This document outlines a mathematics lesson plan for teaching students about the perimeter of a circle. It includes the name of the teacher, subject, unit, topic, and date. It describes the learning outcomes which are for students to recall information about circles, describe circle properties, interpret and explain the concept of perimeter, and use the concept in other situations. It lists the pre-requisites of circles, radius, diameter, and circumference. The teaching resources include circle models and charts showing how to calculate perimeter. The lesson involves an example of birds on a wire, presenting circle diagrams, calculating perimeter with different radii, and giving practice problems for students to solve.

1. Name of the Teacher : Ashabai. B.S Std : IX
Name of the Subject : Mathematics Str : 40
Name of the Unit : hr¯¯nsâ AfhpIÄ Time : 45 minutes
Name of the Topic : hr¯¯nsâ Npäfhv Date :
CURRICULAR STATEMENTS
hr¯¯nsâ Npäfhv I­p]
nSn¡p¶p.
CONTENT ANALYSIS
Symbols : ss] → π, hr¯¯nsâ Bcw → ‘r’
Facts : ∎ hymkw IqSpt¼mÄ hr¯¯nsâ Npäfhv IqSp¶p.
∎GsXmcp hr¯¯nsâbpw Npäfhns hymkw sIm­v
lcn¨m In«p¶ kwJy Ft¸mgpw Øncambncn¡pw.

2. Concept : hr¯¯nsâ Npäfhv F¶ Bibw
Formula : hr¯¯nsâ Npäfhv = 2 πr ; r → hr¯¯nsâ Bcw
LEARNING OUTCOME
The student will be able to;
1) Recall the information about circles.
2) Describe the peculiarities of a circle
3) Interpret about the perimeter of a circle
4) Explain the concept of perimeter of a circle
5) Use the above concept in another familiar
6) Situation
7) Organise different elements fit within the solution
8) Judge the appropriateness of the above concept in a given problem
9) Accept the beauty of maths.
PRE-REQUISITES
Ip«nIÄ¡v hr¯w, hr¯ tI{μw, Bcw, hymkw F¶nhsb¡pdn¨pff Adnhv.
TEACHING LEARNING RESOURCES
Models and Charts:
1. hr¯¯nsâ amXrI
2. hr¯¯nsâ Npäfhv ImWmpff kq{XhmIyw FgpXnb NmÀ«v
3. {]iv ImÀUpIÄ

3. Class room Interaction Procedure Expected pupils response
Introduction
Hcp IYbneqsS ¢mÊv Bcw`n¡p¶p. A¸phnsâ hoSnv ASp¯v Hcp ¢ºv D­v.
AhnsS HmW¯nv [mcmfw
]cn]mSnIÄ Act§dmdp­v.
HmWw hcmdmbn A¸p ¢ºnse ]cn]mSnIÄ ImWm³ Im¯ncn¡pI bmWv.
A§s HmWw F¯n ¢ºnse ]cn]mSnIÄ XpS§n. ¢ºn DdnbSn, kpμcn¡v s]m«psXmSoÂ,A¯¸q¡f aÕcw,
ItkcIfn, apXemb Hcp]mSv aÕc§Ä D­mbncp
¶p. Ah³ FÃm aÕc§fpw nco£n¨p. ItkcIfn
aÕcambncp¶p ASp¯ Cw . ItkcIÄ tNÀ¯n«v Hcp {]tXyI BIrXnbn aÕcmÀ°nIÄ S¡p¶Xv Ah³
{i²n¨p. AXv GXv BIrXnbn Bbncn¡psa¶v n§Ä¡v ]dbmtam?
hfsc icnbmWv. A¸phnv ho­pw
Hcp kwibw. aÕcmÀ°nIÄ B hr¯w Hcp XhW Id§n hcpt¼mÄ AhÀ
F{X ZqcamWv k©cn¨Xv F¶v F§s Is­
¯pw?
Ah Hcp]mSv BtemNn¨p. ho«n F¯n A¸p Xsâ tN¨ntbmSv CsX¸än tNmZn¨p. At¸mÄ tN¨n ]dª
adp]Sn F´mbncn¡psa¶v n§Ä¡v Duln¡mtam?
hr¯w
hr¯¯nsâ Npäfhv Is­
¯n bm aXn F¶v Ip«nIÄ
]dªp.

4. Class room Interaction Procedure Expected pupils response
Presentation
Ip«nIsf {Kq¸mbn Xncn¨v Hmtcm {Kq¸npw hr¯¯nsâ amXrIbpw, qepw kvsIbnepw ÂIn. F¶n«v
AXnsâ Npäfhv , hymkw F¶nh ImWm³ Bhiys¸Sp¶p. In«nb Npäfhns hymkw sIm­v
lcn¨v Xmsg
X¶ncn¡p¶ ]«nI ]qÀ¯nbm¡m³ Bhiys¸Sp¶p.
Npäfhv hymkw Npäfhv/hymkw
XpSÀ¶pÅ NÀ¨bneqsSbpw hniZoIcW§fneqsSbpw hr¯¯nsâ Npäfhns hymkw sIm­v
lcn¨mÂ
In«p¶Xv Ft¸mgpw Hcp Ønc kwJy Bbncn¡psa¶pw AXns π F¶v kqNn¸n¡p¶psh¶pw
A²ym]nIbpsS klmbt¯msS hnZymÀ°nIÄ Is­
¯p¶p.
AXntmsSm¸w Xs¶ Npäfhv
hymkw
I­p]
nSn¡m³ π F¶ Ønc kwJysb hymkw sIm­v
KpWn¡Ww F¶pw A²ym]nIbpsS klmbt¯msS
hnZymÀ°nIÄ Is­
¯p¶p.
AXmbXv hr¯¯nsâ Npäfhv = 2 πr F¶v A²ym]nI t{ImUoIcn ¡p¶p.
Ip«nIÄ ]«nI ]qÀ¯nbm¡p¶p.
= π, F¶pw hr¯¯nsâ Npäfhv

5. Class room Interaction Procedure Expected pupils response
hr¯¯nsâ Npäfhv ImWp¶Xnsâ kq{XhmIyw FgpXnb NmÀ«v {]ZÀin¸n¡p¶p.
hr¯¯nsâ Npäfhv
‘r’F¶ Bcapff hr¯¯nsâ Npäfhv = 2 πr
Application/review
Hmtcm {Kq¸npw {]iv ImÀUpIÄ ÂIp¶p.
Ip«nIÄ NmÀ«v {i²tbmsS hmbn¡p¶p.
X¶n«pff hneIÄ r = 10 cm
hr¯¯nsâ Npäfhv
= 2 πr
= 2 x 3.14 x 10
= 62.8 cm2
X¶n«pff hneIÄ d = 8 cm
... r = 4 cm
hr¯¯nsâ Npäfhv
= 2 πr
= 2 x 3.14 x 4
= 25.12 cm
hr¯¯nsâ Bcw 10 cm BsW¦n AXnsâ Npäfhv I­p]
nSn¡pI?
( π = 3.14)
8 cm hymkapff Hcp hr¯¯nsâ Npäfhv I­p]
nSn¡pI
( π = 3.14)

6. FOLLOW UP ACTIVITIES
1. 10 cm hymkapff Hcp hr¯w hcbv¡pI. AXnp tijw AXnsâ Npäfhv I­p]
nSn¡pI.
2. Xmsg X¶ncn¡p¶ hr¯¯nsâ Npäfhve Is­
¯pI
4 cm