LESSON PLAN - 3

Class: 9 Subject: Mathematics Name of the teacher: A C VARA PRAKASH School: GHS YENDAGANDI

Name of Topic Number of periods Timeline for teaching Any specific

the chapter required From To information
1.Introduction&History 1
2.Euclid’s elements of 1
The Elements of

Geometry concept
Geometry

3. Axioms and Postulates 2 Students apply Euclid’s

axioms and Postulates to
real life situations in
problem solving
4. Application of postulates 1
5.Non Euclidian Geometry 1 Student’s appreciate
Euclid’s contribution
towards geometry

Prior Concept / Skills:

Knowledge of simple geometric terms like line, line segment ,circle, radius ,angle etc.

Learning outcomes Number of Periods

Students are able to, 1

1.Euclid’s Geometry
2.Euclid’s axioms and postulates 1
3.Different forms of Euclid’s fifth postulate . 2
4. Different axioms and postulates and it’s applications in various geometrical concepts 1
5.Non Euclidian Geometry 1
 TEACHING LEARNING PROCESS
Induction/Introduction (Generating interest, informing students about the outcomes and expectations for the lesson)
The word geometry comes from the Greek words geo, meaning the earth, and metrein, meaning to measure. Geometry appears to
have originated from the need for measuring land.
This branch of mathematics was studied in various forms in every ancient civilisation, be it in Egypt, Babylonia, China, India, Greece,
the Incas, he people of these civilisations faced several practical problems which required the development of geometry in various
ways.
For example, whenever the river Nile overflowed, it wiped out the boundaries between the adjoining fields of different land owners.

Experience and Reflection (Task/question that helps students explore the concept and connect with their life)
• Collecting and recording the different situations of axioms and postulates in daily life
• Application of Euclidian Geometrical concepts .
Explicit Group Work (We Independent Work Notes
Teaching/Teacher Do) (You Do)
Modelling (I Do)
Introduction • Learn the def • Plane surface,
• The word of terms plane angle,
geometry comes Point, Line obtuse angle,
from the Greek ,Straight line acute angle
words geo, ,Surface, ,Boundary points
meaning the Edges, ,figure, centre,
earth, and Rectlinear, diameter, semi
metrein, Perpendicular circle,Rectilinear
meaning to , types of figures.
measure. angles, circle,
Geometry Trilateral
appears to have figures,
originated from Quadrilateral
the need for figures,
measuring land. parallel lines
This branch of
mathematics
was studied in
various forms in
every ancient
civilisation, be it
in Egypt,
Babylonia,
China, India,
Greece, the
Incas, etc.

• The knowledge
of geometry
was also used
by them for
computing
volumes of
granaries, and
for constructing
canals and
pyramids.
2.Euclid’s Axioms • Things which • if a = b and b = c
• In Book I, are equal to , then we can
•
twenty-three the same also say
definitions are thing are that a = c..
followed by five equal to one • AB + BC = CD +
postulates. another.
BC i.e., AC = BD
Five common 2. If equals
• If we remove the
notions or are added to
two triangles of
axioms are equals, the
equal areas from
listed after the wholes are •
two rectangles
postulates. equal.
then their areas
He assumed 3. If equals
will be equal
certain are subtracted
• PQ+QR=PR
properties that from equals,
the • PR>PQ
were not to be
remainders • r1=r2
proved.
Those are equal. •
4. Things • 2 r1=2r2
properties were
universal truths. which
Euclid divided coincide with • r1=r2
them into one another
Axioms and are equal to
Postulates. one another.
Some of those 5. The whole
properties is greater
were not than the part.
specific to 6. Things
geometry, and which are
he called them double of the
common same things
notions are equal to
(or axioms). one another.
7. Things
which are
halves of the
same things
 are equal to
one another.
3.Euclid’s • Given two How many lines
Postulates distinct passing through P also
Along with the points, there pass through Q?
definitions is a unique Only one, that is, the
that Euclid gave line that line PQ.
in Elements, he passes
assumed certain through them According to Euclid,
properties that • a line segment a circle is a plane figure
were not to be can be consisting of a set of
proved. extended on points that are
Five of those either side to equidistant from a
properties form a line. reference point. It can
were specificall • It is possible be drawn with the
y geometric, to describe a knowledge of its centre
and he called circle with and radius.
them postulates any centre The shapes of circles do
. and radius not change when
• All right different radii are
angles are considered. Only their
equal to one sizes change
another
• If a straight A right angle is unique
line falling on in the sense that it
two straight measures exactly 90°.
lines forms Hence, all right angles
the interior are of the measure 90°
angles that
together
measure less Examples and problems
than two right in exercise 3.1
angles on the
same side of
it, then the
two straight
 lines, if
produced
indefinitely,
meet on that
side on which
the sum of the
angles is less
than two right
angles

4.Non Euclidian • An example of • Discussion on

Geometry Non-Euclidian Euclidian
geometry can geometry and
• non-Euclidean be seen
geometry, non Euclidian
by drawing
literally any geometrical
lines on a
geometry that sphere or
concepts
is not the same other round
as Euclidean object; straight •
geometry. lines that are
Although the parallel at the
term is frequently equator can
used to refer meet at the
only poles. This
to hyperbolic “triangle” has
geometry, an angle sum
common usage of
includes those 90+90+50=230
few geometries degrees
(hyperbolic and
spherical) that
differ from but
are very close to
Euclidean
geometry
Check For Understanding Questions
1. Factual:
• How many lines can pass through a given point
 • Given two points P and Q ,find how many line segments do they determine
• Name the line segments determined by the three colinear points P, Q and R
• Two distinct points in a plane determine a ____________ line
• Two distinct ____________ in a plane cannot have more than one point in common
• A line separates a plane into ________parts namely the ________ and the ____________itself.

2. Open Ended / Critical Thinking:

• If point P lies on AB, then AB is always greater than AP. This concept is on which of the Euclid's Axioms
• John is of the same age as Mohan. Ram is also of the same age as Mohan. State the Euclid's axiom that illustrates the relative
ages of John and Ram
• It is known that x+y=10,, then x+y+z=10+z . The Euclid's axiom that illustrates this statement is
• Which Euclid's postulate led to the discovery of several other geometries while attempting to prove it using other postulates
and axioms

Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)
1)Draw an equilateral triangle whose sides are 5.2 cm each
2)What is a conjecture Give an example for it?
3) If a point Q lies between two points P and R such that PQ=QR .Prove that PQ=1/2 PR
Assessment (Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for
assessment).

• How many least number of distinct points determine a unique plane?

• How many plans can be made to pass through a line and a point not on the line?.
• Unit exercise in Student’s notebook.

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