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CBSE Maths Lab Manual for Class 10 PDF Download

Chitralekha Gurumurthy, Director Academic Laboratory manual mathematics class 10 cbse ie. Anita Sharma, Principal, S. Public School, Delhi Mrs. Rashmi Kathuria, P. Dhall, Retd. Reader, N. Shuchi Goyal, P.

Nijhawan, Retd. Reemu Verma, T. Masjid Moth, Delhi Co-ordination Mr. Mani, Education Officer Mr. Jena, Asstt. Education Officer Acknowledgements AglaSem Schools AglaSem Schools i At the centre of the transformation that School Education is undergoing presently is the new perspective to assessment and its relationship to the teaching-learning process.

It is widely agreed that assessment influences what is taught and how teaching and learning are delivered. There is also a widespread belief among educational researchers and practitioners that assessment can and often does constrain rather than enhance learning outcomes. If we restrict our choices of teaching and learning activities to exercises that simply rehearse for examinations, then we run the risk of failing our learners during the teaching and learning process as a.

Another pitfall in working towards assessment is that learners may concentrate simply on doing the bare minimum needed in order to guarantee a pass. Hence the challenge of changing the traditional system of examination and evaluation has laboratory manual mathematics class 10 cbse ie as a major focus. By introducing Continuous and Comprehensive Evaluation at the secondary level in all its affiliated schools, CBSE has sent out a clear message that assessment must take into account all the aspects of the personality development of the learner and that since learning is a continuous process, assessment also has to be continuous.

CCE fundamentally shifts the focus from testing to learning by perceiving assessment as an integral part of the overall framework of teaching and learning. It follows from this that when incorporated into classroom practice, assessment tends to lose its individual identity, getting subsumed into the instructional process.

Such a conceptualization necessitates a greater thrust on formative assessment. It must be said, at this stage, that though many schools have been practicing CCE and as a consequence, formative assessment procedures for classes I-VIII for many years, the overall thrust still continues to be assessment for 'measuring' rather than 'enhancing' learning.

In other words, there has been a general lack of conceptual clarity with regard to the formative assessment practices among stakeholders as a result of which, many apparently formative assessment tools and procedures have, in effect, been summative in nature, ie, exercises to gauge, at a particular point in time, student learning relative to content standards.

Although the information gleaned from this type of assessment is important, it can only help in evaluating certain aspects of the learning process. It brings laboratory manual mathematics class 10 cbse ie to the vital need of strengthening formative assessment because our overall aim is to facilitate learning by laboratory manual mathematics class 10 cbse ie the teaching-learning process on the basis of information gathered from assessment.

Preface AglaSem Schools ii Laboratory Manual Mathematics Class 10 Cbse No In this sense formative assessment is a part of the instructional process, underpinning the importance of student involvement.

Students need to be involved both as assessors of their own learning and as resources to other students bringing into focus the importance of self and peer assessment besides teacher assessment. Research shows that the involvement in and ownership of their work increases students' motivation to learn. The most significant advantage of formative assessment is that it makes learning an enjoyable experience because of student involvement, enhanced learning and unobtrusive techniques of assessment.

Summative assessment constitutes a public recognition of achievement and we are fairly familiar with most of the tools and procedures of summative assessment. However, many laboratory manual mathematics class 10 cbse ie may find it a challenge to develop effective formative assessment tools; they may also experience some difficulties in integrating them with classroom instruction.

In laboratory manual mathematics class 10 cbse ie to provide conceptual clarity in this regard and to place some illustrative examples of formative assessment tasks laboratory manual mathematics class 10 cbse ie the hands of the teachers, the Board is bringing out a series of Manuals for classes IX and X in all the major subjects.

This manual on Mathematics Class IX is one of. The tasks provided are varied and cater to the diferent multiple intelligences. It is fervently hoped that teachers and students will derive maximum benefit from these publications. By studying the contents carefully and by using the tasks in classroom teaching, teachers would be able to build their capacity not only for enhanced learning to take place but also for preparing their own materials to add value to curriculum delivery.

Certain practical guidelines have been included in the manuals to enable schools and teachers to implement formative assessment within the CCE framework as proposed by the Board for classes IX and X. This document has been prepared by a group of Mathematics teachers and I record the sincere appreciation of the Board to each of these contributors.

I also convey my appreciation to Dr. Srijata Das, Education Officer, Mr. Mani, Education Officer and Mr. Education Officer for conceptualizing and coordinating the task of deciding the content and bringing out the manual. I sincerely hope that with the availability of rich materials, teachers will be able to implement the CCE scheme in the right spirit in all the schools affiliated to CBSE.

Comments for improvement of the manual are always welcome. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. It is in the classroom that learners can analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think independently. The aim of education simultaneously reflects the current needs and aspirations of a society as well as its lasting values and human ideals.

At any given time and place they can be called the contemporary and contextual articulations of broad and lasting human aspirations and values. An understanding of learners, educational aims, the nature of knowledge, and the nature of the school as a social space can help us arrive at principles to guide classroom practices.

Conceptual development is thus laboratory manual mathematics class 10 cbse ie continuous process of deepening and enriching connections and acquiring new layers of meaning. Alongside is the development of theories that children have about the natural and social worlds, including themselves in relation to others, which provide them with explanations for why things are the way they are and the relationship between cause and effect.

Characteristics of learning All children are naturally motivated to learn and are capable of learning. Understanding and developing the capacity for abstract thinking, reflection and work are the most important aspects of learning. Children laboratory manual mathematics class 10 cbse ie in a variety of ways-through experience, making and doing things, experimentation, reading, discussion, asking, listening, thinking and reflecting, and expressing themselves in speech or writing-both individually and with.

They require opportunities of all these kinds in the course of their development. Teaching something before the child is cognitively ready takes away real learning. Children may 'remember' many facts but they may not understand them or be able to relate them to the world around. Learning takes place both within school and outside school. Learning is enriched if the two arenas interact with each.

Art and work provide opportunities for holistic learning that is rich in tacit and aesthetic components. Such laboratory manual mathematics class 10 cbse ie are essentially to be learnt through direct experience and integrated into life. Learning must be paced so that it allows learners to engage with concepts and deepen understanding rather than remembering only to forget after examinations.

At the same time learning must provide variety and challenge, and be interesting and AglaSem Schools iv laboratory manual mathematics class 10 cbse ie. Boredom is a sign that the task may have become mechanically repetitive for the child and laboratory manual mathematics class 10 cbse ie little cognitive value. Learning can take place with or without mediation. In the case of the latter, the social context and interactions, especially with those who are capable, provide avenues for learners to work at cognitive levels above their.

Place of Evaluation in the Curriculum A curriculum is what constitutes a total teaching-learning program composed of overall aims, syllabus, materials, methods and assessment.

In short it provides a framework of knowledge and capabilities, seen as laboratory manual mathematics class 10 cbse ie to a particular level. Evaluation not only measures the progress and achievement of the learners but also the effectiveness of the teaching materials and methods used for transaction. Hence evaluation should be viewed as a component laboratory manual mathematics class 10 cbse ie curriculum with the twin purpose of effective delivery and further improvement in the teaching learning process.

If properly understood, evaluation or assessment will not be perceived as something administered by the teachers and taken by the learners on the conclusion of a period of learning. When evaluation is seen as an end of the learning exercise, both the teachers and the learners will tend to keep it outside the teaching-learning process, rendering assessment broadly irrelevant and alien to the curriculum.

Further such a perception associates anxiety and stress with evaluation for learners. On the contrary, if evaluation is seen as an integral part built into the teaching learning process; it will become continuous like both teaching and learning.

When evaluation is subsumed into teaching-learning, learners will not perceive tests and examinations with fear. It will lead to diagnosis, remediation and enhancement of learning. The scope of evaluation in schools extends to almost all the laboratory manual mathematics class 10 cbse ie of learners' personality development.

It should include both scholastic and co-scholastic areas, i. This is in line with the goals of education. Evaluation is continuous and reveals the strengths and weaknesses of learners more frequently, so that the learners have better opportunity to understand and improve themselves.

It also provides feedback to the teachers for modifying their teaching strategies. In view of getting a complete picture of the child's learning, assessment should focus on the learner's ability to learn and acquire desired skills related to different subject areas. Thus assessment is a useful, desirable and an enabling process. To realize this one needs to keep the following parameters in mind The need to: assess the learner.

Continuous laboratory manual mathematics class 10 cbse ie Comprehensive Evaluation Continuous and Comprehensive Evaluation CCE refers to a system of school-based evaluation of students that covers all aspects of a students' development. It is a developmental process of a child which emphasizes on two fold objectives. These objectives are continuity in evaluation on one hand and assessment of broad based learning and behaviourial outcomes on the.

The term continuous is meant to emphasise that evaluation of identified aspects of students growth and development is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session.

It means regularity of assessment, diagnosis of learning gaps, use of corrective measures and feedback of evidence to teachers and students for their self evaluation. The second term comprehensive means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of students growth and development.

To lay emphasis on thought process and de-emphasise memorization. To make evaluation an integral part of teaching-learning process. To use evaluation for improvement of students' achievement and teaching learning strategies on the basis of regular diagnosis followed by remedial instruction. To use evaluation as a quality control device to maintain desired standard of performance. To determine social utility, desirability or effectiveness of a programme and take appropriate decisions about the learner, the process of learning and laboratory manual mathematics class 10 cbse ie learning environment.

To make the process of teaching and learning a learner-centered activity. Continual means assessment of students in the beginning of instruction placement evaluation and assessment during the instructional process formative evaluation done informally using multiple techniques of evaluation.

It includes assessment in Scholastic as well as Co-Scholastic aspects of the pupil's growth.

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