# Welcome to Planet Infinity KHMS

## 26 April, 2007

### Types of triangles

Aim : To explore the types of triangles according to sides and angles by paper cutting and pasting.

Material required: Triangle cut outs, Geometry box, pair of scissors, fevistick, tracing paper .

Procedure

1. Take the given triangle cut-out and make its replica by using a tracing paper.

2. Paste the triangle in the notebook and label it.

3. Measure all the angles and all the sides of the given triangle.

4. Fill the following observation table.

5. Explore the followingWrite the observations.

## 23 April, 2007

### Activity To check whether a sequence is an A.P. or not

Aim
By paper cutting and pasting check whether the given sequence is an A.P. or not.

sequence I 4,7,10,13,...

sequence II 1,3,4,6,...

Material required
Coloured paper, a pair of scissors, glue, ruler, sketch pen

Procedure

step 1 Consider the given sequence.

Step 2 Cut rectangular strips of dimensions 4cmX 2cm, 7cmX 2cm, 10cmX 2cm, 13cmX 2cm. of different colours.
Step 3 Draw a straight line on a paper.
Step 4 Paste the rectangular strip of dimension 4cmX 2cm on the line such that the base of the strip touches the line.Step 5 Now take the rectangular strip of dimension 7cmX2cm and paste it adjacent to the previous strip without leaving any gap.

Step 6 Take the strip of dimension 10cmX2cm and paste it adjacent to the previous strip without leaving any gap.

Step 7 Similarly take the strip of dimension 13cmX2cm and paste it adjacent to the previous one as shown below.
Step 8 Take a thread and check the difference of heights between two consecutive rectangular strips.
Step 9 Write the observations.
Repeat the activity for the second sequence and write the result .
1. Write a sequence which is an A.P.
2. What is the common difference of the sequence -2 , 0,2,4,6,……
3. Is 3,3,3,3,3……………… an A.P. ?
4. What is the common difference of a sequence of multiples of 100 ?
5. Is the sequence of odd natural numbers is an A.P.?
6. Check whether sequence having nth term 2n+3 will be an A.P. or not?
7. Write a sequence having common difference 7.
8. Check whether the given sequence is an A.P. or not. If it is an A.P. find the common difference
i) 10 , 10 , 10, 10……
ii) 1/2 , 1/4 , 1/8 , 1/16……
iii) 1, 0 , 1, 0 , 1, 0………….

## 19 April, 2007

### Exploring History of Mathematics

Mathematics history

You can make a project on the history of mathematics.The following link will provide you with lots of information on it.

http://www.counton.org/timeline/
http://www-groups.dcs.st-and.ac.uk/~history/Indexes/HistoryTopics.html

### Getting an angle bisector

Aim : To get the angle bisector by paper folding.

Material required :Coloured paper, a pair of scissors, pencil

Procedure :Watch the slide show and write the steps.
Perform the activity.

Write the observations.

## 11 April, 2007

### Activity-Graphing linear equations in two variables ( III)

Aim
To find the condition for consistency and inconsistency for a given set of system of Linear Equations in two variables .
Material Required
Graph paper and Geometry box
Set I x+2y-4=0 , x+2y-6=0

Set II 2x+4y=10,3x+6y=12

Procedure
Step1 For first set of equations , make table for each of the given equations.

Step 2 Draw the graph of both the equations on the same graph paper.

Step 3 Similarly consider the second set of equations and draw the graph.

Step 4 Observe the ratio of coefficients of x , ratio of coefficients of y and ratio of coefficients of constant terms.

Step5 Observe the type of graph .

Step6 Write the result.

Observation Table :
a1/a2 is ratio of coefficients of x in both equations ,b1/b2 is ratio of coefficients of y in both equations ,c1/c2 is ratio of constant terms in both equations .

Result..........

### Activity-Graphing linear equations in two variables ( II)

Aim :To find the condition for consistency and inconsistency for a given set of system of Linear Equations in two variables .

Material Required :Graph paper and Geometry box

Set I 3x-y=2 ,9x -3y = 6

Set II 2x+3y=9,4x+6y=18

Procedure:
Step1 For first set of equations , make table for each of the given equations.

Step 2 Draw the graph of both the equations on the same graph paper.

Step 3 Similarly consider the second set of equations and draw the graph.

Step 4 Observe the ratio of coefficients of x , ratio of coefficients of y and ratio of coefficients of constant terms.

Step5 Observe the type of graph .

Step6 Write the result.

Observation Table :
a1/a2 is ratio of coefficients of x in both equations ,b1/b2 is ratio of coefficients of y in both equations ,c1/c2 is ratio of constant terms in both equations .

Result..........

## 10 April, 2007

### Class X Activity 1-Graphing linear equations in two variables (I)

Aim
To find the condition for consistency or inconsistency
for a given set of system of Linear Equations in two variables .

Material Required

Graph paper and Geometry box

Set I 2x-y+8=0 , 8x+3y-24=0

Set II x+2y=34x+3y=2

Procedure

Step1 For first set of equations , make table of ordered pairs (x,y) satisfying each of the given equations.

Step 2 Draw the graph of both the equations on the same graph paper.

Step 3 Similarly consider the second set of equations and draw the graph.

Step 4 Observe the ratio of coefficients of x , ratio of coefficients of y and ratio of coefficients of constant terms.

Step5 Observe the type of graph .

Step6 Write the result.

Observation Table : a1/a2 is ratio of coefficients of x in both equations ,b1/b2 is ratio of coefficients of y in both equations ,c1/c2 is ratio of constant terms in both equations .

## 04 April, 2007

### Welcome to Planet Infinity

Welcome everybody!

Learning in life is a never ending process.Every new day brings with it not only the Sunshine but along with it come lots of opportunities for exploration and learning.I have created this blog specially for students of grades 9 and 10.
I believe learning is not confined to the four walls of a classroom .I know that technology cannot replace an inspiring teacher but I have a strong feeling that it can share the burden of a teacher and facilitate learning.
I hear,I forget;
I see, I remember;
I do, I understand.
When I read this quote on a board in my school,it forced me think on it from a student's point of view. Yesterday when I was thinking on it again, I realised that it is the nutshell of our education process.I think, the teaching/learning process has 3 dimensions.The first one of which is a classroom, where in the teacher is playing the major role. The teacher comes in the classroom, fully prepared, with enthusiasm and delivers the lesson.In such a situation a circle of knowledge is created whose radius is decided by the teacher and the students knowledge is revolving on the circumference of that circle. The student in this case is a passive listener.The second dimension, I think is a smart classroom, where in the teacher is utilizing the technology tools to facilitate the learning process. The role of the teacher is different from the previous situation. The students are able to visualise whatever is taught to them.In this situation a circle of knowledge is created by the teacher as well as the student, whose radius is decided by both of them.Surely, the radius of such a circle will be bigger than the first one.
The third dimension is a place where in the students are exposed to hands-on projects or activities.Thus setting up a platform where the lead role is played by the students.The students are exploring the world of knowledge themselve.In this situation, the circle of knowledge is created by the students according to their satisfaction. The radius of such a circle may vary .The knowledge gained in this situation, I believe is the maximum.
I think, we must go through all the 3 dimensions of the teaching/learning process, only then it will be complete.
Mathematics Laboratory “The Planet Infinity” in my school is a very special room where in the students are provided with an opportunity to explore the world of Mathematics with enthusiasm and interest. I am working in this laboratory since 2003. Today, we are a group of 3 teachers who are working together to benefit and help the students for making mathematics learning fun, purposeful and creative. The main motive behind setting up the mathematics laboratory is to eradicate so called “The Mathematics Phobia”. In our Mathematics Laboratory we have a collection of different kinds of materials and teaching / learning aids which help the students to understand the mathematical concepts through relevant, meaningful and concrete activities.
Objectives.......
• To learn basic mathematical concepts through activity method.
• To experiment first and then derive some meaningful mathematical results.
• To build interest and confidence among the students in leaning the subject.
• To explore various problem areas in the class room teaching / learning of mathematics and finding suitable solutions.
• To provide an opportunity to relate the subject with daily life.
• To bridge the gap between the students and the subject.
• To enhance creativity through mathematics.
• To remove so called “Mathematics Phobia”.
• To encourage the students to work in groups through project method.
• To inculcate a zeal for learning mathematics.
• To make students aware of history of mathematics.
For me teaching is not just a job,its a service to the mankind,a commitment...a mission.