2. Name of the Teacher : Greeshma Georage
Subject : Mathematics
Unit : Construction of -
Quadrilaterals
SubUnit : Quadrilaterals
Name of the School : Mount Tabor G.H.S
Class : VIII G
Strength : 30/31
Date : 04-12-2018
Time : 40 Minutes
INNOVATIVE LESSON PLAN
CURRICULAR STATEMENT:
To understand the concept of Quadrilaterals and its properties through discussion, elevation, organization of
different teaching learning resources used and by analyzing the prepared date of pupil.
CONTENT ANALYSIS:
Terms : Quadrilaterals, Square, Rectangle, Parallelogram, Rhombus, Trapezium, Isosceles trapezium.
Facts : A Quadrilateral is a four sided polygon.
: Opposite sides of the rectangle are equal.
: All sides of the square are equal.
: In parallelogram opposite side are equal and parallel.
: All sides of the rhombus are equal.
: Only one pair of opposite sides of trapezium are parallel.
: Non parallel sides of an isosceles trapezium re equal.
Concept : The Concept of quadrilateral.
3. Process : Process of understanding the concept of quadrilateral.
Process of understanding the different of quadrilateral.
Process Skills: Observing, Analyzing, Compering, In ferrying, Describing, Generalizing.
LEARNING OUTCOMES:
The Pupil will be able to:
1. Recall the term quadrilateral.
2. Identifies the different types of quadrilateral.
3. Recognizes the concept of quadrilateral.
4. Describes the peculiarities for different types of quadrilateral.
5. Accepts the beauty of mathematical principles.
6. Asks questions know more about quadrilateral.
7. Discuss the properties of quadrilateral with other students.
8. Observe all aspects of the topic.
9. Visualize the mathematical relationship to quadrilateral in daily life situation.
10. Do oral and written calculations with speed and accuracy.
11. Design power point presentation by themselves.
12. Plan to integrate technology in their own learning.
PRE – REQUISITES:
The students have knowledge on polygons.
4. TEACHING LEARINIG RESOURCES:
Power point presentation, interactive chart, Models, Cards, Usual classroom equipment.
LEARNING STARTEGIES:
Group discussion, Individual work, observation, Reflection by the students and meaningful verbal explanation
by the teacher.
Classroom Interaction Procedure Expected Pupils Response
INTRODUCTION
Teacher creates a rapport with students by asking
questions related to the contractual situation.
• Do you know about parallel lines and perpendicular
lines?
• What are parallel lines?
• How about perpendicular lines?
Through these type of questions teachers leads the
students to the topic.
Pupils give answer
Yes teacher
Parallel lines are lines that not meet or intersect.
Perpendicular lines are lines that intersects and form a
right angle.
5. PRESENTATION
Activity – 1
Teacher says that now we are going to play a game. I will show
four pictures in the slides and find the word which is hidden in the
picture
First Pictures:
Teacher asks the students that what is this. Most of students replied that the answer is parallel.
6. Second Picture:
Teacher asks the students that can you guess word.
Teachers appreciate the students and let them to continue.
Third Picture:
The teacher asks the students that what is this.
Teachers says that right, so we will have
The word is Right
“Angle’’
7. Our Last Picture
Fourth picture:
Teachers asks the students that what word is being represented
in that picture.
Activity – 2 (Group Activity)
Teacher says that I will group you into six group.
I will give each group a shape and what you going to do is to
describes the shape for example. How many sides does it have?
What kind of lines is it made of? Is the shape closed or open?
And you will report it to the class. I will write your responses
on the black board. Teachers distribute models to each group.
The word is perpendicular.
8. Group 1 Group 2
Group 3 Group 4
Group 5 Group 6
After 3 minutes, teacher says, the true is love. Please select
the representative to present your findings.
Group -1
The shape is closed and it has two pairs of parallel sides, 4
equal sides, 4 right angles.
Group -2
The shape is closed and all angles are right angles, opposite
sides parallel and equal.
9. Activity 3
Teacher asks the following questions.
• What have you noticed?
• What do we call a polygon that has 4 sides?
Teacher shows the next side.
Group -1
The shape is closed and it has two pairs of parallel sides, 4 equal sides, 4 right
angles.
Group -2
The shape is closed and all angles are right angles, opposite sides parallel and
equal.
Group 3
This shape is closed and both pairs of opposite sides are parallel and equal,
opposite angles equal.
Group 4
The Shape is closed and all side are equal, opposite angles are equal.
Group 5
This shape is closed and one pair of opposite sides are parallel.
Group 6
This shape is closed and non-parallel sides equal in length.
All shape has 4 sides and is closed.
A polygon that has 4 sides is called quadrilateral.
10. With the help of slide, teacher explains the definition of quadrilateral.
Activity-4
Teacher says that now I will tell a story shall I start?
I was invited by a king to visit his palace the name of the king is quadrilateral.
But he is so sad. He forget the names of his sons and grandsons. He asked for
now helps. He wants us to identity the name of his sons and grandsons by
describing each to us. So can we help them?
Teacher shows an interactive chart that containing the outline of the king
family.
And tells I will give give each group the names of his sons and grandsons.
Yes teacher
Yes teacher
11. After I described his sons and grandsons you should raise the picture
that I am describing.
Teacher shows the reaming slides.
13. With the help of slides, teacher explained sons and grandsons
of king quadrilateral.
After the teachers explanation students placed the sons and
grandsons of the king quadrilateral correctly.
Teacher tells that now we know the names of these
quadrilaterals, its properties and its relationships.
14. The teacher asks the students that have you all understand?
CLOSURE
Teacher asks the students that what did we learn today?
REVIEW
In order to check the pupils comprehension teachers does the
following activity.
Identify if this statement is true or false.
1. A rhombus is a square.
2. A trapeziums is a quadrilateral.
3. A trapezium is an isosceles trapezium.
4. A rectangle is a parallelogram.
Students replied back to teacher yes.
The concept and properties of quadrilateral.
Pupil discussed in groups and answered correctly.
FOLLOW UPACTIVITY
Find some examples of quadrilateral from your surroundings.
