Lesson Plan Math Class X (Ch-6) | Triangles

LESSON PLAN   SUBJECT MATHEMATICS (10)
CHAPTER 06 : TRIANGLES

lesson plan for maths class X chapter 6 similarity of triangles, l Method to write lesson plan for maths class 10, lesson plan for maths class X,  lesson plan for maths teacher in B.Ed.

Rmb dav centnary public school Nawanshahr
NAME OF THE TEACHER				DINESH KUMAR
CLASS	X	CHAPTER	06	SUBJECT	MATHEMATICS
TOPIC	TRIANGLES			DURATION : 20 CLASS MEETINGS

PRE- REQUISITE KNOWLEDGE:-

Knowledge of congruent figures, Congruency conditions of triangles.

TEACHING AIDS:- 

Green Board, Chalk,  Duster, Charts, smart board, laptop, projector  etc.

METHODOLOGY:- 

Lecture method, Demonstration, Learning by doing and scafolding method of teaching.

LEARNING OBJECTIVES

• Definitions, examples and counter examples of similar of triangles.

• PROVE : If a line is drawn parallel to one side of the triangle to intersect the other two sides at two distinct points the other two sides are divided in the same ratio or Basic Proportionality Theorem (BPT)

• Motivate : If a line intersect the two sides of the triangle in the same ratio,  the line is parallel to the third side.

• Motivate: If in two triangles, the corresponding angles are equal, their corresponding sides are proportional and the triangles are similar.

• Motivate: If corresponding sides of two triangles are proportional, their corresponding angles are equal and the two triangles are similar to each other.

• Motivate: If one angle of a triangle is equal to the one angle of other triangle and the sides including these angles are proportional, the two triangles are similar.

Note: Theorems for motivation will not be asked in the examination. Only the theorems mentioned with prove will be asked in the examinations.

LEARNING OUTCOMES:

After studying this lesson students should learn the 

• Difference between similarity and congruency of plane figures.

• Different similarity and congruency conditions.

• Statement and proofs  of B.P.T. Ratio of area of two similar triangles, Pythagoras theorem and the converse of Pythagoras theorem. 

• Students should learn the  implementation of these theorems in the different problems.

RESOURCES

• NCERT Text book of Mathematics

• NCERT Exemplar Text Book

• RESOURCE CENTRE at cbsemathematics.com

• DAV Resource Material for class 10

KEY WORDS :

Similarity, congruency, Median, Orthocenter, Incentre, Altitude, Centroid, etc.

LEARNING ACTIVITIES:

• INTRODUCTORY ACTIVITY :   Click Here

• EXPERIENTIAL ACTIVITY : Click Here

• ART INTEGRATED ACTIVITY 

PROCEDURE : 

Complete Explanation

Start the session by checking their previous knowledge, by asking the questions of congruence of triangles and its different conditions. After this explain the topic to the students step by step as follows.

Introduction

First of all teacher will show some figures o the students which are looks same but different in size. Now teacher will introduce the concept similarity of figures give definition of similarity of triangles.

With the help of some examples teacher will explain the following to the students

All circles are similar to each other.

All equilateral triangles are similar to each other.

All squares are similar to each other.

All regular polygons with equal sides are similar to each other.

Difference between Similarity and Congruency

Now teacher will explain the difference between the similarity and congruency of the plane figures by giving examples and counter examples.

Basic Proportionality Theorem

Now teacher will write the statement of Basic Proportionality Theorem on the board and explain the meaning of this statement by drawing the figure.

After this teacher will explain the proof of the theorem which include the components: Given, To Prove, Construction, Proof.

After the complete explanation of the BPT teacher will motivate the students for the converse of Basic Proportionality theorem and also give its complete proof.

Now teacher will explain the procedure of implementing these theorems in different problems. Teacher may also provide sufficient number of problems to the students so that the students will completely understand the theorem.

Similarity Conditions

Now teacher will define all similarity conditions (SSS, SAS, AAA, AA)  to the students. Teacher will also motivate the students for the proof of these theorems.

Teacher will explain the implementation of these theorems in different problems.

Teacher will also assign some problems to the student to learn the implementation of this theorem.

CREATION 

(e.g. MIND-MAP, COLLAGE, GRAPH, MAP etc.)

MIND MAP / CONCEPT MAP : Click Here

MIND MAP

STUDENTS DELIVERABLES:-

• Review questions given by the teacher. 

• Students should made the presentation on any one of the theorem for the proof. 

• Solve N.C.E.R.T. problems with examples, 

• Solve the assignment on Multiple Choice Question (MCQ) given by the teacher.

EXTENDED LEARNING:

Students can extend their learning through the RESOURCE CENTRE and can find more valuable and interesting concepts on mathematics at  cbsemathematics.com

ASSESSMENT TECHNIQUES:

• Assignment sheet will be given as home work at the end of the topic. 

• Separate sheets which will include questions of logical thinking and Higher order thinking skills will be given to the above average students.

• Class Test , Oral Test , worksheet and Assignments. can be made the part of assessment.

• Re-test(s) will be conducted on the basis of the performance of the students in the test.

Competency based assessment can be taken so as to ensure if the learning outcomes have been achieved or not. e.g.

• Puzzle

• Quiz

• Misconception check

• Peer check

• Students discussion

• Competency Based Assessment link: M C Q

FEEDBACK:

All those students who performed well will be appreciated positively, and all those who can not perform up to the mark will again be given some important tips, guidance and  positive motivation to go through the topic again and then re-evaluated again. If possible then provision of remedial classes can be made for batter results.

If possible then provision of remedial classes can be made for batter results.

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