CLASS – IX

LESSON PLAN
CHAPTER-8 : QUADRILATERAL

Unit Geometry (Chapter 8:Quadrilateral)

Class Total: 15 periods (approx. 40 min each)
Transaction
Pre-requisite for This lesson requires
1. Basic knowledge of polygon
the course 2. Knowledge of various types of quadrilaterals
3. Congruence criteria of triangles
4. Knowledge of properties of different types of quadrilaterals.

Assessment of 1. Written test

2. Lab activity
qualifying 3. HW notebook
knowledge
Objective Students will know in detail about the properties of quadrilaterals, will
know how to prove a given parallelogram a rectangle ,rhombus or square.
Students will verify midpoint theorem through lab activity thereby
incorporating competencies like collaboration ,critical thinking.
Learning KNOWLEDGE- Students will know and understand
Outcomes 1. Properties of quadrilaterals
2. Criteria for proving parallelogram to a rectangle, square and
rhombus.
3. Midpoint theorem and its applications.

SKILLS and COMPETENCIES - Students would be able to

1. Identify the criteria needed to prove a given quadrilateral a

parallelogram, square ,rectangle and rhombus.
2. Prove the mid point theorem
3. Use the midpoint theorem to prove parallelogram
4. Verify midpoint theorem through paper cutting and pasting method.
Transaction
Strategies used :Inductive Deductive reasoning and graphic
Methodology organizers,circle the sage, jigsaw,four corners
(The teacher
can use the Dimensions of learning : D1, D2, D3
mentioned Transaction would proceed in the following manner-
techniques,
wherever Brain Storming-The class would start with a discussion on what the students
applicable, and have already learnt in the previous classes and hence what is it that they
can use any would learn now. They would also be told the significance of the topic that
they would be studying.
other too.)
Introduction of the topic- ppt and Digital Content would be shared
 Guided practice followed by Independent Practice- NCERT questions to be
discussed in the classroom.

Techniques to be used:
Quiz
Daily Practice Problem
MCQ
Peer Assessment
Case Studies
Lab Activities
Any Other

Resources Text Book:

NCERT text book for Mathematics
Reference Book
1. CBSE Exemplar

Self Study, Independent Practice: Students would do the questions in their H.W
notebooks.
Home Work,
Assignments HW notebooks to be marked as per the given plan:
Assessment Parameters: The total marks for the activity is 5 marks
On time submission………………………………1 mark
Presentation/ Neatness……………………………1 mark
Content……….………………………………......3 ma

It is also advised that the students come to the class with proper background
knowledge of the topic under discussion. They can refer to the resources
stated above.

Assessments Through Pen Paper Test Students will be assessed creatively and critically
4 UNIT TESTS 20 Marks each
HALF YEARLY EXAMINATION 80 Marks
ANNUAL BOARD EXAMINATION 80 Marks

INTERNAL ASSESSMENT 10 Marks

 Note Book Submission 05 Marks
 Lab Practical (Subject Enrichment ) 05 Marks
Through lab Practical Students are assessed for Collaboration, Character
building
Addressing Due to various social backgrounds and multiple intelligences, the classroom might
be a diverse arena. The following techniques can be used for various groups:
Classroom
Diversity For gifted students:
 Spiral Level 3 questions to be done
 Encouragement for referring other resources

For weak students:

 Spiral Level 1 to be completed
 Buddy help to be provided
 Provide grade-up classes

For differently abled students:

  Ignore spelling mistakes and formulae, if not written
 Call parents at regular intervals
 Provide grade-up classes

Marks The weightage would be given by CBSE.

Assessment 1. In a parallelogram ABCD, if A= (4x+20), C= (110-5x), then find x.
Questions 2. In a parallelogram ABCD, bisectors of angles A and B intersect each
other at E which lies on DC. Find AEB.
3. In a parallelogram, the bisectors of any two consecutive angles intersect at
right angle. Prove it.
4. E and F are points on diagonal AC of a parallelogram ABCD such that
AE = CF. Show that BFDE is a parallelogram.
5. ABCD is a parallelogram. AB produced to E so that BE = AB. Prove that
the EDbisects BC.
DAY ONE
Objective Enhance ability to accurately recognize and use appropriate terminology related
to quadrilaterals and developing the art of communication and critical thinking.

Assessment of Quiz and knowledge testing on how to identify the type of quadrilateral.
qualifying
knowledge

Learning Outcomes KNOWLEDGE- Students will knowand identifythecriteria needed to prove a

quadrilateral a parallelogram, square, rectangle and rhombus.

SKILLS and COMPETENCIESStudents would be able toReason effectively and

critically describe different types of parallelograms.

Transaction Dimensions used : (D1, D2)

Methodology Strategy used : Muddiest point discussion, jigsaw
(The teacher can Transaction would proceed in the following manner-
use the mentioned Anticipatory Set: 10 min
techniques,
wherever Facilitator will ask few questions to introduce the topic
applicable, and can What is a quadrilateral?
use any other too.) What is the sum of four angles of a quadrilateral?
What is parallelogram?
 What is congruence of triangles?

Discussion of topic through Collaborative Learning: 15 min

Inquiry based learning (Critical Thinking and Problem Solving)

Students would be asked to write different real life situations in which they see
different types of parallelograms, define different types of parallelogram.The
facilitator would take rounds and ensure that each learner is engaged.
Guided practice: 10 min
The students will solve the questions from NCERT book, solved examples before
Ex 8.1 in their notebook in the class with the help of their facilitator. The
facilitator would take rounds and help the students in solving the questions.
Independent Practice: Students will go through the solved examples before Ex
8.1 of NCERT text book.
Closure: 5 min
A short oral test would be taken to check proper assimilation of the topic
discussed.

Resources Text Book:

NCERT text book for Mathematics
Reference Book
 CBSE Exemplar
Self Study, Home Independent Practice: Students would do the given questions in their H.W.
Work, Assignments notebooks.

Assessments MCQ (5 minutes)

DAY TWO
Objective Enhance ability to accurately recognize and use appropriate terminology related
to quadrilaterals and developing the art of communication and critical thinking.

Assessment of Quiz and knowledge testing on how to prove a quadrilateral a parallelogram.

qualifying
knowledge

Learning Outcomes KNOWLEDGE- Students will knowand identifythetypes of parallelogram and

criteria’s needed to prove a parallelogram a rectangle, square and rhombus.

SKILLS and COMPETENCIESStudents would be able toReason effectively and

critically describe positions of different points.

Transaction Dimensions used : (D1, D2)

Methodology Strategy used : Muddiest point discussion, circle the sage.
(The teacher can Transaction would proceed in the following manner-
use the mentioned Anticipatory Set: 10 min
techniques,
wherever Facilitator will ask few questions to introduce the topic
applicable, and can What is the difference between a rectangle and square?
use any other too.) What is the difference between a rhombus and a square?

Discussion of topic through Collaborative Learning: 15 min

Inquiry based learning (Critical Thinking and Problem Solving)

Students would be asked to write difference between different types of

parallelogram on the basis of diagonals.. The facilitator would take rounds and
ensure that each learner is engaged.
Guided practice: 10 min
The students will solve the questions from NCERT book, solved examples before
Ex 8.1 in their notebook in the class with the help of their facilitator. The
facilitator would take rounds and help the students in solving the questions.
Independent Practice: Students will go through the solved examples before Ex
8.1 of NCERT text book.
Closure: 5 min
A short oral test would be taken to check proper assimilation of the topic
discussed.

Resources Text Book:

NCERT text book for Mathematics
Reference Book
 CBSE Exemplar
Self Study, Home Independent Practice: Students would do the given questions in their H.W.
Work, Assignments notebooks.

Assessments MCQ (5 minutes)

DAY THREE
Objective Develop ability to accurately identify the properties to prove a quadrilateral a
parallelogram, square ,rectangle or a rhombus and developing the art of
communication and critical thinking.

Assessment of Quiz and knowledge testing on how to prove a quadrilateral a parallelogram.

qualifying
knowledge

Learning Outcomes KNOWLEDGE- Students will knowand identifythetypes of parallelogram and

criteria’s needed to prove a parallelogram a rectangle, square and rhombus.
 SKILLS and COMPETENCIESStudents would be able toReason effectively and
critically prove a quadrilateral parallelogram.

Transaction Dimensions used : (D3, D1)

Methodology Strategy used : Round the table
(The teacher can Transaction would proceed in the following manner-
use the mentioned Anticipatory Set: 10 min
techniques,
wherever Facilitator will ask few questions to introduce the topic
applicable, and can What is the difference between a rectangle and square?
use any other too.) What is the difference between a rhombus and a square?

Discussion of topic through Collaborative Learning: 15 min

Inquiry based learning (Critical Thinking and Problem Solving)

Students would be asked to write difference between different types of

parallelogram on the basis of diagonals.. The facilitator would take rounds and
ensure that each learner is engaged.
Guided practice: 10 min
The students will solve the questions from NCERT book, solved examples before
Ex 8.1 in their notebook in the class with the help of their facilitator. The
facilitator would take rounds and help the students in solving the questions.
Independent Practice: Students will go through the solved examples before Ex
8.1 of NCERT text book.
Closure: 5 min
A short oral test would be taken to check proper assimilation of the topic
discussed.

Resources Text Book:

NCERT text book for Mathematics
Reference Book
 CBSE Exemplar
Self Study, Home Independent Practice: Students would do the given questions in their H.W.
Work, Assignments notebooks.

Assessments MCQ (5 minutes)

DAY FOUR
Objective Develop ability to accurately verify Midpoint theorem and developing the art of
communication and critical thinking.

Assessment of Quiz and knowledge testing on how to prove triangles congruent.

qualifying
knowledge

Learning Outcomes KNOWLEDGE- Students will knowand verify midpoint theorem.

SKILLS and COMPETENCIESStudents would be able toReason effectively and

critically verify midpoint theorem and its converse.

Transaction Dimensions used : (D2, D3)

Methodology Strategy used : Inductive reasoning
(The teacher can Transaction would proceed in the following manner-
use the mentioned Anticipatory Set: 10 min
techniques,
wherever Facilitator will ask few questions to introduce the topic
applicable, and can  State mid point theorem.
use any other too.) State the converse of midpoint theorem.

Discussion of topic through Collaborative Learning: 15 min

Inquiry based learning (Critical Thinking and Problem Solving)

Students would be asked to verify midpoint theorem by paper cutting and pasting
method. The facilitator would take rounds and ensure that each learner is engaged.
Guided practice: 10 min
The students will solve the questions from NCERT book, solved examples before
Ex 8.2 in their notebook in the class with the help of their facilitator. The
facilitator would take rounds and help the students in solving the questions.
Independent Practice: Students will go through the solved examples before Ex
8.2of NCERT text book.
Closure: 5 min
A short oral test would be taken to check proper assimilation of the topic
discussed.

Resources Text Book:

NCERT text book for Mathematics
Reference Book
 CBSE Exemplar
Self Study, Home Independent Practice: Students would do the given questions in their H.W.
Work, Assignments notebooks.

Assessments MCQ (5 minutes)

DAY FIVE
Objective Enhance ability to accurately prove Midpoint theorem and its converse and
developing the art of communication and critical thinking.

Assessment of Quiz and knowledge testing on how to prove triangles congruent.

qualifying
knowledge

Learning Outcomes KNOWLEDGE- Students will knowand verify midpoint theorem.

SKILLS and COMPETENCIESStudents would be able toReason effectively and

critically verify midpoint theorem and its converse.

Transaction Dimensions used : (D3, D1)

Methodology Strategy used : Muddiest point discussion,
(The teacher can Transaction would proceed in the following manner-
use the mentioned Anticipatory Set: 10 min
techniques,
wherever Facilitator will ask few questions to introduce the topic
applicable, and can  State mid point theorem.
use any other too.) State the converse of midpoint theorem.

Discussion of topic through Collaborative Learning: 15 min

 Inquiry based learning (Critical Thinking and Problem Solving)

Students would be asked to prove midpoint theorm.The facilitator would take

rounds and ensure that each learner is engaged.
Guided practice: 10 min
The students will solve the questions from NCERT book, solved examples before
Ex 8.2 in their notebook in the class with the help of their facilitator. The
facilitator would take rounds and help the students in solving the questions.
Independent Practice: Students will go through the solved examples before Ex
8.2of NCERT text book.
Closure: 5 min
A short oral test would be taken to check proper assimilation of the topic
discussed.

Resources Text Book:

NCERT text book for Mathematics
Reference Book
 CBSE Exemplar
Self Study, Home Independent Practice: Students would do the given questions in their H.W.
Work, Assignments notebooks.

Assessments MCQ (5 minutes)

DAY SIX
Objective Enhance ability to accurately prove that the quadrilateral joining the midpoints of
the sides of a quadrilateral is parallelogram.and developing the art of
communication and critical thinking.

Assessment of Quiz and knowledge testing on how to use mid point theorem.
qualifying
knowledge

Learning Outcomes KNOWLEDGE- Students will knowand apply midpoint theorem.

SKILLS and COMPETENCIESStudents would be able toReason effectively and

critically verify midpoint theorem and its converse.

Transaction Dimensions used : (D1, D3)

Methodology Strategy used : creative thinking
(The teacher can Transaction would proceed in the following manner-
use the mentioned Anticipatory Set: 10 min
techniques, Facilitator will ask few questions to introduce the topic
wherever  State mid point theorem.
applicable, and can State the converse of midpoint theorem.
use any other too.)
Discussion of topic through Collaborative Learning: 15 min
Inquiry based learning (Critical Thinking and Problem Solving)

Students would be asked to prove midpoint theorm. The facilitator would take
rounds and ensure that each learner is engaged.
Guided practice: 10 min
The students will solve the questions from NCERT book, solved examples before
Ex 8.2 in their notebook in the class with the help of their facilitator. The
facilitator would take rounds and help the students in solving the questions.
Independent Practice: Students will go through the solved examples before Ex
 8.2of NCERT text book.
Closure: 5 min
A short oral test would be taken to check proper assimilation of the topic
discussed.

Resources Text Book:

NCERT text book for Mathematics
Reference Book
 CBSE Exemplar
Self Study, Home Independent Practice: Students would do the given questions in their H.W.
Work, Assignments notebooks.

Assessments MCQ (5 minutes)

DAY SEVEN
Objective Enhance ability to accurately prove that the quadrilateral joining the midpoints of
the sides of a RECTANGLE is rhombus
.and developing the art of communication and critical thinking.

Assessment of Quiz and knowledge testing on how to use mid point theorem.
qualifying
knowledge

Learning Outcomes KNOWLEDGE- Students will knowand apply midpoint theorem.

SKILLS and COMPETENCIESStudents would be able toReason effectively and

critically verify midpoint theorem and its converse.

Transaction Dimensions used : (D3, D1)

Methodology Strategy used : Deductive reasoning
(The teacher can Transaction would proceed in the following manner-
use the mentioned Anticipatory Set: 10 min
techniques,
wherever Facilitator will ask few questions to introduce the topic
applicable, and can  State mid point theorem.
use any other too.) State the converse of midpoint theorem.

Discussion of topic through Collaborative Learning: 15 min

Inquiry based learning (Critical Thinking and Problem Solving)

Students would be asked to prove midpoint theorm. The facilitator would take
rounds and ensure that each learner is engaged.
Guided practice: 10 min
The students will solve the questions from NCERT book, solved examples before
Ex 8.2 in their notebook in the class with the help of their facilitator. The
facilitator would take rounds and help the students in solving the questions.
Independent Practice: Students will go through the solved examples before Ex
8.2of NCERT text book.
Closure: 5 min
A short oral test would be taken to check proper assimilation of the topic
discussed.

s
Resources Text Book:
NCERT text book for Mathematics
Reference Book
 CBSE Exemplar
Self Study, Home Independent Practice: Students would do the given questions in their H.W.
Work, Assignments notebooks.

Assessments MCQ (5 minutes)

DAY EIGHT
Objective Enhance ability to accurately prove that the quadrilateral joining the midpoints of
the sides of rhombus is a rectangle
.and developing the art of communication and critical thinking.

Assessment of Quiz and knowledge testing on how to use mid point theorem.
qualifying
knowledge
Learning Outcomes KNOWLEDGE- Students will knowand apply midpoint theorem.

SKILLS and COMPETENCIESStudents would be able toReason effectively and

critically verify midpoint theorem and its converse.

Transaction Dimensions used : (D1, D2)

Methodology Strategy used : Muddiest point discussion, jigsaw
(The teacher can Transaction would proceed in the following manner-
use the mentioned Anticipatory Set: 10 min
techniques,
wherever Facilitator will ask few questions to introduce the topic
applicable, and can  State properties of rectangle.
use any other too.) What are the properties of a rhombuso?.

Discussion of topic through Collaborative Learning: 15 min

Inquiry based learning (Critical Thinking and Problem Solving)

Students would be asked to prove that the quadrilateral joining the midpoints of a
rectangle is rhombus. The facilitator would take rounds and ensure that each
learner is engaged.
Guided practice: 10 min
The students will solve the questions from NCERT book, solved examples before
Ex 8.2 in their notebook in the class with the help of their facilitator. The
facilitator would take rounds and help the students in solving the questions.
Independent Practice: Students will go through the solved examples before Ex
8.2of NCERT text book.
Closure: 5 min
A short oral test would be taken to check proper assimilation of the topic
discussed.

Resources Text Book:

NCERT text book for Mathematics
Reference Book
 CBSE Exemplar
Self Study, Home Independent Practice: Students would do the given questions in their H.W.
Work, Assignments notebooks.
Assessments MCQ (5 minutes)
DAY NINE
Objective Enhance ability to accurately apply converse of midpoint theorem
.and developing the art of communication and critical thinking.

Assessment of Quiz and knowledge testing on how to use converse midpoint theorem.
qualifying
knowledge

Learning Outcomes KNOWLEDGE- Students will knowand apply midpoint theorem.

SKILLS and COMPETENCIESStudents would be able toReason effectively and

critically apply converse of midpoint theorem.

Transaction Dimensions used : (D1, D2)

Methodology Strategy used : one minute test
(The teacher can Transaction would proceed in the following manner-
use the mentioned Anticipatory Set: 10 min
techniques,
wherever Facilitator will ask few questions to introduce the topic
applicable, and can  What does converse of midpoint theorem state?
use any other too.) What is the meaning of trisect?

Discussion of topic through Collaborative Learning: 15 min

Inquiry based learning (Critical Thinking and Problem Solving)

Students would be asked to apply converse of midpoint theorem. The facilitator

would take rounds and ensure that each learner is engaged.
Guided practice: 10 min
The students will solve the questions from NCERT book, solved examples before
Ex 8.2 in their notebook in the class with the help of their facilitator. The
facilitator would take rounds and help the students in solving the questions.
Independent Practice: Students will go through the solved examples before Ex
8.2of NCERT text book.
Closure: 5 min
A short oral test would be taken to check proper assimilation of the topic
discussed.

Resources Text Book:

NCERT text book for Mathematics
Reference Book
 CBSE Exemplar
Self Study, Home Independent Practice: Students would do the given questions in their H.W.
Work, Assignments notebooks.

Assessments MCQ (5 minutes)

DAY TEN
Objective Enhance ability to accurately prove various questions based on midpoint theorem
and developing the art of communication and critical thinking.

Assessment of Quiz and knowledge testing on how to use converse midpoint theorem.
qualifying
knowledge

Learning Outcomes KNOWLEDGE- Students will knowand apply midpoint theorem.

SKILLS and COMPETENCIESStudents would be able toReason effectively and

critically apply converse of midpoint theorem.

Transaction Dimensions used : (D1, D2)

Methodology Strategy used : Muddiest point discussion, jigsaw
(The teacher can Transaction would proceed in the following manner-
use the mentioned Anticipatory Set: 10 min
techniques,
wherever Facilitator will ask few questions to introduce the topic
applicable, and can  What does converse of midpoint theorem state?
use any other too.) What is the meaning of trisect?

Discussion of topic through Collaborative Learning: 15 min

Inquiry based learning (Critical Thinking and Problem Solving)

Students would be asked to apply converse of midpoint theorem. The facilitator

would take rounds and ensure that each learner is engaged.
Guided practice: 10 min
The students will solve the questions from NCERT book, solved examples before
Ex 8.2 in their notebook in the class with the help of their facilitator. The
facilitator would take rounds and help the students in solving the questions.
Independent Practice: Students will go through the solved examples before Ex
8.2of NCERT text book.
Closure: 5 min
A short oral test would be taken to check proper assimilation of the topic
discussed.
 SUBJECT:MATHEMATICS 1/5
CLASS: IX
TOPIC: QUADRILATERALS
Pre-Content/content Learning outcomes/Objectives
Post-Content
. Pre-Content Students will be able to Students will be able to

Recall
• Define &Classify ✓ recall basic concepts related ✓ recall and define quadrilaterals.
quadrilaterals in to quadrilaterals and different ✓ classifythem in different types
different types types of quadrilaterals. ✓ draw their figures
Content
✓ explorethat the sum of angles of
• Angle sum property of ✓ explorethat the sum of all a quadrilateral is 360owith the
a quadrilateral the interior angles of a help of an activity
quadrilateral is 360o ✓ justify with the help of a proof

• Properties of ✓ assimilatethe properties of ✓ describevarious properties of

quadrilaterals all types of quadrilaterals quadrilaterals.
with reference to its sides
and angles

• Properties of a ✓ discuss & learn properties ✓ describe&justify properties of a

Parallelogram of parallelograms parallelogram with the help of
proof.
✓ solve problems based on
properties of a parallelogram
• Mid-point Theorem ✓ explorethe result of mid-
point theorem ✓ explorethe result of midpoint
theorem with the help of activity.

✓ justify the result with the help of

proof

✓ apply the knowledge to solve

various problems.
Post Content

• Application ✓ apply the knowledge of

various results and ✓ acquire Problem Solving
properties in solving perform the required calculations
various problems to solve various problems
✓

Home Work /Assignments

1. NCERT Exercise /solved examples given as home task
2. Questions from sample papers to solve
3. Selected questions from NCERT Exempler
 2/5
MONTH:AUGUST’20
TIME:MID TERM
Teacher’s Activity Student’s Activity Teacher’s observation and
Remedial
Teacher will Students will

conduct an oral assessment get involved in thinking process and

based on their previous will share their ideas based on their
knowledge. previous knowledge and will classify
quadrilaterals in different types

explain that the sum of interior

verify the same and apply the concept
angles of a quadrilateral is
to the questions in the exercise
360o.
Ex-8.1
Ex-8.1

get involved in the thinking process Teacher will write her/his

discuss all the properties of observations after completion of
and apply the concept
different types of
the topic
quadrilaterals
Ex-8.1
Ex-8.1
describe and justify the properties with
show ICR content and discuss
the help of supporting proof and will
properties of parallelograms in
be able to solve problems based on
detail.
Ex-8.1 them.
Ex-8.1
ANNEXURE-1 ANNEXURE-1

give instructions to do the follow the instructions and work on the

activity for hands on activity allotted and describe and
experience to verify the result justify the theorem and later will be
able to give the proof for the same
Ex-8.2 Ex-8.2
ANNEXURE-2 ANNEXURE-2

give extra practice questions try to solve the assignments and

to the students practice questions from sample
papers and exempler

Teaching Aids : Smart board, ICR, Cartesian Plane, Graph Paper

Methodology/Innovative Methods:Discussion, Question-Answer method, Activity ,problem solving, Drawing skills
Interdisciplinary Links: Science, Statistics
Relation with art :-Quadrilaterals are most popular shape used in architectural designs.

Faculty head Coordinator Vice-Principal Principal

 ANNEXURE-1 3/5

Subject MATHEMATICS

Class IX

Chapter/Unit Geometry

Topic Quadrilaterals

Time 20 minutes

Nature of Activity Individual

What will I learn(Learning outcome)?

To prove that four triangles formed by the intersection of diagonals of a square are congruent
Skills:- Psychomotor, Justifying, Analyzing
What I have to do?
To prove that four triangles formed by the intersection of diagonals of a square are congruent
using paper cutting and pasting
What do I require?
Square paper, pencil, pair of scissors.
What do I need to know?
Square, Diagonals, Triangles, Congruent triangles
➢ Teacher’s Activity
The teacher will explain the concept and ask students to cut a square and make diagonals by
paper folding and write observations.
How will I proceed?
➢ Student’s Activity
• Cut a square 𝐴𝐵𝐶𝐷
• Join 𝐴𝐶and 𝐵𝐷 by making a crease
• Mark the point of intersection as 𝑂
• Four triangles are formed
• Cut these triangles out
• Keep all triangles one above the other.
What have I observed?
The four triangles exactly ____________________each other
What have I learnt?

The four triangles formed by the intersection of diagonals are __________________

What am I curious to know?

 4/5
To verify that the triangles formed by the intersection of diagonals of regular hexagon are
congruent

Let me evaluate myself

1. Show that the diagonals of a square are equal and bisect each
other._________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________
2. Show that each angle of a rectangle is a right angle
______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_________________________________________________________________
 5/5

ANNEXURE-2

ACTIVITY - QUADRILATERAL

1. What we have to do?

To prove mid point theorem for a triangle, using paper cutting and pasting.
2. What is required?
Coloured paper, a pair of scissors, adhesive.
3. What do you need to know?
Two lines are parallel if for a transversal cutting them, the corresponding angles are equal.
4. How will you proceed?
• From a sheet of paper, cut a triangle ABC.
• Locate the mid points P and Q of sides AB and AC respectively by paper folding.
• Join points P and Q by folding and making a crease PQ.
• Cut  APQ. Superimpose AQ over QC so that QP falls along CB

5. What have you observed?

Angle AQP covers angle _______ exactly
These are the _________________ angles made on PQ and BC by AC
Therefore, PQ is parallel to ________________
6. What have you learnt?

7. What would you be interested in doing?

Verify the same for different types of triangles -obtuse and right angle triangles
Is mid point theorem applicable to scalene triangle also?

Real life application :- To design video games, finding the halfway between places