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4 Perfect Lesson Plan, Science Class 9 Ncert Solutions

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NCERT Hindi Class 9 Geography- Translation In Hindi, Kannada - Slideshare uses cookies to improve functionality and overall performance, and to provide you with relevant advertising and marketing. In case you continue surfing the website, you agree to the use of cookies in this website. See our user agreement and privacy coverage. Central board of secondary schooling 2, network centre, preet vihar, delhi cbse/acad/2009/ 12/10/2009 circular no. Forty two all of the heads of cbse affiliated impartial faculties problem: cce in magnificence ix for 2nd term (october 2009 – march 2010). Dear primary, the important board of secondary education vide round no 39 dated 20/09/2009 on examination reforms and non-stop and comprehensive assessment (cce) calls for holistic assessment of novices through strengthening cce in elegance ix with effect from october 2009. The class ix students will be assessed thru cce through the college itself. The strengthened cce scheme will be applicable for the second one term (october 2009- march 2010) of the current instructional consultation in elegance ix. The weightage of formative assessment (fa) and summative assessment (sa) will be as follows: time period kind of assessment percent of weightage in instructional session term - sensible weightage total formative evaluation i 10 formative evaluation 2 10 formative assessment- 1 2=20 first term (april - sept.) Summative assessment 1 20 summative assessment - 1=20 formative evaluation 3 10 formative evaluation four 10 formative evaluation- three four=20 second term (oct. ?? march) summative assessment 2 forty summative evaluation- 2=forty formative = 40 summative = 60 overall a hundred observe: because the scheme is being introduced from the second one time period for this year, one of the following alternatives may be taken up in schools. 1. Weightage of each formative assessment shall be 20 and that of summative assessment will be 60. 2 three annexure-ia examination structure for summative assessment: march 2010 english communicative (code one hundred and one) : elegance ix the query paper could be divided into four sections: phase a: reading comprehension - 20 marks section b: writing - 20 marks phase c: grammar - 20 marks phase d: literature - 20 marks scheme of segment and weightage to content: section forms of questions no. Of questions marks section a four passages extract from poetry/poem real/descriptive passage literary passage discursive passage mcq four 5x4=20 general=20 segment b writing abilties b1. Formal letter/casual letter/1ec5f5ec77c51a968271b2ca9862907d (visible or verbal stimulus) b2. Diary access/article/ speech/ declamation/story writing/composition (visual or verbal stimulus) b3. Bio sketch/records interpretation speak final touch l. A. S. A. 2 1 1x8 1x8 1x4=20 segment c grammar mcq five 5x4=20 general=20 segment d literature mcq s.A. L.A. (Inner choice) 2 4 1or1 three three=6 4x2=eight 1x6=6 overall=20 four syllabus for summative evaluation 2nd term (october 2009 - march 2010) english (communicative) class ix code: a hundred and one topics a) reading phase: comprehension passages (literary- prose and poetry, factual, discursive and descriptive) b) writing phase: quick compositions ( procedure description, dialogue completion. Bio cartoon, facts interpretation) • mcb gadgets three-7 : lengthy compositions letters, articles, speeches, declamation, tale writing (visual or verbal stimulus) • cutting-edge problems c) grammar segment:based on workbook included questions- (modifying, omissions, gap filling, syntax, communicate crowning glory, reported speech, passive voice) d) literature phase: prose -1) the necklace 2) the pendulum poetry-1) i cannot bear in mind my mother 2) lord ullin’s daughter three) the seven ages four) the road no longer 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 will be divided into 4 sections : phase ‘a’ studying (comprehension) - 15 marks phase ‘b’ writing - 15 marks section ‘c’ grammar - 15 marks section ‘d’ text e-book - 35 marks scheme of section and weightage to content material : 6 syllabus for summative evaluation 2d time period (october 2009 –march 2010) english (language & literature) code 184 elegance ix topics a) studying segment : analyzing unseen comprehension passages- factual, literary, discursive b) writing segment : quick compositions- communicate of completion, tale writing, document writing sections form of questions no. Of questions marks segment ‘a’ studying 3 unseen passage of overall 500 words accompanied via m.C.Q.S inclusive of 3 marks for vocabulary mcq 03 3x5=15 marks section ‘b’ writing - one letter in no longer greater than 100 phrases primarily based on supplied verbal stimulus varieties of letter formal/ casual - article/speech/declamation composition ( visible or verbal stimulus) - short composition based on dialogue finishing touch/tale writing/file writing l.A. S.A. 02 01 1x6 1x6 1x3 =15 marks section ‘c’ grammar mcq 05 5x3 =15 marks section ‘d’ textual content ebook - 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 / casual letter, article, speech, declamation.(Based on verbal/ visual stimulus) c) grammar : incorporated questions based on tenses, modals, voice, narration, challenge-verb harmony. Clauses, connectors, determiner, preposition and so on. D) literature phase 1. Moments: a) the satisfied prince b) weathering the typhoon in ersama c) the final leaf d) the unintended vacationer e) the beggar 2. Beehive: (prose) a) my childhood b) packing c) attain for the pinnacle d) the bond of love e) kathmandu f) if i were 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 house is not a home f) a shut eye did my spirit seal g) the snake attempting formative evaluation for 2d term for sophistication ix - englishes (communicative & language and literature) formative three 10 formative four 10 the formative assessment can be finished for three & four for all the following studying principles. ?? comprehension • grammar • literature text – writing talent: 8 1. Diary access 2. Letters – formal & casual three. File four. Articles five. Declamation 6. Speech comprehension questions 1. Connection with context 2. Mcq three. Brief solutions four. Long solutions • mcb – abilities 1. Diary entry 2. Letters – formal & casual three. File 4. Articles five. Declamation 6. Speech observe: f3 & f4 are for 10 every for the second one term range of assessments/class work/domestic work/checks/quizzes/function plays/debates/other sports may be taken up and reduce to 10. Parameters of assessmet • comprehension - accurate reaction • grammar - accurate response • literature writing skills - 1) content 2) fluency 3) accuracy comprehension questions- 1) accurate reaction 2) textual expertise three) accuracy of factor mentioned 4) creativity • mcb writing skills- 1) context 2) fluency three) accuracy suggested sports for formative evaluation mode of evaluation 1) dramatisation (institution work) 1) dramatisation: 9 • textual content eg. Bishop’s candlesticks-enact a scene • change the scene • exchange the give up of the play • innovative eg. Market scene • performing abilties • dialogue shipping • diction • expertise the textual content • understanding the person self belief 2) institution dialogue observed through class presentation • each child gives one component of subject matter • debate, declamation, speech- activities 2) organization dialogue: • knowledge of subject matter • conversational capabilities • confidence • presentation three) spell test (spoken competencies- group paintings) • spelling • that means • pronunciation • sentence making three) spell test • memorisation of correct spelling • accurate sentence formation • right usage of word • part of speech used 4) radio talk (listening comprehension) • students will pay attention to a radio talk • questionnaire to be given by teacher (mcq & brief solutions) • students will respond in writing • peer correction 4) radio speak • accurate reaction to questions • application of commands (as in a map) five) weaving a yarn (organization hobby) • tale line to be given by means of teacher (starting, cease or middle) • students will present it inside the shape of (a comedian strip with illustrations, dialogues, dramatization or tale) five) weaving a yarn • imagination • creativity • connectivity / fluency 6) the budding poet or creator • visible stimulus inside the shape of photo, cool animated film, scene etc • verbal stimulus (words, phrases, story or incidents) • composing/changing the given textual poem or text. 6) budding poet or creator • originality • creativity • fluency • creativeness 10 7) reading a e book (group or character hobby) • about the writer • summary • characters • extrapolation • ebook jacket • designing a comic e-book • simplify tale for junior instructions 1) simplifying plot 2) writing the script three) narrating four) enacting 5) creating a c.D. Suggested books for this hobby • treasure island • tom sawyer • alice in wonderland • panchtantra tales • oliver twist • abducted • shakespeare’s performs 7) e-book assessment • information of text • analytical potential to evaluate plot individual, writers fashion • creativity / creativeness • presentation eight) quiz on literature textual content creator’s existence & works the text vocabulary/word formation – antonyms, synonyms poetic devices usage of phrases eight) quiz • textual expertise • vocabulary • about the writer 9) dumb charade (based totally on literature text) (in companies) member of 1 group to enact situation individual the others to become aware of it 9) dumb charade • performing ability • textual know-how • creativity • understanding of nuances of person, topic etc • popularity of character 10) radio display interview survey debate / talk news reading 10) radio display • imagination • creativity • presentation • originality 11) rewriting history eleven) rewriting records eleven what might have occurred if ----------------- • creativeness • originality • creativity • presentation • modern relevance 12) in the hot seat interview of a textual man or woman by using reporters justifying movement with the aid of man or woman 12) inside the hot seat • textual information • creativeness • creativity • self belief • formation of questions thirteen) just a minute • textual • wellknown subjects topics may be from the textual content or from existence. In only a minute, pupil will communicate at the given topic. Thirteen) just a minute • promptness • textual know-how • imagination • presentation • fluency of ideas • confidence • concise expression conversation talents assessment scale listening speaking 1. The learner : suggests preferred capability to understand words and phrases in a familiar context but can't observe related speech; 1. The learner: indicates potential to use only remoted words and terms however can't perform at related speech degree; three. Has ability to follow quick connected utterances in a acquainted context; 3. In familiar scenario, uses handiest brief connected utterances with restrained accuracy; 5. Has capability to recognize explicitly stated facts in both familiar and 5. Shows capability to use more complex utterances with some fluency in longer 12 strange contexts; discourse; nonetheless makes some errors which impede communique; 7. Knows quite a number longer spoken texts with affordable accuracy, and is capable of draw inferences; 7. Organises and affords mind in a fairly logical and fluent way in strange situations; makes errors which do now not interfere with conversation; 9. Indicates ability to interpret complicated discourse in terms of factors of view; adapts listening techniques to suit distinct functions. Nine. Can spontaneously adopt style suitable to motive and target audience; makes best negligible errors. 13 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 shape : magnificence ix challenge technology ii term (oct 2009- march 2010) design of the question paper max. Marks – eighty time – 3 to 3 ½ hrs. Type of questions no. Of questions marks for general marks each question (i) very quick solution type (vsa) 08 01 08 (ii) quick solution type i (sa i) 09 02 18 (iii) short answer type ii (sa ii) 03 03 09 (iv) lengthy solution type (los angeles) 03 05 15 (v) mcq (theory primarily based) 01(15 elements) (1x15) 15 (vi) mcq (sensible abilties) 01(15 parts) (1x15) 15 total variety of questions 25 overall marks eighty syllabus for summative evaluation in technology 2d term (october 2009 – march 2010) written assessment weightage of marks to be held in (pen-paper check) forty march 2010 content for summative assessment . Name of the chapter 1. Is rely round us natural 2. Atoms and molecules three. Structure of the atom 4. The essential unit of existence 5. Tissues 6. Gravitation 7. Sound eight. Paintings and power nine. Why can we fall sick 10. Development in food assets 25 there will be two formative checks and one summative evaluation. Formative evaluation weightage of marks suggested length formative assessment 3 10 oct 09 - dec 09 formative evaluation 4 10 dec 09 –feb10 formative evaluation for 2d term (october 2009 – march 2010) for sophistication ix - science formative assessment 3 and 4 will include the following: (i) written evaluation based on concept (ii) sensible assessment based totally on cbse curriculum 2009-2011 (iii) continuous assessment inside the following counseled areas: (a) domestic assignments/ class assignments (b) magnificence response/oral assessment (c) seminar (d) symposium (e) organization discussion (f) organization interest preferably in organizations of four-five college students. Advised regions • investigatory/experimental initiatives • motion plan • survey • assessment on worksheets primarily based on field journeys 26 annexure iv exam shape - class ix : arithmetic second time period (october 2009 to march 2010) design of the question paper for summative assessment- 2 form of question no. Of questions marks allocated overall marks to every question (i) m.C.Q. Eight 1 8 4 2 8 = sixteen (ii) brief answer kind-i 7 2 14 (iii) short solution kind-ii 10 3 30 (iv) long solution kind 5 four 20 overall 34 80 syllabus for summative evaluation – 2 :mathematics 2nd term (october 2009 – march 2010) 1. Wide variety systems 2. Polynomials 3. Lines and angles 4. Triangles 5. Quadrilaterals 6. Areas of parallelograms and triangles 7. Circles 8. Surface regions and volumes 9. Information 27 formative evaluation 2nd term (october 2009 – march 2010) there could be two formative tests and a 12 months stop summative take a look at. The weightages and time schedule will be as below: kind of check weightage time schedule formative 3 10 marks oct – dec 2009 formative 4 10 marks jan – feb. 2010 summative forty marks march 2010 total 60 marks formative assessment will include the subsequent : (i) unit test based totally on the content taught during the respective periods. (Ii) written check/oral take a look at .W. (Iv) worksheets / assignments (v) quiz (vi) group interest / discussion (vii) arithmetic initiatives in groups of three to 4 college students. It can be supplied in any of the following bureaucracy: (a) written assignment reviews (b) charts/fashions (c) electricity point shows (d) survey analysis and so forth. (Viii) arithmetic activities (fingers-on) indexed in cbse lab interest guide the pupil may be evaluated on the following: (a) performance of activity (b) document record of the sports finished (c) viva 28 annexure v exam structure for social technology - magnificence ix 2d term 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 total marks mcq 1 sixteen 16 quick solution (s.A.) Three 16 48 lengthy answer (l.A.) Four three 12 map question four 1 four overall 36 eighty 2. Unit-sensible division of questions 1 mark questions 3 marks questions four marks questions map question total unit no. And titles/ subjects marks no. Of query no. Of questions no. Of questions no. Of questions i. India and the present day global (history) 18 2 four 1 - 18(7) ii. India – land and the humans (geography) 20 4 4 - 1 20(9) iii. Democratic politics i (political science) 18 five three 1 - 18(nine) iv. Information economics sixteen three three 1 - sixteen(7) v. Disaster management 8 2 2 - - 8(4) total eighty 16 sixteen 3 1 80(36) note: figures within the brackets imply variety of questions and outdoor the bracket their total marks. Three. Scheme of alternatives: internal preference is supplied in the map question most effective. 29 syllabus for social technology - magnificence ix 2d time period october 2009 to march 2010 please be aware that the whole syllabus prescribed at some point of the modern instructional session is to be included and examined in formative and summative mode. Given hereunder is the decreased syllabus for 2nd term summative examination in 2010. Unit 1 (history) india and the current international i section i: occasions and approaches (anyone of the subsequent) 1. The french revolution 2. Socialism in europe and the russian revolution three. Nazism and the rise of hitler phase ii: livelihoods, economies and societies (anyone of the subsequent) four. Forest society and colonialism 5. Pastoralists inside the present day world 6. Peasants and farmers. Section iii: every day lifestyles, culture and politics (any person of the following) 7. Records and sports activities : the story of cricket 8. Apparel : a social records unit ii (geography) contemporary india i chapter 3 – drainage chapter four – weather bankruptcy 5 – herbal plants and wildlife chapter 6 – population map work – based totally at the above chapters as in line with the list of map objects furnished herewith. Unit iii – (political science) democratic politics chapter 3 - constitutional design bankruptcy four – electoral politics chapter 5 – running of institutions chapter 6 – democratic rights unit iv – economics bankruptcy 2 – humans as resource bankruptcy three – poverty as a undertaking chapter four – meals security in india unit v – (disaster control) together, closer to a more secure india - ii chapter 2 – precise dangers and mitigation bankruptcy three - stopping common human precipitated screw ups list of map items (geography) on political define map of india (each for identification & finding and labeling) chapter three – (drainage) 30 rivers : ganga, satluj, brahmaputra, narmada, tapi, mahanadi, godavari, krishna and kaveri lakes : chilka, pulicat, vembanad, sambhar mountain degrees : karakoram, zaskar, shivalik, aravali, vindhya, satpura, western ghats, jap ghats mountain peaks : k2, kanchanjunga, anaimudi coastal strips: coromandel, konkan chapter four: (climate) cities : tiruvananthapuram, chennai, jodhpur, jaipur, bangalore, mumbai, kolkata, leh, shillong, delhi, nagpur regions receiving rainfall over four hundred cms. Regions receiving rainfall much less than 20 cms. Bankruptcy 5 : (natural vegetation & flora and fauna) regions : evergreen forests, tropical thorny forests, mountain forests, mangrove forests. Countrywide parks : corbett, kaziranga, ranthambor, shivpuri, kanha kisli, simlipal, manas chook sanctuaries : bharatpur and ranganathitto wild existence sanctuaries : sariska, mudumalai, rajaji, dachigam bankruptcy 6 (populace) o the state having the best density of populace o the nation having the lowest density of populace o the country having the very best sex ratio o the nation having the lowest intercourse ratio o the maximum populous country of india o the least populous state of india 31 formative evaluation in social technology second term (october 2009 – march 2010) a. Formative evaluation in social science the board has already prescribed 20 marks for inner evaluation for class ix as in step with the following cut up part 1 magnificence checks, units check and many others. 10 marks element 2 assignments 5 marks part three mission work 5 marks total 20 marks the formative evaluation for the second time period may additionally include the above for fa3 and fa4. Tips on unique components of formative evaluation 1. Assignments the project is an effort to increase in the college students the following faculties (a) information the situation of social technological know-how better as a social scientist need to. (B) making use of the unique thoughts learnt within the context of the world around us. (C) developing medical information processing capabilities like survey, literature examine, information collection, interpretation and giving reasons and featuring alternatives. (D) linking the take a look at of the sciences and social sciences the assignments will be at the regions which would now not be tested inside the unit test or summative assessments as those are the options which can be being taken into consideration by the board, however form part of the curriculum and syllabus specifically in history. Consequently the purpose of assignments is to enable the following: 1. Interpretation of texts and giving of views. 1. Examples: a. Interpreting pics of delhi and its format in the colonial and contemporary period. B. Analyzing the specific types of conventional irrigation systems and relating them to the surroundings they are discovered in. C. Tracing the evolution of coinage in india since the east india employer to these days. 32 2. Referring to the textual facts with extended reading of other textual content in the library or from different statistics resources like the encyclopedia, internet and cds. Examples: a. Make a dictionary of phrases in political technology and economics. B. Biography and quotations from different moderates and extremists in india on the issue of dominion fame. C. Use of data to reconstruct records d. Make an annotated atlas of india on mineral wealth, populace, land use, cities, and many others. Three. The use of the information, cartoons, pix and related fiction and travelogues to deepen their know-how of records, social and political life and geography. Examples: a. The usage of journey writing from newspapers and magazines to understand the extraordinary areas of india. B. Preparing a assessment of discovery of india, or any ebook on democracy. Travelogues or ancient novels like neel darpan, or godan. Four. Extension of the study room lesson during teaching, in most cases the lesson ends with an assignment, which is in a sense an extension of the lesson. It's far a lesson carried on at home via the students of their enjoyment time in step with the path provided with the aid of the instructor. As a consequence it provides extra gaining knowledge of experience no longer feasible in a quick class consultation. It could also offer additional exercise of what has been carried out within the class and application in new conditions, thereby clarifying the nature of the concept and enrichment of information. Examples: a. Experiment based totally assignments like weather facts interpretation b. The need to contain the primary tribes via the authorities in formulating forest conservation policies. C. Views of students in collectivization of agriculture as added by using stalin. D. Relevance of mahatma gandhi’s thoughts of spinning of charkha by way of every family even today. E. Comparative observe of lok sabha and rajya sabha. Five. Self-evaluation when some home paintings is given by means of the instructor at the software of subjects already taught in the class, it presents a state of affairs for self-assessment by using the scholars of the way nicely s / he 33 comprehends the brand new idea taught in the college. Those questions might be textual content based totally and those given as evaluation. Examples a. Writing a precis essay on agriculture in india, or strength improvement, weather exchange and developing countries, changes in the game of cricket from beyond to the prevailing. B. Students’ interpretation of citizenship. C. Definition of citizenship with the aid of french revolutionaries and fans of nazism. D. The want for charter. 6. Certain observe of unique topics in most instances, assignments associated with a selected topic are given to the students, in which a scholar is asked to write down a report at the essential aspect of the subject. It is able to require reading of relevant references, synthesis of applicable information, observations and personal studies related to the topic. The scholars are expected to organize all of the associated statistics in some order. Examples: a. Put together a quiz, chart, poster, aid kit, strength point presentation, games, crossword puzzles on one-of-a-kind topics b. Design a poster on harmful results of opium on human body. C. Look at of version code of conduct prescribed with the aid of election commission. D. Chart on specific slogans on diverse problems used by specific political parties all through elections. E. Tracing the improvement of the indian constitution by using searching into the capabilities of the constitution of different countries. 2. Task paintings from time to time the assignment may be based on some observations, measurements on series of a few cloth. Afterwards arranging or tabulating it and finding if any sample exist. In this the students are asked to document the technique accompanied presentation of information or facts, its evaluation and the crucial consequences of the challenge. It could be similarly suggested that the file organized by using a student or group of college students is presented to the complete magnificence or faculty by way of the students. Discussions are to be held. The instructor and other students might also ask questions based totally at the challenge every time there's 34 a few problem in answering the questions by way of the scholar, the instructor explains and illustrates with examples. The assignment topics which are designed by the board of secondary training in social technological know-how for class 9 and 10 want to be specified and properly centered so that the children can understand the same without difficulty. The assignment have to be easy to do for all kinds of inexperienced persons and in all varieties of environments. The time spent on facts series and enquiry ought to not be a burden or be undertaken during faculty hours. Examples: a. Interviewing an mla of ones location at the development made in his constituency at some point of his tenure. B. Interviewing human beings of their community belonging to various magnificence and profession on how far the humans are happy on the performance in their mla. C. Role of ‘special financial zones in india’. D. Proud to be a responsible indian- a project on recognition for essential duties. E. Selling wearing talents in india. Assessment of assignments and challenge paintings is an critical factor. When an venture is given, it have to have a few foundation in relation with the educational goals. The assignment should be evaluated retaining in view those goals and the extent to which objectives were finished. The task must be evaluated and grading should receive. The challenge grade must also be covered in the very last evaluation. It could additionally be noted that the assignments can't usually be made thrilling but they can constantly be made meaningful. 1 three. Assessments a take a look at provides a situation or collection of conditions to college students to carry out to a given question or situation to illustrate their attainment and skills. We may be checking out their achievement in scholastic. The sort of take a look at is a trainer-made test. We use numerous kinds of exams like unit check, diagnostic check, oral check, annual take a look at. Many a time the question is of ways can we know whether or not the child has found out whatever at all or whether what s/he has learnt is right or there's want for extra reinforcement for this we've if you want to infer her/ his getting to know thru the check . This can be completed with the help of periodic tests. Periodic exams / weekly class tests 1 35 whilst a trainer desires to verify whether or not the scholars have learnt what they have been taught in a lesson or a unit and what difficulties they still face, periodic or unit checks are excellent used. Whilst periodical checks are conducted after each subject matter / units, instructors get a clean picture of in which the scholar is and of the way s/he's progressing. This knowledge of electricity and weakness of a scholar is helpful in making plans effective coaching through instructors and in powerful mastering by the pupil. The continuous evaluation is completed by way of periodical checking out. Every now and then whilst government insist on reporting the pupils progress to mother and father, at particular periods, periodical exams are conducted automatically for you to examine the formality of speaking the check-effects to mother and father. In cases such as these, there may additionally arise the opportunity of directing the school room sports in the direction of writing the exams, as opposed to the amendment of pupils’ conduct. Such practices of teaching merely for testing should be discouraged. In preferred the kid ought to understand how the effects of evaluation are to be used. If s/he does not understand, he may additionally broaden a form of anxiety or worry of assessments and other kinds of evaluation. Performance on periodical checks the overall performance on periodical checks have to be systematically recorded. It's miles satisfactory if the comments the learner is given is each qualitative and quantitative and the corrections of mistakes are also insisted upon. After opportunity to improve person's overall performance on these unit assessments need to receive due credit score along with annual check overall performance for very last evaluation. But their formative function ought to not be forgotten. B. Summative assessment: march 2010 whether or not there is enough understanding about any vicinity of take a look at is usually recognized with the aid of conducting a summative check at the give up of the session. This check covers a sample of the whole route and is divided into hard and easy questions. The test could have 20 better order questioning abilties questions, and 40 knowledge based questions. Questions can also be on interpretation of maps, diagrammes and many others and real recall type questions (with minimum emphasis). The test would also have a nice discrimination index and the result is meant to be used for rating, awarding division, granting scholarships, and promoting and much less for guidance. As the summative check is conducted at the quit of the terms, the effects of this test aren't useful for effective planning of school room coaching or for development of gaining knowledge of with the aid of student. 36 format of summative check • the summative evaluation/very last exam could be out of 80 marks to be decreased to forty marks. ?? this assessment will incorporate of forty of the total marks in cce • the unit –wise weightage of marks stays the same as prescribed within the syllabus for social science in the secondary faculty curriculum 2010. ?? the design and the unit clever division of questions are given. ?? the chapters of the prescribed ncert textbooks to be tested within the summative evaluation of march 2010 were exact. ?? the question paper will contain of 36 questions inclusive of one map query of 4 marks on precise listing of gadgets for map paintings. ?? more than one preference questions are to be introduced in social technology question paper for the primary time. ?? there will be sixteen mcqs from all of the 5 gadgets in social technological know-how. ?? there could be a separate paper containing mcqs only to be attempted inside the first 30 minutes. The answer scripts to be accumulated at the stop of this half-hour duration. ?? straight away after the mcq paper, the scholars gets 2 hours and 30 minutes to answer the primary paper.

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