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LESSONPLAN

Name of the teacher : ARCHANA.V.T

Subject : Mathematics

Unit :

kÀÆka{XntImW§Ä

Topic : kÀÆkaX F¶

Bibw

Std : VIII

Time : 45’

CURRICULAR STATEMENT

\nco£Ww, NÀ¨, Bibhn\nabw, XcwXncn¡Â, XmcXayw,

F¶nhbneqsS kÀhkaX F¶ Bibw Ip«n ssIhcn¡p¶p.

IqSmsX tNmtZym¯c§Ä, AhXcWw F¶nhbneqsS Ip«n

hnebncp¯s¸SpIbpw sN¿p¶p.

LEARNING OUTCOME

REMEMBER Recall the definition of congruent figure, and apply the same

concept developing the factual knowledge.

UNDERSTAND Explain or illustrate or identifies the process and definition of

congruentTriangle for developing conceptual knowledge.

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APPLY Conduct or generalize or solving problems related to congruent

triangle for developing procedural knowledge.

CREATE Analyse, commit, compare related to congruent triangle

metacognitive knowledge.

ANALYSE Breake materials into its constituent parts and determine how the

parts relate to one another and to an overall structure or purpose.

EVALUATE

Make judgments based on criteria and standards.

INTEREST Reads mathematical books and takes more booksfrom

mathematical section of library and takes pleasure in solving

mathematical problems.

ATTITUDE

The pupil develops positive attitude towards mathematics

APPRECIATION

Pupil develops appreciation for mathematical principles.

SKILL The pupil develops skill in handing instruments.

PROCESS SKILL

OBSERVING hnhn[ kÀhkacq]§Ä \nco£n¡p¶p.

DISCUSSING Npäp]mSn ImWs¸Sp¶

kÀhkacq]§Ä ]«nIs¸Sp¯n NÀ¨sN¿p¶p

CLASSIFING kÀÆka cq]§sf {]tXyIIÄ A\pkcn¨v Ah

XcwXncn¡p¶p.

COMPARING kÀÆka cq]§sf XmcXayw sN¿p¶p.

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COMMUNICATING Xncn¨dnª Imcy§Ä {Kq¸n Bibhn\nabw \S¯p¶p

GENERALISING Hmtcm cq]¯nsâbpw kÀhkaX \nÀ®bn¡p¶Xn\v

Bhiyamb AfhpIfpsS {]tXyIX Is¯p¶p.

CONTENT ANALYSIS

FACTS FÃm AfhpIfpw XpÃyw F¶ AÀY¯nÂ

PymanXnbn kÀÆkaw F¶v

]dbp¶p.

H¶n\paotX H¶mbn hbv¡m³ Ignbp¶

{XntImWw , NXpcw, hr¯w apXemb cq]§sf

kÀÆka cq]§Ä F¶v ]dbp¶p.

Hcp {XntImW¯n\v kÀhkaamb asämcp

{XntImW¯nsâ hi§fpw tImWpIfpw BZys¯

{XntImW¯nsâ hi§Ä¡pw tImWpIÄ¡pw

XpÃyamWv.

XpÃyamb hi§fpsS FXnscbpÅ tImWpIÄ

XpÃyamWv.

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XpÃyamb tImWpIfpsS FXnscbpÅ hi§Ä

XpÃyamWv.

CONCEPTS kÀÆkaw F¶ Bibw

kÀhkaX F¶ Bibhpw, kÀhkaXsXfnbn¡p¶ coXn.

PRE – REQUISITES

Ip«nIÄ¡v PymanXob cq]§sf¡pdn¨dnbmw, kÀhkaX F¶ Bibs¯¡pdn¨dnbmw.

TEACHING LEARNING RESOURSES

hoVntbmIfpw, km[mcW¢mknse ]T\ D]IcW§fpw

REFERENCE MATERIAL

8þmw ¢mknse ]mT]pkvXIw ,A[ym]Iklmbn

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Teaching Learning Intraction

Teaching Learning Process Pupil Response

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A[ym]nI hnZymÀ°nIfpambn kulrZ

kw`mjW¯nteÀs¸Sp¶p.

ACTIVITY-1

Finger Print þ sâ Xncn¨dnbens\

¡pdn¨v hniZoIcn¡p¶hoUntbm

ImWn¡p¶p

finger print Xncn¨dnbp¶Xv F§s\

F¶v tNmZn¡p¶p

Htc finger print F§s\bmWv AXnsâ

{]tXyIX kÀhkaX F¶v Ip«nIÄ

Xncn¨dnbp¶p.

hoUntbm ImWp¶Xn eqsS Ip«n

Imcy§Ä a\knem¡p¶p.

Ip«nIÄ

{i±tbmsS

hoUntbm

ImWp¶p.

H¶v

asäm¶n\v

XpÃyw

F¶v]dbp¶p

.

H¶vasäm¶

nÂ

tNÀ¶ncn¡p

w,AfhpIfpw

BIrXnbpw

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ACTIVITY-2

Hmtcm s]«nbpw {XntImW§fpsS

kÀhkaXsb Xncn¨dnbm³

D]tbmKn¡mw.

icnbmb {XntImW§fÃ

s]«nbnenSp¶sX¦n Ah s]«nbnÂ\n¶v

]pd¯phcpw.

{XntImW§sf s]«n DÄsImÅp¶Xn\\

pkcn¨v Ip«nIÄ Xncn¨dnbp¶p.

XpÃyambn

cn¡pw

{XntImW¯nsâ

aq¶p

{]tXyIXIfpw

Ip«nIÄ NÀ¨

sN¿p¶p

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(hoUntbm ImWn¡p¶p)

ACTIVITY-3

{XntImW {]tXyIX Xncn¨dnª

Ip«nIÄ¡mbn {XntImW _p¡pIÄ \

ÂIp¶p. {XntImW {]tXyIXIÄ

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hnhcn¡p¶ _p¡pþIfneqsS Ip«n Imcy§Ä

a\knem¡p¶p.

(hoUntbm ImWn¡p¶p)

ad¡m¯ coXnbn {XntImW {]tXyIXIÄ

Ip«nIÄ a\knem¡p¶p

REVIEW

PowerpointÂCc«IsfIs¯m\pÅ {]hÀ¯\wIp«nIsfsIm-

vsN¿n¸n¡p¶p.

(hoUntbm ImWn¡p¶p)

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FOLLOW UP ACTIVITY

kÀhkaXbpsS \nba§Ä A\pimkn¡p¶ {]IrXn

{]Xn`mk§Ä Is¯pI. tiJcn¡m³ Ignbp¶h tiJcn¡pI ?

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