1) The document discusses the relationship between the circumference and diameter of a circle. It defines that the circumference of a circle is equal to 2πr, where r is the radius. 2) Examples are given of calculating the circumference of different circles based on their diameters. This shows that circumference is directly proportional to diameter. 3) The key conclusion is that for any circle, the circumference is approximately 3.14 times the diameter, where π is approximately equal to 3.14.

1. Lesson Template No :1
Name of the teacher: Himasree.P.G Period :
Name of the school : Time : 45
Standard : IX Date :
Subject : Mathematics Strength :
Unit : hr¯-§-fpsS Af-hp-IÄ Average Age : 14+
Topic : hr¯-¯nsâ Npä-fhv

2. Curricular Statement
1) GXv hr¯-¯n-sâbpw Npä-f-hns AXnsâ hymkw sImv lcn-¨mÂ
In«p-¶Xv Htc kwJy BsW¶v Adn-bp¶p
2) hr¯-¯nsâ Npä-fhv -=  F¶-dn-bp-¶p.
hymkw
3) Hcp hr¯-¯nsâ Bcw r BsW-¦n AXnsâ Npä-fhv
2 r BsW¶v Adn-bp¶p

3. Content Analysis
Terms : hr¯w, Bcw, hymkw, hr¯-¯nsâ Npä-fhv
Facts :1) Hcp nÝnX _nμp-hn n¶v Xpey AI-e-¯n-epÅ Cu Ipsd
_nμp-Isf tbmPn-¸n¨v e`n-¡p¶ cq]w BWv hr¯w
2) nÝnX _nμp-hmWv hr¯-tI{μw
3) hr¯-tI-{μ-¯n n¶v Xpey AI-e-¯n-epÅ ofw BWv Bcw
4) Bc-¯nsâ Cc«n hymkw
5) Npäp-apÅ Af-hmWv Npä-fhv
6) hymkw IqSp-t¼mÄ hr¯-¯nsâ Npä-fhpw IqSpw
7) hr¯-¯nsâ Npä-fhv hymk-¯nv Ap-]m-Xn-I-amWv
8) hr¯-¯n-p-Ånse ka-_-lp-`p-P-§-fpsS Npä-fhv hr¯-¯nsâ Npä-f-hn-t
mSv ASp¯p hcpw

4. 9) GXp hr¯-¯nsâ Npä-f-hn-sbpw hymkw sImp lcn-¨m In«p-
¶Xv aq¶n-t-¡mÄ Aev]w IqSnb Hcp kwJy-bmWv. Cu kwJysb  NnÓw
sImp kqNn-¸n-¡p-¶p.
10) hr¯-¯nsâ Npä-fhv = 2r
Concept : hr¯-¯nsâ Npä-fhv F¶ Bibw
Equation : hr¯-¯nsâ Npä-fhv = 2r
Symbols :  ss]
r Bcw

5. Learning Outcome
The Students will be able,
1) recalls knowledge or information related to circle
2) recognize the different geometrical figures
3) excemplify the different relationship for finding the
perimeter of different circles
4) comparing the perimeter of different dimension of
circle
5) infering about perimeter of circle

6. 6) apply the above concept in familiar situation
7) attributing the proportionality of perimeter and diameter
of the circle
8) checking the value of  in different circles
9) generate the alternate way of finding perimeter
10) perform computing skill in finding perimeter of a
circle in different situation
11) accept the beauty of mathematical principles

7. Pre – requisites
The pupil knows about
1. Circle
2. Radius
3. Diameter

8. TEACHING LEARNING RESOURCES
1. Models of circles
2. Charts
3. Ordinary class room teaching aids

9. Classroom interaction Procedure Responses
Introduction
Activity :1
A[ym-]nI hr¯-¯nsâ amXrI ÂIn
Bchpw hymkhpw Is-¯m³ Bh-iy-s¸-Sp¶p Bcw OC bpw hymkw Abbpw
BsW¶v Is-¯p¶p
Presentation
Activity :2
A[ym-]nI Ip«n-Isf 4 {Kq¸p-I-fmbn Xncn-¡p¶p
Hmtcm {Kq¸npw hyXykvX Af-hn DÅ Pymao-Xnb
cq]-§Ä Âin. Ah-bpsS hi-§-fpsS ofhpw
Npä-fhpw X½n-epÅ _Ôw NÀ¨-bn-eqsS
Is-¯m³ Bh-iy-s¸-Sp¶p hi-§-fpsS ofw IqSp-¶-Xnv
Ap-k-cn¨v Npä-fhv IqSp-¶p-sh¶v
Ip«n-IÄ NÀ¨ sNbvXv Is-¯-
¶p. hi-§-fpsS ofhpw Npä-fhpw
Ap-]m-Xn-I-amsW¶v
Is-¯p-¶p.

10. Classroom interaction Procedure Respondes
Activity :3
aäp Pyman-Xob cq]-§-sf-t¸mse hr¯-¯nsâ
Npä-fhv Af¶p Is-¯m³ km[n-¡n-Ã. AXn-m hyXykvX
hr¯-§Ä ÂIn Ah-bpsS Npä-fhv qev C]-tbm-Kn¨p
Is-¯mpw hymkw kvsIbn D]-tbm-Kn¨pw
Is-¯m³ Bh-iy-s¸-Sp¶p
hymkw Npä-fhv
2 6.28
4 12.56
5 15.7
3 9.42
Activity :4
B ]«n-I-bn n¶pw hr¯-¯nsâ hymkhpw
Npä-fhpw X½n-epÅ _Ôw Is-¯m³ Bh-iy-s¸-Sp-¶p.
hr¯-¯nsâ Npä-f-hns hymkw sImv lcn¨v Fgp-Xm³
Bh-iy-s¸-Sp-¶p.

11. Classroom interaction Procedure Respondes
hymkw Npä-fhv Npä-fhv/ hymkw
2 6.28 3.14
3 9.42 3.14
4 12.56 3.14
5 15.7 3.14
Cu ]«n-I-bn n¶v F´v a-kn-em¡mw?
hymkw IqSp-¶-Xnp Ap-k-cn¨v hr¯-
¯nsâ Npä-fhv IqSp-¶p. AXm-bXv hr¯-
¯nsâ Npä-fhpw hymkhpw Ap-]m-
Xn-I-am-Wv,
Npä-f-hns hymkw sImv lcn-¨-t¸mÄ
aq¶n-t-¡mÄ IqSnb Hcp kwJy-bmWv
e`n-¨-Xv.

12. Classroom interaction Procedure Respondes
AXm-bXv GXp hr¯-¯n-sâbpw Npä-f-hns hymkw sImv lcn-¡p-t
¼mÄ In«p-¶Xv Hcp Ønc kwJy-bm-Wv. Cu kwJysb  sImv
kqNn-¸n-¡p-¶p.  bpsS GI-tZ-i-hne 3.14 BWv. Cu hr¯ kwJybv¡v
 F¶ t]cn-«Xv hneyw tPm¬kv F¶ KWn-X-Im-c-m-Wv. {]kn²
KWnX imkv{X-Ú-mb hntbm¬ lmÀUv HmbvseÀ At±-l-¯nsâ
IrXn-I-fn D]-tbm-Kn¨v XpS-§n-b-tXm-sS-bmWv Cu
NnÓ-¯np {]Nmcw e`n-¨Xpw AXv Dd-¨-Xpw.
Activity :5
Npä-f-hns hymkw sImv lcn-¡p-t¼mÄ  F¶ Ønc kwJy In«p-¶p.
CXn n¶pw hr¯-¯nsâ Npä-fhv Is-¯m³ Bh-iy-s¸-Sp¶p
Npä-fhv = 
hymkw
Npä-fhv =  x hymkw
Npä-fhv =  x 2 r
= 2 r

13. Classroom interaction Procedure Respondes
hymkhpw Bchpw X½n-epÅ _Ô-ap-]-tbm-Kn¨v Cu ka-hm-
Iys¯ F§s amän Fgp-Xmw. AXm-bXv r Bc-apÅ Hcp hr¯-¯nsâ
Npä-fhv Is-¯m³ 2 r F¶ ka-hmIyw D]-tbm-Kn¡mw F¶v A²ym-]nI
]dªv sImSp-¡p¶p
A²ym-]nI note sImSp-¡p¶p chart ImWn-¡p¶p
Chart -1

GXv hr¯-¯n-sâbpw Npä-f-hns hymkw sImp lcn-¡p-t¼mÄ Hcp
Ønc-kwJy e`n-¡p-¶p. Cu Ønc-kw-Jysb  sImv kqNn-¸n-¡p-¶p. 
bpsS GI-tZ-i-hne 3.14 BWv
Chart -2
hr¯-¯n-sâ Npä-fhv
r Bcw Bb hr¯-¯nsâ Npä-fhv 2 r BWv

14. Application
hymkw 8 Bb Hcp hr¯-¯nsâ Npä-fhv Is-¯pI
F´mWv Ip ]nSn-t¡-Xv?
hr¯-¯nsâ Npä-fhv F§s Is¯mw?
hr¯-¯nsâ Npä-fhv Is-¯m³ Bh-iy-amb hnh-c-§Ä Fs´Ãmw?
tNmZy-¯n X¶n-cn-¡p¶ hkvXpX Fs´Ãmw?
hr¯-¯nsâ hymk-¯n n¶pw Bcw F§s Is¯mw?
A§s BsW-¦n hr¯-¯nsâ Bcw F{X?
F¦n hr¯-¯nsâ Npäfhv F{X?
hr¯-¯nsâ Npä-fhv 2 r
F¶v ka-hmIyw D]-tbm-
Kn¨v Is¯mw
hr¯-¯nsâ Bcw
hymkw= 8 cm
Bcw = hymkw
2
8 = 4 cm
2
hr¯-¯nsâ Npä-fhv
= 2 r
= 2 x 3.14 x 4
= 25.12

15. REVIEW
1) Hcp hr¯-¯nsâ Npä-fhpw hymkhpw X½n-epÅ _Ôw F´v?
2)  bpsS hne F´v?
3) hr¯-¯nsâ Npä-fhv Is-¯m-pÅ kq{X-hmIyw F´v?
FOLLOW UP ACTIVITIES
20 skâo aoäÀ Bc-apÅ Hcp N{Iw Dcpp o§p-¶p. 10 Id¡w Ign-bp-t¼mÄ Hm{X
aoäÀ Zqcw apt¶m-«p t]mIpw.