Teacher’s Manual Subject: Standard: V Types of angles ...

Teacher’s Manual

CBSE/V/2021-22 Geometry 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

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CBSE/V/2021-22 Geometry Page 1 of 22






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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.

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PPT 6 Web links 11






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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.

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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



Strategy: ICT (PPT and Video)and Questioning

Skills: Understanding and applying Resources: PPT 2 andVideo 1

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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.



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.


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 __________.


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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


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



Strategy: Questioning Skills: Recalling Resources: -- Digital Tools: Google jam board

Draw the following angles on the Google jam board.

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[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.


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.



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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 _____________.


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


Homework: Ask students to solve the following questions: Q.2 of revision exercise given on pg. no. 156 of the textbook




Concepts/Sub Topics: Drawing an angle using a protractor

Learning Outcomes: The student will be able to…

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draw an angle using a protractor



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 __________.


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.




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1. Draw an angle RST measuring 90 degrees.2. Draw an angle measuring 30 degrees.



Share the following link with the students: https://www.liveworksheets.com/yf709222ij




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]


Learning Outcomes: The student will be able to recapitulate the concept of types of angles


Skills: understanding, identifying, applying, analysing Resources: PPT 3 and ebook Digital Tools: --

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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



Strategy: Questioning Skills: Understanding Resources: -- Digital Tools: Google jam board

Draw the following lines on the Google jam board:

(a) (b)

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(a) (b)

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(a) (b)

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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.



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



Write the following question on the Google jam board:Identify the pair of parallel, perpendicular or intersecting lines.a. b. c. d.

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Assess students understanding by eliciting answer to the above question from them.


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.

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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




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.





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.

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Display the answer for the above question given on slide 18 of PPT 5.


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.


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,


Concepts/Sub Topics:

D E

FG

1. Name the angles.2. Name the diagonals.

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D E

FG


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D E

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Polygons

Learning Outcomes: The student will be able to recapitulate the concept of polygons learnt in previous period


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.


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



Strategy: ICT (PPT), Discussion Skills: Remembering Resources: PPT 6 Digital Tools: --

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and questioning

Display PPT 6 to show the circular object in the surrounding.


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.


Display PPT 6 and assess students understanding about parts of circle.



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.


Concepts/Sub Topics: Drawing a circle

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Learning Outcomes: The student will be able to… draw a circle using a compass

Essential Vocabulary: Compass



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)


Strategies: Explanation andQuestioning

Skills: Understanding, Applying Resources: Web link Digital Tools: --

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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.



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?


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,

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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.


Concepts/Sub Topics: Circles

Learning Outcomes: The student will be able to recapitulate the concept of circles learnt in the previous period


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.

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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.


Concepts/Sub Topics: Workbook Mental math book

Learning Outcomes: The student will be able to recapitulate the learnt concepts


Skills: Applying Resources: PPT 1 to 6, video 1 to 3, web link,workbook and mental math book

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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.

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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

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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?

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Teacher’s Manual Subject: Standard: V Types of angles ...

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