The lesson plan is for 8th standard mathematics on the topic of congruent triangles. The objectives are for students to be able to recall, describe, compare and appreciate the beauty of congruent triangles. The teacher will introduce the concept of congruent triangles by presenting examples and having students determine if triangles are congruent based on equal side lengths. Students will then practice identifying congruent triangles in different examples and situations through classroom discussion and activities.

1. LESSON TEMPLATE
Name of the Teacher : Sunil.s
Name of school :
Standard : VIII
Subject : Mathematics
Unit : kÀÆ- ka-{Xn-tImW§Ä
Topic : k¿∆- ka-{Xn-tImW߃
Strength :
Duration :
Date :
Curricular statements
To enable the pupil to develop the concept of congruent triangles.
Content Analysis
Terms : Triangles,congruent triangles
Facts: if three sides of a triangle are equal to three sides of another triangle, then the triangles are congruent,
Concept : concept of congruent triangles
Learning outcomes
A student will be able to :
• Recall information about congruent triangles
• Describe about the congruent triangles
• Compare the congruent triangles
• Accept the beauty of geometric figuess
Pre-Requisites: Triangles
Teaching-Learning Resources: Bi-b-hp-ambn _‘-s∏´ ss Up-Iƒ

2. Classroom interaction procedure expected pupil response
Introduction
A[ym-]-I≥ Ip´n-I-fp-ambn kw`m-j-W-Øn¬ G¿s∏-
Sp∂p
Presentation
A[ym-]-I≥I-hn-X-sNm-√n-s°m- p XpS-ßp∂p
Fn-°p-thWw aq∂p hi-߃
]q¿Æ X thW-sa- ¶n¬
Ah IqSn-t®-cWw
hi-߃ D- m°pw F∂n¬tIm-Wp-Iƒ
Rm≥ Bcm-sW ∂v ]d-bmtam ?
F∂psS Cc´ IqSo-tN-¿∂m¬
R߃ Adnbpw asdmcpt]-cn¬
sNm√mtam B maw?
CXm R߃ hcp∂p
nß-fpsS Acn-In¬
A-cn-In-se-Øn-bm¬
n߃ Is- Øptam
Rß-fpsS khntijX
A[ym-]-I≥ Ip´n-Isf {Kq∏p-I-fm°n Xncn-°p∂p XpS¿∂v
Ihn-X-A-h-X-cn-∏n-°p-Ibpw AXnse Bibw Is- -Øm≥
Bhn-iz-s∏-Sp-Ibpw sNø#p∂p
Xmc-X-ay-s∏-Sp-Øm≥ thWw c- v
c- npw aq∂v hi-߃ Dt-
hi-ßfn¬ H∂v ]c-kv]cw Xpey-amtW
tImWp-Iƒ aqs∂Æw D- v.
AXnt√m cs- Æw ]c-kv]cw Xpeyw
{XntImWw
k¿∆- ka-{Xn-tImWw
Is−¯mw

3. Xp√y-amb hiw c- npw kz¥-amtWm
hc-®n-Smtam n߃ ssIøm¬
Rß-fpsS Nn{Xw
sNm√n-Stam Rß-fpsS khn-ti-jX
AXn-mbn tN¿° Ww Rßsf ]e-co-Xn-bn¬ XpS¿∂v
N¿®-bn-eq-sSbpw
hni-Zo-I-c-W-Øn-eq-sSbpw
A[ym-]n-I-bp-sS klm-b-tØmsS hnZym¿∞n-Iƒ Is- -
Øp∂p
Hcp hihpw AXn-ep≈ c- v tImWp-Ifpw ]c-kv]cw
Xpey-amb {XntIm-W-߃ k¿∆-kaam-bn-cn°pw
A[ym-]nI Hcp IhnX Ah-X-cn-∏n-°p∂p
Rß-fpsS t]sc-¥m-W-∂-dn-tbt-
k¿∆- ka-{Xn-tIm-W-߃ F∂m-Wt√m Rß-fpsS maw
Rß-fpsS Hcp-hiw ]c-kv]cw Xpey-am-Wt√m
AXt√m Rß-fpsS HtØm-cpa
Ip´n-Iƒ Nn{Xw hc-bv°p∂p

4. Classroom interaction procedure expected pupil response
Review
A[ym-]-I≥ hnhn[ {XntIm-W-߃
ss Up-Iƒ{]-Z¿in-∏n-°∂p
Ah-bn¬ k¿∆- ka-{Xn-tIm-W-߃
Is- -Øp-hm≥ Bh-iy-s∏-Sp∂p
Is- -ØpI
follw up Activity
Hcp {XntIm-W-Øns‚ Hcp-h-ihpw GsX-¶nepw c- v tImWpw thsd {XntIm-W-Øns‚ Hcp hi-Ønpw GsX-¶nepw
c- v tImWp-Iƒ°pw Xpey-am-bm¬ {XntIm-W-߃ k¿∆- ka-amtWm Is- -ØpI
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5cm
3c
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7cm