Teacher’s Manual Subject: Standard: V Types of angles ...
Transcript of Teacher’s Manual Subject: Standard: V Types of angles ...
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 1 of 22
Subject: Mathematics Standard: V No of units: 13 [45 min per unit/ period]
Chapter: Division Concepts/Subtopics: Kick start Basic concepts of geometry
Plane Angles Types of angles Drawing an angle using a protractor Types of lines Polygons Circles Parts of circles Drawing a circle
Reference Books: Step Up Math 5Mental Math 5Workbook Step Up math 5
Instructions for the teacher:This chapter is divided into 13 units. The teacher will conduct 9 units Synchronously and 4 units Asynchronously.Instructions for the student are given and are indicated as Asynchronous.
Resources:
Baseline/Diagnostic Test 1 Benchmark/Achievement Test 1
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 1 of 22
Subject: Mathematics Standard: V No of units: 13 [45 min per unit/ period]
Chapter: Division Concepts/Subtopics: Kick start Basic concepts of geometry
Plane Angles Types of angles Drawing an angle using a protractor Types of lines Polygons Circles Parts of circles Drawing a circle
Reference Books: Step Up Math 5Mental Math 5Workbook Step Up math 5
Instructions for the teacher:This chapter is divided into 13 units. The teacher will conduct 9 units Synchronously and 4 units Asynchronously.Instructions for the student are given and are indicated as Asynchronous.
Resources:
Baseline/Diagnostic Test 1 Benchmark/Achievement Test 1
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 1 of 22
Subject: Mathematics Standard: V No of units: 13 [45 min per unit/ period]
Chapter: Division Concepts/Subtopics: Kick start Basic concepts of geometry
Plane Angles Types of angles Drawing an angle using a protractor Types of lines Polygons Circles Parts of circles Drawing a circle
Reference Books: Step Up Math 5Mental Math 5Workbook Step Up math 5
Instructions for the teacher:This chapter is divided into 13 units. The teacher will conduct 9 units Synchronously and 4 units Asynchronously.Instructions for the student are given and are indicated as Asynchronous.
Resources:
Baseline/Diagnostic Test 1 Benchmark/Achievement Test 1
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 2 of 22
Activity Sheet -- Worksheet 1
PPT 6 Web links 11
Purpose of the Lesson: We see geometrical shapes in our surrounding. In this chapter we are learning to identify the basic concepts ofgeometry, angles and types of angles, types of lines, polygon, circles and parts of circles.
Pre requisite knowledge: Diagnostic Test [Asynchronous and before teaching] Resources DigitalTools
The Diagnostic Test is a Baseline Test which assesses the student’s prior/prerequisite knowledge, skilllevel, and gaps of missing information. The student is not informed in advance about the test. The test willgive the teacher accurate information of the student’s capabilities. The teacher can modify the lesson planor use differentiated instruction if more than 25% students have less than 60% of the prerequisiteknowledge.
Diagnostic test Google form
The student: identifies the basic concepts of geometry identifies the types of lines recognise the open figure and closed figure identifies the polygon identifies the parts of circle identify the solid shapes solve the questions given in diagnostic test Identify the success rate of understanding of geometry, with the help of Diagnostic Test. Based on the success rate, recap or explain the concept of geometry.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 2 of 22
Activity Sheet -- Worksheet 1
PPT 6 Web links 11
Purpose of the Lesson: We see geometrical shapes in our surrounding. In this chapter we are learning to identify the basic concepts ofgeometry, angles and types of angles, types of lines, polygon, circles and parts of circles.
Pre requisite knowledge: Diagnostic Test [Asynchronous and before teaching] Resources DigitalTools
The Diagnostic Test is a Baseline Test which assesses the student’s prior/prerequisite knowledge, skilllevel, and gaps of missing information. The student is not informed in advance about the test. The test willgive the teacher accurate information of the student’s capabilities. The teacher can modify the lesson planor use differentiated instruction if more than 25% students have less than 60% of the prerequisiteknowledge.
Diagnostic test Google form
The student: identifies the basic concepts of geometry identifies the types of lines recognise the open figure and closed figure identifies the polygon identifies the parts of circle identify the solid shapes solve the questions given in diagnostic test Identify the success rate of understanding of geometry, with the help of Diagnostic Test. Based on the success rate, recap or explain the concept of geometry.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 2 of 22
Activity Sheet -- Worksheet 1
PPT 6 Web links 11
Purpose of the Lesson: We see geometrical shapes in our surrounding. In this chapter we are learning to identify the basic concepts ofgeometry, angles and types of angles, types of lines, polygon, circles and parts of circles.
Pre requisite knowledge: Diagnostic Test [Asynchronous and before teaching] Resources DigitalTools
The Diagnostic Test is a Baseline Test which assesses the student’s prior/prerequisite knowledge, skilllevel, and gaps of missing information. The student is not informed in advance about the test. The test willgive the teacher accurate information of the student’s capabilities. The teacher can modify the lesson planor use differentiated instruction if more than 25% students have less than 60% of the prerequisiteknowledge.
Diagnostic test Google form
The student: identifies the basic concepts of geometry identifies the types of lines recognise the open figure and closed figure identifies the polygon identifies the parts of circle identify the solid shapes solve the questions given in diagnostic test Identify the success rate of understanding of geometry, with the help of Diagnostic Test. Based on the success rate, recap or explain the concept of geometry.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 3 of 22
Unit 1[Synchronous]
Concepts/Sub Topics: Kick start Basic concepts of geometry
Learning Outcomes: The student will be able to… recall the basic concepts of geometry such as point, line, line segment, ray identify a plane
Essential Vocabulary: Point, line, line segment, ray, plane
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: ICT (PPT) andQuestioning
Skills: Recalling, Applying Resources: PPT 1 Digital Tools: --
Display PPT 1 and ask students to identify the geometrical concepts they can see in the given images.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (PPT and Video),Questioning and Discussion
Skills: Understanding Resources: PPT 1 Digital Tools: --
Display PPT 1 and revise the concept of point, line, line segment and ray to the students. Display PPT 1 and explain the concept of plane.Class assignment: Instruct students to solve the class assignment given in the PPT 1.
Formative Assessment (questions to be used while teaching to verify the understanding)
Display PPT 1 and assess students understanding about basic concepts of geometry.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 3 of 22
Unit 1[Synchronous]
Concepts/Sub Topics: Kick start Basic concepts of geometry
Learning Outcomes: The student will be able to… recall the basic concepts of geometry such as point, line, line segment, ray identify a plane
Essential Vocabulary: Point, line, line segment, ray, plane
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: ICT (PPT) andQuestioning
Skills: Recalling, Applying Resources: PPT 1 Digital Tools: --
Display PPT 1 and ask students to identify the geometrical concepts they can see in the given images.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (PPT and Video),Questioning and Discussion
Skills: Understanding Resources: PPT 1 Digital Tools: --
Display PPT 1 and revise the concept of point, line, line segment and ray to the students. Display PPT 1 and explain the concept of plane.Class assignment: Instruct students to solve the class assignment given in the PPT 1.
Formative Assessment (questions to be used while teaching to verify the understanding)
Display PPT 1 and assess students understanding about basic concepts of geometry.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 3 of 22
Unit 1[Synchronous]
Concepts/Sub Topics: Kick start Basic concepts of geometry
Learning Outcomes: The student will be able to… recall the basic concepts of geometry such as point, line, line segment, ray identify a plane
Essential Vocabulary: Point, line, line segment, ray, plane
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: ICT (PPT) andQuestioning
Skills: Recalling, Applying Resources: PPT 1 Digital Tools: --
Display PPT 1 and ask students to identify the geometrical concepts they can see in the given images.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (PPT and Video),Questioning and Discussion
Skills: Understanding Resources: PPT 1 Digital Tools: --
Display PPT 1 and revise the concept of point, line, line segment and ray to the students. Display PPT 1 and explain the concept of plane.Class assignment: Instruct students to solve the class assignment given in the PPT 1.
Formative Assessment (questions to be used while teaching to verify the understanding)
Display PPT 1 and assess students understanding about basic concepts of geometry.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 4 of 22
Closure [Evaluation] [10 min]
Strategy: Written assignment Skills: Applying Resources: PPT 1, Weblink
Digital Tools: --
Display PPT 1, share the link with students and ask them to click on the links and solve the live worksheets based on basic concepts ofgeometry.
Homework: Display PPT 1 and assign the given homework.
Preparation prior to the next session: Instruct students to bring a geometry box for the next session.
Unit 2[Synchronous]
Concepts/Sub Topics: Angle Measuring angle using a protractor
Learning Outcomes: The student will be able to… identify the different parts of an angle measure the angle using a protractor
Essential Vocabulary: Angle, protractor
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: ICT (PPT and Video)and Questioning
Skills: Understanding and applying Resources: PPT 2 andVideo 1
Digital Tools: --
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 4 of 22
Closure [Evaluation] [10 min]
Strategy: Written assignment Skills: Applying Resources: PPT 1, Weblink
Digital Tools: --
Display PPT 1, share the link with students and ask them to click on the links and solve the live worksheets based on basic concepts ofgeometry.
Homework: Display PPT 1 and assign the given homework.
Preparation prior to the next session: Instruct students to bring a geometry box for the next session.
Unit 2[Synchronous]
Concepts/Sub Topics: Angle Measuring angle using a protractor
Learning Outcomes: The student will be able to… identify the different parts of an angle measure the angle using a protractor
Essential Vocabulary: Angle, protractor
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: ICT (PPT and Video)and Questioning
Skills: Understanding and applying Resources: PPT 2 andVideo 1
Digital Tools: --
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 4 of 22
Closure [Evaluation] [10 min]
Strategy: Written assignment Skills: Applying Resources: PPT 1, Weblink
Digital Tools: --
Display PPT 1, share the link with students and ask them to click on the links and solve the live worksheets based on basic concepts ofgeometry.
Homework: Display PPT 1 and assign the given homework.
Preparation prior to the next session: Instruct students to bring a geometry box for the next session.
Unit 2[Synchronous]
Concepts/Sub Topics: Angle Measuring angle using a protractor
Learning Outcomes: The student will be able to… identify the different parts of an angle measure the angle using a protractor
Essential Vocabulary: Angle, protractor
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: ICT (PPT and Video)and Questioning
Skills: Understanding and applying Resources: PPT 2 andVideo 1
Digital Tools: --
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 5 of 22
Show the video1 given on slide 2 of PPT 2 and introduce the concept of angles. Based on the above video elicit answer to the following question from the students: What is an angle?
Accept all the relevant answers. Inform students that today they will learn about angles.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (PPT and Video),Questioning and Discussion
Skills: Understanding, Resources: PPT 2 andVideo 2
Digital Tools: --
Display slide 3 and 4 of PPT 2 and explain the concept of angles to the students.Measuring an angle using a protractor Show the video2 given on slide 5 of PPT 2 to the students and explain the steps to measure an angle using a protractor to the students.
Class assignment: Ask students to solve the following questions: Q.3 of exercise 11.2 given on pg. no. 148 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Formative Assessment (questions to be used while teaching to verify the understanding)
1. Which instrument is used to measure an angle?2. What is the unit used to measure the angle?3. The common endpoint of the two rays forming an angle is called as ____________.4. The midpoint of the baseline on the protractor is called as a __________.
Closure [Evaluation] [10 min]
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 5 of 22
Show the video1 given on slide 2 of PPT 2 and introduce the concept of angles. Based on the above video elicit answer to the following question from the students: What is an angle?
Accept all the relevant answers. Inform students that today they will learn about angles.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (PPT and Video),Questioning and Discussion
Skills: Understanding, Resources: PPT 2 andVideo 2
Digital Tools: --
Display slide 3 and 4 of PPT 2 and explain the concept of angles to the students.Measuring an angle using a protractor Show the video2 given on slide 5 of PPT 2 to the students and explain the steps to measure an angle using a protractor to the students.
Class assignment: Ask students to solve the following questions: Q.3 of exercise 11.2 given on pg. no. 148 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Formative Assessment (questions to be used while teaching to verify the understanding)
1. Which instrument is used to measure an angle?2. What is the unit used to measure the angle?3. The common endpoint of the two rays forming an angle is called as ____________.4. The midpoint of the baseline on the protractor is called as a __________.
Closure [Evaluation] [10 min]
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 5 of 22
Show the video1 given on slide 2 of PPT 2 and introduce the concept of angles. Based on the above video elicit answer to the following question from the students: What is an angle?
Accept all the relevant answers. Inform students that today they will learn about angles.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (PPT and Video),Questioning and Discussion
Skills: Understanding, Resources: PPT 2 andVideo 2
Digital Tools: --
Display slide 3 and 4 of PPT 2 and explain the concept of angles to the students.Measuring an angle using a protractor Show the video2 given on slide 5 of PPT 2 to the students and explain the steps to measure an angle using a protractor to the students.
Class assignment: Ask students to solve the following questions: Q.3 of exercise 11.2 given on pg. no. 148 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Formative Assessment (questions to be used while teaching to verify the understanding)
1. Which instrument is used to measure an angle?2. What is the unit used to measure the angle?3. The common endpoint of the two rays forming an angle is called as ____________.4. The midpoint of the baseline on the protractor is called as a __________.
Closure [Evaluation] [10 min]
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 6 of 22
Strategy: Independent work Skills: Understanding Resources: Web link Digital Tools: --
Share the following link with the students: https://www.liveworksheets.com/worksheets/en/Math/Measuring_angles/4.MD.6_Measuring_angles_with_a_protractor_jy272606fs
Instruct students to solve the given live worksheet. Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Homework: Ask students to solve the following questions: Q.4 of exercise 11.2 given on pg. no. 148 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Unit 3 [Synchronous]
Concepts/Sub Topics: Types of angles
Learning Outcomes: The student will be able to… identify the different types of angles
Essential Vocabulary: Acute, Obtuse, Right, Straight
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: Questioning Skills: Recalling Resources: -- Digital Tools: Google jam board
Draw the following angles on the Google jam board.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 6 of 22
Strategy: Independent work Skills: Understanding Resources: Web link Digital Tools: --
Share the following link with the students: https://www.liveworksheets.com/worksheets/en/Math/Measuring_angles/4.MD.6_Measuring_angles_with_a_protractor_jy272606fs
Instruct students to solve the given live worksheet. Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Homework: Ask students to solve the following questions: Q.4 of exercise 11.2 given on pg. no. 148 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Unit 3 [Synchronous]
Concepts/Sub Topics: Types of angles
Learning Outcomes: The student will be able to… identify the different types of angles
Essential Vocabulary: Acute, Obtuse, Right, Straight
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: Questioning Skills: Recalling Resources: -- Digital Tools: Google jam board
Draw the following angles on the Google jam board.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 6 of 22
Strategy: Independent work Skills: Understanding Resources: Web link Digital Tools: --
Share the following link with the students: https://www.liveworksheets.com/worksheets/en/Math/Measuring_angles/4.MD.6_Measuring_angles_with_a_protractor_jy272606fs
Instruct students to solve the given live worksheet. Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Homework: Ask students to solve the following questions: Q.4 of exercise 11.2 given on pg. no. 148 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Unit 3 [Synchronous]
Concepts/Sub Topics: Types of angles
Learning Outcomes: The student will be able to… identify the different types of angles
Essential Vocabulary: Acute, Obtuse, Right, Straight
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: Questioning Skills: Recalling Resources: -- Digital Tools: Google jam board
Draw the following angles on the Google jam board.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 7 of 22
[Note to the teacher: Accurate measurement of angle is not expected.] Instruct students to name the above angles. Ask students to identify the difference between the two angles. Make students infer that angle MON is smaller than angle AOB. Inform students that today they will learn about different types of angles.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (PPT),Questioning and Discussion
Skills: Understanding, Resources: PPT 3 Digital Tools: --
Display slide 2 – 5 of PPT 3 and explain the different types of angles by eliciting student’s response. Discuss answers for Q.1 of exercise 11.2 with the help of students input. Simultaneously instruct students to make a note of answers in their notebooks.
Class assignment: Ask students to solve the following questions: Q.2 of exercise 11.2 given on pg. no. 148 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 7 of 22
[Note to the teacher: Accurate measurement of angle is not expected.] Instruct students to name the above angles. Ask students to identify the difference between the two angles. Make students infer that angle MON is smaller than angle AOB. Inform students that today they will learn about different types of angles.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (PPT),Questioning and Discussion
Skills: Understanding, Resources: PPT 3 Digital Tools: --
Display slide 2 – 5 of PPT 3 and explain the different types of angles by eliciting student’s response. Discuss answers for Q.1 of exercise 11.2 with the help of students input. Simultaneously instruct students to make a note of answers in their notebooks.
Class assignment: Ask students to solve the following questions: Q.2 of exercise 11.2 given on pg. no. 148 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 7 of 22
[Note to the teacher: Accurate measurement of angle is not expected.] Instruct students to name the above angles. Ask students to identify the difference between the two angles. Make students infer that angle MON is smaller than angle AOB. Inform students that today they will learn about different types of angles.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (PPT),Questioning and Discussion
Skills: Understanding, Resources: PPT 3 Digital Tools: --
Display slide 2 – 5 of PPT 3 and explain the different types of angles by eliciting student’s response. Discuss answers for Q.1 of exercise 11.2 with the help of students input. Simultaneously instruct students to make a note of answers in their notebooks.
Class assignment: Ask students to solve the following questions: Q.2 of exercise 11.2 given on pg. no. 148 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 8 of 22
Formative Assessment (questions to be used while teaching to verify the understanding)
1. An angle measuring 90 degrees is called as ____________.2. An angle measuring 180 degrees is called as ____________.3. An angle measuring 80 degrees is called as _________.4. An angle measuring 120 degrees is called as _____________.
Closure [Evaluation] [10 min]
Strategy: Independent work Skills: Understanding Resources: -- Digital Tools: --
Share the following link with the students: https://www.liveworksheets.com/worksheets/en/Math/Types_of_angles/Types_of_Angles_nf1306234xa
Instruct students to solve the given live worksheet. Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Homework: Ask students to solve the following questions: Q.2 of revision exercise given on pg. no. 156 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Preparation prior to the next session: Instruct students to bring a geometry box for the next session.
Unit 4 [Synchronous]
Concepts/Sub Topics: Drawing an angle using a protractor
Learning Outcomes: The student will be able to…
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 8 of 22
Formative Assessment (questions to be used while teaching to verify the understanding)
1. An angle measuring 90 degrees is called as ____________.2. An angle measuring 180 degrees is called as ____________.3. An angle measuring 80 degrees is called as _________.4. An angle measuring 120 degrees is called as _____________.
Closure [Evaluation] [10 min]
Strategy: Independent work Skills: Understanding Resources: -- Digital Tools: --
Share the following link with the students: https://www.liveworksheets.com/worksheets/en/Math/Types_of_angles/Types_of_Angles_nf1306234xa
Instruct students to solve the given live worksheet. Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Homework: Ask students to solve the following questions: Q.2 of revision exercise given on pg. no. 156 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Preparation prior to the next session: Instruct students to bring a geometry box for the next session.
Unit 4 [Synchronous]
Concepts/Sub Topics: Drawing an angle using a protractor
Learning Outcomes: The student will be able to…
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 8 of 22
Formative Assessment (questions to be used while teaching to verify the understanding)
1. An angle measuring 90 degrees is called as ____________.2. An angle measuring 180 degrees is called as ____________.3. An angle measuring 80 degrees is called as _________.4. An angle measuring 120 degrees is called as _____________.
Closure [Evaluation] [10 min]
Strategy: Independent work Skills: Understanding Resources: -- Digital Tools: --
Share the following link with the students: https://www.liveworksheets.com/worksheets/en/Math/Types_of_angles/Types_of_Angles_nf1306234xa
Instruct students to solve the given live worksheet. Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Homework: Ask students to solve the following questions: Q.2 of revision exercise given on pg. no. 156 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Preparation prior to the next session: Instruct students to bring a geometry box for the next session.
Unit 4 [Synchronous]
Concepts/Sub Topics: Drawing an angle using a protractor
Learning Outcomes: The student will be able to…
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 9 of 22
draw an angle using a protractor
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: Questioning Skills: Recalling Resources: -- Digital Tools: --
Elicit answers to the following questions from the students: An angle measuring more than 0 degrees but less than 90 degrees is called as _______. An angle measuring more than 90 degrees but less than 180 degrees is called as ________. An angle measuring 90 degrees is called as _______. An angle measuring 180 degrees is called as __________.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (Video) andDiscussion
Skills: Understanding,Applying
Resources: Video 3 Digital Tools: --
Display Video 3 and explain the steps to draw an angle using a protractor to the students. Based on the above video ask students to come up with their doubts. Clarify the student’s doubts and guide them. Draw an angle measuring 60 degrees on the Google jam board as per the steps given on pg. no.147 of the textbook. Simultaneously explain the steps to the students.
Class assignment: Ask students to solve the following questions: Q.5 of exercise 11.2 given on pg. no. 149 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Formative Assessment (questions to be used while teaching to verify the understanding)
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 9 of 22
draw an angle using a protractor
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: Questioning Skills: Recalling Resources: -- Digital Tools: --
Elicit answers to the following questions from the students: An angle measuring more than 0 degrees but less than 90 degrees is called as _______. An angle measuring more than 90 degrees but less than 180 degrees is called as ________. An angle measuring 90 degrees is called as _______. An angle measuring 180 degrees is called as __________.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (Video) andDiscussion
Skills: Understanding,Applying
Resources: Video 3 Digital Tools: --
Display Video 3 and explain the steps to draw an angle using a protractor to the students. Based on the above video ask students to come up with their doubts. Clarify the student’s doubts and guide them. Draw an angle measuring 60 degrees on the Google jam board as per the steps given on pg. no.147 of the textbook. Simultaneously explain the steps to the students.
Class assignment: Ask students to solve the following questions: Q.5 of exercise 11.2 given on pg. no. 149 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Formative Assessment (questions to be used while teaching to verify the understanding)
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 9 of 22
draw an angle using a protractor
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: Questioning Skills: Recalling Resources: -- Digital Tools: --
Elicit answers to the following questions from the students: An angle measuring more than 0 degrees but less than 90 degrees is called as _______. An angle measuring more than 90 degrees but less than 180 degrees is called as ________. An angle measuring 90 degrees is called as _______. An angle measuring 180 degrees is called as __________.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (Video) andDiscussion
Skills: Understanding,Applying
Resources: Video 3 Digital Tools: --
Display Video 3 and explain the steps to draw an angle using a protractor to the students. Based on the above video ask students to come up with their doubts. Clarify the student’s doubts and guide them. Draw an angle measuring 60 degrees on the Google jam board as per the steps given on pg. no.147 of the textbook. Simultaneously explain the steps to the students.
Class assignment: Ask students to solve the following questions: Q.5 of exercise 11.2 given on pg. no. 149 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Formative Assessment (questions to be used while teaching to verify the understanding)
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 10 of 22
1. Draw an angle RST measuring 90 degrees.2. Draw an angle measuring 30 degrees.
Closure [Evaluation] [10 min]
Strategy: Independent work Skills: Understanding Resources: -- Digital Tools: --
Share the following link with the students: https://www.liveworksheets.com/yf709222ij
Instruct students to solve the given live worksheet. Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Homework: Ask students to solve the following questions: Q.3 of revision exercise given on pg. no. 156 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Preparation prior to the next session: Instruct students to be ready with a square sheet of paper and crayons for the next session.
Unit 5 [Asynchronous]
Concepts/Sub Topics: Types of angles
Learning Outcomes: The student will be able to recapitulate the concept of types of angles
Teaching, Learning and Assessment Process
Skills: understanding, identifying, applying, analysing Resources: PPT 3 and ebook Digital Tools: --
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 10 of 22
1. Draw an angle RST measuring 90 degrees.2. Draw an angle measuring 30 degrees.
Closure [Evaluation] [10 min]
Strategy: Independent work Skills: Understanding Resources: -- Digital Tools: --
Share the following link with the students: https://www.liveworksheets.com/yf709222ij
Instruct students to solve the given live worksheet. Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Homework: Ask students to solve the following questions: Q.3 of revision exercise given on pg. no. 156 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Preparation prior to the next session: Instruct students to be ready with a square sheet of paper and crayons for the next session.
Unit 5 [Asynchronous]
Concepts/Sub Topics: Types of angles
Learning Outcomes: The student will be able to recapitulate the concept of types of angles
Teaching, Learning and Assessment Process
Skills: understanding, identifying, applying, analysing Resources: PPT 3 and ebook Digital Tools: --
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 10 of 22
1. Draw an angle RST measuring 90 degrees.2. Draw an angle measuring 30 degrees.
Closure [Evaluation] [10 min]
Strategy: Independent work Skills: Understanding Resources: -- Digital Tools: --
Share the following link with the students: https://www.liveworksheets.com/yf709222ij
Instruct students to solve the given live worksheet. Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Homework: Ask students to solve the following questions: Q.3 of revision exercise given on pg. no. 156 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Preparation prior to the next session: Instruct students to be ready with a square sheet of paper and crayons for the next session.
Unit 5 [Asynchronous]
Concepts/Sub Topics: Types of angles
Learning Outcomes: The student will be able to recapitulate the concept of types of angles
Teaching, Learning and Assessment Process
Skills: understanding, identifying, applying, analysing Resources: PPT 3 and ebook Digital Tools: --
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 11 of 22
Instructions and Methods [45 min] The student will… watch the slides of PPT 3 to revise the concept of types of angles. follow the instructions given for math lab activity on pg. no. 154 of the textbook and make a penguin using a square sheet of paper. mark the angles as per the given instructions. colour the penguin using the crayons. write answers for Math challenge given on pg. no. 155 of the textbook. solve the assessment given on pg. no. 146 of the ebook. upload the photograph/scanned copy of their work.
Unit 6[Synchronous]
Concepts/Sub Topics: Types of lines
Learning Outcomes: The student will be able to… identify the parallel lines, intersecting lines and perpendicular lines
Essential Vocabulary: Parallel, intersecting and perpendicular
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: Questioning Skills: Understanding Resources: -- Digital Tools: Google jam board
Draw the following lines on the Google jam board:
(a) (b)
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 11 of 22
Instructions and Methods [45 min] The student will… watch the slides of PPT 3 to revise the concept of types of angles. follow the instructions given for math lab activity on pg. no. 154 of the textbook and make a penguin using a square sheet of paper. mark the angles as per the given instructions. colour the penguin using the crayons. write answers for Math challenge given on pg. no. 155 of the textbook. solve the assessment given on pg. no. 146 of the ebook. upload the photograph/scanned copy of their work.
Unit 6[Synchronous]
Concepts/Sub Topics: Types of lines
Learning Outcomes: The student will be able to… identify the parallel lines, intersecting lines and perpendicular lines
Essential Vocabulary: Parallel, intersecting and perpendicular
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: Questioning Skills: Understanding Resources: -- Digital Tools: Google jam board
Draw the following lines on the Google jam board:
(a) (b)
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 11 of 22
Instructions and Methods [45 min] The student will… watch the slides of PPT 3 to revise the concept of types of angles. follow the instructions given for math lab activity on pg. no. 154 of the textbook and make a penguin using a square sheet of paper. mark the angles as per the given instructions. colour the penguin using the crayons. write answers for Math challenge given on pg. no. 155 of the textbook. solve the assessment given on pg. no. 146 of the ebook. upload the photograph/scanned copy of their work.
Unit 6[Synchronous]
Concepts/Sub Topics: Types of lines
Learning Outcomes: The student will be able to… identify the parallel lines, intersecting lines and perpendicular lines
Essential Vocabulary: Parallel, intersecting and perpendicular
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: Questioning Skills: Understanding Resources: -- Digital Tools: Google jam board
Draw the following lines on the Google jam board:
(a) (b)
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 12 of 22
Ask students to identify the difference between the lines of figure (a) and (b). Accept all the relevant answers. Make students infer that the pair of lines in figure (a) are parallel line and the pair of lines in figure (b) are not parallel. Inform students that today they will learn about different types of lines.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (PPT),Questioning and Discussion
Skills: Understanding andApplying
Resources: PPT 4 Digital Tools: --
Display slide 2 to 7 of PPT 4 and explain the concept of types of lines to the students. Discuss the example of each type of lines given in the PPT 4 with the help of students input.
Class assignment: Ask students to solve the following questions: Q.1 and Q.2 of exercise 11.3 given on pg. no. 150 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Formative Assessment (questions to be used while teaching to verify the understanding)
Write the following question on the Google jam board:Identify the pair of parallel, perpendicular or intersecting lines.a. b. c. d.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 12 of 22
Ask students to identify the difference between the lines of figure (a) and (b). Accept all the relevant answers. Make students infer that the pair of lines in figure (a) are parallel line and the pair of lines in figure (b) are not parallel. Inform students that today they will learn about different types of lines.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (PPT),Questioning and Discussion
Skills: Understanding andApplying
Resources: PPT 4 Digital Tools: --
Display slide 2 to 7 of PPT 4 and explain the concept of types of lines to the students. Discuss the example of each type of lines given in the PPT 4 with the help of students input.
Class assignment: Ask students to solve the following questions: Q.1 and Q.2 of exercise 11.3 given on pg. no. 150 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Formative Assessment (questions to be used while teaching to verify the understanding)
Write the following question on the Google jam board:Identify the pair of parallel, perpendicular or intersecting lines.a. b. c. d.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 12 of 22
Ask students to identify the difference between the lines of figure (a) and (b). Accept all the relevant answers. Make students infer that the pair of lines in figure (a) are parallel line and the pair of lines in figure (b) are not parallel. Inform students that today they will learn about different types of lines.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (PPT),Questioning and Discussion
Skills: Understanding andApplying
Resources: PPT 4 Digital Tools: --
Display slide 2 to 7 of PPT 4 and explain the concept of types of lines to the students. Discuss the example of each type of lines given in the PPT 4 with the help of students input.
Class assignment: Ask students to solve the following questions: Q.1 and Q.2 of exercise 11.3 given on pg. no. 150 of the textbook
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Formative Assessment (questions to be used while teaching to verify the understanding)
Write the following question on the Google jam board:Identify the pair of parallel, perpendicular or intersecting lines.a. b. c. d.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 13 of 22
Assess students understanding by eliciting answer to the above question from them.
Closure [Evaluation] [10 min]
Strategy: Exit Ticket Skills: Applying Resources: Google exitticket
Digital Tools: --
Fill in the exit ticket by clicking the link. Teacher to put the question on Google exit ticket and obtain response. Draw a parallel lines, intersecting lines or perpendicular lines on each exit ticket and keep it ready prior to the session.
For example,
or
Homework: Share the following link with the students: https://www.liveworksheets.com/worksheets/en/Math/Geometry/Perpendicular,_parallel_and_intersecting_lines_nk1835381pz
Instruct students to solve the given live worksheet for homework. Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Unit 7 and 8 [Synchronous]
Concepts/Sub Topics: Polygons
Identify the following type of lines. Identify the following type of lines.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 13 of 22
Assess students understanding by eliciting answer to the above question from them.
Closure [Evaluation] [10 min]
Strategy: Exit Ticket Skills: Applying Resources: Google exitticket
Digital Tools: --
Fill in the exit ticket by clicking the link. Teacher to put the question on Google exit ticket and obtain response. Draw a parallel lines, intersecting lines or perpendicular lines on each exit ticket and keep it ready prior to the session.
For example,
or
Homework: Share the following link with the students: https://www.liveworksheets.com/worksheets/en/Math/Geometry/Perpendicular,_parallel_and_intersecting_lines_nk1835381pz
Instruct students to solve the given live worksheet for homework. Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Unit 7 and 8 [Synchronous]
Concepts/Sub Topics: Polygons
Identify the following type of lines. Identify the following type of lines.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 13 of 22
Assess students understanding by eliciting answer to the above question from them.
Closure [Evaluation] [10 min]
Strategy: Exit Ticket Skills: Applying Resources: Google exitticket
Digital Tools: --
Fill in the exit ticket by clicking the link. Teacher to put the question on Google exit ticket and obtain response. Draw a parallel lines, intersecting lines or perpendicular lines on each exit ticket and keep it ready prior to the session.
For example,
or
Homework: Share the following link with the students: https://www.liveworksheets.com/worksheets/en/Math/Geometry/Perpendicular,_parallel_and_intersecting_lines_nk1835381pz
Instruct students to solve the given live worksheet for homework. Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Unit 7 and 8 [Synchronous]
Concepts/Sub Topics: Polygons
Identify the following type of lines. Identify the following type of lines.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 14 of 22
Triangles Quadrilaterals: Square and rectangle
Learning Outcomes: The student will be able to… classify the open and closed figures identify the triangle, square and rectangle state the properties of triangle, square and rectangle
Essential Vocabulary: Polygon, quadrilaterals, square, rectangle, triangle diagonals, vertices
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [15 min]
Strategy: ICT (PPT) andQuestioning
Skills: Recalling Resources: PPT 5 Digital Tools: --
Discuss answer for the question given on slide 2 of PPT 5 by eliciting student’s response. Accept all the relevant answers. Make students infer that the figures given in column A are closed figures and the figures given in column B are open figures. Inform students that today they will learn about polygons in detail.
Methodology [Explanation, Elaboration and Verification] [60 min]
Strategies: ICT (PPT),Questioning and Discussion
Skills: Understanding,Applying
Resources: PPT 5 Digital Tools: --
Display slides 3 to 14 of PPT 5 and explain about polygons to the students. Display slide 15 of PPT 5 and instruct students to answer the given question. Discuss answer to the questions given on above PPT slide with the help of students input. Display the answer for the above question given on slide 16 of PPT 5. Similarly display slide 17 of PPT 5 and instruct students to answer the given question.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 14 of 22
Triangles Quadrilaterals: Square and rectangle
Learning Outcomes: The student will be able to… classify the open and closed figures identify the triangle, square and rectangle state the properties of triangle, square and rectangle
Essential Vocabulary: Polygon, quadrilaterals, square, rectangle, triangle diagonals, vertices
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [15 min]
Strategy: ICT (PPT) andQuestioning
Skills: Recalling Resources: PPT 5 Digital Tools: --
Discuss answer for the question given on slide 2 of PPT 5 by eliciting student’s response. Accept all the relevant answers. Make students infer that the figures given in column A are closed figures and the figures given in column B are open figures. Inform students that today they will learn about polygons in detail.
Methodology [Explanation, Elaboration and Verification] [60 min]
Strategies: ICT (PPT),Questioning and Discussion
Skills: Understanding,Applying
Resources: PPT 5 Digital Tools: --
Display slides 3 to 14 of PPT 5 and explain about polygons to the students. Display slide 15 of PPT 5 and instruct students to answer the given question. Discuss answer to the questions given on above PPT slide with the help of students input. Display the answer for the above question given on slide 16 of PPT 5. Similarly display slide 17 of PPT 5 and instruct students to answer the given question.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 14 of 22
Triangles Quadrilaterals: Square and rectangle
Learning Outcomes: The student will be able to… classify the open and closed figures identify the triangle, square and rectangle state the properties of triangle, square and rectangle
Essential Vocabulary: Polygon, quadrilaterals, square, rectangle, triangle diagonals, vertices
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [15 min]
Strategy: ICT (PPT) andQuestioning
Skills: Recalling Resources: PPT 5 Digital Tools: --
Discuss answer for the question given on slide 2 of PPT 5 by eliciting student’s response. Accept all the relevant answers. Make students infer that the figures given in column A are closed figures and the figures given in column B are open figures. Inform students that today they will learn about polygons in detail.
Methodology [Explanation, Elaboration and Verification] [60 min]
Strategies: ICT (PPT),Questioning and Discussion
Skills: Understanding,Applying
Resources: PPT 5 Digital Tools: --
Display slides 3 to 14 of PPT 5 and explain about polygons to the students. Display slide 15 of PPT 5 and instruct students to answer the given question. Discuss answer to the questions given on above PPT slide with the help of students input. Display the answer for the above question given on slide 16 of PPT 5. Similarly display slide 17 of PPT 5 and instruct students to answer the given question.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 15 of 22
Display the answer for the above question given on slide 18 of PPT 5.
Formative Assessment (questions to be used while teaching to verify the understanding)
1. A polygon having three sides is called as ____________.2. A polygon having four sides is called as _____________.3. All the four sides of a ____________ are equal.4. A rectangle has _________ angles.5. All the angles of a square measure _______ degrees.
Closure [Evaluation] [15 min]
Strategy: Exit Ticket Skills: Applying Resources: Googleexit ticket
Digital Tools: --
Fill in the exit ticket by clicking the link. Teacher to put the question on Google exit ticket and obtain response. Draw a polygon and write any two questions based on its properties taught in this period on each exit ticket and keep it ready prior to the
session.For example,
Unit 9 [Asynchronous]
Concepts/Sub Topics:
D E
FG
1. Name the angles.2. Name the diagonals.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 15 of 22
Display the answer for the above question given on slide 18 of PPT 5.
Formative Assessment (questions to be used while teaching to verify the understanding)
1. A polygon having three sides is called as ____________.2. A polygon having four sides is called as _____________.3. All the four sides of a ____________ are equal.4. A rectangle has _________ angles.5. All the angles of a square measure _______ degrees.
Closure [Evaluation] [15 min]
Strategy: Exit Ticket Skills: Applying Resources: Googleexit ticket
Digital Tools: --
Fill in the exit ticket by clicking the link. Teacher to put the question on Google exit ticket and obtain response. Draw a polygon and write any two questions based on its properties taught in this period on each exit ticket and keep it ready prior to the
session.For example,
Unit 9 [Asynchronous]
Concepts/Sub Topics:
D E
FG
1. Name the angles.2. Name the diagonals.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 15 of 22
Display the answer for the above question given on slide 18 of PPT 5.
Formative Assessment (questions to be used while teaching to verify the understanding)
1. A polygon having three sides is called as ____________.2. A polygon having four sides is called as _____________.3. All the four sides of a ____________ are equal.4. A rectangle has _________ angles.5. All the angles of a square measure _______ degrees.
Closure [Evaluation] [15 min]
Strategy: Exit Ticket Skills: Applying Resources: Googleexit ticket
Digital Tools: --
Fill in the exit ticket by clicking the link. Teacher to put the question on Google exit ticket and obtain response. Draw a polygon and write any two questions based on its properties taught in this period on each exit ticket and keep it ready prior to the
session.For example,
Unit 9 [Asynchronous]
Concepts/Sub Topics:
D E
FG
1. Name the angles.2. Name the diagonals.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 16 of 22
Polygons
Learning Outcomes: The student will be able to recapitulate the concept of polygons learnt in previous period
Teaching, Learning and Assessment Process
Skills: understanding, identifying, applying, analysing Resources: PPT 5 Digital Tools: --
Instructions and Methods [45 min] The student will… watch the slides of PPT 5 to revise the concept of polygons. solve Q.1 to Q.4 of exercise 11.4 given on pg. no. 151 and 152 of the textbook. solve Q.6 of revision exercise given on pg. no. 156 of the textbook. upload the photograph/scanned copy of their work.
Unit 10 [Synchronous]
Concepts/Sub Topics: Circle Parts of circle
Learning Outcomes: The student will be able to… identify the circular objects in the surrounding recognise the different parts of a circle
Essential Vocabulary: Circumference, centre, radius, diameter
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: ICT (PPT), Discussion Skills: Remembering Resources: PPT 6 Digital Tools: --
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 16 of 22
Polygons
Learning Outcomes: The student will be able to recapitulate the concept of polygons learnt in previous period
Teaching, Learning and Assessment Process
Skills: understanding, identifying, applying, analysing Resources: PPT 5 Digital Tools: --
Instructions and Methods [45 min] The student will… watch the slides of PPT 5 to revise the concept of polygons. solve Q.1 to Q.4 of exercise 11.4 given on pg. no. 151 and 152 of the textbook. solve Q.6 of revision exercise given on pg. no. 156 of the textbook. upload the photograph/scanned copy of their work.
Unit 10 [Synchronous]
Concepts/Sub Topics: Circle Parts of circle
Learning Outcomes: The student will be able to… identify the circular objects in the surrounding recognise the different parts of a circle
Essential Vocabulary: Circumference, centre, radius, diameter
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: ICT (PPT), Discussion Skills: Remembering Resources: PPT 6 Digital Tools: --
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 16 of 22
Polygons
Learning Outcomes: The student will be able to recapitulate the concept of polygons learnt in previous period
Teaching, Learning and Assessment Process
Skills: understanding, identifying, applying, analysing Resources: PPT 5 Digital Tools: --
Instructions and Methods [45 min] The student will… watch the slides of PPT 5 to revise the concept of polygons. solve Q.1 to Q.4 of exercise 11.4 given on pg. no. 151 and 152 of the textbook. solve Q.6 of revision exercise given on pg. no. 156 of the textbook. upload the photograph/scanned copy of their work.
Unit 10 [Synchronous]
Concepts/Sub Topics: Circle Parts of circle
Learning Outcomes: The student will be able to… identify the circular objects in the surrounding recognise the different parts of a circle
Essential Vocabulary: Circumference, centre, radius, diameter
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: ICT (PPT), Discussion Skills: Remembering Resources: PPT 6 Digital Tools: --
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 17 of 22
and questioning
Display PPT 6 to show the circular object in the surrounding.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (Video),Explanation and Questioning
Skills: Understanding, Applying Resources: PPT 6 Digital Tools: --
Display PPT 6 and explain the parts of circle. Instruct students to solve the class assignment given in the PPT 6.
Formative Assessment (questions to be used while teaching to verify the understanding)
Display PPT 6 and assess students understanding about parts of circle.
Closure [Evaluation] [10 min]
Strategy: Written assignment Skills: Applying Resources: PPT 6, Weblink
Digital Tools: --
Display PPT 6, share the link with students and ask them to click on the links and solve the live worksheets on parts of the circle.
Homework: Ask students to watch the enhancement video given on pg. no. 152 of the ebook and revise the concept of parts of circles.
Preparation prior to the next session: Instruct students to bring crayons or colour pencils for next session.
Unit 11 [Synchronous]
Concepts/Sub Topics: Drawing a circle
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 17 of 22
and questioning
Display PPT 6 to show the circular object in the surrounding.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (Video),Explanation and Questioning
Skills: Understanding, Applying Resources: PPT 6 Digital Tools: --
Display PPT 6 and explain the parts of circle. Instruct students to solve the class assignment given in the PPT 6.
Formative Assessment (questions to be used while teaching to verify the understanding)
Display PPT 6 and assess students understanding about parts of circle.
Closure [Evaluation] [10 min]
Strategy: Written assignment Skills: Applying Resources: PPT 6, Weblink
Digital Tools: --
Display PPT 6, share the link with students and ask them to click on the links and solve the live worksheets on parts of the circle.
Homework: Ask students to watch the enhancement video given on pg. no. 152 of the ebook and revise the concept of parts of circles.
Preparation prior to the next session: Instruct students to bring crayons or colour pencils for next session.
Unit 11 [Synchronous]
Concepts/Sub Topics: Drawing a circle
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 17 of 22
and questioning
Display PPT 6 to show the circular object in the surrounding.
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: ICT (Video),Explanation and Questioning
Skills: Understanding, Applying Resources: PPT 6 Digital Tools: --
Display PPT 6 and explain the parts of circle. Instruct students to solve the class assignment given in the PPT 6.
Formative Assessment (questions to be used while teaching to verify the understanding)
Display PPT 6 and assess students understanding about parts of circle.
Closure [Evaluation] [10 min]
Strategy: Written assignment Skills: Applying Resources: PPT 6, Weblink
Digital Tools: --
Display PPT 6, share the link with students and ask them to click on the links and solve the live worksheets on parts of the circle.
Homework: Ask students to watch the enhancement video given on pg. no. 152 of the ebook and revise the concept of parts of circles.
Preparation prior to the next session: Instruct students to bring crayons or colour pencils for next session.
Unit 11 [Synchronous]
Concepts/Sub Topics: Drawing a circle
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 18 of 22
Learning Outcomes: The student will be able to… draw a circle using a compass
Essential Vocabulary: Compass
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: Discussion andquestioning
Skills: Remembering Resources: -- Digital Tools: Google jam board
Draw the following figure on the Google jam board:
Elicit answers to the following question from the students: Line segment AB is called __________. (radius) Line segment CD is called ___________. (diameter) Line segment DE is called _______. (chord) Name the longest chord. (DC) Name all the radii. (line segment BD, BC, BA)
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: Explanation andQuestioning
Skills: Understanding, Applying Resources: Web link Digital Tools: --
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 18 of 22
Learning Outcomes: The student will be able to… draw a circle using a compass
Essential Vocabulary: Compass
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: Discussion andquestioning
Skills: Remembering Resources: -- Digital Tools: Google jam board
Draw the following figure on the Google jam board:
Elicit answers to the following question from the students: Line segment AB is called __________. (radius) Line segment CD is called ___________. (diameter) Line segment DE is called _______. (chord) Name the longest chord. (DC) Name all the radii. (line segment BD, BC, BA)
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: Explanation andQuestioning
Skills: Understanding, Applying Resources: Web link Digital Tools: --
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 18 of 22
Learning Outcomes: The student will be able to… draw a circle using a compass
Essential Vocabulary: Compass
Teaching, Learning and Assessment Process
Set Induction [Engagement and Exploration] [10 min]
Strategy: Discussion andquestioning
Skills: Remembering Resources: -- Digital Tools: Google jam board
Draw the following figure on the Google jam board:
Elicit answers to the following question from the students: Line segment AB is called __________. (radius) Line segment CD is called ___________. (diameter) Line segment DE is called _______. (chord) Name the longest chord. (DC) Name all the radii. (line segment BD, BC, BA)
Methodology [Explanation, Elaboration and Verification] [25 min]
Strategies: Explanation andQuestioning
Skills: Understanding, Applying Resources: Web link Digital Tools: --
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 19 of 22
Show the video given in the following link to the students and explain the steps to draw a circle to the students: https://www.youtube.com/embed/U0pNq9MhXkI
Class assignment Ask students to solve the following questions: Q.3 of exercise 11.5 given on pg. no. 154 of the textbook.
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Formative Assessment (questions to be used while teaching to verify the understanding)
Name the instrument use to draw a circle. How many movable arms does a compass have? For drawing a circle we fix the metal tip of the compass at the zero mark on ruler. Is it true or false?
Closure [Evaluation] [10 min]
Strategy: Independent work Skills: Applying Resources: Colourpencils / crayons
Digital Tools: --
Art Integration: Instruct students to draw 3 circles of radius 2 cm, 3 cm and 4 cm respectively with same centre in their notebooks.
For example,
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 19 of 22
Show the video given in the following link to the students and explain the steps to draw a circle to the students: https://www.youtube.com/embed/U0pNq9MhXkI
Class assignment Ask students to solve the following questions: Q.3 of exercise 11.5 given on pg. no. 154 of the textbook.
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Formative Assessment (questions to be used while teaching to verify the understanding)
Name the instrument use to draw a circle. How many movable arms does a compass have? For drawing a circle we fix the metal tip of the compass at the zero mark on ruler. Is it true or false?
Closure [Evaluation] [10 min]
Strategy: Independent work Skills: Applying Resources: Colourpencils / crayons
Digital Tools: --
Art Integration: Instruct students to draw 3 circles of radius 2 cm, 3 cm and 4 cm respectively with same centre in their notebooks.
For example,
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 19 of 22
Show the video given in the following link to the students and explain the steps to draw a circle to the students: https://www.youtube.com/embed/U0pNq9MhXkI
Class assignment Ask students to solve the following questions: Q.3 of exercise 11.5 given on pg. no. 154 of the textbook.
Ask students to upload the photograph/scanned copy of their work done and provide feedback.
Formative Assessment (questions to be used while teaching to verify the understanding)
Name the instrument use to draw a circle. How many movable arms does a compass have? For drawing a circle we fix the metal tip of the compass at the zero mark on ruler. Is it true or false?
Closure [Evaluation] [10 min]
Strategy: Independent work Skills: Applying Resources: Colourpencils / crayons
Digital Tools: --
Art Integration: Instruct students to draw 3 circles of radius 2 cm, 3 cm and 4 cm respectively with same centre in their notebooks.
For example,
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 20 of 22
Instruct students to colour the above circles using different colour and make a design.
Preparation prior to the next session: Instruct students to download the worksheet 1 and take its photocopy for next session.
Unit 12 [Asynchronous]
Concepts/Sub Topics: Circles
Learning Outcomes: The student will be able to recapitulate the concept of circles learnt in the previous period
Teaching, Learning and Assessment Process
Skills: understanding, identifying, applying, analysing Resources: PPT 6, Web link and worksheet 1 Digital Tools: --
Instructions and Methods [45 min] The student will… watch the slides of PPT 6 to revise the concept of circles and parts of circles. watch the video given in the following link to revise the steps to draw a circle.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 20 of 22
Instruct students to colour the above circles using different colour and make a design.
Preparation prior to the next session: Instruct students to download the worksheet 1 and take its photocopy for next session.
Unit 12 [Asynchronous]
Concepts/Sub Topics: Circles
Learning Outcomes: The student will be able to recapitulate the concept of circles learnt in the previous period
Teaching, Learning and Assessment Process
Skills: understanding, identifying, applying, analysing Resources: PPT 6, Web link and worksheet 1 Digital Tools: --
Instructions and Methods [45 min] The student will… watch the slides of PPT 6 to revise the concept of circles and parts of circles. watch the video given in the following link to revise the steps to draw a circle.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 20 of 22
Instruct students to colour the above circles using different colour and make a design.
Preparation prior to the next session: Instruct students to download the worksheet 1 and take its photocopy for next session.
Unit 12 [Asynchronous]
Concepts/Sub Topics: Circles
Learning Outcomes: The student will be able to recapitulate the concept of circles learnt in the previous period
Teaching, Learning and Assessment Process
Skills: understanding, identifying, applying, analysing Resources: PPT 6, Web link and worksheet 1 Digital Tools: --
Instructions and Methods [45 min] The student will… watch the slides of PPT 6 to revise the concept of circles and parts of circles. watch the video given in the following link to revise the steps to draw a circle.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 21 of 22
https://www.youtube.com/embed/U0pNq9MhXkI solve Q.4 and Q.5 of revision exercise given on pg. no. 156 of the textbook. solve the live worksheet given in the following link: https://www.liveworksheets.com/worksheets/en/Math/Geometry/Parts_of_a_circle_zu1593075ft
Solve the questions given in worksheet 1. upload the photograph/scanned copy of their work.
Unit 13 [Asynchronous]
Concepts/Sub Topics: Workbook Mental math book
Learning Outcomes: The student will be able to recapitulate the learnt concepts
Teaching, Learning and Assessment Process
Skills: Applying Resources: PPT 1 to 6, video 1 to 3, web link,workbook and mental math book
Digital Tools: --
Instructions and Methods [45 min] The student will… watch slides of PPT 1 to 6 and revise the content taught in the chapter. watch the video 1 to 3 revise the given content. watch the video given in the following link: https://www.youtube.com/embed/kLXd3igS5co
solve the questions based on geometry given in the workbook. find the answers for the questions based on geometry given in mental math book. upload the photograph/scanned copy of their work.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 21 of 22
https://www.youtube.com/embed/U0pNq9MhXkI solve Q.4 and Q.5 of revision exercise given on pg. no. 156 of the textbook. solve the live worksheet given in the following link: https://www.liveworksheets.com/worksheets/en/Math/Geometry/Parts_of_a_circle_zu1593075ft
Solve the questions given in worksheet 1. upload the photograph/scanned copy of their work.
Unit 13 [Asynchronous]
Concepts/Sub Topics: Workbook Mental math book
Learning Outcomes: The student will be able to recapitulate the learnt concepts
Teaching, Learning and Assessment Process
Skills: Applying Resources: PPT 1 to 6, video 1 to 3, web link,workbook and mental math book
Digital Tools: --
Instructions and Methods [45 min] The student will… watch slides of PPT 1 to 6 and revise the content taught in the chapter. watch the video 1 to 3 revise the given content. watch the video given in the following link: https://www.youtube.com/embed/kLXd3igS5co
solve the questions based on geometry given in the workbook. find the answers for the questions based on geometry given in mental math book. upload the photograph/scanned copy of their work.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 21 of 22
https://www.youtube.com/embed/U0pNq9MhXkI solve Q.4 and Q.5 of revision exercise given on pg. no. 156 of the textbook. solve the live worksheet given in the following link: https://www.liveworksheets.com/worksheets/en/Math/Geometry/Parts_of_a_circle_zu1593075ft
Solve the questions given in worksheet 1. upload the photograph/scanned copy of their work.
Unit 13 [Asynchronous]
Concepts/Sub Topics: Workbook Mental math book
Learning Outcomes: The student will be able to recapitulate the learnt concepts
Teaching, Learning and Assessment Process
Skills: Applying Resources: PPT 1 to 6, video 1 to 3, web link,workbook and mental math book
Digital Tools: --
Instructions and Methods [45 min] The student will… watch slides of PPT 1 to 6 and revise the content taught in the chapter. watch the video 1 to 3 revise the given content. watch the video given in the following link: https://www.youtube.com/embed/kLXd3igS5co
solve the questions based on geometry given in the workbook. find the answers for the questions based on geometry given in mental math book. upload the photograph/scanned copy of their work.
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 22 of 22
Preparation for the next class: The student will… revise the concepts taught in the chapter
Achievement Test Resources Digital Tools
The Achievement Test is a Benchmark Test which as an interim assessment [in between formative andsummative assessments] to identify the student’s academic progress. The student is informed in advance torevise the chapter. More than75% of students should score 60% or more than 60% marks. The result ofthe test gives the teacher accurate information of the student’s strengths and weaknesses.The teacher will give feedback to the student, understand which part of the chapter needs to be retaught,and which students require assistance for enhancement [remediation] or guidance for enrichment [highachievement].
AchievementTest
Google form
Teacher’s Reflection: Teacher writes the answers of the Reflection questions in the Log sheet.
How do I overcome the challenges faced in today’s session? How can I teach in an alternate way to address the different needs and abilities of my students? What would I change if I had to reteach the lesson? How do I address the needs of students who are ready to advance?
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 22 of 22
Preparation for the next class: The student will… revise the concepts taught in the chapter
Achievement Test Resources Digital Tools
The Achievement Test is a Benchmark Test which as an interim assessment [in between formative andsummative assessments] to identify the student’s academic progress. The student is informed in advance torevise the chapter. More than75% of students should score 60% or more than 60% marks. The result ofthe test gives the teacher accurate information of the student’s strengths and weaknesses.The teacher will give feedback to the student, understand which part of the chapter needs to be retaught,and which students require assistance for enhancement [remediation] or guidance for enrichment [highachievement].
AchievementTest
Google form
Teacher’s Reflection: Teacher writes the answers of the Reflection questions in the Log sheet.
How do I overcome the challenges faced in today’s session? How can I teach in an alternate way to address the different needs and abilities of my students? What would I change if I had to reteach the lesson? How do I address the needs of students who are ready to advance?
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Teacher’s Manual
CBSE/V/2021-22 Geometry Page 22 of 22
Preparation for the next class: The student will… revise the concepts taught in the chapter
Achievement Test Resources Digital Tools
The Achievement Test is a Benchmark Test which as an interim assessment [in between formative andsummative assessments] to identify the student’s academic progress. The student is informed in advance torevise the chapter. More than75% of students should score 60% or more than 60% marks. The result ofthe test gives the teacher accurate information of the student’s strengths and weaknesses.The teacher will give feedback to the student, understand which part of the chapter needs to be retaught,and which students require assistance for enhancement [remediation] or guidance for enrichment [highachievement].
AchievementTest
Google form
Teacher’s Reflection: Teacher writes the answers of the Reflection questions in the Log sheet.
How do I overcome the challenges faced in today’s session? How can I teach in an alternate way to address the different needs and abilities of my students? What would I change if I had to reteach the lesson? How do I address the needs of students who are ready to advance?
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>