Lesson plan NAME OF SCHOOL LUTHULI HIGH SCHOOL STUDENT SURNAME AND NAME CHILIZA SIPHESIHLE STUDENT NUMBER 217030849 GRADE 10 SUBJECT MATHEMATICS TOPIC EUCLIDEAN GEOMETRY CONTENT/ CONCEPT AREA CAPS PAGE NO. THE INTERSECTING AND PARALLEL LINES 239 DURATION OF LESSON 60 MINUTES SPECIFIC AIMS: To provide the opportunity to develop in learners the ability to be methodical, to generalize, make conjectures and try to justify or prove them. To promote accessibility of Mathematical content to all learners. It could be achieved by catering for learners with different needs. LESSON AIMS: KNOWLEDGE Learners should knowledge understanding of following: SKILLS VALUES/ATTITUDE gain Learners should be able to Learners should acquire and the following: values and attitudes the conducive to promoting: CHILIZA SIPHESIHLE 217030849 How to calculate distance To work algebraically Develop the ability to apply between two points using distance formula distance formula appropriately How to apply distance formula Workout distance solutions problems using formula to get APPROACH/TEACHING STRATEGY: Questioning Explanation Demonstration RESOURCES: Chalkboard Chalk Mathematics ruler Chart INTRODUCTION (13MINUTES) I will ask them based on their own understanding. What is analytical geometry? Analytical geometry is a method of representing and working with geometric objects algebraically using a coordinate system. I will go on ask them about distance, then tell them we going to work algebraically how to get distance between two points. Use the chart done that has cartesian plane and as well as chalkboard to draw a cartesian plane for demonstration. Make what I did on the chart with learners meaningful. Working with learners to clarify how distance formula to be known was invented. Construct triangle and Apply Pythagoras theorem to final arrive to the distance formula. 1 𝐴𝐵 = √(𝑥𝐵 − 𝑥𝐴 )2 + (𝑦𝐵 − 𝑦𝐴 )2 CHILIZA SIPHESIHLE 217030849 DEVELOPMENT (40 MINUTES) As I would already have my cartesian plane on the chalkboard. I will draw line AB represented as A(;) and B(;) . Proceed to construct C(;) aligning x-coordinate and ycoordinate making it a right-angled triangle. It got suitable for Pythagoras theorem to be applied (𝑟 2 = 𝑥 2 + 𝑦 2 ). Work algeberaically Step 2 What is a Rectangle? RECTANGLE Define poster to show the drawing of the rectangle with all of it properties included as symbols on the drawing. Explain the properties of the rectangle by referring to the drawing on the poster and write them on the chalkboard. Step 3 What is a Rhombus? RHOMBUS define poster to show the drawing of the rhombus with all of it properties included as symbols on the drawing. Explain the properties of the rhombus by referring to the drawing on the poster and write them on the chalkboard. Step 4 What is a Kite? KITE Define poster to show the drawing of the kite with all of it properties included as symbols on the drawing. CHILIZA SIPHESIHLE 217030849 Explain the properties of the kite by referring to the drawing on the poster and write them on the chalkboard. Step 5 Write the following questions on the chalkboard for learners to complete: 1. Name the quadrilaterals which contain equal diagonals and has equal sides. 2. List the properties of proving that a quadrilateral is a parallelogram. 3. Compare the rhombus with the square by using their properties. 4. Explain by using properties why a kite is a parallelogram. CONSOLIDATION/LESSON CONCLUSION(7 MINUTES) Give learner the copy of the typed worksheet which will be structured as follows: Quadrilaterals Properties Square Who am I? Rectangle Who am I? Rhombus Who am I? Kite Who am I? CHILIZA SIPHESIHLE 217030849 ASSESSMENT: Assessment type Class Activity Assessment instruments/tools Typed questions(worksheet) Assessment method Formative EXTENDED/ENRICHMENT: The learners who finish first will be given the small exercise which must be structure as follows: 1) Differentiate the quadrilaterals from other shapes. 2) Draw the parallelogram and include all the properties. PLANNED QUESTIONS: 1. What is a four-sided polygon with four angles? 2. What are the properties of proving that a quadrilateral is a parallelogram? 3. Which properties are used to compare the rhombus with the square? 4. why a kite is a parallelogram? 5. What are the quadrilaterals containing equal diagonals a CHILIZA SIPHESIHLE 217030849