Lesson Templates

Name of the teacher : REKHA RANI.T

Standard : VIII

Subject : Mathematics

Unit : kvXw`-§Ä

Topic : kvXw`-§Ä F¶ Bibw

Curricular Statement

]mZ-ap-J-§Ä kÀÆ ka-amb _lp-`p-P-§fpw ]mÀiz-ap-J-§Ä NXp-c-§-fp-

amb L\-cq-]-§-fmWv kvXw`-§Ä F¶-dn-bp¶p.

Content Analysis

Terms : kvXw`-§Ä, ]mZ-ap-J-§Ä, ]mÀiz-ap-J-§Ä

Facts : 1. kvXw`-§Ä¡v kÀÆ-k-a-amb cv ]mZ-ap-J-§-fpv2. ]mZ-apJ§Ä kÀÆ-k-a-amb _lp-`p-P-§-fmWv3. kvXw`-§-fpsS ]mÀiz-ap-J-§Ä NXp-c-§-fmWv4. ]mZ-ap-J-¯nsâ BIr-Xn-¡-\p-k-cn-¨mWv kvXw`-§Ä¡v

t]cp-\ÂIp-¶Xv

Concept : kvXw`-§Ä F¶ Bibw

Definition : ]mZ-apJ§Ä kÀÆ-k-a-amb _lp-`p-P-§fpw ]mÀiz-ap-J-§Ä NXp-c-

§-fp-amb L\-cq-]-§-sf-bmWv kvXw`-§Ä F¶p-]-d-bp-¶-Xv.

Learning outcome

The student will be able to

1. recalls knowledge related to rectangles, squares, triangles etc.

2. recognizes the different geometrical figures.

3. inferring about different types of prisms.

4. apply the above concept in a familiar situation.

5. perform skill in drawing figures.

6. accept the beauty of mathematical principle.

Prerequisites

The pupil knows about

1. rectangle

2. square

3. triangle

Teaching learning resources

1. models of prisms

2. chart

3. ordinary classroom teaching aids.

Classroom interaction procedure Responses

INTRODUCTION

Activity No.1

A[ym-]nI hnh[ Pyman-Xob cq]-§-fpsS

amXrI ImWn¨ tijw Ah-bpsS t]cv ]d-bm³

Bh-iy-s¸-Sp¶p.

PRESENTATION

Activity No. 2

A[ym-]nI Ip«n-Isf 4 {Kq¸p-I-fmbn Xncn¨

tijw Hmtcm {Kq¸n\pw Xmsg-Im-Wp¶

amXrIIÄ \ÂIp-¶p. AXn-\p-tijw Ah-\n-co-

Ip«n-IÄ D¯cw ]d-bp¶p.

£n¨v Ah-bn DÄs¸-Sp¶ Pyman-Xob cq]-

§Ä Is-¯m³ Bh-iy-s¸-Sp-¶p.

CXn \n¶pw s]mXp-hmb {]tXy-IX Is-¯m³ Bh-

iy-s¸-Sp-¶p..

C¯-c-¯n cv hi-§Ä kÀÆ-k-a-amb _lp-`p-P-§fpw

aäv hi-§Ä NXp-c-§-fp-amb L\-cq-]-§-fmWv

kvXw`-§Ä F¶v A[ym-]nI ]dªv sImSp-¡p-¶p.

Activity No. 3

amXr

I

DÄs¸-Sp¶ Pyman-Xob

cq]-§Ä

1234

NXp-cw, jUv`pPw

{XntIm-Ww, NXpcw

NXp-cw, ]©-`pPw

NXp-cw, ]©-`pPw

Ch-bn Nne-Xnsâ apI-fn-e-t¯bpw Xmg-t¯bpw

hi-§Ä Hgn-¨v FÃm-¯n-tâbpw _m¡n-h-i-§Ä¡v

NXp-cm-Ir-Xn-bmWv. FÃm cq]-§-fp-tSbpw

apIÄh-ihpw Xmgv hihpw Htc BIr-Xnbpw kÀÆ

ka-hp-am-Wv.

A[ym-]nI Hmtcm {Kq¸n\pw kvXw`-§-fpsS

amXr \ÂInb tijw Ah \nco-£n-¡p-hm³ Bh-iy-s¸-

Sp-¶p.

Hcp kvXw`-¯nsâ hi-§sf apJ-§Ä F¶pw,

NXp-cm-Ir-Xn-bn-epÅ apJ-§sf ]mÀiz-ap-

J-§-sf¶pw aäv cv apJ-§sf ]mZ-ap-J-§Ä

F¶p-amWv ]d-bp-¶-sX¶v A[ym-]nI ]dªv

sImSp-¡p¶p.

Ip«n-IÄ \nco-£n-¡p-¶p.

X¶n-cn-¡p¶ kvXw`-§-fpsS apJ-§-fp-

tSbpw ]mÀiz-ap-J-§-fp-tSbpw ]mZ-ap-J-

§-fp-sSbpw F®w Is¯n Ah GXv kvXw`-

am-sW¶v ]«n-I-s¸-Sp-¯m³ Bh-iy-s¸-Sp-

¶p.

F´nsâ ASn-Øm-\-¯n-emWv Cu cq]-§Ä¡v

t]cv \ÂIn-b-Xv.

{Kq¸

v

apJ-§Ä ]mÀiz-

ap-J-§Ä

]mZ-ap-J-

§Ä

kvXw`

w

1 6 4 2 ka-N-Xp-c- kvXw`w

2 6 4 2 NXp-c-kvXw`w

3 5 3 2 {XntIm-W-kvXw`w

AXm-bXv ]mZ-ap-J-¯nsâ BIr-Xn-¡-\p-k-

cn-¨mWv kvXw`-§Ä¡v t]cv \ÂIp-¶-sX¶v

A[ym-]nI ]dªv sImSp-¡p-¶p.

A[ym-]nI t\m«vkv sImSp-¡p-¶p. NmÀ«v

ImWn-¡p¶p.

kvXw`-§Ä

]mZ-ap-J-§Ä kÀÆ-k-a-amb _lp-`p-P-§fpw

]mÀiz-ap-J-§Ä NXp-c-§-fp-amb L\-cq-]-§-

sf-bmWv kvXw`-§Ä F¶p-]-d-bp-¶-

Xv. ]mZ-ap-J-¯nsâ BIr-Xn-¡-\p-k-cn-

¨mWv kvXw`-¯n\v t]cv \ÂIp-¶-Xv.

4 8 6 2 jUv`p-P-kvXw`w

X¶n-cn-¡p¶ FÃm cq]-§-fp-sSbpw ]mÀiz-

apJw NXp-cm-Ir-Xn-B-b-Xn-\m AXnsâ

ASn-Øm-\-¯n t]cv \ÂIp-hm³ Ign-bnÃ

AXp-sImv ]mZ-ap-J-¯nsâ BIr-Xn-¡-\p-k-

cn-¨mWv t]cv \ÂIn-bXv.

APPLICATION

Xmsg X¶n-cn-¡p¶ kvXw`-§-fpsS t]cv I-

v ]nSn-¡p-I.

F´mWv Ip-]n-Sn-t¡-Xv?

F§-s\-bmWv kvXw`-§Ä¡v t]cv \ÂIp-¶Xv?

F¦n X¶n-cn-¡p-¶h DÄs¸-Sp¶ kvXw`-§Ä

GXmWv?

kvXw`-§-fpsS t]cv

kvXw`-¯nsâ ]mZ-ap-J-¯nsâ BIr-Xn-¡-\p-k-

cn¨v

amXrI ]mZ-ap-J-

¯nsâ BIrXn

kvXw`w

1 jUv`pPw jUv`pP kvÛw

2 AjvS-`pPw AjvS-`p-P-

kvXw`w

3 ]©-`pPw ]©-`p-P-kvXw`w

Review1.kvXw`-§Ä F¶m F´v?

2. kvXw`-§Ä¡v t]cv \ÂIp-¶Xv F§s\?

Follow up Activities

{XntImW kvXw`w, NXpc kvXw`w, ka-N-Xp-c-kvXw`w F¶n-h-tbmSv

kmay-apÅ \n§Ä In-«pÅ hkvXp-¡-fpsS t]cv ]«n-I-s¸-Sp-¯p-I.