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WELCOME TO CCE ORIENTATION PROGRAMME STD - IX K.BAKTHAVCHALAM BT ASST GGHS - NELLOREPET WHAT IS ‘CONTINUOUS’ AND ‘COMPREHENSIVE’ EVALUATION Continuous and Comprehensive Evaluation (CCE)refers to a system of school-based evaluation of students that covers all aspects of students development. CCE CONTINUOUS GROWTH DEVELOPMENT COMPREHENSIVE SCHOLASTIC CO-SCHOLASTIC SELF EVALUATION FEEDBACK RETESTING CORRECTIVE MEASURES DIAGNOSIS REGULARITY (CCE) Scholastic Assessment I - Term II – Term III – Term Co-Scholastic Assessment Duration of the term June - September - October – December - January - April SCHOLASTIC ASSESSMENT Formative Assessment Summative Assessment SUMMATIVE ASSESSMENT It is basically the pen to paper test conducted at end of each term Duration of the term I - Term - June - September II – Term - October – December III – Term - January - April Summative assessment is carried out at the end of a course of learning. It measures or 'sums-up' how much a student has learned from the course. It is usually a graded test, i.e., it is marked according to a scale or set of grades Formative Assessment Process METHODS OF ASSESSMENT 2. Observation Assignment 3. Projects 4. Checklist 5. Rating scale 6. Records 1. FORMATIVE ASSESSMENT Assessment which is carried throughout the year by the teacher formally and informally FORMATIVE ASSESSMENT TOOLS MATHS A SUCCESSFUL FORMATIVE ASSESSMENT SCHEME Plan all assessment Focus on formative assessment Share learning outcomes and assessment expectations with students Use clearly defined criteria Use examples and exemplars ACTIVITIES FOR FORMATIVE ASSESSMENT - MATHS Lab activity / Lab Record Paper cutting & pasting Domino cards for basic operation Quiz Buying & selling – class activity Peg board Prime & composite - Beads MCQ Model making PPT Collage Class work Home work Mental ability Class response Peer teaching Peer assignment Mind mapping UNIT TEST LEARN TO RETAIN Tell me and I forget. Show me and I remember. Involve me and I understand - Chinese proverb Forget the age-old saying…… Read better remember better! Move on to Learning by Doing It ensures far higher retention than Reading, Viewing and Listening. WHY PHOBIA TOWARDS MATHEMATICS? • Math involves abstract concepts • Deals with lot of numbers • Involves visualisation • Requires critical thinking • Demands lot of concentration • Fear of making mistakes TASK OF A MATHEMATICS TEACHER The task of the excellent teacher is to stimulate "apparently ordinary" people to unusual effort. The tough problem is not in identifying winners: it is in making winners out of ordinary people. K. Patricia Cross The teacher who is attempting to teach without inspiring the pupil to learn is hammering on cold iron. Horace Mann The best teacher is not the one who knows most, but the one who is most capable of reducing knowledge to that simple compound of the obvious and wonderful … H.L. Mencken MATH TEACHING METHODS 1. Teaching and Learning math – no easy task – complex process. 2. Each pupil is an individual with a unique personality. 3. Pupils acquire knowledge, skills and attitudes at different times, rates and ways. 4. For effective teaching one should use a combination of teaching methods. SOME EFFECTIVE MATH TEACHING METHODS 1. 2. 3. 4. 5. 6. 7. 8. 9. Illustrative Approach Learning by Doing Inducto-Deductive Method Investigations Co-operative learning Simulations Games – Activity based Child Centric Approach Problem Solving Lateral Thinking Net of a cube Tangram Tangram on 8 X 8 Squared paper List of materials for performing activities in Mathematics Lab •Net of a cube •Squared paper •Coloured paper •Grid paper •Circular papers •Rectangular paper •Net of prism and pyramid •Paper strips •Coloured buttons •Cut-outs of equilateral triangle, isosceles triangle, square, rectangle, rhombus •Plastic English alphabet set •Pair of scissors •Glue List of materials for performing activities in Mathematics Lab •Broom sticks •Strips and slip •Rectangular paper •Isometric Dot paper •Unit cubes of dimension 1x1x1 •Paper net of a dice •Match box •3 containers with circular box of different radii ACTIVITY :1. TO VERIFY THAT ADDITION IS COMMUTATIVE FOR WHOLE NUMBERS, BY PAPER CUTTING AND PASTING. ACTIVITY :2. TO VERIFY THAT MULTIPLICATION IS COMMUTATIVE FOR WHOLE NUMBERS BY PAPER CUTTING AND PASTING. ACTIVITY :3. TO FIND PRIME NUMBERS FROM 1 TO 100 BY ERATOSTHENES SIEVE’S METHOD. Activity :4 To make a cube using the given net and count the number of faces,vertices and edges. Activity :5 To check which of the given nets can be folded to get a cube. Activity 6: To find the HCF of two given numbers by paper cutting and pasting. Activity : 6 To find the LCM of two given numbers by using number grid. Activity :7 Make a line segment of length 5 cm on a paper and do the following by paper folding. 1)Make a perpendicular line from a point on a given line. 2)Make two intersecting lines. 3)Make two parallel lines. Activity :8 Do the following by paper folding using a circular cut-out. •make a chord •make the diameter •shade minor and major segment •make a sector of a circle. Activity :9 Represent the following by paper folding •straight angle •right angle •acute angle •obtuse angle •reflex angle Activity :10 Make a protractor by paper folding. Activity:11 To classify the triangles on the basis of sides and angles from the given set of triangles. Activity :12 To make the following shapes using a pair of set squares. 1. square 2. rectangle 3. Parallelogram 4. Rhombus 5. Trapezium Activity :13 To represent decimal numbers 0.25, 0.5, 0.75, 0.68 etc on a 10x10 grid by shading. Activity 14: To determine the number of lines of symmetry of following shapes by paper folding. (a) equilateral triangle (b) isosceles triangle (c) square (d) rectangle (e) rhombus Activity :15 To represent the following products of decimal numbers on a square by drawing horizontal/ vertical lines and shading (a)0.3 x 0.7 (b)0.5 x 0.5 Activity :16 To compare the marks obtained in all the subjects by a student in the first and second term examination by drawing a bar graph using paper cutting and pasting. Activity : 17 (a) Identify the conditions under which given pair of angles are complimentary. (b) Identify the conditions under which given pair of angles are supplementary. Activity 18: To verify that if two lines intersect at a point, then each pair of vertically opposite angles are equal by paper cutting and pasting. Activity 19: To verify that if two parallel lines are cut by a transversal, then 1)each pair of corresponding angles are equal 2)each pair of alternate interior angles are equal 3)each pair of interior angles on the same side of transversal are supplementary by paper cutting and pasting. Activity 20: (a) To get a median of a triangle from any vertex, by paper folding. To verify that in a triangle, medians pass through a common point, by paper folding. (b)To get an altitude of a triangle from any vertex, by paper folding. To verify that in a triangle altitudes pass through a common point, by paper folding. Activity 21: (a)To verify that the sum of all interior angles of a triangle is 1800 by papercutting and pasting. (b)To verify that an exterior angle of a triangle is equal to the sum of the two interior opposite angles by paper cutting and pasting. Activity 22: To verify that a triangle can be drawn only if the sum of lengths of any two sides is greater than the third side, using broom sticks. Set 1: 5 cm, 7 cm, 11 cm Set 2: 5 cm, 7 cm, 14 cm Activity 23: To verify Pythagoras theorem using a squared paper by shading the squares. Activity 24: (a)To draw a cube with an edge 5 cm long on an isometric dot paper. Also draw its oblique sketch. (b) To draw a cuboid of dimension 7 cm, 4 cm and 2 cm on an isometric dot paper. Also draw its oblique sketch. Activity 25: Fold a paper 8 times in any way. Unfold and locate various convex and concave polygons. Activity 26: To verify that the sum of interior angles of a quadrilateral is 3600 by paper cutting and pasting. Activity 27: To verify that the sum of measures of the exterior angles of any polygon is 3600 by paper cutting and pasting. (Note: Verify the result for a triangle, quadrilateral, pentagon and hexagon) Activity 28: To make the following by paper folding and cutting a kite a rhombus Activity 29: To verify that •diagonals of a rectangle are of equal length •diagonals of a square are of equal length •Investigate the results for a rhombus and a parallelogram, using stretched threads. Activity 30:(Group Activity) Do a survey of your class and collect the data from all students of our class who spent more than 4 hours in watching TV. Represent the collected data, in the form of a histogram by paper cutting and pasting. Activity 31: Write how much you spent during a day in the following headings i) School ii) homework iii) Play iv) sleep v) watching TV vi) others Represent the information in a Pie chart. Activity 32: To observe the following number patterns and generate it up to next three steps 12 = 112 = 1112 =1 1 1 2 2 3 2 1 1 •1+3 = 4 = 22 1+3+5 = 9 = 32 1+3+5+7 = 162 = 42 (Note: Teacher may take any other such number patterns) Activity 33: To make cuboids and cubes of given dimensions using unit cubes and to calculate volume of each i) 2x3x2 cubic units ii) 3x3x2 cubic units iii) 3x3x3cubic units To find the number of missing unit cubes in a given shape to obtain a given shape of desired dimension Activity 34: Draw front view, top view and side view of the following shapes made by unit cubes. Activity 35: To explore the relationship between •Length (in cm) and perimeter (in cm) •Length (in cm) and area (in cm2) of 5 squares of different dimensions drawn on a squared paper. Activity 35:cont....... Square 1 Square 2 Square 3 Square 4 Square 5 Length of a side (L) Perimeter (P) Area (A) P/L A/L 36.CHAIN SEARCH GAME CHAIN SEARCH GAME – GAME 1 CHAIN SEARCH GAME – GAME 2 37.WARM UP ACTIVITY Use the given constants and variables and make 5 polynomials 38.REMEDIAL TASK 39.PROBABILITY JIGSAW TRIANGLE 40.HUNT FOR THE RIGHT FIGURE DEFINE ‘EFFORT’….. Thank You! K.Bakthavachalam [email protected] 9944481639