DISHA INDIA COMMUNITY SCHOOL PADHA

DATE: to No. of periods:

SUBJECT: Mathematics CHAPTER 5: understanding elementary shapes
CLASS: VI
NAME OF THE TEACHER:
NAME OF THE OBSERVER:

LEARNING OBJECTIVES:
Students will understand the basic concepts of geometry and their representations.

Students will understand the different types of triangles.

Students will understand the concept of angles and the representation of angles

Students will understand quadrilaterals, its sides, angles, adjacent angles, opposite angles adjacent sides,
opposite sides.

Students will understand the geometrical figures like rhombus, cube, prism, pyramid etc

RESOURCES USED:
Mathematics textbook (MTB), Math notebook – 1, marker, whiteboard, papers, mirror.

NOTES FOR THE TEACHER:

Ss will read “Introduction”

T – How does a shape form?

T – What do we see in our surroundings?

T – How do we organise the shapes?

All the shapes we see around us are formed using curves or lines. We can see comers, edges, planes,
open curves and closed curves in our surroundings. We organise them into line segments, angles,
triangles, polygons, and circles. We can see that they do not have the same measure. So it is necessary to
develop tools to compare their sizes.

Ss will read “measuring line segments”

T – How many line segments are required to make a triangle?

T – How many line segments are required to make a quadrilateral?

T – What is a line segment?

T – Can we measure line segments using a scale?

T – What is the purpose of comparing line segments AB and CD in the given paragraph?

T – Why is it mentioned that the difference in lengths between AB and PQ may not be obvious?

T – What is the method of comparison discussed in point (ii) of the paragraph, and what does it depend upon?

T – How is tracing paper used in comparing line segments AB and CD?

T – In point (iii), what instruments are mentioned for the comparison of line segments?

T – How is the ruler marked along one of its edges, and what divisions are present on it?

T – How many subparts are each centimeter divided into on the ruler?

T – Explain the process of measuring the length of AB using a ruler and where to place the zero mark.

T – What potential issue is mentioned regarding the accuracy of the ruler-based measurement method?

T – How is the length of AB expressed if it is measured to be 5.8 cm using the ruler?

T – What is there for errors?

T – What can cause difficulty in reading off the marks?

Measuring Line
a line segment is a fixed portion of a line. So, we can measure a line segment. The distance between the
endpoints of a line segment is called its length. The measure of a line segment is a unique number. The
measure of a line segment is called its length. It helps us in comparing two line segments.
This can be done in several ways:

● Comparison by observation
● Comparison by tracing
● Comparison using a ruler and a divider.

Ss will read from “positioning error” to “other endpoint”

T – Why is it important to have the eye correctly positioned when taking measurements?

T – What can happen if the eye is not vertically above the mark when measuring?

T – What kind of errors can occur if there is angular viewing during measurements?

T – How does the correct positioning of the eye contribute to accurate measurements?

HW:-EXERCISE 5.1

Ss will read “Angles-‘Right’ and Straight”:

T – What are the four main directions mentioned in the paragraph?

T – Can you name a country that is mentioned as being to the north of India?

T – In which direction does the Sunrise, and in which direction does it set?

T – What are the opposite directions to North and West?

T – How many main directions are there according to the paragraph?

T – What is the opposite direction to the South?

T – How does the paragraph suggest using knowledge of directions to learn about angles?

T – What is the significance of standing facing north in the context of the paragraph?

T – Can you name a country mentioned as being to the south of India?

T – Why is knowing directions important in geography?

There are four main directions. They are North (N), South (S), East (E) and West (W).

The turn from north to east is at a right angle. The turn from north to south is by two right angles. It
is called a straight angle.

If we turn by two straight angles or four right angles in the same direction, then it makes a full turn
and we reach our original position. This one complete turn is called one revolution. The angle for
one revolution is a complete angle.

We can see such revolutions on clock faces. When the hand of a clock moves from one position to
another, it turns through an angle. Suppose the hand of a clock starts at 12 and goes around until
it reaches 12 again. It has made one revolution. It has turned through one complete angle or two
straight angles or four right angles.

Activity:-Do this on page 89

HW:-EXERCISE 5.2

Ss will read “Angles – ‘Acute’, ‘Obtuse’ and ‘Reflex’”

T – What is a right angle?

T – What is a straight angle?

T – Is the angle made by a ladder with the wall a right angle?

T – Can angles be smaller than a right angle? Give an example.

T – Can angles be greater than a right angle? Provide an example.

T – What does a carpenter use to check right angles?

T – How does a carpenter's square look?

Angles – Acute, Obtuse, and Reflex

An angle is called an acute angle if it is smaller than a right angle. An angle is called an obtuse
angle, if it is larger than a right angle, but less than a straight angle.
An angle is called a reflex angle if it is larger than a straight angle.

Acute angle: An angle smaller than a right angle is called an acute angle. An acute angle is less
than one-fourth of a revolution.

Obtuse angle: An angle larger than a right angle but less than a straight angle is called an obtuse
angle. An obtuse angle is greater than one-fourth of a revolution but less than half a revolution.

Reflex angle: A reflex angle is larger than a straight angle.

CW:-Try these on page 66

HW:-EXERCISE 5.3

Ss will read “Measuring Angles”

T – How does the improvised 'Right-angle tester' help us?

T – What types of angles can we classify with the tester?

T – Why is the tester not good for comparing two obtuse angles?

T – What tool can we use for a better angle measurement?

T – What are our angle measurements, and what is each part called?

T – How many parts is a complete revolution divided into?

T – How do we write 'three hundred sixty degrees' shortly?

Measuring Angles
To compare two angles exactly, we need the measures of the angles. This is done with the help of a
protractor. One complete revolution is divided into 360 parts. Each part is called a degree. The measure of
the angle is called the ‘degree measure’. We write 360 degrees as 360°.

ACTIVITY:-Do this on page 68

Ss will read “Protractor”

T – Where can you find a protractor?

T – How is the curved edge of the protractor divided?

T – What is each part on the curved edge called?

T – Where do the markings on the protractor start and end?

T – What do you do to measure an angle ABC with the protractor?

T – Where do you place the protractor for angle ABC?

T – How do you adjust the protractor for angle ABC?

T – What are the two scales on the protractor for?

T – How do you find the degree measure of angle ABC on the protractor?

T – How do you write the degree measure of angle ABC?

HW:-EXERCISE 5.4

Ss will read “Perpendicular Lines”

T – What happens when two lines meet at a right angle?

T – How do we say that a line AB is perpendicular to CD?

T – If AB is perpendicular to CD, can CD also be perpendicular to AB?

T – How does the letter 'T' in the alphabet show perpendicular lines?

T – Are the edges of a postcard perpendicular to each other?

T – If MN is a line through the middle of AB and goes straight up, what does it do to AB?

T – What do we call it when MN cuts AB in half and is also straight up and down?

Perpendicular Lines
If two lines intersect each other and the angle between them is a right angle, then they are called
perpendicular lines. If a line AB is perpendicular to line CD, then we write AB ⊥ CD.

HW:-EXERCISE 5.5

ACTIVITY:-Do this on page 73

Ss will read “Take some more” to “obtuse-angled triangle”

T – How can you check the categories of triangles mentioned?

T – What's special about a Scalene Triangle's sides?

T – How are the sides of an Isosceles Triangle described?

T – What makes an Equilateral Triangle unique in terms of sides?

T – How can you classify triangles based on their sides using the definitions given?

T – How are triangles named according to their angles?

T – What's an acute-angled triangle, and how are its angles?

T – When a triangle is called a right-angled triangle?

T – What makes a triangle an obtuse-angled triangle?

Classification of Triangles

We know that a triangle is a polygon with the least number of sides. There are different types of
triangle.
Triangles can be classified on the basis of their angles as follows:
 ● If each angle of a triangle is acute, it is called an acute-angled triangle.
● If anyone angle of a triangle is a right angle, it is called a right-angled triangle.
● If anyone angle of a triangle is obtuse, it is called an obtuse-angled triangle.

The triangles can also be classified based on the lengths of their sides as follows:

● If all three sides of a triangle are of unequal length, it is called a scalene triangle.
● If any two of the sides of a triangle are equal, it is called an isosceles triangle.
● If all the three sides of a triangle are of equal length, it is called an equilateral triangle.

ACTIVITY:-Do this on page 75

HW:-EXERCISE 5.6

CW:-Do this on page 77

Ss will read “Do this” on page 78

T – How many set squares do you have in your box?

T – What angles are in a 30°–60°–90° set square?

T – What shape can you make with two 30°–60°–90° set-squares?

T – How do you describe the angles in the rectangle formed?

T – What's special about the sides of the rectangle?

T – What shape comes from using a pair of 45°–45°–90° set-squares?

T – How do you describe the sides of the square formed?

T – Can you name some things about the square mentioned?

T – What do you get when you place a pair of 30°–60°–90° set-squares differently?

T – What are some features of a rhombus made with four 30°–60°–90° set-squares?

Quadrilaterals
We know that a quadrilateral is a four-sided polygon. A quadrilateral has four sides, four angles,
and two diagonals. Quadrilaterals can be classified with reference to their properties as follows:

● If the quadrilateral has only one pair of parallel sides, then the quadrilateral is called a
trapezium.
● If two pairs of sides are parallel, then the quadrilateral is called a parallelogram.

Polygons
We know that a polygon of 3 sides is called a triangle and a polygon of 4 sides is called a
quadrilateral. We may have polygons of still more number of sides. We may classify the polygons
according to the number of their sides. A polygon of 5 sides is called a pentagon, a polygon of 6
sides is called a hexagon and a polygon of 8 sides is called an octagon.

HW:-EXERCISE 5.7
Three Dimensional Shapes
We see around us many three dimensional shapes. Cubes, cuboids, spheres, cylinders, cones
and pyramids are some of them.

Cube
Each side is called a face, Two faces intersect in a line segment called an edge. Three edges
meet at a point called a vertex.

Prism
One of its faces is a triangle. So it is called a triangular prism. The triangular face is known as its
base. A prism has two identical bases. Its other faces are parallelograms. If the prism has a
rectangular base, it is called a rectangular prism, (or cuboid).

Pyramid
It is a shape with a single base. The other faces are triangles. If the base face is a triangle, it is
called a triangular pyramid. If the base face is a square, it is called a square pyramid.

HW:-EXERCISE 5.8