Innovative lessonplan

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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¨, Bibhnnabw, 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.

3. UNDERSTAND Explain or illustrate or identifies the process and definition of
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congruentTriangle for developing conceptual knowledge.
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 Apkcn¨v Ah XcwXncn¡p¶p.

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COMPARING kÀÆka cq]§sf XmcXayw sN¿p¶p.
COMMUNICATING Xncn¨dnª Imcy§Ä {Kq¸n Bibhnnabw S¯p¶p
GENERALISING Hmtcm cq]¯nsâbpw kÀhkaX nÀ®bn¡p¶Xnv Bhiyamb AfhpIfpsS {]tXyIX
Is­
¯p¶p.
CONTENT ANALYSIS
FACTS FÃm AfhpIfpw XpÃyw F¶ AÀY¯n PymanXnbn kÀÆkaw F¶v
]dbp¶p.
H¶npaotX H¶mbn hbv¡m³ Ignbp¶ {XntImWw , NXpcw, hr¯w apXemb
cq]§sf kÀÆka cq]§Ä F¶v ]dbp¶p.

5. Hcp {XntImW¯nv kÀhkaamb asämcp {XntImW¯nsâ hi§fpw tImWpIfpw
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BZys¯ {XntImW¯nsâ hi§Ä¡pw tImWpIÄ¡pw
XpÃyamWv.
XpÃyamb hi§fpsS FXnscbpÅ tImWpIÄ XpÃyamWv.
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

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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§sbmWv AXnsâ {]tXyIX
kÀhkaX F¶v Ip«nIÄ Xncn¨dnbp¶p.
 Ip«nIÄ {i±tbmsS
hoUntbm
ImWp¶p.
 H¶v asäm¶nv
XpÃyw
F¶v]dbp¶p.
 H¶vasäm¶nÂ
tNÀ¶ncn¡pw,Afh

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hoUntbm ImWp¶Xn eqsS Ip«n Imcy§Ä aknem¡p¶p.
How to Compare Fingerprints - The Basics.mp4
ACTIVITY-2
Hmtcm s]«nbpw {XntImW§fpsS kÀhkaXsb Xncn¨dnbm³
D]tbmKn¡mw.
icnbmb {XntImW§fà s]«nbnenSp¶sX¦n Ah
s]«nbnÂn¶v ]pd¯phcpw.
pIfpw BIrXnbpw
XpÃyambncn¡pw
{XntImW¯nsâ aq¶p
{]tXyIXIfpw
Ip«nIÄ NÀ¨ sN¿p¶p

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{XntImW§sf s]«n DÄsImÅp¶Xnpkcn¨v Ip«nIÄ
Xncn¨dnbp¶p.
SSS SAS ASA
(hoUntbm ImWn¡p¶p)

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ACTIVITY-3
{XntImW {]tXyIX Xncn¨dnª Ip«nIÄ¡mbn {XntImW _p¡pIÄ
ÂIp¶p. {XntImW {]tXyIXIÄ hnhcn¡p¶ _p¡pþIfneqsS Ip«n
Imcy§Ä aknem¡p¶p.
(hoUntbm ImWn¡p¶p)
Teacher Idea for Triangle Congruence Postulates.mp4
ad¡m¯ coXnbn {XntImW {]tXyIXIÄ Ip«nIÄ aknem¡p¶p

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REVIEW
PowerpointÂCc«IsfIs­
¯mpÅ {]hÀ¯wIp«nIsfsIm­vsN
¿n¸n¡p¶p.
(hoUntbm ImWn¡p¶p)

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FOLLOW UP ACTIVITY
 kÀhkaXbpsS nba§Ä Apimkn¡p¶ {]IrXn {]Xn`mk§Ä Is­
¯pI. tiJcn¡m³ Ignbp¶h
tiJcn¡pI ?


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