
2
1/1
2
1/1
2
1/1
2
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
+ 2/3
1/2
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
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Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- CH. 8: DECIMALS No. of periods required:
Date:- From:- To:-
Date of Activities TEACHER’S
INTROSPECTION Date of Activities
TEACHER’S
INTROSPECTION
Date of Activities
TEACHER’S
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 1/10 of the previous.
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
value chart.
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
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
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.
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Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- CH. 9: DATA HANDLING No. of periods required:
Date:- From:- To:-
Date of Activities TEACHER’S
INTROSPECTION Date of Activities
TEACHER’S
INTROSPECTION
Date of Activities
TEACHER’S
INTROSPECTION
Collection of data ,
Organization of data use of tally marks
Representation of data pictograph , bar graph
Interpretation of data bar 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.
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Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- Chapter 10 _Mensuration No. of periods required:
Date:- From:- To:-
Date of Activities TEACHER’S
INTROSPECTION Date of Activities
TEACHER’S
INTROSPECTION Date of
Activities
TEACHER’S
INTROSPECTION
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 Having Situations 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.
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Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- CH. 11: ALGEBRA No. of periods required:
Date:- From:- To:-
Date of Activities TEACHER’S
INTROSPECTION Date of Activities
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Activities
TEACHER’S
INTROSPECTION
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 Variable meaning and representation Use of variable to express relations in any practical situation Fundamental operation using variables Properties of numbers using variables An equation is condition on a
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 variables X+3=5,then x=5
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
variable Value of the variable to balance the equation is the solution Solving the equation by using different methods Algebra in daily life
3=2,5‘m+2=12 then m=12 2=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
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Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- CH.12: RATIO & PROPORTION. No. of periods required:
Date:- From:- To:-
Date of Activities TEACHER’S
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Activities
TEACHER’S
INTROSPECTION
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. Students are asked to check the
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
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.
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Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- CH. 13: SYMMETRY No. of periods required:
Date:- From:- To:-
Date of Activities TEACHER’S
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Activities
TEACHER’S
INTROSPECTION
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 mahal It'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.
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Institution’s Name:- Adarsha Vidyalaya Hunashyal P.B Teacher’s Name: Prasanna.Keshava.Hegde
Unit Name:- CH.14: PRACTICAL GEOMETRY No. of periods required:
Date:- From:- To:-
Date of Activities TEACHER’S
INTROSPECTION Date of Activities
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Activities
TEACHER’S
INTROSPECTION
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.
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