ANGLES MADE BY THE TRAVERSAL

1. ANGLES MADE BY THE
TRANSVERSAL

2. INTRODUCTION
Mathematics models are the important equipment for the effective teaching
learning processesin the school. Working model will making the teaching easier
and interesting. A model may help to explain the system and to study the effects
of different components. This can be used to motivate curricular requirements
and can highlight the importance and relevance of mathematics. A model may
help to explain a system and to study the effects of different components, and to
make predictions aboutbehaviour. Mathematical modelling – using mathematical
approaches to understand and make decisions about real world phenomena can
be used to motivate curricular requirements and can highlight the importance and
relevance of mathematics in answering important questions. It can help students
gain transferable skills such as habits of mind that are pervasive across subject
matter
As part of B.ED. Curriculum, we have to do an innovative work, the
present innovative work is based on the model to teach the conceptangles made
by the Transversal Lines.

3. OBJECTIVES
 To enable the students to understand about transversal.
 To make the students to understand the angles made by the transversal.
 To make the students to understand the angle made by the transversal of
parallel lines.
 To improve the creativity of the children.
 To increase students interest in mathematics.

4. APPLICATION
The concept angles made by the transversalis applicable for seven standard
students.
When two parallel lines are given there are two main areas: the interior and
exterior. When two parallel lines are cut by a third line, the third line is called the
transversal. Then eight angles are formed.
Alternate interior angles
Two angles in the interior of the parallel lines and on opposite sides of the
transversal. Alternate interior angles are non-adjacent and congruent.
Alternate exterior angles
Two angles in the exterior of the parallel lines and on opposite sides of the
transversal. Alternate exterior angles are non-adjacent and congruent.
Corresponding angles
Two angles, one in the interior and one in the exterior, that are on the same
side of the transversal, correspondingangles are non- adjacent and are congruent.

5. PROCEDURE
Materials required
 Thermocol
 Glue
 Paint
 Brush
 Knife
 Chart paper
To make the angles made by the transversal, I took two pieces of
thermocol, connected it with small pieces of thermocol and made a box.
Next I cut and took out two circles from the thermocol then I covered the
thermocol with chart paper. In the chart paper I cut three pieces of paperto
make parallel lines and transversal. Next I stick these pieces on the box.
Next I took another thermocol and put it inside the box and marked the
eight angles and coloured all the eight angles. Next I took another
thermocol and marked the correspondingangles to show that if two parallel
lines cutby the transversal then the correspondingangles are equal. N0065t
I put another thermocol in the box and marked the alternate interior angle
to show that the alternate interior angles are equal if a parallel line cut by a
transversal. In the first we can see all the angles made by the transversal,
in the next we can see that corresponding angles and alternate interior
angles are equal if the parallel lines cut by a transversal.

6. CONCLUSION
Mathematics working model always help the students to learn better the
mathematical principles and concepts. The knowledge gained through the model
always remain in their mind and that will easily recollect the knowledge gained.
It provides a first-hand experience and it makes the teaching and learning process
very easy and more effective.
REFERENCES
 https://m. youtube.com.
 www.wikepedia.com.