Education Department
Government of NCT of Delhi
Education Department
Government of NCT of Delhi
| S.No. | Class | Topic | Sub-Topic | Brief Description | Link for Writeup/ Video/ Photographs of TLM Prepared | Prepared By |
|---|---|---|---|---|---|---|
| 1. | IX | Coordinate Geometry | Parts of coordinate geometry | Mode of activity: individual Objective: *to understand four quadrants * X and y axis and origin * To understand positive and negative points *To plot points on the graph Material required: TLM, pointer, graph Steps and procedure: * Introducing x and y axis to the students and plotting negative and positive points using TLM. * Using TLM introducing origin on Cartesian plane * Each student will come to the TLM and will take out the pointers and will place it on the quadrant of the graph to understand points on the axis * After that points will be given to students to plot on graph Instructions: one student at a time Every student will get chance |
Link | Sakshi KNSKV Jangpura (1924037) |
| 2. | IX | Lines and Angles | Angles made with parallel lines and transversal. | Mode of activity - individual Objective – To understand the angles made with parallel lines and transversal To show corresponding angles and alternate angles are equal To show the concept of linear pair of angles Required- Card Board, Chart Paper, Straw, Protractor, Board Pin, Glue. Procedure- 1. A card board was taken 2. Board was covered with chart paper. 3. Two straws were places in parallel. 4. Two protractors were places in between the straws and the same were pasted with glue. 5. One straw was placed as transversal by using pins. 6. Check the movement and observe the angles. |
Link | Sangeeta Kumari RSKV New Ashok Nagar (1002183) |
| 3. | IX | Lines and Angles | Properties of parallel lines. | Mode of activity: Solo Objectives: To find angles- 1. Corresponding angles 2. Alternate interior/exterior angles 3. Consecutive interior angles. 4. Vertically opposite angles. when a pair of parallel lines are cut by a transversal. Material required: White paper, cardboard, colour sketch pen, Fevicol, coloured tape, a pair of scissors, compass, pencil, eraser, sharpener. Steps and procedure: 1. Draw a pair of parallel lines on white paper using sketch pen and paste the paper on approximately A4 size cardboard having two holes in the centre of radius 4 cm. 2. Secondly, take coloured tape and cut this in strips and paste over the white paper in the form that this line called (transversal) intersect these two parallel lines at two distinct points. 3. Then, total eight angles are obtained with the desired parallel lines and transversal. 4. Taking three different cardboards and paste white paper on that. By drawing patterns of circles and colouring those circles we will show the pattern of different properties of angles such as corresponding, alternate interior/exterior, consecutive interior, vertically opposite angles etc. |
Link1 | Hailishan Danial GBSSS, Vishwas Nagar (1001204) |
| 4. | IX | Triangles | Exterior Angle Property | Mode of Activity: Small Groups Objective: 1. To state the Exterior angle property. 2. To understand the concepts of Exterior angle property 3. To measure the Exterior angle with the interior opposite angles of the triangle. 4. To prove the property Material Required: Thermocol Sheet, fevicol, cardboard, A3 size coloured sheets, attached wires, sketch colours, a pair of scissors etc. Procedures: 1:A 50 degree and 60 degree angle is cut with the scissors. 2:A triangle with an angle of 50 degree and 70 is cut . 3:Paste it on the thermocol sheet covered with coloured yellow sheet. 4:A circular cardboard is cut. 5:It is now attach on the back side of thermocol sheet such that an angle of 60 degree is attached to the above side and it is movable as shown in the pictures and videos. Instructions: 1:Scissors should be used carefully. 2:All the parts should be cut and paste neatly and clearly. 3:Before submitting working of the model should be tested. 4:Angles should be cut accurately. |
Link | Rashmi Sharma GGSSS Vijay Park Maujpur (1104029) |
| 5. | IX | Mensuration | Areas | Mode activity - Individual Objective- to make students understand the concept of areas & how to calculate area of different types of quadrilateral. Materials required- chart paper, cardboard, colour Steps and procedure - area of rectangle 1. We have created rectangle of 6*4 units with area of 24 sq. Units. 2. We can now demonstrate areas of different sizes and shapes by joining 1 sq. unit blocks in any shapes. Area of parallelogram - the parallelogram has been divided into one rectangle and two triangles. The total area will be some of area of the rectangle and two triangles by this we arrive at the formula for the areas of parallelogram. Area of trapezium- the trapezium has been divided into a rectangle and two triangles. The area is equal to the sum of area of rectangle and triangles using this demonstration and adding the area of rectangle and two triangles we derive the formula of area of trapezium. Learning- to calculate the area of any irregular or complete shape it can be divided into regular figure and the total area can be calculated by adding the area of the regular figure. |
Link | Monica Kapur SKV Naraina (1720022) |
| 6. | IX | Parallel lines | Angles between two parallel lines | Mode of activity: small groups Objective: students will be able to 1. Identify and describe parallel lines 2. Understand and create relationship between different angles Material required: cardboard, chart paper, 360 protector, fevicol, scissors, sketch pens, pencil etc Steps and procedures 1 take a cardboard and cover it with a colourful chart paper 2 on chart paper draw parallel lines with transversal line 3 now fix two 360 protector where transversal cuts the parallel lines 4 after that you can measure angles by rotating the protectors |
Link | Meenakshi Verma G Co-ed SSS, Sec-5, R K Puram (1719104) |
| 7. | IX | Coordinate Geometry | Cartesian Plane | Mode of Activity : Individual /Groups Objectives: 1)To make learner understand basics of Cartesian Plane 2) To develop better understanding of coordinates in a 2D plane 3) To locate a given point in Cartesian plane with the help of abscissa and ordinate 4) To identify x and y coordinates of a given point 5) To familiarise the learner with the Cartesian Plane (Rene Descartes, Axes, Origin, Abscissa, Ordinate, Quadrants) Material Required Coloured Thread , Board Pin , Marker Steps: 1)Student will be asked to identify the coordinates of a given point with the help of board pin 2) Student will measure the perpendicular distance from y axis by pulling corresponding thread and write the ordinate in the given space 3) Student will measure the perpendicular distance from x axis by pulling corresponding thread and write the abscissa in the given space 4) Student will write the coordinates in the given space and then he/She will write the quadrant of the given point 5) For better conceptual understanding he or she will be asked to locate a point the given plane once it’s coordinates are known Instructions: 1) Use definitions to avoid mistakes 2) Pull thread which lie at the end of perpendicular to the axis from the given point |
Link | Sapna Jangra RTR GSV Surhera (1822003) |
| 8. | IX | Surface areas and volumes of solids | Surface area and volumes | Mode of activity - Pair Objective - To understand the concept of volume and area of solid and to understand their formulas. Material Required - chart paper, sketch pen, crayons, pins and fevicol etc. Steps and procedures – 1.Take some different coloured charts and cut them in concentric circles of different shapes . 2. Make 8 sectors on first chart paper that was first no. Chart. Draw shapes of solid write pictures, surface area and volumes as shown in the picture. 3. Similarly draw 8 sector on next circular chart and write the name of the solid and attach with the pin to the first chart as shown in the photographs. |
Link1 Link2 Link3 Link4 Link5 | Harish Verma SBV Bankner (1310168) |
| 9. | IX | Quadrilaterals | Perimeter and Area | Mode of Activity- Individual Objective- Learn about Perimeter and Area of Quadrilaterals Material Required- Card Board, Cutter, Chart paper, pencil, colour etc. Steps and Procedure- Cut the chart paper in shape of various quadrilateral. Apply concept of perimeter and area Verify by applying the formula of perimeter and area of quadrilateral. Instructions- Use the basic concept of perimeter and area in real life situations. |
Link | Kaptan Singh SBS AFPS ASoSE, Jharoda Kalan (1822304) |
| 10. | IX, X | Coordinate Geometry | Plotting of points, Image of a point, Finding distance, Mid-point | * Above TLM can be used in individual, pair or group activity to teach different topics of Coordinate Geometry to various classes. * Objective is to give practical and hands on experience of coordinates to students and practice different concepts taught in class. * Material Required: Card Board, Thermacol, Chart Paper, Graph Paper, blackboard, board pins and stationery items * Steps: Students will plot different points and find their images, midpoint of two given points, Distance between two points. * Students will verify their results by formula and actual measurement on Coordinate Plane. |
Link | Poonam Goel RPSKV Rithala (1413026) |
| 11. | IX, X | Congruency | Congruency of square | Mode of Activity- Group Objectives: Congruence is an important mathematical idea for humans to understand the structure of their environment. Pages of the same book are the real-life example of congruent shapes. All the pages of the same book are of the same shape and size Material Required - Wooden Card Board, Snails, Two Wooden Sticks, Rubber Bands Steps & Procedure : There are three very useful theorems that connect equality and congruence. Two angles are congruent if and only if they have equal measures. Two segments are congruent if and only if they have equal measures. Instructions: What is the congruent of square? Square: A quadrilateral with four congruent sides and four right angles. Squares are special types of parallelograms, rectangles, and rhombuses. It has properties of all three, yet also has its own unique features. All the sides in a square are congruent. |
Link | Santosh Kumar Kautilya GS Co-ed V, Chirag Enclave (1925003) |
| 12. | IX, X | Coordinate Geometry | Plotting of points, segregating the quadrants, collinearity | Mode of Activity: In any mode it can be used. Purpose: Every year I face the same problem of students getting confused in plotting the points on Cartesian plane and feeling less confident in the concept of segregating quadrants on the basis of positive and negative signs. To prepare myself, making them understand this particular concept thoroughly, I introduced this method in TLM. OBJECTIVES: To make the following concepts clear a) Plotting of points in Cartesian plane b) To make them aware about the signs of the points and respective quadrants c) To make clear the concept of collinearity. d) To make them clear about +ve and -ve angles. In my point of views TLMs are used to enhance the learning of students in classrooms. A teacher uses it to make teaching-learning effective. TLMs also help learners achieve the learning outcomes after classroom teaching and learning. According to me Some of reasons to use TLMs in classroom i) Motivate learners – Capturing attention is the first step to any learning and TLMs help in capturing the attention of learner in classroom. Once motivated to look at TLMs, the children are curious to learn new things. TLMs provide a variety of stimuli, which helps in making classroom teaching most effective. ii) Help in longer retention of information – The more the number of sensory channels involved in interacting with TLMs, the longer will be the retention of information. Therefore, the learning will be effective and will last long. iii) Facilitate holistic learning – You have read about Blooms –Taxonomy of Objectives. Learning objectives to be achieved through classroom teaching are in all domains- cognitive, affective and psychomotor. Therefore, to achieve varied objectives, varied learning experiences need to be provided, which can be done through the use of TLMs. iv) Help in organizing classroom teaching –As a teacher you need to organize learning experiences, making them as realistic as possible. You can use visual or verbal TLMs to present accurate data in sequentially organized manner. This helps teacher to verbal and visual communication in classroom. Thus, you may use TLMs to overcome shortcomings in verbal or visual communication. MATERIAL USED : Card board, Drawing pins, Sketch pens, Pressure cooker, Rubber, Broom sticks STEPS: First of all Discussion of number line Then about Quadrants Then abcissa and ordinates Their signs Then In which quadrants they lie Collinearity Measure of angle : positive and negative Hands on practice using TLM AIM : Cognitive development of students. ANY OTHER REMARK: *Low cost TLM* LINK FOR VIDEO: Link |
Link | Shallu GGSSS, Rani Garden (1003030) |
| 13. | IX, X | Geometry | Geometrical formulae through shapes | Mode of activity : individual/ pair /small group/ large group Objective : learner will be able to • Identify and describe 3D solid shapes and explain the concept of vertices ,edges and surfaces • Visualize and built different shapes on geoboard • Visualise different 3D shapes on daily life real examples in it • State and learn formulas of area and volume of various 3D shapes • identify and differentiate different lines and different angles in an interesting way • understand the concept of pythagoras theorem in height and distance through working model • identify all related terms of circles in it Material required • cardboard • Thermocol sheets • Wooden board • Nails • Straws • Thread • rubber bands • chart paper • Colours • ice cream sticks • Ice cream sticks • hot gun glue Steps and procedure • Take a thick thermocol sheet for base and paste a brown chart paper on it • make a cut out of a circle of cardboard and draw all related terms • using straws make a chart to show different shapes in daily life objects • make small flash cart of formulae of 3D shapes and paste on ice cream sticks, then make two stands with A4 sheet and put all flash cards in it • Cut out a circle and draw all angles on a sheet and using threads hang it in different way • take a wooden board and draw equal distance of 1 unit on it and fix nails on it .Using rubber bands draw different shapes • Using thin cardboard, make 3D shapes and write all surface, edges and paste color tape on its edges • For pythagoras theorem, Using cardboard cuts in different shapes i.e. cylinder ,cuboid ,protector, circle. For rotation using sticks, small pipes and threads and paste all by hot gun glue. Using matchstick box and put some weight in it for easy movement. |
Link | Mamta Gupta SKV Moti Nagar (1516018) |
| 14. | IX, X | Three Dimensional Shapes | Surface area and volume | Mode of activity- individual, pair, small group Objectives- students will be able to 1. Understand the concept better. 2. Understand the Concept of curved surface area and total surface area. 3. Curved surface area and total surface area by joining different shapes. Material required- Cardboard, Newspaper, Glu and Colours Steps and procedure- Fold the cardboard to make any shape. And then cover it by a chart paper with the help of glue. If you don't have chart paper then you can use colours also. Instructions - how to make the shapes perfectly. |
Link | Kamlesh SBV Rouse Avenue (2127001) |
| 15. | IX, X | Co-ordinate Geometry | Location of a point, distance between two points | 1) Activity using this aid can be performed in small groups as well as medium size groups. 2) Material required is waste packaging boxes, chart paper, glue , thumb pins. 3) After marking of integers on both axes (I) students will be invited and their location on Cartesian plane will be provided in a paper slip. (ii) Now one by one they will locate them on Cartesian plane (iii) After locating and proper feedback or discussion, distance formula will be realised using Pythagoras theorem and deriving distance formula from co-ordinates and then generalising to obtain distance formula. |
Link | Bhupender Singh GBSS No. 3, Mehrauli (1923070) |
| 16. | IX, X | Surface area | Surface area of cylinder | Mode of activity: Pair of two students Objectives: Concept formation of surface area. Students will be able to drive formula for surface area of cylinder. Students will also be able to find out the area of the cylinder. Materials required: Hardboard, chart paper, pens Steps and procedures: Cut to two identical rectangle and circles. The circumference of Circle must be equal to the length of the rectangle. Roll the one rectangle along length to form a cylinder and place the circles at the end of the cylinder. Total Surface area of the cylinder is equal to the area of rectangle plus two circles. Instructions: Circumstances of the circle must be equal to the one of the sides of rectangle. Circle must be identical. |
Link | Narpal Singh GSBV D-Block Janakpuri (1720027) |
| 17. | IX, X | 3D Shapes | Properties of shapes and their Surface area | Mode of activity- Pair Objective - 1) To know about the properties of 3D shapes i.e Faces, vertices, edges 2) To know about the surface area of the shapes. 3) To know how to find the surface area of shapes. Material required: 1) cardboard 2) glaze papers 3) Gum 4) Nut bolt 5) Sketch pens Steps and procedure: 1) Two Learner will come in pair to interact. 2) learners able to learn and understand the concept of edges, vertices and faces by the physical model of 3D shapes. 2) Spin the wheel. 3) Whatever the shapes come on arrow, learner have to choose that flash card and solve the question written on that card based on the arrow shape. Result: Using this TLM, Learner understands the properties of 3D shapes and able to understand the question based on their area! |
Link | Deepika Pal GGSSS, Brahmpuri (1105026) |
| 18. | IX, X | Circle | Basics of Circle Theorems Based on Circle, Tangents and Related Concepts | Mode of Activity -- Individual Objective --- Objective is To make a unique Teaching – Learning Material (TLM) which makes Teaching & Learning easy for both Teachers and students. Through which students can understand each and every concept of circle / angle in circle / tangent and other circle related concepts. To provide a TLM which is affordable and easy to operate. Material Required >A wooden ply board. 3 x 2 feet. >Screws - 15 No. >Iron Rings – 8 – 10 No. >Elastic – Used in cloth sewing. – 2 m. >White Paint – to Paint Wooden Ply board – 100 ml. >360 Degree Protectors Steps: >Prepare a diagram on Plain Sheet. >Cut-out a Wooden Ply board >Chose the clear / Plain side / surface. >By using Geometric Compass Mark a Circle with centre on it. >By using Drill Machine, make holes as per requirement. >Make a hole outside the circle. >Paint the wooden ply-board. >Wait for 1-2 day to be it ready. >Tighten the screws. >Cut Out the Elastic as per requirement and stich with iron rings. >Tag Your Name and other details on it. >The TLM is ready. Instructions : >Student can use it freely in the guidance of Teacher / Facilitator. >Each concept of Circle can be discussed. Any Other Remark >This TLM can be used also in middle classes to clear the concept related to circle. >This single TLM can clear more than 40 concepts related to circle. >It’s not a single model, it’s a multipurpose TLM. >It’s easy to assemble. >Adjustable as per class needs. >Big Display - (for easy to view from each point in big classroom.) >Single Hand Use unique working model |
Link1 Link2 Link3 Link4 Link5 | Jai Kanwar S Co-Ed V, Najafgarh (1822002) |
| 19. | IX, X | Surface Area And Volume | 3D Shapes:- Cube, Cuboid, Sphere, Cylinder, Cone | Mode of Activity- Small group Objective - To understand the Concept of 3D shapes, their Area and Volume Material required - 3D shape Model, Charts, Colour pens Procedure- It is based on learning by doing. Students With the help of Frayer's model activity, learn by their observation while doing the activity on their own. |
Link | Amit Kumar GBSSS G Block Saket (1923068) |
| 20. | IX, X | Trigonometry, properties of circles and arithmetic progression | Trigonometry, properties of circle arithmetic progression, tangent property and sustainable development i.e solar energy usage | Objective - The TLM showcases various concepts of mathematics that helps the students to understand them in a more fun and interesting way, this TLM is in a form of a city picture. Material required – 1)cardboard that will be used for making the road of the city 2) a circle cut out to represent the roundabout in the city 3) two strips of road in which many vehicles are showcased 4) two poles adjacent to the circle that represents the big city lights 5) boxes ; that represent the buildings in the city 6) a few plants and solar panels to add up the flavour of sustainability in the city 7 ) pins that will make the concepts more strong Procedure - The TLM is prepared by using all the above mentioned materials ... Firstly the roundabout is made my applying several pins in it and then adding an elastic rubber that helps to understand the concept of radius and diameter more strongly Then road are made in such a way that both the roads acts as a tangent to the circle Poles are attached to the circle as big city lights perpendicular to the road which showcases the concept of trigonometry |
Link | Pooja Gupta ASOSE Sector-17 Rohini (1413344) |
| 21. | IX | Geometry | Lines and angles | Mode of Activity: Group Activity Objective: At the end of the lines and angles lesson, students will be able to: Identify and apply the properties of lines and angles. Understand the concept of parallel, perpendicular, complementary and supplementary angles. Material Required: Wooden Card Board, Wooden Sticks, Protector Steps & Procedure: The angle properties of lines are: Vertically opposite angles are equal, for example a = d, b = c. Adjacent angles add to 180o, for example a + b = 180o, a + c = 180 o. Corresponding angles are equal, for example a = e, b = f, c = g, d= h. Instructions: A line is a one-dimensional figure, with no breadth, and that extends in both directions infinitely. These are the lines with one end as the start point and the other end going to infinity. These are used to form angles. Angles are formed when two rays intersect at a point. |
Link | Santosh Kumar Kautilya GS Co-Ed Vidyalaya (1925003) |
| 22. | X | Height and distance | Angle of elevation | Mode of activity : group Objectives : 1.to find angle of elevation if base and Heights are given 2. Hight if angle and base given, base if angle and height given Material required: cardboard, thermocol sheet, chart paper, a pair of Scissor, glue, thread, 3 scale of 30 cm each and a Protector Steps and procedure: 1. adjust protector on Oriental scale at any at any point (say 12 cm) 2. Stress the thread at the given angle (say 45 degree) 3. You will find the reading at vertical scale which will be 12 cm. 4. Bye repeating this activity we can find different values of vertical scale as well as horizontal scale 5. Similarly, we can find the value of angle of elevation when you Haven the value of base and height. Instructions : 1. The Angle between horizontal and vertical scales 90 degree 2. The starting point both the scale should be zero 3. The thread place in the protector at the centre otherwise the values will not be correct |
Link | Amarpal Singh GBSSS Vishwas Nagar (1001204) |
| 23. | IX, X | Identities and mensuration | Formulas for revision | Mode Of Activity: pair to small groups of 6. Objective : -make learning and evaluation interesting - diagnose the learning gap - check the clarity about basics of topics - motivate peer learning - motivates for better group coordination - motivates to do quick responses Material Required : -one beat for one, sheets and colours Steps :- 1) starts with a common question, who answers it correct and quickly, will start the game. 2) That player move a step forward on game board, then ask a question 3) After it, among the rest if players who answers it correctly will move forward on game board and then ask a question to rest of players. Game will continue it till someone reaches to finish. Instructions:- Participants will listen carefully, the one who is correct and quicker among all will win. |
Link | Rekha Yadav SKV (MS) Jagatpur (1207005) |
| 24. | X | Trigonometry | Trigonometric Ratios Table | Mode of Activity: Small Group Objective: 1. To find the value of any Trigonometric ratios for a given angle 2. To make the topic interesting and attractive for students. 3. Learn about reciprocal of sin, Cos and tan. Material Required: Cardboard, chart paper, fevicol Steps and Procedures: 1. Take a cardboard and cover it with a chart paper. 2. Cut semicircular sheets and write different trigonometric ratios and their values on them. 3. Cut two circular sheets showing degree of angles and value of ratios at a particular angle. 4. Paste all these cut outs as shown in TLM Instructions: 1. Degree of angles must be perfectly aligned with the value of trigonometric ratio at a particular angle. 2. Top most circular sheet should be easily movable. |
Link | RUCHI GGSSS Mukundpur Village (1207230) |
| 25. | X | Triangles | BPT | Mode of activity: individual Objective: to understand the concept of BPT Material required: card board, chart paper, scale, coloured pen, board pin etc. Step and procedures: if a line is drawn parallel to one side of a tringle to intersect the other two sides in distinct points the other two sides are divided in the same ratio. Instructions: put any triangle in the specified space of TLM. Move the handle up word. Side MN will move over the triangle. stop it anywhere on the triangle. Measure the both parts of both sides and check the ratio. It will be same. Repeat the same processes and check the ratio. |
Link | Seema Rani GGSSS Sunder Nagri (1106264) |
| 26. | X | Thales Theorem | Proof of Thales by TLM Activity | LINK OF VIDEO : Link LINK OF PHOTO: Link |
Link
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Rajni Attre GGSSS No.1 Tukhmirpur (1104262) |
| 27. | X | Triangles | Thales Theorem | Mode of activity:- pair Objective:- If a line is drawn is parallel to one side of a triangle to intersect the other two sides in distinct points, the other two sides are divided in the same ratio. Material required:- Drawing sheets, 3 scales, 2 disposable glasses, scissors, card board, nails and elastic. Steps and procedure:- 1. Take cut outs of each of scalene, isosceles and equilateral triangles. 2. Take one card board and cover it with the white sheet. 3. Cover the disposable glasses with different coloured sheets. 4. Take print out of scales and cut it into half and paste it on the edges of all the triangles. 5. Insert the scales on the inverted disposable glasses. 6. Take 4 nails and insert them on 4 corners of the scales. 7. Now, tie an elastic onto 4 nails. 8. Take a separate scale with two nails inverted on opposite sides. 9. Now, attach this separate scale horizontally on the two vertical scales so that it can move up and down. 10. Now, put different triangles and check the proportionality. Instructions:- Student will make their own triangles with different measurements and check the proportionality. |
Link | Nargis Jahan SKV Bulbuli Khana (2127021) |
| 28. | X | Probability | Comprehending Sample space for the experiment of throwing a pair of dice and solving it's related questions . | Objective:-- 1)To comprehend and write the sample space for a the experiment of throwing a pair of dice. 2)To find some particular outcomes from the sample space correctly. 3)To solve questions related to it efficiently. Material requirement:-- 1)A board with the columns and rows drawn for the sample space. 2)A pair of dice 3)A pocket to confirm the correct number of outcomes. 4)A pocket in which slips are kept on which questions have been written. 5)Chalk and black board to solve the questions. Steps and procedure:-- 1)Divide the whole class in 4 teams, name like A,B,C,D. 2) Each team will choose it's leader. 3)Each team's leader will choose one teammate to perform the activity, same process will continue until each team got a chance and will be repeated until the completion of sample space. 4)Now students will write down total number of outcomes and will check it. 5)Now some questions slips will be taken out and that question will be solved following the same process as done in step 3. Instructions:-- 1) Throw a pair of dice 2) Pick out the correct outcome slip and place it on the sample space correctly. 3)Repeat the above steps until the completion of the sample space. 4)Now take out a slip from the box. 5)Find the outcome according to the question taken out in previous step. 6) Calculate the probability of that question. Remark:-- This activity can be performed in small as well as large groups keeping in view time and space available. |
Link1 Link2 Link3 | Shumaila Naaz SKV No.2, Zeenat Mahal Lal Kuan (2127179) |
| 29. | X | Application of Trigonometry | Heights and Distances | Mode of Activity- Small group Objective- To give real life example and to make a better understanding of the topic Material required- wooden board and laser lights Steps and Procedure- 1. Clinometer is fixed in the centre of board. 2. Objects are placed at a distance and the distance is marked with ruler 3. Laser lights point at the top and bottom of the object and the angle of elevation can be found. 4. With the help of the angle of elevation and the distance between the foot of object and centre of clinometer, the height of object is calculated. |
Link | Anita Duhan RSKV West Vinod Nagar (1002032) |
| 30. | X | Arithmetic Progressions (A.P.) | nth term | Mode of activity:- Individual Objective:- 1. Identification of common difference 2. Formula for General Term 3. Calculate the nth term Material Required:- Thermocol ,Chart Paper, Markers, Fevicol, Scale, Scissor Steps and Procedures:- 1. Used thermocol as the base of the model and Chart paper is pasted over the thermocol. 2. Then cut thermocol for the Model showing building structure. Make a building having tower at different heights for showing nth Term. Insttruction:- 1. Model should be valid 2. It should be related and based on real world problem. 3. Model should be specific. |
Link | Kirti Setia GGSSS No.2 Railway Colony Tughlakaba (1925046) |
| 31. | X | 2D to 3D Geometrical Shapes | Types of 3D shapes like sphere, cone etc. | General objective- to create interest in a mathematics. Specific objective- students will be able to get knowledge about 2-D shapes to 3-D shapes. They will be able to make 3-D shapes after revolving 2-D shapes. They will be able to create differences between 2-D and 3-D shapes. Material required - cardboard, 3 motors of 6Volt, 3 batteries of 9 volt, fevicol, electric wires, chart paper and 3 switches Steps and procedure - In this, teacher connect a battery with motor and switch and fitted in stand of thermacol. Put a blank refill of pen to the nob of motor and put circle on refill. When we also connected the circle with switch and turn on the switch, circle start revolving. It reflects 3-D shapes after revolving. When we rotate right angled triangle along its hypotenuse, it reflects double cone. Instructions- Students will observe the working of this model carefully and will observe the 3-D shapes. Any other remarks - With the help of this concept of double cone , when a right triangle is revolved along hypotenuse, it is much cleared. |
Link | Pushpa Gupta GGSSS No. 3, Najafgarh (1822060) |
| 32. | X | Trigonometry | Trigonometric ratio table | Mode of activity- small group Objective- understand the value of trigonometric function. Material- colour chart paper, Fevicol, marker Step and procedure- cut a square shape card board then cut two pieces of circles of same radius then assembled with help of button and wire. Instructions- rotate one circle then represent value of trigonometric function. |
Link | Ajay Singh GBSSS No.3, Tughlakabad Extension (1925249) |