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STATE COUNCIL OF EDUCATIONAL RESEARCH ANDTRAINING

CHENNAI-6

CONTINUOUS AND

COMPREHENSIVE EVALUATION

UPPER PRIMARYMATHEMATICS

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PRESENTED BY

S.BABU

LECTURER,

DISTRICT INSTITUTE OF EDUCATION AND TRAINING,

TIRUR,TIRUVALLUR DISTRICT

CONTINUOUS AND COMPREHENSIVEEVALUATION

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Formative Assessment (A), FormativeAssessment (B) and SummativeAssessment

Classroom Activities- Individual and groupRemedial Teaching

Expected learning outcomes VI - VIII

Time schedule for first termModel Assessment Activities for Std VI to

VIII

Model question paper with blue- print. 3

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New textbooks are prepared on child-centered and activity based learningapproach.

Provides scope for students to share, todiscuss to learn, to know and to improvetheir level of learning.

Scope for learning freely, independently andwithout exam fear.

Scope for self assessment and improve theirlevel of learning.

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This Manual contains all the lessons/units in the Text book published by theGovernment of Tamilnadu.

All the activities given in the manual areonly for guidance.

Teachers can use these activities as it

is or can alter them to their localsituations.

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Teachers must ensure that students do notfeel it burden during the formativeassessment activities.

Aim of FA is to diagnose the hard spots ofthe students and to take remedial measuresto remove them.

It helps the teachers and the students toknow their level in teaching /learning.

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FA (a) takes place during the teaching of aconcept or lesson.

It helps in the formation of the concept andits reinforcement by activities.

It is the assessment made duringteaching.

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It is a tool for students to check theirlearning.

It is a guide for teachers to take remedialmeasures.

It helps teachers to teach and improve lifeskills like self-awareness, problem solving,effective communication, rational thinkingand team work

among the students. 8

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Each student in the class is supposed to dominimum 4 activities per term and theteacher should take the best 2 from them for

grade.

2 Activities X 10 marks each = 20 marks.

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Project

Problem Solving

Data Collection

Concept mapping

Interpretation

Puzzle

Observation

Investigation

Learning by doing

Assignments

Games

Visualization

Estimation and

Approximation Mathematical

communication

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It is assessing students while learning byslip test .

The slip test can be in oral or written form.

Teachers can design their own questions.

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Learning achievement of each student isensured by individual activity.

It is a tool for students to test themselves onthe achievement of learning.

It is a guide for the teachers to identify hardspots and undertake remedial teaching.

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Each student in the class is supposed to dominimum 4 activities per term and theteacher should take the best 2 from them for

grade.

2 Activities X 10 marks each = 20 marks.

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Multiple choice.

Fill up the blanks.

Matching, Quiz, and Recalling. Sequencing Mathematical concepts.

Higher order thinking questions.

Short Answer questions. Very short answer questions.

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It is the written test, held at the end ofeach term and is for 60 marks.

The Question paper is based on the Blue

print. It covers all the areas like Knowledge,

Understanding, Skill and Application.

It covers all the lessons/ units taughtduring the tem concerned.

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It is important to ensure the learning of eachindividual in CCE.

It is feasible when the strength of thestudents is low in a classroom.

Teacher must pay attention to each studentand ensure their learning without any hitch.

Individual learning is meaningful and longlasting for the students.

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In a larger class, the teacher can divide thestudents into 5 or more small groups anddesign the activities.

Teacher must ensure that each group getsthe adequate teaching learning materials.

Teacher should monitor the class for

disciplined learning. Teacher must ensure each students

participation and contribution in the group.

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Teacher must provide the same activities oreasier activities to such of those studentswho could not complete or fail to do the

activities in FA(a) or FA(b).

Teacher must continue the remedialmeasures until those students attain

learning achievement.

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MARK SYMBOL GRADE GRADING INDICATOR

1 0 Excellent Completness, Correctness

Neatness intelligence in approach

completed in time.

8-9 Good The activity is complete

meticulously attempted legible /

neat.

6-7 Adequate The activity is almost complete,

shows sincere involvement.

5 NeedsImprovement

The activity needs to be

completed or redone because of

inadequate involvement (needs

remedial work)

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TIME DURATION STANDARD VI

Sl.No UnitTeachingPeriods

FormativeActivity

Periods

TotalPeriods

1. Number system 40 4 44

2. Measurements 10 2 12

3. Geometry 6 2 8

4. Practical

Geometry

4 2 6

Total 60 10 70

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TIME DURATION STANDARD VII

Sl.No UnitTeachingPeriods

FormativeActivity

Periods

TotalPeriods

1. Number system 31 4 35

2. Algebra 23 2 25

3. Geometry 18 2 20

4. Practical

Geometry

9 1 10

5. Data Handling 12 1 13

Total93 10 103

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TIME DURATION STANDARD VIII

Sl.No UnitTeachingPeriods

FormativeActivity

Periods

TotalPeriods

1. Number system 36 4 40

2. Measurements 20 3 23

3. Geometry 11 2 13

4. Practical

Geometry

13 1 14

Total 80 10 90

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ACTIVITY IN GEOMETRY ( OBSERVATION )

Standard : VI

Unit :Geometry

Lesson :Parallel and perpendicular lines

Learning Objective

Understanding parallel and perpendicular lines byobserving English alphabets

To create clear idea over parallel and perpendicularlines

Page No:65

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PROCEDURE

Teacher should first identify the alphabetshaving parallel lines & perpendicular lines

She should ask the students by showing aalphabet Whether it has a parallel ,perpendicular or both.

Students will be asked to tabulate the

alphabets accordingly.

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Unit : Algebra.

Lesson :Like Terms and unlike terms

Learning Objective

To know Like Terms and unlike terms

Page No. :48

Required Materials

A box containing 3 sets of alphabets a to z , 3 sets ofnumbers 1 to 9 and 3 sets of flash cards containingsymbols +, -, /, x,

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PROCEDURE

3 sets of flashcards of a to z ,3 sets of flashcards of1 to 9 and 3 sets of flash cards of symbols +, -,/, x,are placed in front of students.

Each individual students are engaged in thefollowing activities.

Asks to pick / take variables

Asks to pick / take constants

Asks to pick / take like terms with symbols

Asks to pick / take unlike terms with symbols

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Unit:Geometry

Lesson:Inequality property of aTriangle

Learning Objective:Sum of two sides of atriangle is always greater than the third side

Page No.:88 and 89

Materials Required:Paper, triangle, strawsand sticks.

ACTIVITY IN GEOMETRY (Learning by doing)

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Conti

Ask the students to draw six types oftriangles using different sides and angles.

Student should measure each side of the

triangles.

He should complete the table in Pg.88.

He can conclude that sum of two sides of atriangle is greater than the third side.

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TYPE OF QUESTIONS

Question Type : SequencingArrange the following given steps in drawing a

perpendicular bisector a line segment = 7cm.

With C as centre and with the same radius

draw two arcs, such that the arcs cut theprevious arcs at x and y.

Draw a line segment = 7cm.

Join XY, which intersect cutting at O. With A as centre draw arcs of radius more than

half of , above and below of the line segment.

XY is a perpendicular bisector of .29

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TYPE OF QUESTIONS

Mental Sums

In the sequence 86, 97, 86, 87, . . . . . what is the nextnumber?

How many ways we can you halve a rectangle throughfolding?

Give a multiple of 5 that is greater than half of 86.Puzzles:

It is a six digit number. Their sum of place value is 43 thenthe following any two statements are true.

Its a square number

Its a cube number and The number is under 500000

What is the number?

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THANK YOU

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