Pedagogy of Mathematics (Part II) - Geometry, Geometry, Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, Practical Geometry, construction of the centroid of a triangle, centroid, orthocentre of a triangle
Pedagogy of Mathematics (Part II) - Geometry, Geometry, Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, circumradius, acute triangle, obtuse triangle, right triangle, incircle of triangle, incentre,
1. The document describes several basic geometric constructions including constructing the bisector of an angle, the perpendicular bisector of a line segment, constructing an angle of 60 degrees, and constructing triangles given various parameters.
2. The constructions are explained step-by-step and include diagrams. Justifications for each construction are provided by showing that key angles and lengths are equal based on properties of angles, arcs, radii, and congruent triangles.
3. Six different constructions of triangles are outlined, given combinations of parameters like the base, a base angle, sums or differences of sides, or the perimeter and two base angles.
This document discusses various geometric constructions that can be performed using only a compass and ruler. It explains how to bisect angles and line segments, construct a 60 degree angle, and construct triangles given different combinations of side lengths or angles. Specifically, it provides step-by-step instructions on how to construct a triangle if given its base, one base angle, and the sum of the other two sides; or given its base, a base angle, and the difference between the other two sides; or given its perimeter and two base angles.
The document provides step-by-step instructions for measuring and documenting a curved wall shape, including:
1) Sketching the curved shape and measuring reference sides;
2) Marking points along the curve at intervals and measuring distances from two reference points ("A" and "B") to each point;
3) Using the distance measurements in AutoCAD to draw arcs from the reference points and mark their intersections, representing the curved shape.
1) A median of a triangle is a line drawn from a vertex to the midpoint of the side opposite that vertex.
2) To draw a median: draw a scalene triangle ABC, construct arcs from points A and C that intersect at a point on side AC, and connect points B and the intersection to draw the median BF.
3) The three medians of a triangle intersect at a single point called the centroid.
The document discusses theorems and properties related to triangles, including:
1) The triangle inequality theorem states that the sum of the lengths of any two sides of a triangle is greater than the length of the third side.
2) If one side of a triangle is longer than another, the angle opposite the longer side is larger than the angle opposite the shorter side.
3) The measure of an exterior angle of a triangle is greater than the measure of either of the two nonadjacent interior angles.
The document provides steps to construct various angles and triangles based on given conditions in geometry. It begins by constructing angles of 90°, 45°, and other measurements. Justifications are given using properties of angles and triangles. Later, it constructs triangles given lengths of sides and angle measures or relationships between sides. Constructions are justified using triangle properties like angle-sum, opposite angles, and equal sides. The document aims to explain different geometric constructions and their logical reasoning.
This document defines and describes angles. It discusses the different types of angles including acute, right, obtuse, and straight angles. It explains how to measure angles using a protractor and name angles using symbols. Examples are provided to demonstrate how to measure angles on a protractor and draw an angle that measures a specific degree, such as 60 degrees.
Pedagogy of Mathematics (Part II) - Geometry, Geometry, Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, circumradius, acute triangle, obtuse triangle, right triangle, incircle of triangle, incentre,
1. The document describes several basic geometric constructions including constructing the bisector of an angle, the perpendicular bisector of a line segment, constructing an angle of 60 degrees, and constructing triangles given various parameters.
2. The constructions are explained step-by-step and include diagrams. Justifications for each construction are provided by showing that key angles and lengths are equal based on properties of angles, arcs, radii, and congruent triangles.
3. Six different constructions of triangles are outlined, given combinations of parameters like the base, a base angle, sums or differences of sides, or the perimeter and two base angles.
This document discusses various geometric constructions that can be performed using only a compass and ruler. It explains how to bisect angles and line segments, construct a 60 degree angle, and construct triangles given different combinations of side lengths or angles. Specifically, it provides step-by-step instructions on how to construct a triangle if given its base, one base angle, and the sum of the other two sides; or given its base, a base angle, and the difference between the other two sides; or given its perimeter and two base angles.
The document provides step-by-step instructions for measuring and documenting a curved wall shape, including:
1) Sketching the curved shape and measuring reference sides;
2) Marking points along the curve at intervals and measuring distances from two reference points ("A" and "B") to each point;
3) Using the distance measurements in AutoCAD to draw arcs from the reference points and mark their intersections, representing the curved shape.
1) A median of a triangle is a line drawn from a vertex to the midpoint of the side opposite that vertex.
2) To draw a median: draw a scalene triangle ABC, construct arcs from points A and C that intersect at a point on side AC, and connect points B and the intersection to draw the median BF.
3) The three medians of a triangle intersect at a single point called the centroid.
The document discusses theorems and properties related to triangles, including:
1) The triangle inequality theorem states that the sum of the lengths of any two sides of a triangle is greater than the length of the third side.
2) If one side of a triangle is longer than another, the angle opposite the longer side is larger than the angle opposite the shorter side.
3) The measure of an exterior angle of a triangle is greater than the measure of either of the two nonadjacent interior angles.
The document provides steps to construct various angles and triangles based on given conditions in geometry. It begins by constructing angles of 90°, 45°, and other measurements. Justifications are given using properties of angles and triangles. Later, it constructs triangles given lengths of sides and angle measures or relationships between sides. Constructions are justified using triangle properties like angle-sum, opposite angles, and equal sides. The document aims to explain different geometric constructions and their logical reasoning.
This document defines and describes angles. It discusses the different types of angles including acute, right, obtuse, and straight angles. It explains how to measure angles using a protractor and name angles using symbols. Examples are provided to demonstrate how to measure angles on a protractor and draw an angle that measures a specific degree, such as 60 degrees.
The document describes the steps to draw a perpendicular bisector of a line segment. The steps are:
1) Center a compass at one end of the segment and draw an arc past the middle of the segment.
2) Repeat at the other end of the segment.
3) The point where the arcs intersect is where the perpendicular bisector is drawn between.
There are 7 types of triangles classified by their sides and angles: equilateral triangles have 3 congruent sides; isosceles triangles have 2 congruent sides; scalene triangles have no congruent sides; equiangular triangles have 3 congruent angles; acute triangles have 3 acute angles; obtuse triangles have 1 obtuse angle; and right triangles have 1 right angle. The lesson teaches how to classify triangles based on these properties of their sides and angles.
The document provides step-by-step instructions for performing basic geometry operations using a compass and straightedge. It includes exercises for drawing perpendicular bisectors, dividing a line segment into equal parts, constructing angle bisectors, and performing angle additions and subtractions by copying angles onto a reference arc. The instructions are broken down into clear individual steps with diagrams to illustrate each step.
This document provides instructions for constructing geometric figures using a ruler, compass, and protractor. It explains how to construct a triangle given side lengths and a parallelogram given side lengths and angles. Students are assigned homework problems constructing additional figures using the given tools and methods.
The document provides instructions for solving geometry problems involving finding coordinates of a point to complete a line segment given the midpoint and one endpoint, and measuring angles using a protractor. Specifically, it gives the steps to find the coordinates of point C if A is (-2,6) and B is the midpoint of AC with coordinates (-8,0). It also defines a ray and angle and provides the steps to measure an angle with a protractor by placing it on the vertex and lining one side up with the 0 degree mark.
The document provides steps for drawing a fan by bisecting angles. It involves initially dividing a 90 degree angle in half, then bisecting those 45 degree angles to create four equal angles. Arcs are drawn using a compass to locate bisectors and intersection points, dividing the angles further. Finally, a semicircle is drawn to complete the fan shape, using the original diameter as the radius.
This document defines angles and their measures. It discusses that an angle consists of two rays with a common vertex point. The measure of an angle is denoted by m∠ and can be approximated using a protractor in degrees. Angles with the same measure are congruent. The document also covers classifying angles as acute, right, obtuse, or straight based on their measure. Additionally, it discusses adjacent angles and the angle addition postulate.
The document describes four exercises for drawing circumferences based on given geometric properties: 1) Drawing a circumference from two endpoints of a diameter. 2) Finding the center of a circumference from three points on an arc. 3) Drawing a circumference through three given points. 4) Drawing a circumference tangent to a given line, with the center and tangency point also given. The steps provided for each exercise involve drawing perpendicular bisectors and determining the intersection point that identifies the center.
The document provides steps for drawing perpendicular and parallel lines using a compass. It describes how to draw:
1) The perpendicular to a line through an external point.
2) The perpendicular to a line through a point on the line.
3) The perpendicular to a ray at its endpoint.
4) A parallel line to a given line passing through an external point.
The steps involve drawing arcs intersecting the lines from various points to locate points, then joining points to draw the perpendicular or parallel lines.
This document provides instruction on converting between degrees and radians, the two units used to measure angles. Radians are based on the relationship between the radius of a circle and the arc length of the central angle, while degrees are fractions of a full circle. The document explains that there are 360 degrees in a full circle and 2π radians in a full circle. It provides the formula to convert between the two units: degrees = radians x 180/π. Examples are given converting angles from degrees to radians and radians to degrees.
The document describes a construction crane with a beam ABCD attached to a column by a cable and pulley system. It provides a free body diagram of the crane and asks to calculate the tension in the cable at point C and determine the internal forces in the beam cross section at point a-a. The given information is used to set up static equilibrium equations to solve for the unknown internal forces.
1. The document provides instructions for constructing different types of triangles given specific properties: equilateral triangles given one side, isosceles triangles given two sides, scalene triangles given three sides, and right triangles given the hypotenuse and one leg.
2. The steps involve using a compass to draw arcs with the given side lengths and finding the point of intersection to determine the third vertex.
3. Lines are then drawn between the vertices to complete the triangle.
The document describes several methods for constructing angles and triangles using only a compass and straightedge. It provides step-by-step instructions on how to construct: an angle bisector; common angles like 60 and 90 degrees; equilateral and isosceles triangles given various parameters; and a triangle given its perimeter and two base angles. Justifications are given explaining how each construction method divides angles or lengths as needed to satisfy the required properties.
The document provides steps for drawing a fan shape by bisecting angles. It involves initially dividing a 90 degree angle in half, then bisecting those 45 degree angles to create smaller segments. Points are placed by drawing arcs with a compass from center points. Bisecting lines are drawn through these points to further divide the angles. Additional arcs are drawn through these bisected points to create the fan shape, which is then closed by drawing the semicircular outer edge.
This document discusses various geometric constructions that can be performed using only a compass and straightedge. It explains how to bisect angles and line segments, construct a 60 degree angle, and construct triangles given properties such as the base, a base angle, the sum or difference of the other sides, or the perimeter and two base angles. Constructions are performed through a series of defined steps using arcs drawn with a compass and straight lines drawn with a straightedge, without measuring lengths or angles numerically.
The document describes steps for performing operations on angles using a compass and straightedge. It explains how to copy an angle, draw an angle bisector, and perform addition, subtraction, and combined addition/subtraction of angles. Examples are provided to add angles A and B, subtract angle A from angle B, and add angles B and C then subtract angle A from the sum. The operations are illustrated geometrically and explained through step-by-step instructions.
The document provides instructions to divide a line segment into 5 equal parts. It involves drawing a line from point A at an angle, then using a compass to mark off 5 equal arcs along the line from A to a point C. Arcs are then drawn from A and B using the lengths AC and CB to find their intersection point D. A line from D to B completes the division of the original line segment AB into 5 congruent parts.
*Introduction
*Controls For Setting Out
*Horizontal control
*Vertical control
*SETTING OUT A BUILDING
*The equipment required for the job
*Method(1):-By using a Circumscribing Rectangle
*Method(2):- By using centre-line-rectangle
* Setting out of culverts
*SETTING OUT A TUNNEL
This document provides instructions for constructing various geometric figures using a ruler and compass. It includes how to:
1. Divide a line segment internally in a given ratio.
2. Construct triangles given different combinations of sides and angles, such as three sides (SSS), two sides and the included angle (SAS), two angles and the included side (ASA), etc.
3. Construct a triangle similar to a given triangle using a given scale factor.
4. Draw tangents to a circle from a point on or outside the circle using the center of the circle.
The document provides information on constructing conic sections like ellipses, parabolas, and hyperbolas using the eccentricity method. It gives step-by-step procedures to draw the curves based on the distance between the focus and directrix and the eccentricity. It also describes how to draw tangents and normals to these curves at any given point. Examples are included to practice constructing each type of conic section based on given parameters.
The document describes the steps to draw a perpendicular bisector of a line segment. The steps are:
1) Center a compass at one end of the segment and draw an arc past the middle of the segment.
2) Repeat at the other end of the segment.
3) The point where the arcs intersect is where the perpendicular bisector is drawn between.
There are 7 types of triangles classified by their sides and angles: equilateral triangles have 3 congruent sides; isosceles triangles have 2 congruent sides; scalene triangles have no congruent sides; equiangular triangles have 3 congruent angles; acute triangles have 3 acute angles; obtuse triangles have 1 obtuse angle; and right triangles have 1 right angle. The lesson teaches how to classify triangles based on these properties of their sides and angles.
The document provides step-by-step instructions for performing basic geometry operations using a compass and straightedge. It includes exercises for drawing perpendicular bisectors, dividing a line segment into equal parts, constructing angle bisectors, and performing angle additions and subtractions by copying angles onto a reference arc. The instructions are broken down into clear individual steps with diagrams to illustrate each step.
This document provides instructions for constructing geometric figures using a ruler, compass, and protractor. It explains how to construct a triangle given side lengths and a parallelogram given side lengths and angles. Students are assigned homework problems constructing additional figures using the given tools and methods.
The document provides instructions for solving geometry problems involving finding coordinates of a point to complete a line segment given the midpoint and one endpoint, and measuring angles using a protractor. Specifically, it gives the steps to find the coordinates of point C if A is (-2,6) and B is the midpoint of AC with coordinates (-8,0). It also defines a ray and angle and provides the steps to measure an angle with a protractor by placing it on the vertex and lining one side up with the 0 degree mark.
The document provides steps for drawing a fan by bisecting angles. It involves initially dividing a 90 degree angle in half, then bisecting those 45 degree angles to create four equal angles. Arcs are drawn using a compass to locate bisectors and intersection points, dividing the angles further. Finally, a semicircle is drawn to complete the fan shape, using the original diameter as the radius.
This document defines angles and their measures. It discusses that an angle consists of two rays with a common vertex point. The measure of an angle is denoted by m∠ and can be approximated using a protractor in degrees. Angles with the same measure are congruent. The document also covers classifying angles as acute, right, obtuse, or straight based on their measure. Additionally, it discusses adjacent angles and the angle addition postulate.
The document describes four exercises for drawing circumferences based on given geometric properties: 1) Drawing a circumference from two endpoints of a diameter. 2) Finding the center of a circumference from three points on an arc. 3) Drawing a circumference through three given points. 4) Drawing a circumference tangent to a given line, with the center and tangency point also given. The steps provided for each exercise involve drawing perpendicular bisectors and determining the intersection point that identifies the center.
The document provides steps for drawing perpendicular and parallel lines using a compass. It describes how to draw:
1) The perpendicular to a line through an external point.
2) The perpendicular to a line through a point on the line.
3) The perpendicular to a ray at its endpoint.
4) A parallel line to a given line passing through an external point.
The steps involve drawing arcs intersecting the lines from various points to locate points, then joining points to draw the perpendicular or parallel lines.
This document provides instruction on converting between degrees and radians, the two units used to measure angles. Radians are based on the relationship between the radius of a circle and the arc length of the central angle, while degrees are fractions of a full circle. The document explains that there are 360 degrees in a full circle and 2π radians in a full circle. It provides the formula to convert between the two units: degrees = radians x 180/π. Examples are given converting angles from degrees to radians and radians to degrees.
The document describes a construction crane with a beam ABCD attached to a column by a cable and pulley system. It provides a free body diagram of the crane and asks to calculate the tension in the cable at point C and determine the internal forces in the beam cross section at point a-a. The given information is used to set up static equilibrium equations to solve for the unknown internal forces.
1. The document provides instructions for constructing different types of triangles given specific properties: equilateral triangles given one side, isosceles triangles given two sides, scalene triangles given three sides, and right triangles given the hypotenuse and one leg.
2. The steps involve using a compass to draw arcs with the given side lengths and finding the point of intersection to determine the third vertex.
3. Lines are then drawn between the vertices to complete the triangle.
The document describes several methods for constructing angles and triangles using only a compass and straightedge. It provides step-by-step instructions on how to construct: an angle bisector; common angles like 60 and 90 degrees; equilateral and isosceles triangles given various parameters; and a triangle given its perimeter and two base angles. Justifications are given explaining how each construction method divides angles or lengths as needed to satisfy the required properties.
The document provides steps for drawing a fan shape by bisecting angles. It involves initially dividing a 90 degree angle in half, then bisecting those 45 degree angles to create smaller segments. Points are placed by drawing arcs with a compass from center points. Bisecting lines are drawn through these points to further divide the angles. Additional arcs are drawn through these bisected points to create the fan shape, which is then closed by drawing the semicircular outer edge.
This document discusses various geometric constructions that can be performed using only a compass and straightedge. It explains how to bisect angles and line segments, construct a 60 degree angle, and construct triangles given properties such as the base, a base angle, the sum or difference of the other sides, or the perimeter and two base angles. Constructions are performed through a series of defined steps using arcs drawn with a compass and straight lines drawn with a straightedge, without measuring lengths or angles numerically.
The document describes steps for performing operations on angles using a compass and straightedge. It explains how to copy an angle, draw an angle bisector, and perform addition, subtraction, and combined addition/subtraction of angles. Examples are provided to add angles A and B, subtract angle A from angle B, and add angles B and C then subtract angle A from the sum. The operations are illustrated geometrically and explained through step-by-step instructions.
The document provides instructions to divide a line segment into 5 equal parts. It involves drawing a line from point A at an angle, then using a compass to mark off 5 equal arcs along the line from A to a point C. Arcs are then drawn from A and B using the lengths AC and CB to find their intersection point D. A line from D to B completes the division of the original line segment AB into 5 congruent parts.
*Introduction
*Controls For Setting Out
*Horizontal control
*Vertical control
*SETTING OUT A BUILDING
*The equipment required for the job
*Method(1):-By using a Circumscribing Rectangle
*Method(2):- By using centre-line-rectangle
* Setting out of culverts
*SETTING OUT A TUNNEL
This document provides instructions for constructing various geometric figures using a ruler and compass. It includes how to:
1. Divide a line segment internally in a given ratio.
2. Construct triangles given different combinations of sides and angles, such as three sides (SSS), two sides and the included angle (SAS), two angles and the included side (ASA), etc.
3. Construct a triangle similar to a given triangle using a given scale factor.
4. Draw tangents to a circle from a point on or outside the circle using the center of the circle.
The document provides information on constructing conic sections like ellipses, parabolas, and hyperbolas using the eccentricity method. It gives step-by-step procedures to draw the curves based on the distance between the focus and directrix and the eccentricity. It also describes how to draw tangents and normals to these curves at any given point. Examples are included to practice constructing each type of conic section based on given parameters.
The document defines basic geometry concepts like points, lines, line segments, rays, and angles. It also describes common geometry tools used for technical drawing like compasses, protractors, set squares, rulers, and erasers. The bulk of the document provides step-by-step instructions for performing basic geometry constructions like copying line segments, adding and subtracting line segments, constructing perpendicular bisectors of line segments, and constructing angle bisectors. It also defines circles and related terms like circumference and center.
This document provides instructions for students to practice geometric constructions using a straightedge and compass. It includes how to construct angles of 60, 120 degrees and bisectors of angles. Students will learn to construct angles with specific measurements and draw angle bisectors. The lesson explains the steps and includes examples of constructing different angles and their bisectors on example line segments.
This document provides instructions for constructing geometric figures using a ruler, compass, and protractor. It explains how to construct a triangle given side lengths and an angle, and a parallelogram given side lengths and angles. Students are assigned homework problems constructing other figures using given measurements.
This document defines a locus as a set of points that satisfy certain geometric conditions. It provides examples of loci that are: a given distance from a point or line, equidistant from two points or lines, perpendicular or parallel to a given line, or satisfy other angle or distance criteria. The objectives are to identify loci using a compass, ruler, and protractor. Several examples are worked out step-by-step to illustrate how to construct loci for points satisfying different conditions. Independent practice problems are provided for students to construct their own loci diagrams.
The document provides instructions for geometric constructions of various shapes and figures in engineering drawing, including:
- Lines, angles, arcs, polygons (regular shapes with equal sides like triangles, squares, pentagons, hexagons), conic sections, cycloidal curves, and involutes.
- Methods for constructing parallel lines, perpendicular lines, dividing a line into equal parts, bisecting angles, drawing arcs and circles through three points.
- Specific steps are outlined for constructing regular polygons like triangles, squares, pentagons, and hexagons given the length of their sides or the diameter of a circumscribing circle. The document also provides a method for constructing a regular polygon with any number of sides.
This document provides information and examples about complementary and supplementary angles in geometry. It defines complementary angles as two angles whose sum is 90 degrees and supplementary angles as two angles whose sum is 180 degrees. The document gives examples of angle pairs that are complementary and supplementary and those that are not. It also introduces vertical angles and the vertical angle theorem, which states that vertical angles are congruent.
This document discusses how to construct quadrilaterals given certain measurements. It provides examples of constructing quadrilaterals when given: 1) four sides and one diagonal, 2) two diagonals and three sides, 3) two adjacent sides and three angles, 4) three sides and two included angles, and 5) other special properties. Step-by-step instructions and diagrams are used to demonstrate constructing specific quadrilaterals based on given measurements.
The document discusses the process of setting out a bridge, which involves transferring the design plans accurately to the construction site. It describes how to determine the length of the center line using triangulation or traversing methods. It also explains two methods for determining the locations of bridge piers: 1) measuring angles and distances from base lines perpendicular to the center line, or 2) directly measuring pier distances on the plans and locating them using theodolites sighted from both sides of the center line. Accurately setting out the bridge is crucial before construction can begin.
1) The document describes how to construct various angles and bisect lines and angles using a compass and straightedge.
2) It provides instructions for constructing the bisector of an angle, which involves drawing arcs from each ray to find the intersection point, and drawing a ray through this point.
3) Perpendicular bisector construction is described as drawing arcs from both sides of the line segment and connecting the intersection points.
4) To construct a 60 degree angle, an arc is drawn from the initial point and another arc with the same radius intersects it, then a ray is drawn through this second intersection point.
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This document discusses medians, centroids, and altitudes of triangles. It provides instructions on how to draw the medians of a triangle by finding the midpoints of the sides and connecting them. The medians are concurrent at the centroid. It also describes how to find the centroid by drawing the medians of a large triangle and measuring the segments from the point of concurrence to the vertices. As homework, students are asked to draw various triangles and locate points of concurrence for medians, altitudes, and orthocenter.
1. The document provides step-by-step instructions for constructing triangles using a compass and straightedge, including copying a triangle, constructing isosceles triangles given different parameters, constructing an equilateral triangle, and constructing medians and 30-60-90 triangles.
2. Key steps include marking points, using a compass to measure side lengths and draw arcs, and drawing lines between points to form the sides of triangles.
3. The instructions are illustrated with diagrams showing each step and the completed triangles.
This document defines leveling and describes different leveling methods. It discusses how to use a level instrument, take level readings, and calculate elevation differences and reduced levels. It also explains how to perform differential leveling by booking readings, calculating heights of instrument and reduced levels using rise-fall and height of instrument methods. Finally, it discusses various uses of leveling including longitudinal sections, cross-sections, contouring, and setting out sight rails.
This document discusses Bézier curves and their properties. It begins by stating that traditional parametric curves are not very geometric and do not provide intuitive shape control. It then outlines desirable properties for curve design systems, including being intuitive, flexible, easy to use, providing a unified approach for different curve types, and producing invariant curves under transformations. The document proceeds to discuss Bézier, B-spline and NURBS curves which address these properties by allowing users to manipulate control points to modify curve shapes. Key properties of Bézier curves are described, including their basis functions and the fact that moving control points modifies the curve smoothly. Cubic Bézier curves are discussed in detail as a common parametric curve type, and
1003 segment and angle addition postulate and morejbianco9910
This document contains a geometry lesson plan covering key terms, vocabulary, postulates, and theorems in geometry. It includes objectives to define terms like angle, vertex, straight angle, and angle addition postulate. It also covers measuring angles using a protractor and identifying coplanar points. Worked examples are provided to illustrate concepts like finding lengths using the segment addition postulate and classifying angles as acute, right, or obtuse.
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X std mathematics - Relations and functions (Ex 1.4), Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, composition of function, definition of function, composition of three functions, identifying the graphs of linear, quadratic, cubic and reciprocal functions, linear function, modules or absolute valued function, quadratic function, cubic function, reciprocal function, constant function
X std mathematics - Relations and functions (Ex 1.4), Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, representation of functions, set or ordered pair, table form, arrow diagram, graph, vertical line test, types of function, one -one function, many- one function, onto function, surjection, into function, horizontal line test, special cases of function,
X std mathematics - Relations and functions (Ex 1.3), Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, functions, definition of functions, representation by arrow diagram,
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
4e. Pedagogy of Mathematics (Part II) - Geometry (Ex 4.5)
1. PEDAGOGY OF
MATHEMATICS – PART II
BY
Dr. I. UMA MAHESWARI
Principal
Peniel Rural College of Education,Vemparali,
Dindigul District
iuma_maheswari@yahoo.co.in
16. Solution:
Steps for construction:
Step 1: Draw the ΔLMN using the given
measurement LM = 7.5 cm, MN = 5cm and LN =
8cm.
Step 2: Construct the perpendicular bisectors of any
two sides LM and MN intersect LM at P and MN at
Q respectively.
Step 3: Draw the median LQ and PN meet at G.
The point G is the centroid of the given ΔLMN.
17. Solution:
Steps for construction:
Step 1: Draw the ΔABC using the given
measurement AB = 4cm and AC = 3 cm and ZA
= 90°.
Step 2: Construct the perpendicular bisectors of
any two sides AB and AC to find the mid-points
P and Q of AB and AC.
Step 3: Draw the medians PC and BQ intersect
at G.
The point G is the centroid of the given ΔABC.
18. Solution:
Steps for construction:
Step 1: Draw the ΔABC using the given
measurement AB = 6cm, AC = 9cm and
∠B =110°.
Step 2: Construct the perpendicular
bisectors of any two sides AB and BC to
find the mid-points P and Q of AB and BC.
Step 3: Draw the medians PC and AQ
intersect at G.
The point G is the centroid of the given
ΔABC.
19. Solution:
Steps for construction:
Step 1 : Draw ΔPQR using the given measurements PQ =
5cm, PR = 6cm and ∠P = 60°.
Step 2 : Construct the perpendicular bisectors of any two
sides PQ and QR to find the mid-points of M and N
respectively.
Step 3 : Draw the median PN and MR and let them meet at G.
The point G is the centroid of the given ΔPQR.
20. Solution:
Steps for construction:
Step 1: Draw the ΔPQR with the given
measurements.
Step 2: Construct altitudes from any two
vertices P and Q to their opposite sides QR
and PR respectively.
Step 3: The point of intersection of the
altitude H is the orthocentre of the given
21. Solution:
Steps for construction:
Step 1: Draw the ΔABC with the given
measurements.
Step 2: Construct altitudes from any two
vertices A and C to their opposite sides BC
and AB respectively.
Step 3: The point of intersection of the
altitude H is the orthocentre of the given
ΔABC.
22. Solution:
Steps for construction:
Step 1: Draw the ΔABC with the given
measurements.
Step 2: Construct altitudes from any two
vertices B and C to their opposite sides AC
and BC respectively.
Step 3: The point of intersection of the
altitude H is the orthocentre of the given
ΔABC.
23. Solution:
Steps for construction:
Step 1: Draw the ΔPQR with the given
measures.
Step 2: Construct altitude from any two
vertices Q and R to their opposite side PR
and PQ respectively.
Step 3: The point of intersection of the
altitude H is the orthocentre of the given