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Lesson Plan Math Class 8 | Parallel Lines Ch-10
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E- LESSON PLAN SUBJECT MATHEMATICS CLASS- 8
E-LESSON PLAN MATHEMATICS
CLASS-VIII
CHAPTER - 10 PARALLEL LINES
NAME OF THE TEACHER | DINESH KUMAR | ||||
CLASS | VIII | CHAPTER | 10 | SUBJECT | MATHEMATICS |
TOPIC | PARALLEL LINES | DURATION : 10 Class Meetings |
SUB-TOPICS TO BE ADRESSED
Define parallel lines and identify them in various geometrical figures.
Identify properties of parallel lines and their corresponding angles.
Solve problems involving parallel lines and transversals.
Divide the given line segment into different equal parts.
PRE- REQUISITE KNOWLEDGE:
Basic Geometry
Terminology: Students should be familiar with terms like points, lines, line
segments, rays, and planes.
Angle Sum Property
of a Triangle: Students should know that the sum of angles in a triangle is 180
degrees.
Properties of a
Straight Line: Students should understand that the sum of angles around a point
is 360 degrees, and angles on a straight line add up to 180 degrees.
MATERIALS:
Whiteboard or chalkboard, Markers or chalk, Ruler and compass, Printed worksheets or handouts, Protractors, Interactive whiteboard
LEARNING OBJECTIVE:
Students will understand the
concept of parallel lines and be able to distinguish them from other types of
lines.
Identify properties of parallel
lines and their corresponding angles.
Students will recognize the
different angle relationships formed by a transversal intersecting two parallel
lines, including corresponding angles, alternate interior angles, alternate
exterior angles, and consecutive interior angles.
Apply the properties of parallel
lines to solve problems involving angle relationships.
Students will be encouraged to
observe parallel lines in their surroundings and appreciate their relevance in
various contexts, such as architecture and engineering.
LEARNING OUTCOMES:
By the end of this lesson, students will be able to:
Students will demonstrate a
clear understanding of the concept of parallel lines and be able to
differentiate them from other types of lines.
They will recognize and explain
the properties of parallel lines, including the various angle relationships
formed by a transversal intersecting two parallel lines.
Students will identify and
describe real-life examples of parallel lines and their applications in
different contexts.
Students will apply their
knowledge of parallel lines and angle relationships to solve problems
RESOURCES
NCERT Text Book,
A Text Book of DAV Board
Resource Material : Worksheets , E-content, Basics and formulas from (cbsemathematics.com)
KEY WORDS:
PROCEDURE
OF LESSON PLAN
Begin the lesson by asking students if they have heard of parallel lines and if they can define them.
Discuss the definition of parallel lines
Two lines in the same plane that never intersect, no matter how far they
are extended are called parallel lines.
Provide real-life examples of parallel lines (e.g., railroad tracks, the
edges of a book, etc.).
Write down the definition and examples on the board for reference.
MAIN ACTIVITY
Draw two parallel lines on the board and label them as l and m.
Introduce the concept of a transversal (a line that intersects two or
more lines in the same plane).
Demonstrate how a transversal intersects the parallel lines and creates various pairs of angles as shown below
Pair of corresponding angles
∠1 &
Pair of alternate interior angles
∠3 &
Pair of alternate exterior angles
∠1 &
Consecutive interior angles or Co-interior angles.
∠3 &
Help students identify these angle pairs and write the corresponding
angle relationships
When two or more parallel lines are intersected by a transversal then
Pair of corresponding angles are equal
∠1 =
Pair of alternate interior angles are equal.
∠3 =
Pair of alternate exterior angles are equal
∠1 =
Consecutive interior angles or Co-interior angles are supplementary.
∠3 +
Provide additional examples and ask students to find the various angle relationships formed when a transversal intersects two parallel lines.
Engage students in group activities or worksheets where they practice identifying and solving problems related to parallel lines and angle relationships.
Division of a line in four equal parts
1) Arrange the students in pairs and give them a plane sheet.
2) Tell the students to draw a line on the plane sheet of any length.
3) Guide the students to make equal angles at both the end points of a line
as shown below.
4) Now divide the ray AX into 4 equal divisions A_{1}, A_{2},
A_{3}, A_{4}
5) Divide the ray BY into 4 equal divisions B_{1}, B_{2}, B_{3},
B_{4}
6) Join AB_{4}, A_{1}B_{3}, A_{2}B_{2},
A_{3}B_{1}, A_{4}B these intersect AB at points P_{1},
P_{2} and P_{3}
7) P_{1}, P_{2} and P_{3} divide the line segment AB into four equal parts.
Give each student a worksheet containing problems related to parallel
lines and their corresponding angles.
Walk around the class to assist and answer any questions.
Review the answers as a class, ensuring that students understand the
concepts and strategies used to solve the problems.
CONCLUSION
Summarize the key points covered in the lesson about parallel lines and
angle relationships.
Encourage students to look for parallel lines and their corresponding
angles in their surroundings.
Assign homework exercises related to parallel lines and angles to
reinforce their understanding.
ASSESSMENT:
Formatively assess students during class activities and discussions.
Review their completed worksheets to gauge their comprehension of the
topic.
Use a short quiz or exit ticket at the end of the lesson to assess their understanding.
THANKS FOR YOUR VISIT
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