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4 Best Lesson Plan, Maths Class 9 Cce Ideas

View Large 4 Best Lesson Plan, Maths Class 9 Cce Ideas

4 Best Lesson Plan, Maths Class 9 Cce Ideas - Principal board of secondary training 2, network centre, preet vihar, delhi cbse/acad/2009/ 12/10/2009 round no. 42 all of the heads of cbse affiliated unbiased colleges subject: cce in class ix for 2d time period (october 2009 – march 2010). Dear principal, the crucial board of secondary training vide round no 39 dated 20/09/2009 on examination reforms and continuous and comprehensive evaluation (cce) requires holistic assessment of rookies by way of strengthening cce in class ix with effect from october 2009. The elegance ix college students may be assessed thru cce by using the school itself. The bolstered cce scheme will be relevant for the second time period (october 2009- march 2010) of the current educational consultation in class ix. The weightage of formative assessment (fa) and summative assessment (sa) will be as follows: time period kind of evaluation percent of weightage in instructional session time period - clever weightage overall formative evaluation i 10 formative evaluation 2 10 formative evaluation- 1 2=20 first term (april - sept.) Summative assessment 1 20 summative evaluation - 1=20 formative assessment three 10 formative evaluation four 10 formative assessment- 3 four=20 2d time period (oct. ?? march) summative evaluation 2 40 summative evaluation- 2=forty formative = forty summative = 60 overall 100 be aware: because the scheme is being introduced from the second one time period for this 12 months, one of the following options may be taken up in faculties. 1. Weightage of every formative assessment will be 20 and that of summative assessment shall be 60. 2 three annexure-ia exam shape for summative assessment: march 2010 english communicative (code one zero one) : class ix the question paper might be divided into 4 sections: section a: reading comprehension - 20 marks phase b: writing - 20 marks segment c: grammar - 20 marks phase d: literature - 20 marks scheme of segment and weightage to content material: phase varieties of questions no. Of questions marks section a 4 passages extract from poetry/poem factual/descriptive passage literary passage discursive passage mcq 4 5x4=20 overall=20 phase b writing abilties b1. Formal letter/casual letter/1ec5f5ec77c51a968271b2ca9862907d (visible or verbal stimulus) b2. Diary entry/article/ speech/ declamation/story writing/composition (visual or verbal stimulus) b3. Bio comic strip/data interpretation speak completion l. A. S. A. 2 1 1x8 1x8 1x4=20 phase c grammar mcq five 5x4=20 total=20 phase d literature mcq s.A. L.A. (Internal desire) 2 four 1or1 three three=6 4x2=8 1x6=6 general=20 4 syllabus for summative assessment 2d term (october 2009 - march 2010) english (communicative) class ix code: one zero one subjects a) reading segment: comprehension passages (literary- prose and poetry, real, discursive and descriptive) b) writing phase: quick compositions ( method description, talk crowning glory. Bio cartoon, records interpretation) • mcb gadgets three-7 : lengthy compositions letters, articles, speeches, declamation, tale writing (visible or verbal stimulus) • cutting-edge issues c) grammar segment:based on workbook included questions- (enhancing, omissions, gap filling, syntax, dialogue of entirety, said speech, passive voice) d) literature phase: prose -1) the necklace 2) the pendulum poetry-1) i can not don't forget my mother 2) lord ullin’s daughter 3) the seven a while four) the street now not taken drama-1) meera bai 2) bishop’s candlesticks five annexure-1b exam shape english (language & literature) code - 184 march 2010 magnificence ix the query paper can be divided into 4 sections : section ‘a’ analyzing (comprehension) - 15 marks phase ‘b’ writing - 15 marks phase ‘c’ grammar - 15 marks segment ‘d’ text book - 35 marks scheme of phase and weightage to content : 6 syllabus for summative assessment second time period (october 2009 –march 2010) english (language & literature) code 184 magnificence ix topics a) analyzing segment : analyzing unseen comprehension passages- real, literary, discursive b) writing segment : brief compositions- communicate final touch, story writing, document writing sections form of questions no. Of questions marks segment ‘a’ studying 3 unseen passage of total 500 phrases observed by means of m.C.Q.S inclusive of 3 marks for vocabulary mcq 03 3x5=15 marks segment ‘b’ writing - one letter in no longer extra than a hundred phrases based totally on provided verbal stimulus varieties of letter formal/ informal - article/speech/declamation composition ( visible or verbal stimulus) - short composition based on communicate of completion/tale writing/file writing l.A. S.A. 02 01 1x6 1x6 1x3 =15 marks phase ‘c’ grammar mcq 05 5x3 =15 marks segment ‘d’ textual content e-book -two comprehension passages (prose) -one comprehension passage (poetry) -prose -supplementary reader -poetry -prose mcq mcq l.A. L.A. S.A. S.A. S.A. 02 01 01 01 01 02 02 2x5=10 1x4=04 1x5=05 1x5=05 1x2=02 2x2=04 three 2=05 7 long compositions- formal / informal letter, article, speech, declamation.(Based on verbal/ visible stimulus) c) grammar : included questions based on tenses, modals, voice, narration, difficulty-verb harmony. Clauses, connectors, determiner, preposition and so on. D) literature segment 1. Moments: a) the satisfied prince b) weathering the typhoon in ersama c) the remaining leaf d) the unintentional visitor e) the beggar 2. Beehive: (prose) a) my formative years b) packing c) attain for the pinnacle d) the bond of affection e) kathmandu f) if i have been you (play) (poetry) a) a legend of the north land b) no guys are overseas c) the duck and the kangaroo d) on killing a tree e) a residence isn't always a home f) a slumber did my spirit seal g) the snake attempting formative evaluation for 2nd time period for class ix - englishes (communicative & language and literature) formative 3 10 formative 4 10 the formative evaluation may be done for three & four for all the following learning ideas. ?? comprehension • grammar • literature textual content – writing skill: eight 1. Diary access 2. Letters – formal & casual 3. Report four. Articles 5. Declamation 6. Speech comprehension questions 1. Reference to context 2. Mcq three. Short solutions four. Lengthy answers • mcb – talents 1. Diary entry 2. Letters – formal & informal 3. Document 4. Articles 5. Declamation 6. Speech notice: f3 & f4 are for 10 every for the second time period wide variety of tests/magnificence work/home paintings/exams/quizzes/function plays/debates/different activities can be taken up and decrease to ten. Parameters of assessmet • comprehension - correct reaction • grammar - correct reaction • literature writing competencies - 1) content 2) fluency three) accuracy comprehension questions- 1) correct response 2) textual understanding three) accuracy of factor discussed four) creativity • mcb writing skills- 1) context 2) fluency 3) accuracy counseled activities for formative evaluation mode of assessment 1) dramatisation (institution work) 1) dramatisation: 9 • textual content eg. Bishop’s candlesticks-enact a scene • alternate the scene • exchange the end of the play • creative eg. Market scene • performing abilties • speak transport • diction • expertise the text • knowledge the person confidence 2) group discussion followed via magnificence presentation • each toddler gives one issue of subject matter • debate, declamation, speech- sports 2) institution dialogue: • know-how of topic • conversational capabilities • confidence • presentation 3) spell test (spoken abilties- organization paintings) • spelling • meaning • pronunciation • sentence making 3) spell test • memorisation of accurate spelling • correct sentence formation • proper utilization of phrase • a part of speech used 4) radio speak (listening comprehension) • college students will concentrate to a radio talk • questionnaire to be given through trainer (mcq & short solutions) • students will reply in writing • peer correction four) radio communicate • correct reaction to questions • software of commands (as in a map) five) weaving a yarn (institution pastime) • story line to accept with the aid of instructor (starting, give up or center) • students will present it within the shape of (a comedian strip with illustrations, dialogues, dramatization or story) 5) weaving a yarn • imagination • creativity • connectivity / fluency 6) the budding poet or creator • visual stimulus inside the form of photograph, cool animated film, scene and many others • verbal stimulus (phrases, phrases, tale or incidents) • composing/changing the given textual poem or text. 6) budding poet or author • originality • creativity • fluency • imagination 10 7) analyzing a e-book (institution or character interest) • about the writer • summary • characters • extrapolation • e-book jacket • designing a comic e-book • simplify story for junior classes 1) simplifying plot 2) writing the script three) narrating 4) enacting 5) making a c.D. Counseled books for this activity • treasure island • tom sawyer • alice in wonderland • panchtantra testimonies • oliver twist • abducted • shakespeare’s performs 7) ebook review • understanding of text • analytical ability to evaluate plot character, writers fashion • creativity / imagination • presentation eight) quiz on literature textual content writer’s life & works the textual content vocabulary/phrase formation – antonyms, synonyms poetic gadgets utilization of words eight) quiz • textual understanding • vocabulary • about the writer nine) dumb charade (based on literature text) (in businesses) member of 1 group to enact scenario man or woman the others to perceive it nine) dumb charade • acting talent • textual expertise • creativity • know-how of nuances of character, theme and many others • reputation of person 10) radio show interview survey debate / talk information analyzing 10) radio display • imagination • creativity • presentation • originality eleven) rewriting history 11) rewriting history 11 what might have came about if ----------------- • creativeness • originality • creativity • presentation • cutting-edge relevance 12) in the hot seat interview of a textual character with the aid of journalists justifying motion with the aid of person 12) in the warm seat • textual information • creativeness • creativity • confidence • formation of questions thirteen) just a minute • textual • fashionable subjects topics can be from the textual content or from life. In handiest a minute, scholar will talk at the given subject matter. Thirteen) just a minute • promptness • textual know-how • imagination • presentation • fluency of ideas • confidence • concise expression conversation skills evaluation scale listening speaking 1. The learner : suggests widespread potential to apprehend phrases and phrases in a familiar context but cannot comply with connected speech; 1. The learner: indicates capability to use best remoted phrases and phrases but cannot function at linked speech level; three. Has potential to observe short related utterances in a acquainted context; three. In acquainted state of affairs, uses handiest short related utterances with limited accuracy; 5. Has ability to understand explicitly said facts in both familiar and five. Suggests ability to use more complex utterances with a few fluency in longer 12 strange contexts; discourse; nevertheless makes some mistakes which obstruct verbal exchange; 7. Is aware a range of longer spoken texts with affordable accuracy, and is able to draw inferences; 7. Organises and provides thoughts in a reasonably logical and fluent manner in unfamiliar conditions; makes mistakes which do no longer interfere with communique; nine. Indicates ability to interpret complex discourse in terms of factors of view; adapts listening techniques to fit distinctive functions. Nine. Can spontaneously undertake style suitable to cause and target market; makes simplest negligible mistakes. Thirteen annexure-2a fr·¤í (¤ia¤ n÷¬) ii ¤n ¤u ¤¬ f niºi fnv f ¤ui ¬in·¤ ÷ . ?iri ªi. ?¤i ººi ^. ?ia¤ ¤ u ¤i. Nªi fnfªiu ¤ºí ii ¬ a ºr^ aa ¬ ¤u ¤¬ i n¸-¤i ¤z¤iu a ¬ n ¤fº¤fuu º fn¤i ¬i¤^i ( ¤iºnfc¤ ¤ºí ii ¬ za ri^ ( ¤iºnfc¤ ¤ºí ii i f¤¤ººi ¬nª r ( ¤ic f¤·ii^ ¬ ¤u i ¤ iº ¤z i í ¬ª¤i ¬. ?-· ( (i·i (¬¤l-n) 5x4=20 (r ( ¬l~¤¬ ¤ ”· « ªi. ?¤i¬ººi 4x5=20 (r ( ¬l~¤¬ ¤ ”· r n. ?i- ¤ ¤ -n¬ 10 05 05=20 ¬·i ¬-iºi¤ ¤ ”· (·a ¬¬) (i·i ¬-iºi¤ ¤ ”· (r ¬¬) n·ii (r ( ¬l~¤¬ ¤ ”· (r ¬¬) : ·i. ?ªi· (05 05) 05 05=20 (i·i ¬-iºi¤ ¤ ”· (r÷r ¬¬) ¬ln ¬·i ¬-iºi¤ ¤ ”· (r ¬¬) n·ii (r ( ¬l~¤¬ ¤ ”· (r ¬¬) « 14 ii ¤n ÷ ¤ia¤ n ¬ fr·¤í fnuí¤ ÷ ¬¬ ¤ia¤ n (¬¤c¸«º zaas . Ni¤ za1a) ¤ia¤ ¤ u l·iln¬ ÷ ·iin÷· ¬ ln¬i ÷ ·iin÷· f ifu¬ ( a) «. ?il(º r ¬ · ÷ ¬i(¬ ¬¤·i ¬i ¤i( r. ?¤¬i ((i ÷ ·i·i ¬ir( ¬i ¤ ¤i ((i - ·i ¬i ·i-- ¬º l(¤i n¤i c. Rlº”i¬º ¤º¬i: ÷ ¤ -¤( ¬ ¤- ¬n /. -Ri((i (-i ÷ -º (¤¤· ¬ l(· s. ?¬iºi ¤ ¬i( lr((i ÷ ¤¬ ¬ -ii ¬iº ¤¬ - ·i i·¤ ªi÷ ·:. ? l-¤i·(· ¤n ÷ n i- ¬i ·«. ?(iº·i·i ¬n (i¬ ÷ ¤( nr·i ¬ ¬i -ni (º ·r. ?( ”(º (¤i¬ ¬·¬·i ÷ -·ii ¬i¤ ·c. ?( ¬in ((ni¬ ÷ ¤-ºi- ¬i l(”ii ·/. ?i¬ºi ¬i”ii ÷ (·¤ ¬i- ¤º ¬i ºr r fu i (za) :. ?i« ¬i r· ·i ÷ ¬n(iºi ¤·( -i·i º «. -I-i (i¬i ÷ l(ni ¬inº ·i l-¤i¬ r. L¬¬ nºr ¬ilªiº¬iº - lr·(i - ¬i¤i ÷ “i-”iº (ri( º l¬r ·¤i¤rifº ·¤i ººi (za) r(i) “i·( l·-i ºi ÷ (¬¤¬n ÷¤ -¤¤) l(”¬’iºi l¬n ¬iº (¤· ¬i l(”i’iºi ¤º ¤ ·ii( n·ii ¤º¬n · ¬i l¬¤i ¤º ¤ ·ii( ¬(i ¬( ·i- n·ii (l¬n (¤· ¬iº¬) ¬-i¬ (ii) (i·¤ º¤·i ÷ (i·¤ ¬ ¬n ¬·i ¬ ¬· ¬iº (i·¤ ¬ ·i( (iii) ¤¤i ¤(i¤i ÷ l(¬i- ¬ ln¬- l·i··i·i ¬ “i·( 15 (¤iºnfc¤ ¤ºí ii) º¤ i-n ¬f·i·¤f¤u (i) (i¤· ¤i -i lªi¬ ¬l·i·¤l·n (ii) ¬ªi· ¤i l¬lªin ¬l·i·¤l·n ·. ?i¤÷f¤¤i¤ l(’i¤ ÷ -i·( riºi ¤”i ¬i ¬i ¤i’iºi ¤i “ii’iºi ¬i·iiº l(( ÷ ¤ -¤( ¬i (i ( ¬i ¬i ¬·ii n·ii r¬iºi ¤ ¬i( lr((i ¬i ¬ri·i ÷ ¤¬ ¬ -ii ¬iº - ·i (i) – nil¬ ¬ni ·ii’iºi ¬¬i ¬¤·i (in ¬l·i¬iº¤( ¬ ¬r·i z. F¤ ¬-nn ÷ ¤i- ¤¤ -n¬ - ¬¬l¬n ¬l(ni¬i ¬ ¬i·iiº ¤º ¬l( (º(iº ¤i -i l¬¬ ¬l(ni¬i ¬i º¤·i ¬º ¬l( ¬--¬· (i) ¬l·i·¤l·n (ii) nln ¬¤ ¬iºir÷¬(ºir ¬lrn ¬l(ni (i¤· (iii) -¤ ¤º (i¬· ¬i ¬·¤i¬ ¤i -¤ ·i¤ ¬ - l·n :. ?ri·i ¬ ·i·i¬ri·i l¬ªi·i ¤i ·i-·i ¬i (ºi · ¬ªi· (i) ¬(ºi ¬¬i ¬i l(¬i¬ (ii) ¬(i( ÷ ·ii(i· ¬¬ ¤i¤i· ¬¬ (iii) ·i-·i¬i ¬i ¬l-¬ l((ººi (iv) ¤ -n ln¬ººi (v) ¬·¤iººi «. ?lº¤¤ (·i ¬iº ¤lº¤¤ ¬·i ¤i-¤ ¤ -n¬ ¬ ¤i-i ¬ ¤ ººii ¬n r ¤ ¬i·i l·¬ nºi¬ ¬ l¬¬i ·¤ l-¤ ¬ ¬(i( -·iil¤n ¬ºn r ¤ ¬¤·i ¤lº¤¤ ¬º¬ “i·(i - (·i n·ii ¬¬¬ l(’i¤ - ¬i·¬iºi ¤ i·n ¬º·i ¬iriiº ÷ -ri((i (-i ÷ -º (¤¤· ¬ l(· ¬il(º r ¬ · ÷ ¬i(¬ ¬¤·i ¬i ¤i( rlº”i¬º ¤º¬i: ÷ ¤ -¤( ¬ ¤- ¬n sixteen r. ?f·i ¤ ni ÷ ¤º¬ ¤i- ¤ ¤ -n¬ ÷ ¬ ln¬i ¬ ¬·ii ¤i-i ¬ ¬i·iiº ¤º l(ni·ii ¬¤·i ¬l·i·¤ ¤ ln·ii ¬i ¤ (”i · ¬º ·ii’ii - ¬(i(i ¬i ¬(i¤ni ¤i ·il-¬i ¬i ¤ ·ii(”ii¬i ¤ ¤in ¬º ¬¬n r ¤·ii ÷ ¤¤i (ººi (’ii ¬i ¬-i (i« ¬i¤(i ¤ (·i· ªi¬i ¬i ·il-¬i :-¤il( l(’i¤i ¤º si-÷si- ·i-¬ l¬ªi ¬i ¬¬n r ·i-¬ ¤¬ ¬i-lr¬ l¬¤i r ¬n ·i-¬ ¬ ¬ªi· l·( ”i· ¬(i( ¬l·i·¤ ·ii’ii ¬( (”¤ :-¤il( ¬i (ªin r ¤ l”i·i¬ -(¤ ¬¬i ¬i l··ii ººi ¬º ¬¬ni r izini ¬uººi i n¸-¤i ¬(ºi (¬ ··i) (i¤· ((i¬·i) · l(ni·ii - ¤lºl¤n ¬(·ii - ¤ ¤ ·n ºi·(i ¬i º ¤(i ¬i ¬-n· ¬i ¬i-i·¤ ¤i·¤ni r l¬·n ¬ ¬(- ¬iºi¤ ¬i ·ri ¬-n ¤ini · lºi·ii·ii ¬(¬ ¬¬n÷¬¬n ºi·(i ¬i º ¤(i ¬ ¤ ¤in ¬i ¤i·¤ni ¤ (lºi n ¬ºni r l¬·n ¤¬ ¬ ¬(- -nº ¤º ·ri (i¬ ¬¬ni z si- ¬(- ¬·i·i ¬i ¤lºl¤n ¬(·ii - ¬-n· ¬i ¤i·¤ni r z ¤lºl¤n ¬(·ii - ¬(¬ si- ¬(- ¬·i·i ¬i ¬il-n ºi -ni ¬ ¤ ¤in ¬ºni r : ¤lºl¤n ¤i ¬¤lºl¤n (i·i ¬(·ii - ¬l·in ¬¤·i ¬i -¤·- ¬-n· ¬i ¤i·¤ni r ¬ºi l-¤i ¬ºni r l¬¬¬ ¤ ·iºi - ª¬i(- ¬ini r : ¬¤·ii¬n (i·i ·ii·iºi - ¬l·¬ ¬l-¬ ¬·i·i ¬ ¤ ¤in ¬i ¤i·¤ni ¤ (lºi n ¬ºni r ¬·ii ·ii ¬ s ¬ºi l-¤i ¬ºni r l¬¬¬ ¤ ·iºi - ª¬i(- ¬ini r « (i·i ¬·i·i ¬i ¬ ªi¬i ¬i ¤¤i ·n ºi -ni ¬ ¬-nni r ¬i º l··¬·i l·¬i¬ ¬¬ni r « ¬¤lºl¤n l-·iln¤i - l(¤iºi ¬i nil¬ ¬ «n ¬ ¬nl-n ¬º ·iºi ¤ (ir ª¤ - ¤ -n n ¬º ¬¬ni r ¤¬i n¬ln¤i ¬ºni r l¬·¬ ¤ ·iºi - ª¬i(- ·ri ¬ini r ¬l-¬ ¬·i·i ¬ l(¤iº÷l(( ¬i ¬i ¬-n· ¬i ¤i·¤ni ¤ (lºi n ¬ºni r ¬ªº¤ ¬ ¬· ¬¬ ¬ ·· ¬i ¬ ºi¬ni ¤ (lºi n ¬ºni r r ¬ªº¤ ¬i º ¬ini ¬ l¬¤ ¬¤¤ ·n ºi ¬i ¬i ¬¤·i ¬¬ni r ¬(¬ -i-¬i n¬ln¤i ¬ºni r 17 n¸-¤i ¬ u f«¤¬i i f¤¤ººi ¤ ufu ººi z (i) ¬i--l(”(i¬ (ii) ri( ·ii( ¬ ¬i·i (iii) ¤ ·ii(”ii¬i (iºii (iv) nil¬ ¬ni (v) -¤’-ni f¤’i¤ ¤ u 1 (i) l(’i¤ ¬i ¬ri ¬(·iiººii (ii) n¬ ¬--n ·ii’ii 1 “i·( ¤¤· -nº ¬ ¬· ¬¬ -¤’-ni (”i¬ ¤i n i-¤ “i·(i ¬i ¬l·i¬ ¤ ¤in · ri ( ¬n ¬i “i·(i ¬i ·iº·iiº · ri ¤·¤iººi 1 ·i¤i¤ ¤ ·ii( ¬ - ·n -¤’- ¬·¤iººi ¬ri ¬· ni· l¬¬ “i·( ¤º ¬l·i¬ (¬ (·i ¤ilr¤ 18 annexure-2b fr·¤í (¤ia¤ n÷«) ii ¤n ¤’u ¤¬ f niºi fnv f ¤ui ¬in·¤ ÷ . ?iri ªi. ?¤i ººi ^. ?ia¤ ¤ u ¤i. Nªi fnfªiu ¤ºí ii ¬ a ºr^ aa ¬ ¤u ¤¬ i n¸-¤i ¤z¤iu a ¬ n ¤fº¤fuu º fn¤i ¬i¤^i ( ¤iºnfc¤ ¤ºí ii ¬ za ri^ ( ¤iºnfc¤ ¤ºí ii i f¤¤ººi ¬nª r ( ¤ic f¤·ii^ ¬ ¤z i ¤ iº ¤z i í ¬ª¤i ¬. ?-· ( (i·i (¬¤l-n) 5x4=20 (r ( ¬l~¤¬ ¤ ”· « ªi. ?¤i¬ººi 4x5=20 (r ( ¬l~¤¬ ¤ ”· r n. ?i- ¤ ¤ -n¬ 10 05 05=20 ¬·i ¬-iºi¤ ¤ ”· (·a ¬¬) (i·i ¬-iºi¤ ¤ ”· (r ¬¬) n·ii (r ( ¬l~¤¬ ¤ ”· (r ¬¬) : ·i. ?ªi· (05 05) 05 05=20 (i·i ¬-iºi¤ ¤ ”· (r÷r ¬¬) ¬ln ¬·i ¬-iºi¤ ¤ ”· (r ¬¬) n·ii (r ( ¬l~¤¬ ¤ ”· (r ¬¬) « 19 ii ÷ ¤í i¬ ÷ « f¤’i¤ ÷ fr·¤í fnuí¤ ÷ ¬¬ ¤ia¤ n (¬¤c¸«º zaas . Ni¤ za1a) ¤ia¤ ÷ ¤ u v¤ ¤¸º ¤ u ¤ui ÷ ·ii^÷1 ¬¤¤ ÷ ·ii^÷1 ·¤i¤rifº ·¤i ººi ªiº÷÷ (i) ¬¤l-n n( ¤i”i (:aa ¬ «aa “i·(i ¬i) (ii) ¬¤l-n ¬i·¤i”i (zaa ¬ :aa “i·(i ¬i) ªiº÷÷ªi ÷ º¤ i (i) ¤¤÷¬ªi (¬·i ¤¤ilº¬) (ii) ¬· ·s( ¬ªi· ÷ ¬-¬i-l¤¬ l(’i¤i ¤º ¬¬n l(·( ¬i ¤º ¬i·iilºn sa ¬ ·aa “i·(i n¬ ªiº÷÷^ ÷ ·¤i¤rifº ·¤i ººi (i) (ºi ÷ l(·s( (ii) ¬¤¬n ¤ -¤¤ ¬ “i·( l·-i ºi (iii) ¤¤i ¤(i¤i l(¬i- ¬·¬i·ii “i·( (i·¤i”ii ¬ l¬¤ ¤¬ “i·( (iv) (i·¤ ¬ ¬n ¬º¬ (i·¤ (v) l(ºi- l¤·ri ¬i ¤ ¤in (vi) - ri(º ÷ (i·¤ ¤ ¤in ¤ui ÷ ·ii^ (1) ^¤¤÷ªiº÷ ·. ??iº( ¬i”ii ÷ n - ¬( ¬i¬in ¬lnl·i z. ?iiº¬· -i¬( ÷ ( nil·¬ ¤n·i ¬ (ir¬ :. ?i¬i ¬i¬¬¬º ÷ ¬i¤· ¬i ¬i·¤ «. Nºi”i “i¬º l(( ¤i·ii ÷ ·i- ¬i ¬i· r. -(I-i ¬i·( ÷ “i ¬niº ¬ ¬-i· i·¤ ªiº÷ ·. L¬¤iºi-”iººi n ·n ÷ ¤¬ ¤¬ ¬i ¤ir 20 z. ?i-·iiºi l¬r l(·¬º ÷ nin ÷ ¬nin :. Rlº(ºiºi¤ (·¤· ÷ ¬l··÷¤·i «. ?ªºi ¬-¬ ÷ ·¤ :¬i¬ - ªi ”i( º¤n r ri·i...... ?¤¤ ÷ ·ii^ (·) ·. -?i si-i ¬i l·¬i ¤ -n¬i¬¤ ÷ ·i- (iº ·iiºni z. Ril-( ªii ÷ ¤¬.?. ?i- -¬i- :. L(¤ ¬¬ ¬- ÷ -·i ¬º ¬¤i·¤i¤ -i lªi¬ ÷ ¬l·i·¤l·n ÷ ¬i ”i¬ (i) ·ii’iºi (i(÷l((i( (ii) ¬·ii ¬ri·i ¬·i(i ·i-·i ¬ ¬i·i (iii) ¤lº¤¤ (·i ¤lº¤¤ ¤ i·n ¬º·i (iv) ¬-(º ¬l(ni (i¤· (¬¤ nln ¬iºir ¬(ºir ¬lrn) 21 (¤iºnfc¤ ¤ºí ii) º¤ i-n ¬f·i·¤f¤u (i) (i¤· ¤i -i lªi¬ ¬l·i·¤l·n (ii) ¬ªi· ¤i l¬lªin ¬l·i·¤l·n ·. ?i¤÷f¤¤i¤ l(’i¤ ÷ -i·( riºi ¤”i ¬i ¬i ¤i’iºi ¤i “ii’iºi ¬i·iiº l(( ÷ ¤ -¤( ¬i (i ( ¬i ¬i ¬·ii n·ii r¬iºi ¤ ¬i( lr((i ¬i ¬ri·i ÷ ¤¬ ¬ -ii ¬iº - ·i (i) – nil¬ ¬ni ·ii’iºi ¬¬i ¬¤·i (in ¬l·i¬iº¤( ¬ ¬r·i z. F¤ ¬-nn ÷ ¤i- ¤¤ -n¬ - ¬¬l¬n ¬l(ni¬i ¬ ¬i·iiº ¤º ¬l( (º(iº ¤i -i l¬¬ ¬l(ni¬i ¬i º¤·i ¬º ¬l( ¬--¬· (i) ¬l·i·¤l·n (ii) nln ¬¤ ¬iºir÷¬(ºir ¬lrn ¬l(ni (i¤· (iii) -¤ ¤º (i¬· ¬i ¬·¤i¬ ¤i -¤ ·i¤ ¬ - l·n :. ?ri·i ¬ ·i·i¬ri·i l¬ªi·i ¤i ·i-·i ¬i (ºi · ¬ªi· (i) ¬(ºi ¬¬i ¬i l(¬i¬ (ii) ¬(i( ÷ ·ii(i· ¬¬ ¤i¤i· ¬¬ (iii) ·i-·i¬i ¬i ¬l-¬ l((ººi (iv) ¤ -n ln¬ººi (v) ¬·¤iººi «. ?lº¤¤ (·i ¬iº ¤lº¤¤ ¬·i ¤i-¤ ¤ -n¬ ¬ ¤i-i ¬ ¤ ººii ¬n r ¤ ¬i·i l·¬ nºi¬ ¬ l¬¬i ·¤ l-¤ ¬ ¬(i( -·iil¤n ¬ºn r ¤ ¬¤·i ¤lº¤¤ ¬º¬ “i·(i - (·i n·ii ¬¬¬ l(’i¤ - ¬i·¬iºi ¤ i·n ¬º·i r. ?f·i ¤ ni ÷ ¤º¬ ¤i- ¤ ¤ -n¬ ÷ ¬¤¤· ¬ ¬·ii ¤i-i ¬ ¬i·iiº ¤º l(ni·ii ¬¤·i ¬l·i·¤ ¤ ln·ii ¬i ¤ (”i · ¬º ·ii’ii - ¬(i(i ¬i ¬(i¤ni ¤i ·il-¬i ¬i ¤ ·ii(”ii¬i ¤ ¤in ¬º ¬¬n r 22 ¤·ii ÷ ¤¤i (ººi (’ii ¬i ¬-i (i« ¬i¤(i ¤ (·i· ªi¬i ¬i ·il-¬i :-¤il( l(’i¤i ¤º si-÷si- ·i-¬ l¬ªi ¬i ¬¬n r ·i-¬ ¤¬ ¬i-lr¬ l¬¤i r ¬n ·i-¬ ¬ ¬ªi· l·( ”i· ¬(i( ¬l·i·¤ ·ii’ii ¬( (”¤ :-¤il( ¬i (ªin r ¤ l”i·i¬ -(¤ ¬¬i ¬i l··ii ººi ¬º ¬¬ni r izini ¬uººi i n¸-¤i ¬(ºi (¬ ··i) (i¤· ((i¬·i) · l(ni·ii - ¤lºl¤n ¬(·ii - ¤ ¤ ·n ºi·(i ¬i º ¤(i ¬i ¬-n· ¬i ¬i-i·¤ ¤i·¤ni r l¬·n ¬ ¬(- ¬iºi¤ ¬i ·ri ¬-n ¤ini · lºi·ii·ii ¬(¬ ¬¬n÷¬¬n ºi·(i ¬i º ¤(i ¬ ¤ ¤in ¬i ¤i·¤ni ¤ (lºi n ¬ºni r l¬·n ¤¬ ¬ ¬(- -nº ¤º ·ri (i¬ ¬¬ni z si- ¬(- ¬·i·i ¬i ¤lºl¤n ¬(·ii - ¬-n· ¬i ¤i·¤ni r z ¤lºl¤n ¬(·ii - ¬(¬ si- ¬(- ¬·i·i ¬i ¬il-n ºi -ni ¬ ¤ ¤in ¬ºni r : ¤lºl¤n ¤i ¬¤lºl¤n (i·i ¬(·ii - ¬l·in ¬¤·i ¬i -¤·- ¬-n· ¬i ¤i·¤ni r ¬ºi l-¤i ¬ºni r l¬¬¬ ¤ ·iºi - ª¬i(- ¬ini r : ¬¤·ii¬n (i·i ·ii·iºi - ¬l·¬ ¬l-¬ ¬·i·i ¬ ¤ ¤in ¬i ¤i·¤ni ¤ (lºi n ¬ºni r ¬·ii ·ii ¬ s ¬ºi l-¤i ¬ºni r l¬¬¬ ¤ ·iºi - ª¬i(- ¬ini r « (i·i ¬·i·i ¬i ¬ ªi¬i ¬i ¤¤i ·n ºi -ni ¬ ¬-nni r ¬i º l··¬·i l·¬i¬ ¬¬ni r « ¬¤lºl¤n l-·iln¤i - l(¤iºi ¬i nil¬ ¬ «n ¬ ¬nl-n ¬º ·iºi ¤ (ir ª¤ - ¤ -n n ¬º ¬¬ni r ¤¬i n¬ln¤i ¬ºni r l¬·¬ ¤ ·iºi - ª¬i(- ·ri ¬ini r ¬l-¬ ¬·i·i ¬ l(¤iº÷l(( ¬i ¬i ¬-n· ¬i ¤i·¤ni ¤ (lºi n ¬ºni r ¬ªº¤ ¬ ¬· ¬¬ ¬ ·· ¬i ¬ ºi¬ni ¤ (lºi n ¬ºni r r ¬ªº¤ ¬i º ¬ini ¬ l¬¤ ¬¤¤ ·n ºi ¬i ¬i ¬¤·i ¬¬ni r ¬(¬ -i-¬i n¬ln¤i ¬ºni r 23 n¸-¤i ¬ u f«¤¬i i f¤¤ººi ¤ ufu ººi z (i) ¬i--l(”(i¬ (ii) ri( ·ii( ¬ ¬i·i (iii) ¤ ·ii(”ii¬i (iºii (iv) nil¬ ¬ni (v) -¤’-ni f¤’i¤ ¤ u 1 (i) l(’i¤ ¬i ¬ri ¬(·iiººii (ii) n¬ ¬--n ·ii’ii 1 “i·( ¤¤· -nº ¬ ¬· ¬¬ -¤’-ni (”i¬ ¤i n i-¤ “i·(i ¬i ¬l·i¬ ¤ ¤in · ri ( ¬n ¬i “i·(i ¬i ·iº·iiº · ri ¤·¤iººi 1 ·i ¤i¤ ¤ ·ii( ¬ - ·n -¤’- ¬·¤iººi ¬ri ¬· ni· l¬¬ “i·( ¤º ¬l·i¬ (¬ (·i ¤ilr¤ 24 annexure iii examination structure : elegance ix problem technology ii time period (oct 2009- march 2010) layout of the question paper max. Marks – eighty time – 3 to 3 ½ hrs. Sort of questions no. Of questions marks for general marks each question (i) very quick solution type (vsa) 08 01 08 (ii) short solution type i (sa i) 09 02 18 (iii) brief answer type ii (sa ii) 03 03 09 (iv) lengthy solution kind (los angeles) 03 05 15 (v) mcq (concept based totally) 01(15 components) (1x15) 15 (vi) mcq (practical skills) 01(15 components) (1x15) 15 total variety of questions 25 overall marks eighty syllabus for summative evaluation in science second term (october 2009 – march 2010) written evaluation weightage of marks to be held in (pen-paper check) forty march 2010 content for summative assessment . Call of the bankruptcy 1. Is be counted around us pure 2. Atoms and molecules three. Shape of the atom four. The essential unit of lifestyles five. Tissues 6. Gravitation 7. Sound 8. Work and power 9. Why can we fall unwell 10. Development in food assets 25 there could be formative tests and one summative evaluation. Formative assessment weightage of marks cautioned period formative evaluation 3 10 oct 09 - dec 09 formative evaluation 4 10 dec 09 –feb10 formative assessment for 2d term (october 2009 – march 2010) for sophistication ix - science formative assessment 3 and four will include the following: (i) written assessment primarily based on principle (ii) sensible assessment based totally on cbse curriculum 2009-2011 (iii) continuous evaluation within the following counseled regions: (a) domestic assignments/ magnificence assignments (b) magnificence response/oral evaluation (c) seminar (d) symposium (e) institution dialogue (f) institution pastime preferably in businesses of 4-5 college students. Advised areas • investigatory/experimental projects • motion plan • survey • assessment on worksheets based on area trips 26 annexure iv examination structure - class ix : mathematics 2d term (october 2009 to march 2010) layout of the question paper for summative assessment- 2 form of question no. Of questions marks allocated total marks to each question (i) m.C.Q. 8 1 8 4 2 8 = 16 (ii) short solution type-i 7 2 14 (iii) brief answer type-ii 10 three 30 (iv) long solution type five 4 20 total 34 80 syllabus for summative evaluation – 2 :arithmetic second time period (october 2009 – march 2010) 1. Range structures 2. Polynomials three. Lines and angles 4. Triangles five. Quadrilaterals 6. Areas of parallelograms and triangles 7. Circles 8. Surface regions and volumes 9. Records 27 formative assessment 2nd time period (october 2009 – march 2010) there will be formative checks and a 12 months end summative test. The weightages and time schedule can be as underneath: form of take a look at weightage time agenda formative three 10 marks oct – dec 2009 formative four 10 marks jan – feb. 2010 summative forty marks march 2010 total 60 marks formative assessment will include the following : (i) unit check primarily based at the content taught during the respective intervals. (Ii) written take a look at/oral take a look at .W. (Iv) worksheets / assignments (v) quiz (vi) organization pastime / discussion (vii) arithmetic initiatives in companies of 3 to four students. It is able to be provided in any of the following paperwork: (a) written task reviews (b) charts/models (c) power point shows (d) survey evaluation and many others. (Viii) arithmetic sports (palms-on) indexed in cbse lab hobby guide the pupil may be evaluated on the subsequent: (a) performance of pastime (b) record document of the activities carried out (c) viva 28 annexure v examination shape for social science - class ix 2nd time period october 2009 to march 2010 time allowed: 3 hours max. Marks: eighty 1. Weightage to shape of questions: form of questions marks for every question no. Of questions overall marks mcq 1 sixteen sixteen short answer (s.A.) 3 16 48 long solution (l.A.) Four 3 12 map question 4 1 4 total 36 80 2. Unit-clever department of questions 1 mark questions 3 marks questions 4 marks questions map query total unit no. And titles/ subjects marks no. Of query no. Of questions no. Of questions no. Of questions i. India and the contemporary world (records) 18 2 4 1 - 18(7) ii. India – land and the human beings (geography) 20 four four - 1 20(nine) iii. Democratic politics i (political technological know-how) 18 5 3 1 - 18(9) iv. Expertise economics sixteen 3 three 1 - 16(7) v. Catastrophe control eight 2 2 - - eight(4) general 80 16 sixteen three 1 eighty(36) observe: figures in the brackets indicate variety of questions and out of doors the bracket their general marks. Three. Scheme of alternatives: inner preference is furnished in the map query simplest. 29 syllabus for social science - elegance ix second time period october 2009 to march 2010 please observe that the complete syllabus prescribed throughout the modern educational consultation is to be blanketed and tested in formative and summative mode. Given hereunder is the decreased syllabus for 2nd time period summative examination in 2010. Unit 1 (history) india and the cutting-edge world i phase i: activities and strategies (any person of the subsequent) 1. The french revolution 2. Socialism in europe and the russian revolution 3. Nazism and the upward push of hitler segment ii: livelihoods, economies and societies (anyone of the following) four. Wooded area society and colonialism 5. Pastoralists inside the current global 6. Peasants and farmers. Phase iii: every day existence, subculture and politics (any person of the subsequent) 7. Records and sports : the story of cricket 8. Apparel : a social history unit ii (geography) contemporary india i chapter three – drainage chapter four – climate bankruptcy five – herbal flowers and flora and fauna bankruptcy 6 – populace map paintings – based on the above chapters as in keeping with the list of map objects provided herewith. Unit iii – (political technology) democratic politics bankruptcy three - constitutional layout chapter four – electoral politics chapter five – working of institutions chapter 6 – democratic rights unit iv – economics bankruptcy 2 – people as aid chapter 3 – poverty as a assignment bankruptcy four – meals safety in india unit v – (catastrophe management) collectively, towards a safer india - ii bankruptcy 2 – precise risks and mitigation bankruptcy 3 - preventing common human brought on failures listing of map items (geography) on political outline map of india (both for identity & finding and labeling) chapter three – (drainage) 30 rivers : ganga, satluj, brahmaputra, narmada, tapi, mahanadi, godavari, krishna and kaveri lakes : chilka, pulicat, vembanad, sambhar mountain stages : karakoram, zaskar, shivalik, aravali, vindhya, satpura, western ghats, jap ghats mountain peaks : k2, kanchanjunga, anaimudi coastal strips: coromandel, konkan chapter 4: (climate) towns : tiruvananthapuram, chennai, jodhpur, jaipur, bangalore, mumbai, kolkata, leh, shillong, delhi, nagpur regions receiving rainfall over four hundred cms. Areas receiving rainfall much less than 20 cms. Bankruptcy 5 : (natural vegetation & flora and fauna) regions : evergreen forests, tropical thorny forests, mountain forests, mangrove forests. National parks : corbett, kaziranga, ranthambor, shivpuri, kanha kisli, simlipal, manas fowl sanctuaries : bharatpur and ranganathitto wild life sanctuaries : sariska, mudumalai, rajaji, dachigam chapter 6 (population) o the kingdom having the very best density of population o the state having the bottom density of populace o the state having the very best sex ratio o the kingdom having the lowest sex ratio o the maximum populous state of india o the least populous kingdom of india 31 formative evaluation in social technological know-how 2nd time period (october 2009 – march 2010) a. Formative assessment in social science the board has already prescribed 20 marks for inner assessment for sophistication ix as consistent with the following cut up component 1 elegance assessments, units check and so forth. 10 marks component 2 assignments 5 marks part three project work five marks overall 20 marks the formative evaluation for the second time period might also consist of the above for fa3 and fa4. Suggestions on one-of-a-kind components of formative evaluation 1. Assignments the challenge is an attempt to expand in the students the subsequent colleges (a) knowledge the difficulty of social science higher as a social scientist must. (B) making use of the one of a kind ideas learnt in the context of the world round us. (C) developing scientific facts processing talents like survey, literature observe, statistics collection, interpretation and giving motives and presenting options. (D) linking the take a look at of the sciences and social sciences the assignments will be at the regions which would no longer be examined within the unit take a look at or summative assessments as these are the alternatives which might be being taken into consideration with the aid of the board, however shape part of the curriculum and syllabus mainly in records. Consequently the cause of assignments is to permit the subsequent: 1. Interpretation of texts and giving of views. 1. Examples: a. Deciphering photographs of delhi and its layout inside the colonial and cutting-edge period. B. Reading the distinct varieties of conventional irrigation systems and referring to them to the surroundings they're located in. C. Tracing the evolution of coinage in india because the east india employer to today. 32 2. Bearing on the textual information with extended studying of different text within the library or from different data resources just like the encyclopedia, internet and cds. Examples: a. Make a dictionary of terms in political science and economics. B. Biography and quotations from unique moderates and extremists in india on the problem of dominion fame. C. Use of records to reconstruct history d. Make an annotated atlas of india on mineral wealth, populace, land use, cities, and so forth. Three. The use of the news, cartoons, pics and associated fiction and travelogues to deepen their know-how of records, social and political lifestyles and geography. Examples: a. The usage of journey writing from newspapers and magazines to recognize the distinctive areas of india. B. Making ready a review of discovery of india, or any book on democracy. Travelogues or ancient novels like neel darpan, or godan. 4. Extension of the study room lesson for the duration of coaching, in most cases the lesson ends with an challenge, that's in a experience an extension of the lesson. It's far a lesson carried on at home by way of the scholars of their enjoyment time in step with the course furnished through the teacher. For that reason it offers additional mastering experience no longer viable in a quick magnificence session. It may also provide additional exercise of what has been accomplished within the class and alertness in new situations, thereby clarifying the nature of the concept and enrichment of know-how. Examples: a. Test primarily based assignments like weather information interpretation b. The want to involve the first tribes via the government in formulating forest conservation rules. C. Views of college students in collectivization of agriculture as introduced through stalin. D. Relevance of mahatma gandhi’s thoughts of spinning of charkha through each family even these days. E. Comparative study of lok sabha and rajya sabha. Five. Self-assessment while some domestic work is given by using the instructor on the software of topics already taught within the magnificence, it offers a state of affairs for self-evaluation by the scholars of the way properly s / he 33 comprehends the new idea taught inside the college. These questions may be textual content primarily based and people given as review. Examples a. Writing a summary essay on agriculture in india, or electricity development, weather change and growing international locations, modifications in the game of cricket from past to the existing. B. College students’ interpretation of citizenship. C. Definition of citizenship by french revolutionaries and followers of nazism. D. The need for charter. 6. Exact look at of specific subjects in maximum instances, assignments related to a particular subject matter are given to the students, where a student is requested to jot down a record on the crucial component of the topic. It is able to require reading of relevant references, synthesis of relevant know-how, observations and private studies associated with the topic. The scholars are predicted to organize all of the associated records in some order. Examples: a. Prepare a quiz, chart, poster, useful resource kit, strength factor presentation, video games, crossword puzzles on exceptional subjects b. Layout a poster on harmful outcomes of opium on human frame. C. Take a look at of version code of behavior prescribed by way of election fee. D. Chart on different slogans on numerous problems used by extraordinary political events in the course of elections. E. Tracing the improvement of the indian constitution by searching into the capabilities of the charter of other countries. 2. Undertaking work occasionally the mission can be primarily based on a few observations, measurements on series of a few cloth. Afterwards arranging or tabulating it and locating if any pattern exist. In this the students are asked to file the technique accompanied presentation of data or statistics, its analysis and the critical outcomes of the mission. It could be further recommended that the report organized with the aid of a pupil or organization of students is supplied to the whole magnificence or faculty through the scholars. Discussions are to be held. The instructor and different college students may ask questions based totally at the task whenever there may be 34 some hassle in answering the questions via the pupil, the instructor explains and illustrates with examples. The mission subjects which can be designed with the aid of the board of secondary education in social technology for class 9 and 10 want to be designated and nicely focused in order that the youngsters can recognize the same easily. The assignment have to be smooth to do for all styles of beginners and in all sorts of environments. The time spent on data series and enquiry ought to not be a burden or be undertaken throughout school hours. Examples: a. Interviewing an mla of ones area on the development made in his constituency in the course of his tenure. B. Interviewing humans in their neighborhood belonging to various magnificence and career on how a long way the human beings are happy on the overall performance of their mla. C. Function of ‘unique economic zones in india’. D. Proud to be a accountable indian- a mission on awareness for fundamental obligations. E. Selling sporting abilties in india. Assessment of assignments and venture work is an vital factor. While an assignment is given, it must have some foundation in relation with the academic objectives. The undertaking need to be evaluated preserving in view those objectives and the quantity to which objectives had been carried out. The challenge need to be evaluated and grading should take delivery of. The task grade should additionally be blanketed within the final evaluation. It could also be noted that the assignments can not usually be made thrilling but they could always be made significant. 1 3. Exams a test affords a state of affairs or collection of situations to college students to perform to a given question or state of affairs to demonstrate their attainment and capabilities. We can be trying out their success in scholastic. This kind of check is a instructor-made check. We use numerous forms of tests like unit test, diagnostic take a look at, oral test, annual check. Many a time the query is of ways can we recognize whether or not the kid has found out something at all or whether what s/he has learnt is right or there may be need for more reinforcement for this we have which will infer her/ his getting to know through the check . This may be executed with the assist of periodic checks. Periodic exams / weekly elegance exams 1 35 while a instructor desires to investigate whether or not the scholars have learnt what they were taught in a lesson or a unit and what problems they still face, periodic or unit tests are pleasant used. Whilst periodical assessments are performed after each topic / devices, teachers get a clear photo of in which the scholar is and of how s/he is progressing. This understanding of strength and weakness of a pupil is useful in making plans effective coaching by using instructors and in effective mastering via the pupil. The continuous evaluation is accomplished by means of periodical testing. Every now and then whilst authorities insist on reporting the scholars development to mother and father, at designated periods, periodical checks are conducted mechanically in order to study the formality of communicating the take a look at-outcomes to mother and father. In instances along with those, there can also occur the possibility of directing the school room activities toward writing the assessments, in place of the amendment of pupils’ conduct. Such practices of teaching simply for checking out must be discouraged. In wellknown the kid must apprehend how the effects of evaluation are to be used. If s/he does not understand, he may develop a sort of anxiety or fear of checks and other types of assessment. Overall performance on periodical tests the performance on periodical checks need to be systematically recorded. It's far high-quality if the comments the learner is given is both qualitative and quantitative and the corrections of mistakes also are insisted upon. After opportunity to improve individual's performance on those unit exams must take delivery of due credit score along with annual take a look at performance for very last evaluation. However their formative function must no longer be forgotten. B. Summative assessment: march 2010 whether there is sufficient understanding about any area of take a look at is commonly regarded via engaging in a summative test at the cease of the consultation. This take a look at covers a pattern of the entire path and is divided into tough and smooth questions. The check could have 20 higher order wondering skills questions, and 40 know-how based totally questions. Questions may also be on interpretation of maps, diagrammes and many others and authentic remember kind questions (with minimum emphasis). The check would also have a high-quality discrimination index and the result is meant to be used for ranking, awarding division, granting scholarships, and advertising and much less for guidance. Because the summative take a look at is conducted on the cease of the terms, the results of this take a look at aren't useful for effective planning of study room coaching or for development of learning with the aid of scholar. 36 layout of summative test • the summative evaluation/final examination could be out of eighty marks to be decreased to 40 marks. ?? this assessment will contain of forty of the whole marks in cce • the unit –clever weightage of marks remains the same as prescribed in the syllabus for social technological know-how within the secondary college curriculum 2010. ?? the layout and the unit clever division of questions are given. ?? the chapters of the prescribed ncert textbooks to be examined inside the summative evaluation of march 2010 have been certain. ?? the question paper will comprise of 36 questions including one map query of four marks on specific listing of objects for map paintings. ?? more than one preference questions are to be introduced in social technological know-how question paper for the primary time. ?? there could be 16 mcqs from all of the 5 units in social technology. ?? there could be a separate paper containing mcqs handiest to be tried in the first half-hour. The answer scripts to be collected on the quit of this half-hour duration. ?? right away after the mcq paper, the students gets 2 hours and 30 minutes to answer the primary paper.

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