PRACTICAL SUBMISSION WORK

SEMESTER III
2024-25

NAME OF THE COLLEGE: Siddharth B.Ed College,

Badlapur

NAME OF THE STUDENT: Bhavika Karani

PRN NUMBER: 2018016402078245

ROLL NUMBER: 26

DATE OF SUBMISSION:

1
 INDEX FOR PRACTICAL WORK
SEM III (2024 - 2025)
S/N Particulars PgNo.
Core Course 4 (CC4) – Assessment for
I
learning
Task 1 – Prepare a Blueprint and a test in the school
subject: Mathematics.
Task 2 – Study and Compare the implementation of
CCA of different school boards.

Elective Course (EC 1) Pedagogy of

II
School Subject –II - MATHEMATICS
Task 1 – Critically appreciate any Textbook of
mathematics.
Task 2 – Collect the names of Mathematicians and
prepare a report about their contribution to
mathematics.

Interdisciplinary course (IC 3) Language

III
across curriculum
Task 1 – Construct a glossary of content words in
different subjects.
Task 2 – Take a story/poem and rewrite in the other
form.

Internship Request Letter

2
 Internship Certificate

Project based Courses (PC 3) – Internship

IV
of 11 weeks
4.1 Regular lesson plans

Lesson 1:
Sub: English
1
Std: 8 th
Topic: Grammar - Punctuations

Lesson 2:
Sub: English
2
Std: 6 th
Topic: Poem – In the bazaars of Hyderabad
Lesson 3:
Sub: English
3
Std: 7 th
Topic: Grammar – Clauses
Lesson 4:
Sub: English
4
Std: 7 th
Topic: Prose – His first flight
Lesson 5:
Sub: English
5
Std: 8 th
Topic: Prose – My Tryst with Everest

Lesson 6:
Sub: Mathematics
6
Std: 6 th
Topic: Co-ordinate Geometry

3
 Lesson 7:
Sub: Mathematics
7
Std: 7 th
Topic: Fractions – Types of fractions

Lesson 8:
Sub: Mathematics
8
Std: 7 th
Topic: Fractions – Ratio and proportion

Lesson 9:
Sub: Mathematics
9
Std: 8 th
Topic: 3D Shapes – Surface area of cube and cuboid

Lesson 10:
Sub: Mathematics
10
Std: 8 th
Topic: 3D Shapes – Volume of cube and cuboid

4.2 Theme based lessons

Lesson 1:
Sub: English
1
Std: 7th
Topic: Food: Where it comes from

Lesson 2:
Sub: Mathematics
2
Std: 8th
Topic: Profit and loss: Eco-tourism

4
4.3 Co-teaching with school teachers

Lesson 1:
Sub: English
1
Std: 6th
Topic: Grammar – Kinds of Phrases

Lesson 2:
Sub: Mathematics
2
Std: 7th
Topic: Data Handling - Mean

Lesson 3:
Sub: Mathematics
3
Std: 7th
Topic: Data Handling – Median and Mode

Administration of Unit Test and analysis

4.4
of results
4.5 Reflective Journal on Internship activities

5
 CORE COURSE 4 (CC 4)
Assessment for Learning

Task 1: Prepare a Blueprint and a test in the school

subject: Mathematics

Name of the Student: Ms. Bhavika Karani

Class: SY B.Ed (2024-25)

6
Prepare a Blueprint and a test in the school
subject: Mathematics
Introduction:

A test plan outlines the assessment topics for your pupils. The test
design includes instructional objectives, questions/tasks, learning domains, and
levels for students to perform at.

A test blueprint is the framework that you design and follow while
'creating' a test. When creating assessments for learners, it's important to ensure
that the test covers all the objectives of instruction and that each question targets
one of them.

You can quickly determine if you are pushing students to think and
perform at different levels—from low to high—in each learning topic by using a
test template. Mark the domain and the level that each question represents for
each example.

7
DEFINITION:
The blueprint is a three-dimensional graphic that displays the relative
importance of objectives, content, and question types in terms of grade points.
Typically, a blueprint serves as a roadmap for creating another object. It is a
technical overview or comprehensive plan of action.

CHARACTERISTICS of BLUEPRINT:

 Contribute to enhancing the content validity.

 Specifies the test's focus and extent.
 Connects goals to the material.
 It increases the certainty that the exam will fairly assess both course
material and learning objectives.
 The quantity and kind of exam questions are shown in a matrix or chart.
 The content area's subjects are reflected in the questions.
 Each topic's learning aim serves as the basis for the questions.
 Additionally, it indicates how the cognitive elements are weighted in
percentages.

PURPOSE OF BLUEPRINT:
The test blueprint serves the following purposes:

 It is a readily available document that lists the topics covered under each
module along with its identified learning objectives;
 It ensures content validity of the assessment;
 It gives researchers a clear framework for creating items that evaluate the
key concepts or critical thinking abilities listed in the blueprint;
 It also offers sources for the formative use of the summative assessment
to meet Bloom's taxonomy of educational objectives.

8
Parameters for creation:

 Prior to starting the creation process, specify the parameters of an

assessment.
 Provide pupils with blueprints to assist them understand the learning
objectives.
 Give a conceptual outline of the topic area and the exam structure.
 The kind of measuring instrument used to evaluate the elements that
weight each learning objective column.

APPLICATIONS OF BLUEPRINT IN EDUCATION:

 For evaluating test specifications, or in exams.

 Assessing strategy and time management to attain the intended result.
 Curriculum development for school administrators.
 Curriculum designers should create thorough, sequential learning
opportunities for professional advancement.
 Parents and guardians for assisting young people in establishing their
careers at a young age.

9
Exactly what constitutes a good test?

1. Score variance:
Discrimination can only be successful if test takers' results differ enough
from one another and too difficult exam would yield poor results for all
test takers, whereas an overly easy test would yield high scores overall
without indicating any discrimination on any of the criteria, hence neither
test is deemed good.

2. Reliability:
This refers to the consistency of a test across time as well as its internal
consistency. It gauges the degree of measurement inaccuracy in the test or
the accuracy of test results.

3. Validity:
This refers to the degree to which an evaluation is assessing the intended
construct. Stated differently, it assesses the utility of a test.

10
 4. Integrity and truth in testing:
a. Integrity and openness are included into a good exam at several
points.
b. To prevent developer bias, the test should be evaluated by several
specialists as it is being constructed.Following development, the
exam is evaluated based on its scoring and content.
c. All test takers receive their results after the exam is over, and the
proper procedure is outlined for any test taker who is suspected of
cheating or committing other irregularities.

5. The procedure of benchmarking by administering the exam to a

representative group in order to observe the usual scores is known as
standardisation. This aids in establishing standards and allows a test-taker
to evaluate their performance by contrasting it with the expected results.

6. Leak-proof:
There is a chance that test questions will be leaked and accessed by those
who haven't taken the test yet, giving some people an unfair advantage. In
order to guarantee that the frequency of a certain question is contained, a
question bank is often created 20–25 times for a test. Because the
questions a candidate is given are based on his or her aptitude and ability,
adaptive tests also guarantee that no two test sheets are similar.

Bloom's Taxonomy
Bloom's Taxonomy is a useful tool for lesson planning, creating peer and self-
assessment, designing and assessing instructional materials, learning objectives,
student projects, and more.

11
APPLICATIONS OF BLOOM'S TAXONOMY
The writers and developers of the taxonomy state that it may be used for the
following purposes:

 To prioritise learning objectives.

 Creating and presenting educational materials.
 Creating reliable tests that align with the students' coursework.
 Assessing lessons and learning goals.
 Ensuring that assessment and instruction are in line.

STEPS TO PREPARE BLUEPRINT:

I. DETERMINATION OF LEARNING OBJECTIVES.
II. CONTENT ANALYSIS.
III. DETERMINING THE TYPES OF QUESTIONS.
IV. DETERMINATION OF NO. OF ITEMS FOR EACH TOPIC
BASED ON LEARNING OBJECTIVES.

12
1. DETERMINATION OF LEARNING goals:
a. In order for a test to be considered valid, the course goals must be
examined in order to determine which objectives should be assessed
and under what circumstances. For this, each exam goal is given a
grade based on how important it is.
b. Bloom's taxonomy serves as the basis for the learning objective:

i. Remembering:
The learner is informed that the learning is at the lowest level of
thinking by action verbs like "recognising" and "recalling."

ii. Understanding:
Activities like "interpreting," "exemplifying," "classifying,"
"summarising," "inferring," "comparing," and "explaining" are
likely to be necessary for work at this level.

iii. Applying:
Students are probably using this level of thinking when they are
expected to "implement" or "execute" a task or action.

iv. Skill:
According to the updated Bloom's taxonomy, the greatest degree of
thinking is producing something unique or essentially novel. Verbs
like "generate," "plan," and "produce" let students know that they
must perform at this level.

13
 SR NO OBJECTIVES MARKS %
1 Remembering 6 24%

2 Understanding 10 40%
3 Applying 5 20%

4 Skill 4 16%

TOTAL 25 100%

2. content ANALYSIS:
The curriculum must be examined, and various topic areas must be
given varying weights. Once more, this is done to ensure the test's validity. It is
a way to compile all of the course's or syllabus's material into an organised
table.

SR NO CONTENT MARKS %
1 TOPIC I 11 44%
2 TOPIC II 6 24%
3 TOPIC III 8 32%

TOTAL 25 100%

3. DETERMINING THE DIFFERENT FORMS OF QUESTIONS:

It is to be seen how they will be assessed after the objectives and

content have been examined. A certain type of question can be used more
effectively to test a given aim and material.

In order to test various objectives and topics, the exam should have a
variety of question types. To do this, a variety of test questions will be used, and

14
the scores assigned to each will be determined. This addresses the test's
dependability.

SR
FORM OF QUESTIONS MARKS %
NO
1 Essay type 5 20%

2 Short-Answer Type 12 48%

3 Objective Types 8 32%

TOTAL 25 100%

4. DETERMINATION OF NO. OF ITEMS FOR EACH TOPIC BASED

ON LEARNING OBJECTIVES.

Calculate the subtotals of all the questions under all the previously pre-
defined steps. Calculate the totals. Your total should tally with the weightages
of objectives and content units that you had already marked on the blue print.
Fill in the summary of types of questions.

Rememberi Understandi
Objective Applying Skill Total
ng ng
Content E S O E S O E S O E S O

Topic I 4 4 3 11

Topic 2 2 4 6

Topic 3 2 2 2 2 8

TOTAL 6 10 5 4 25

15
 NOTE: Every time the question will change, not the blue print

BLUEPRINT

CLASS: STD VIII SUBJECT:

MATHEMATICS

SCHOOL: PRABHAKAR DESAI INTERNATIONAL SCHOOL

TOPICS:
o TOPIC 1: Geometric Construction
o TOPIC 2: Multiplication and Division of Integers
o TOPIC 3: HCF and LCM

16
1. DETERMINATION OF LEARNING goals:

SR No Objectives Marks T1 T2 T3 %
1 Remembering 5 1 2 2 20%
2 Understanding 12 4 4 4 48%
3 Applying 6 2 2 2 24%
4 Skill 2 2 0 0 8%
TOTAL 25 9 8 8 100%

2. content ANALYSIS:

SR NO CONTENT MARKS %
1 TOPIC I 9 36%
2 TOPIC II 8 32%
3 TOPIC III 8 32%
TOTAL 25 100%

3. DETERMINING THE DIFFERENT FORMS OF QUESTIONS:

Forms of
S/N Marks T1 T2 T3 %
Questions
1 Essay type 8 U 4 A 2 A 2 20%
2 Short-Answer Type 10 A 2 U 4 U 4 48%
3 Objective Types 7 R 1 32%
R 2 R 2
S 2
TOTAL 25 9 8 8 100%

*R = remembering , U = understanding, A = applying, S = skill

17
4. DETERMINATION OF NO. OF ITEMS FOR EACH TOPIC BASED
ON LEARNING OBJECTIVES.

Objectiv Rememberi Understandi

Applying Skill Total
e ng ng
Content E S O E S O E S O E S O

1 2 2
4
Topic I - - - - - (1Q - - - 9
(1Q) (1Q) (1Q)
)
2
4 2
Topic 2 - - (2Q - - - - - - - 8
(2Q) (1Q)
)
2
4 2
Topic 3 - - (2Q - - - - - - - 8
(2Q) (1Q)
)
TOTAL 5 12 6 2 25

*E- Essay Type, S- Short-Answer Type, O-Objective Type

5. WEIGHTAGE TO DIFFICULTY LEVEL:

SR No Difficulty level Marks T1 T2 T3 %

1 Easy 11 3 4 4 44%
2 Average 9 3 4 2 36%
3 Difficult 5 1 2 2 20%
TOTAL 25 7 10 8 100%

18
 PRABHAKAR DESAI INTERNATIONAL SCHOOL
QUESTION PAPER

NAME: Time: 1hr

STD: VIII Subject: Mathematics Marks: 25

Q.1. Name the following: (1 x 3 = 3)

On the line below, the distance between any two adjoining points shown on it is
equal.

1. seg AB ≅ seg _________

2. seg_________ ≅ seg BY
3. seg_________ ≅ seg YQ

Q.2. Fill in the blanks: (1 x 4 = 4)

1. The product of one positive (+ve) and one negative (-ve) integer is a
_________ integer.
2. The quotient of two negative integers is a ___________ number.
3. _____ is an even prime number.
4. The prime factor of 20 is ___________.

Q.3. Solve the following: (2 x 5 = 10)

1. Draw triangles with the measures given below:

In ∆FUN, FU = 5 cm, UN = 4.6 cm, m∠U = 110°.
2. Multiply: (-63) × (-7).
3. Divide: 78 ÷ 65.
4. Find the HCF: 25, 40.
5. Find the LCM: 15, 30, 90.

Q.4. Solve the following: (2 x 4 = 8)

1. Draw an isosceles triangle with base 5 cm and the other sides 3.5 cm
each.
2. Construct triangles of the measures given below:

19
 In the right-angled ∆STU, hypotenuse SU = 5 cm and ST = 4 cm.
3. Write three divisions of integers such that the fractional form of each
will be 24/5.
4. The LCM and HCF of two numbers are 432 and 72 respectively. If one
of the numbers is 216, what is the other?

********

CONCLUSION:
To be a successful paper setter, teachers should be able to craft
effective questions.
Practicing, composing, and evaluating questions can help with this skill. To test
objectives, it's important to determine which kind of questions are appropriate.

To prepare an effective question paper, teachers need to understand

instructional objectives, question types, and techniques. This may be learnt
through practical training with specialists.

SUMMARY:
Preparing a blue print can help test makers understand the operational
aspects of a question.

A plan must demonstrate that a candidate has gained the necessary

abilities to progress to the next level.

The learning outcomes are based on the competences required for each
module, and a blueprint shows the percentage weighting of as many modules as
feasible.

A blueprint representing the percentage weighting of information

across assessments is crucial for ensuring assessment validity.

20
REFLECTION:
―Specifies all the elements of performance relevant to the assessment
so that appropriate samples of activity and corresponding methods can be
selected according to their relative importance to the overall assessment
process‖

--Newble and Dawson, 1994.

―When the test items of a test are judged to adequately represent well defined
domains of content…. Generalizable samples……‖

--Cronback,1971

21
 CORE COURSE 4 (CC 4)
Assessment for Learning

Task 2: Study and Compare the

implementation of CCA of different school
boards.

Name of the Student: Ms. Bhavika Karani

Class: SY B.Ed (2024-25)

22
Study and Compare the implementation
of CCA of different school boards
Introduction:

Continuous and Comprehensive Evaluation (CCE) refers to a school-

based evaluation that considers all aspects of school activities related to a child's
development.

CCE is a continual and uniform/systematic evaluation of children's

correct development in which all developmental characteristics are broadly
evaluated using a variety of methodologies and equipment.

The phrase 'continuous' relates to uniformity, order, and systematicity

in evaluation.

The second phrase connected to Continuous and Comprehensive

Evaluation is 'comprehensive'. The term 'comprehensive' implies that
evaluation of learners' performance is carried out in both scholastic and co-
curricular domains.

23
Definition of CCE.
The National Policy of Education (NPE 1986) states that Comprehensive and
Continuous Evaluation should cover both scholastic and non-scholastic
aspects of evaluation, dispersed across the whole instructional period.

Continuous and comprehensive evaluation was a process of

assessment, authorised by the Right to Education Act, of India in 2009 in
Article 29(i).

The National Curriculum Framework (NCF) 2005 also advises that a

school-based continuous and thorough evaluation system be developed such
that:

 Lower the tension of the children.

 Create complete evaluations that are regular or standard.
 Allow instructors to be creative in their teaching, and provide tools for
recognising and developing learners' talents.
 As a part or role of this scheme, students' marks were replaced by grades
which were evaluated by a series of scholastic and Co-scholastic
evaluations along with academics.

1st time CCE pattern was presented by CBSE for class 9 in 2009. And
all over the country except Jammu and Kashmir, CCE was presented on 1st
April 2010.

24
Aims for Continuous and Comprehensive Evaluation:

 The primary goal of CCE was to assess or appraise every attribute of the
kid throughout their time at school.
 CCE helps to reduce stress in youngsters.
 Create a complete, regular, systematic, or consistent assessment.
 Allow instructors to use their creativity when teaching.
 Provide a tool for detection and correction.
 Produce or create learners with increased proficiency.
 Learning about children's growth in various groups and on diverse
pathways.
 Finding out about changes in children's conduct or performance.
 Assisting each kid with their learning and optimal growth.

25
  To foster creativity in youngsters.
 Finding out the child's personal and particular requirements.
 To develop suitable teaching plans to address children's learning
challenges.
 To know what children are interested in.
 To promote learning in the class.
 To reduce the fears and pressures that opposes children about their
examinations and motivate them for self-assessment.

Objectives of Continuous and Comprehensive

Evaluation:

 It makes the process of teaching and learning a learner-centric activity.

 To make the assessment process an essential component of the teaching-
learning process.
 To make fair judgements and timely judgements on the learner's progress,
learning process, learning pace, and learning environment.
 To provide opportunities for learners to self-assess.
 To use the evaluation process to improve student accomplishment
through detection and correction.

Functions of Continuous and Comprehensive

Evaluation:

 CCE enables teachers to plan effective teaching practices.

 Continuous evaluation helps to identify shortcomings and allows the
teacher to focus on specific individual students.
 Students will learn about their own strengths and limitations through
frequent examinations.

26
  Changes in children's attitudes and value systems can be identified or
diagnosed using CCE.
 Continuous and comprehensive evaluation provides information on
students' academic and co-curricular progress, predicting learners' future
performance.

Principle of continuous and comprehensive

evaluation

 Continuous and comprehensive evaluation and learning process go

together. It is only after giving sufficient learning opportunities for the
child to evaluate.
 The child 's development or progress should be compared to its own past,
not with the development or progress of other children.
 Different activities should be used according to the child 's learning pace
or speed and ability so that they can learn as much as they like.

27
 DIFFERENT BOARDS:

SSC:
The Secondary School Certificate (SSC),
sometimes known as the Matriculation test, is a
public examination held by educational boards in
Bangladesh, India, and Pakistan to complete
secondary education. Students in 10th grade/class
ten can take these exams.

ICSE:

The Council for the Indian School Certificate

Examination, a private education body in India,
administers the Indian Certificate of Secondary
Education (ICSE) test. The test is based on the
New Education Policy 1986 (India) and will be
conducted in English.

28
 CBSE:
CBSE is a national education board in India
that oversees both public and private schools.
It is overseen by the Union Government of
India. CBSE requires all affiliated schools to
use solely NCERT curriculum. The CBSE has
over 20,299 schools in India and 220 in 28
international countries.

IB
The International Baccalaureate (IB), originally
known as the International Baccalaureate
Organisation (IBO), is an educational
institution based in Geneva, Switzerland,
established in 1968. The school provides four
educational programs: the IB Diploma and
Career-related Programmes for students aged
16-19, the IB Middle Years Programme for students aged 11-16, and the IB
Primary Years Programme for children aged.

Schools must have International Baccalaureate authorisation to teach these

programs.
In 2007, the company reorganised, resulting in a new name and logo.As a result,
"IB" can now refer to the organisation, any of the four courses, or the diploma
or certificates granted at the completion of a program.

29
 CIE:
Cambridge Assessment worldwide Education,
sometimes known as CIE (Cambridge
International Examinations) or just
Cambridge, provides worldwide credentials to
over 10,000 schools across 160 countries. It is
part of the University of Cambridge. The
Board of Education is a branch of Cambridge
Assessment, a subsidiary of the University of Cambridge Local Examinations
Syndicate (UCLES). UCLES was established in 1858 as a non-profit teaching
department.

S/ Characteri
SSC ICSE CBSE IB CIE
N stic

Indian
Certific
Internati Internatio
Secondary ate of Central
onal nal
School Seconda Board of
Name of Baccalau Examinat
1 Certificate ry Secondary
the Board reate ions
(Pune) Educati Education
(Switzela (Cambrid
Cambridge on (Delhi)
nd) ge, UK)
(Delhi)

30
 https://ma
hahsscboar
www.ci www.cbse www.ibo www.cie.
2 Website d.maharas
sce.org .nic.in .org org.uk
htra.gov.in
/
1968 -
IBDP
Year of
1994 -
3 Establishm 1966 1958 1962 1998
MYP
ent
1997 -
PYP
Governme Governme
4 Type Private Private Private
nt nt
National
and
Recognitio Internati Internatio
5 National Internati National
n onal nal
onal

Equal Focus on
Inclusive;
focus on Analytic Focus on
tries to Extremely
arts, al skills, languages
Curriculum accommod focused
6 science language , math
focus ate all on science
and , arts and and
types of and math
languag humaniti science
students
e es

31
 Applicat
ion Applicati Applicati
7 Methods Rote Rote
based on based on based

Teacher
Training
8 Minimal High Minimal High High
provided in
India

60%
Combina
Summativ
tion of Combinat
80% e
external ion of
external assessmen
exams external
assessm t (written
and and
ent 20% exams at
internal internal
External internal term end)
Assessment assessme assessme
9 Assessmen assessm 40%
s (Class X) nt s nt s
t ent Formative
(essays, (written,
(project, assessmen
short oral,
lab t (class
response coursewo
work, tests,
questions r k and
etc) projects,
, case practical)
written
studies)
tests)

32
 Continuou
s and Grade
Comprehe Point based
nsive based system -
Evaluatio system A*, A - G
Evaluation
n Marks (1 to 7 Marks
10 System % based % based
converted for each converted
(Class X)
into 9 subject , to grades
point 7 being based on
Grading max) CIE
and formula
CGPA

SUMMARY:
CCA provides a new creative challenge for teachers. Every day,
educators become aware of their students' weaknesses and gaps in learning.
Rather than a final exam, this style of evaluation provides teachers with a daily
learning opportunity.

The term "assessment" requires cautious treatment, particularly in

terms of the purpose for which it is used. It's vital to consider who is doing the
evaluation and the desired outcome.

Assessment aims to improve a child's learning by discussing their

progress with their parents.

The effectiveness of a head teacher's administration and

encouragement of colleagues can impact the school's pedagogical health.

33
REFLECTION:
Excellence in diverse areas should be recognized and rewarded. And it is
children's responsiveness to what is taught rather than just their capacity to
retain it that should be the focus of evaluation -Position Paper on Aims of
Education

- NLF 2005, NCERT

34
 ELECTIVE COURSES (EC)
Pedagogy of School Subject:
MATHEMATICS

Task 1: Critically appreciate any Textbook of

mathematics

Name of the Student: Ms. Bhavika Karani

Class: SY B.Ed (2024-25)

35
Critically appreciate any Textbook
of mathematics
Introduction:

Textbooks play a crucial role in educating students and the educational

process. To summarise, "as is the text book, so is the teaching and learning."
Textbook should foster personality development, open-mindedness, and critical
thinking, allowing students to find new knowledge and comprehend nature.

WHAT IS A TEXBOOK?
The majority of us are familiar with textbooks. We intuitively
comprehend what a textbook is. However, it might be challenging to describe
accurately. People have provided many definitions for the textbook. The
American Textbook Publishers Institute defines a textbook as one that is
designed for students and teachers to follow a course of study in a certain topic
or related areas.

36
 According to Webster's dictionary, a textbook is a book that presents
the basics of a subject and serves as a basis for education. The third edition of
the Encyclopaedia of Educational Research has a more detailed definition. The
textbook is often used in schools and universities to support instructional
programs. Typically, textbooks are printed, non-consumable, hardbound, have
an educational purpose, and are handed over to students.

The Government of India established NCERT (National Council of

Educational Research and Training) to provide scholarly advice to the federal
and state governments on school education issues. It was formed in 1961.
NCERT provides publications that are used in government and private schools
across India to teach the CBSE curriculum.

Textbook is a professionally planned classroom teaching design by

specialists (Bacon). Textbook refers to a standard book for a specific field of
study or a predefined collection of material for a class.

Need and importance of Text book

 Text book provides the guidelines for the teachers as well as students
 Text book includes all the curricular activities
 It implements Classroom learning
 It provides sound insight to the teacher in planning the lesson.
 It provides materials for drill and practice, self-study and independent
study
 It saves the time and energy of the both teacher and student in searching
information as it is the source of the material.

37
Aim of text book:

The primary aim of textbook is to enable the students to get the subject
matter of a specific subject very easily and also in understandable manner The
textbook is the store house, which gives the subject matter in well-organized
manner and to motivate the student‘s critical thinking and reasoning power of
the students.

Thus text book should also contain diagram, pictures, photographs and
line diagram. These help the students understand the subject matter clearly. It is
also useful to give practical work, assignment and home work to the students so
it has become necessary to concentrate on the quality of text book. This is more
important for effective teaching. Text book also helps the students to find
answer for the quality questions and doubts. If a text book is properly planned
and utilized then it will be a useful tool for both the teacher and student. It can
help in the following manner.

1. It gives the meaning and purpose of the teaching learning process.

2. It keeps the teacher on guard against any haphazardness and unnecessary
repetition and learning.

38
 3. It facilities and stabilizes student learning.
4. It lays down examples of the manner to be learnt.
5. It serves as memory deed for the pupils.
6. It reinforces what the students have learnt orally.
7. It prepares ground for writing.
8. It helps for supplementing pupils language experience. It serves as a
guide to the teacher.

Characteristics of a good Mathematics text book:

Mathematics textbooks are essential for good teaching and learning. A

textbook should promote reflective thinking and problem-solving skills among
pupils. To engage students, textbooks should provide real-world learning
situations that are both hard and engaging, rather than relying on rote learning.
A textbook's logical and psychological sequencing helps teachers convey
subject content in an orderly and systematic manner. - A excellent textbook
provides several examples for each topic.

Textbooks are chosen based on its subject content, linguistic flow, and
mechanical aspects such as paper and printing. G. Mallionson recommends

39
keeping the following criteria in mind while purchasing a junior high school
mathematics textbook.

1. Text complexity should match the pupils' intellectual level.

2. Illustration content
3. Writing style.
4. Suggestions for supplemental activities
5. Clarity and organisation of materials
6. Allowing for individual differences.

However, there are more criteria for an excellent Mathematics textbook.

1. Author qualifications and experience:

Only those with relevant teaching experience should be encouraged to
create a book as they can provide a more accurate assessment of the
learning process. A minimum academic qualification should be required for
the author.

40
2. Textbook mechanical features:
High-quality paper, appealing printing, and beautiful binding are essential.
The print size should include drawings, diagrams, and pictures, as the
Chinese proverb goes: "one picture is worth a thousand words." Be
according to the kids. The book should have nice drawings.

3. The subject matter's nature and organisation:

The subject should follow the psychological sequence.It should be tailored
to the pupils' mental age and interests. Each chapter should begin with a
brief introduction and conclude with a summary. The textbook should align
with the goals and objectives of Mathematics education. There should be
harmony in the theme.
Each lesson should conclude with a practice activity that follows the
guidelines below.
a. Application in real-life circumstances
b. Activity suggestions
c. Reading recommendations
d. Project experimental work
e. Providing numerical examples as needed.

41
4. Thorough table of contents and an index
The textbook should have a thorough table of contents and an index.
a) Use simple and precise language.
b) Include a glossary of scientific terms with their English
equivalents at the end of the book.
c) Emphasise the use of community resources.
d) Accompany each text book with a laboratory manual or
handbook.
e) Correlate with daily life situations and other subjects.
f) Boldly type certain headings and sub-headings.
g) Include some learning aids.
h) An instructional guidebook is required for every chapter to
assist teachers. The book needs to be fairly priced.
i) The book ought to feature instructional tools.
j) It ought to include the entire course.

5. Criteria used for the text book analysis:

During the text book analysis, some factors should be considered. The
examination takes into account both the physical structure and intellectual
content of the textbook.

1. Size of the textbook

2. Paper quality
3. Textbook front page.
4. Printing
5. Textbook margins and bindings.

6. The content analysis of the text book is

42
 1. Selection of content
2. Presentation of content
3. Summary
4. Evaluation
5. Authorship
6. Reference

7. Evaluating and choosing a text book:

Score cards and check lists are used to evaluate and select a suitable
text book for a course. George hunter has suggested the following score card to
evaluate a book.

8. Hunter’s score card points

1. Educational rank of the author - 50
2. Mechanical make up and cost - 100
3. Psychological soundness - 300
4. Subject matter - 250
5. Literary style - 110
6. Learning exercise - 140
7. Teacher‘s help - 50
8. Total = 1,000

Scores must be given to each of the books by evaluating them on the

basis of the above aspects. The book which secures maximum score will be
selected as a text book.

I have chosen NCERT CBSE MATHEMATICS TEXTBOOK

of STANDARD 8 for analysis

43
ANALYSIS OF NCERT MATHS TEXTBOOK OF STD VIII

1. Physical Structure

A textbook's physical form and layout have a significant role in

education.
Consider the layout and style of course books to ensure they are suitable and
appealing to students.

 How attractive is the material?

 Is it relevant, transportable, and task-oriented to maximise student
engagement?
 Is the book clearly identified for the student?
 Is the layout intuitive and easy to use?
 Does the book's format help learning?

44
  The Mathematics 8 Textbook is a simple and well-sized book. The
textbook's copyright date is 2018, making it current and relevant. The
book should be useful to teachers for many years. The physical size is
impressive but not overwhelming. The subject, Mathematics 8, is clearly
mentioned on both the front and rear covers.

 The structural layout, colour, print size, and clearly specified goals make
it particularly approachable to students of this age.

 The units are colour coded at the bottom of the page, with one colour for
each unit and a fifth for the appendix. Each unit begins with a review of
the subject topic ("what you should recall about"), followed by an
introduction to what the learner will study.

2. Language content and skills:

Assess language content and abilities by analysing texts, exercises, activities,
and tasks to ensure logical sequencing, progression from easy to challenging,
mechanical to meaningful, and correctness to fluency. Secondary school
textbooks should use appropriate language for their intended readership.
1. Language is acceptable and effective for 10th-grade pupils is to be
understood by both students and teachers.
2. The spelling and grammar are both great. Vocabulary helps kids
develop sentences at the 8th grade level.

3. Skills:
1. Is there a balance of integrated skills for the level?
2. Text can be utilised at several levels of difficulty, accommodating pupils
with varying levels of understanding.
3. Materials' educational aims are clearly stated.

45
 4. The objectives and goals should be clearly stated for both teachers and
students.
5. There should be a decent balance of theory and practice.
6. Textbook is produced with an increase in cognitive level and connected
with the upper secondary level.
7. The text should promote higher-order thinking without losing lower
cognitive levels.

4. Subject and content:

 Relevant, realistic, fascinating, and varied.
 Identify themes that align with our students' personalities, backgrounds,
and needs.
 Encourage students to engage in diverse learning activities.

1. Mathematics 8 textbook covers intriguing topics and methods for

calculating square and cube roots, including factorisation.

46
 2. Materials are straightforward and easy to grasp, with well-defined
objectives for the entire class.
3. The subject aligns with the 8th and 9th grade syllabuses.
4. Representing Ideas: The concepts cover all levels of pupils, including
slow, quick, and average learners. The main notions are separate.
5. Known to unknown: Concepts are related to current knowledge.
6. This textbook provides sufficient examples for the idea.

5. The themes in the chapter: Algebraic Expressions and

Visualisation
The chapter on solid forms is on their relevance to daily life and the
environment. It also includes an introduction to graphs enabling real-time
quantification of various shapes, as well as relevant examples and exercises.
Statistical data may be represented using bar and radial charts, with many
examples.

1. Encouraging pupils to consider phenomena, experiences, and knowledge. All

of the chapters, such as Menstruation, are quite beneficial.
2. Encouraging curiosity and inquiry: The textbook assists teachers in creating
a classroom atmosphere that fosters learners' interest and inquiry.
3. Each chapter promotes logical reasoning and a scientific approach.
4. The textbook was written by professors and NCERT members.

6. Virtual material.
 Visuals are crucial while analysing a textbook.
 Ensure excellent quality and motivation for learning.
 Ensure a balance of realistic, traditional, and hybrid pictures.
 Visuals should complement the text of the book.

47
1. The NCERT Mathematics 8 textbook features high-quality pictures with

brilliant colours throughout the book.

2. The text uses a variety of image kinds, including pictures, graphs, drawings,

and hybrid photos.

3. Each unit begins with a picture that is relevant to the text within.

4. It aims to get pupils thinking about the themes to be examined.

5. The graphics used are relevant to students' daily experiences.

6. This is crucial for building importance and utilising students' existing

knowledge.

7. It is crucial to ensure that all children in Karnataka's schools feel themselves

represented, given the expanding variety of schools.

48
7. Supports Teachers:
 Enables students to complete tasks independently.
 The basis for assignments.
 Provides realistic teaching ideas and allows for preparation time.

8. Provides pupils with a feeling of purpose, growth, and

progress.
 A feeling of security.
 Learn independently and autonomously.
 A guide for checking and revising.

The unique technique to evaluate the textbook is by checklist review. Appendix-

A provides a checklist structure for reviewing textbooks the several main
elements of the checklist.

49
Conclusion:

Textbooks play a crucial role in education. Despite advancements in

teaching methodologies, textbooks still play a significant influence in shaping
what students learn. The findings suggest that senior secondary mathematics
textbooks should focus on specific topics to enhance learning and foster critical
and logical thinking skills.

The significance of NCERT mathematics textbooks cannot be

understated. These are well-designed and upgraded textbooks that were created
after receiving valuable feedback and ideas from teachers. The investigator
found that eliminating shortcomings in NCERT textbooks will improve their
usefulness and productivity for learning.

50
 ELECTIVE COURSES (EC)
Pedagogy of School Subject:
MATHEMATICS

Task 2: Collect the names of Mathematicians

and prepare a report about their contribution to
mathematics

Name of the Student: Ms. Bhavika Karani

Class: SY B.Ed (2024-25)

51
Collect the names of Mathematicians and
prepare a report about their contribution
to mathematics
Introduction:

It is critical to understand the contributions of Indian mathematicians

throughout history, including the ancient, mediaeval, and contemporary periods.
Ancient Indian mathematicians made significant contributions to the discipline
of mathematics.

The discovery of zero is ascribed to Indians, and this contribution

transcends all those made by any other nation since it serves as the foundation
of the decimal number system, without which no growth in mathematics would
have occurred. Indians developed the number system that we use today, which
is still known as Indo-Arabic numerals since Arab merchants brought it to the
Western world.

Being a mathematician is hard. Only a few people have mastered this

subject and achieved fame. Of those, there have been some famous
mathematicians. In this essay, we will discuss some of the famous
mathematicians and their contributions to Mathematics.

52
SOME FAMOUS MATHEMATICIANS INCLUDE:
1. Euclid
2. Pythagoras
3. Aryabhatta
4. Bhaskara II
5. Archimedies
6. Brahmagupta
7. Srinivas Ramanujan
8. Shakuntala Devi

1. EUCLID

Euclid (died around 300 BCE in Alexandria, Egypt) was the most
eminent mathematician of Greco-Roman antiquity, best remembered for his
geometry book, the Elements.

There is little known about Euclid's life other than what the Greek
philosopher Proclus (c. 410-485 ce) relates in his "summary" of notable Greek

53
mathematicians. According to him, Euclid taught at Alexandria during the reign
of Ptolemy I Soter, who ruled Egypt from 323 to 285 BCE. Mediaeval
translators and editors frequently confused him with the philosopher Eukleides
of Megara, who lived roughly a century before Plato and was also known as
Megarensis.

Euclid based his Elements on the works of earlier men. Hippocrates of

Chios (flourished around 440 BCE) is not to be confused with the physician
Hippocrates of Cos (c. 460-375 BCE). The last compiler before Euclid was
Theudius, whose textbook was utilised at the Academy and was possibly the
one studied by Aristotle (384–322 bce).

Euclid's elements replaced the earlier ones, which were later forgotten.
Euclid undoubtedly depended on all of his predecessors for his subject matter,
but it is apparent that the overall design of his work was his own, culminating in
the building of the five regular solids, now known as the Platonic Solids.

A quick examination of the Elements debunks the prevalent

misconception that it is simply about geometry. This mistake may have resulted

54
from reading only Books I through IV, which discuss simple plane geometry.
Euclid understood that building a logical and rigorous geometry (and
mathematics) is dependent on the foundation—a foundation that Euclid began
in Book I with 23 definitions (such as "a point is that which has no part" and "a
line is a length without breadth"), five unproved assumptions that he called
postulates (now known as axioms), and five more unproved assumptions that he
called common notions. Book I then establishes simple theorems concerning
triangles and parallelograms, concluding with the Pythagorean theorem.

Renditions of the Elements of Euclid

Adelard of Bath created the earliest existing Latin translation of the
Elements about 1120, after obtaining a copy of an Arabic version in Spain while
masquerading as a Muslim student.

Adelard also wrote a shortened version and a commentary edition,

establishing the most important Euclidean tradition until Greek manuscripts
were discovered during the Renaissance period. Gerard of Cremona (c. 1114-

55
87) created the greatest Latin translation from Arabic based on the Isḥāq-Thābit
versions.

Bartolomeo Zamberti created the first straight translation from Greek

without an Arabic middleman and published it in Latin in Vienna in 1505, while
Simon Grynaeus published the editio princeps of the Greek text in Basel in 1533.

CONCLUSION

Almost from the time of its writing, the Elements exerted a continuous and
major influence on human affairs. It was the primary source of geometric reasoning,
theorems, and methods at least until the advent of non-Euclidean geometry in the 19th
century.

It is sometimes said that, other than the Bible, the Elements is the most
translated, published, and studied of all the books produced in the Western world.
Euclid may not have been a first-class mathematician, but he set a standard
for deductive reasoning and geometric instruction that persisted, practically
unchanged, for more than 2,000 years.

56
 2. PYTHAGORAS

INTRODUCTION:

Pythagoras, the ancient Greek mathematician and philosopher, is best

known for the Pythagorean theorem, although he made significant contributions to
mathematics beyond this famous conclusion.

Pythagoras is most known for his notion of geometry. It is said that he was
the first to prove that the total of a triangle's angles equals two right angles, and that
given a right-angled triangle, the square on the hypotenuse equals the sum of the
squares on the other two sides.

The Babylonians had already found the last cited theorem, but Pythagoras
was the first to prove it. It is also thought that he invented the tetractys, a triangular
figure with four rows that sum up to 10, which he considered the perfect number.

Pythagoras additionally discovered that musical notes could be translated

into algebraic formulas when he passed by metalworkers at work one day and thought
that the sounds emanating from their anvils were beautiful and harmonious,
concluding that whatever scientific law caused this to happen had to be mathematical
and could be applied to music.

57
 He went to the blacksmiths to understand how the noises were made by
inspecting their tools. He realised that it was because the hammers were "simple ratios
of each other, one was half the size of the first, another was 2/3 the size, and so on".

Pythagoreans developed a philosophy of numbers, the precise meaning of

which is still discussed among experts. Pythagoras also believed in the "harmony of
the spheres". Thus, the planets and stars moved in accordance with mathematical
formulae that matched to musical notes, resulting in a symphony.

Here are some important features of his contributions:

Pythagorean triples:

Pythagoras and his disciples

investigated integer solutions to the
problem. These integer solutions, known as
Pythagorean triples (3, 4, 5), were
important in number theory.

Philosophy of Mathematics:

Pythagoras developed a religious and philosophical system that saw

numbers as the core of everything. He felt that knowing numbers and their
relationships was critical to comprehending the cosmos, which influenced subsequent
mathematical philosophy.

58
Numerical Relationships and Ratios:

Pythagoras recognised the significance of numerical relationships and ratios,

especially in music and harmony. He showed that musical intervals may be stated in
simple whole-number ratios, laying the framework for the study of acoustics.

Concept of Irrational Numbers:

When Pythagoras did not formally

describe irrational numbers, his school came
upon them when attempting to represent the
square root of 2 as an integer ratio. This
finding contradicted Pythagorean views and
aided the development of number theory.

Geometric Concepts:

Pythagorean contributions also include research on geometric forms and

qualities. His disciples explored forms like triangles, squares, and circles, which
helped to shape early geometry.

59
Pythagorean Theorem in Higher Dimensions:

While the Pythagorean theorem is most commonly linked with right

triangles, the notions drawn from it may be extended to higher dimensions, affecting
subsequent geometric research.

CONCLUSION:

Pythagoras developed the namesake theorem, which states that "the sum of
the areas of the two squares on the legs equals the area of the square on the
hypotenuse". He is also credited with geometrically constructing the first perfect
solids and discovering perfect, amicable, and polygonal numbers. His work with
triangles and square roots is considered a cornerstone of this area.

60
 3. ARYABHATTA

INTRODUCTION:

Aryabhata (ISO: Āryabhaṭa) or Aryabhata I (476-550 CE)was the first

significant mathematician-astronomer from the ancient period of Indian mathematics
and astronomy. His writings include the Āryabhaṭīya (which indicates that in 3600
Kali Yuga, 499 CE, he was 23 years old) and the Arya-siddhanta.

While there is a propensity to misspell his name as "Aryabhatta" by

similarity with other names containing the "bhatta" suffix, his name is properly
spelled Aryabhata: every astronomical work reads his name thus,[9], including
Brahmagupta's references to him "in more than a hundred places by
name".Furthermore, in most cases, "Aryabhatta" does not fit the meter.

It is almost clear that he travelled to Kusumapura for higher studies and

remained there for a while. Hindu and Buddhist traditions, as well as Bhāskara I (CE
629), identify Kusumapura as Pāṭaliputra (modern Patna). A poem describes
Aryabhata as the head of an institution (kulapa) at Kusumapura, and because the
university of Nalanda was located in Pataliputra at the time, it is hypothesised that

61
Aryabhata was also the head of the Nalanda university.Aryabhata is also said to have
established an observatory at the Sun Temple in Taregana, Bihar.

WORKS IN MATHEMATICS:

Place value system and zero

The place-value system, which first appeared in the 3rd-century Bakhshali

Manuscript, was definitely present in his work. While he did not employ a sign for
zero, French mathematician Georges Ifrah contends that Aryabhata's place-value
system implicitly included zero as a placeholder for powers of ten with null
coefficients.

However, Aryabhata did not employ Brahmi numbers. Continuing the

Sanskritic tradition from Vedic times, he employed alphabet letters to signify numbers
and convey quantities, such as the sine table in mnemonic form.

Approximation of π.

Aryabhata worked on the approximation for pi (π) and may have concluded
that it is irrational. In the second section of Aryabhatiyam (gaṇitapāda 10), he writes:

Caturadhika ϛatamaṣṭaguṇa dvāṣaṣṭistathā sahasrāṇām

ayutadvayaviṣkambhasyāsanno vṛttapariṇāhaḥ.

"Add four to 100, multiply by eight, and finally add 62,000. By this rule, the
circumference of a circle with a diameter of 20,000 may be approximated."

This indicates that a circle whose diameter is 20000 will have a circumference of
62832.

62
 For example, with an accuracy of two parts in one
million

Aryabhata's use of the term āsanna (approaching) suggests that the value is not merely
an estimate, but also incommensurable (or irrational). If this is right, it is a smart
discovery, since Lambert demonstrated the irrationality of pi (π) in Europe in 1761.

After Aryabhatiya was translated into Arabic (about 820 CE), this
approximation was referenced in Al-Khwarizmi's algebra book.

Trigonometry

In Ganitapada 6, Aryabhata gives the area of a triangle as

tribhujasya phalaśarīraṃ samadalakoṭī bhujārdhasaṃvargaḥ

that translates to:

"for a triangle, the result of a perpendicular with the half-side is the area."

Aryabhata studied the notion of sine in his book ardha-jya, which literally
means "half-chord". People began calling it jya for ease of remembering. When
Arabic writers translated his writings from Sanskrit to Arabic, they called it jiba.
However, in Arabic calligraphy, vowels are deleted, and the word is reduced as "jb."

Later writers replaced it with jaib, which means "pocket" or "fold (in a
garment)". (The Arabic term jiba is meaningless.) Later in the 12th century, when
Gherardo of Cremona translated these manuscripts from Arabic into Latin, he
substituted the Arabic jaib with its Latin counterpart, sinus, which meaning "cove" or
"bay"; thus the English term sine.

63
 4. BHASKARA

INTRODUCTION:

Bhaskara was born to Mahesvara, a well-known astrologer, in Bijjada Bida

(now Bijapur district) in Karnataka. Bhaskaracharya was the first mathematician to
publish a work that made extensive and systematic use of the decimal number system.
It is said that his father taught him mathematics, which he then passed on to his son
Loksamudra.

Bhaskara II became the director of the astronomical observatory in Ujjain,

India's "most prestigious mathematical centre" at the time. It was in Ujjain that
Bhaskara developed the ideals that would become his legacy. Renowned
mathematicians like Varahamihira and Brahmagupta worked there, establishing a
powerful school of mathematical astronomy. He might be considered a pioneer in
comprehending number systems and solving equations.

Works of Bhaskara ii

Bhaskara developed an understanding of calculus, the number systems, and

solving equations, which were not to be achieved anywhere else in the world for
several centuries.

Bhaskara is mainly remembered for his 1150 A. D. masterpiece, the

Siddhanta Siromani (Crown of Treatises) which he wrote at the age of 36. The treatise
comprises 1450 verses which have four segments. Each segment of the book focuses
on a separate field of astronomy and mathematics. They were:

1. Lilavati: A treatise on arithmetic, geometry and the solution of indeterminate

equations
2. Bijaganita: ( A treatise on Algebra),
3. Goladhyaya: (Mathematics of Spheres),
4. Grahaganita: (Mathematics of the Planets).

He also wrote another treatise named Karaṇā Kautūhala.

64
 Lilavati

Lilavati is composed in verse form so

that pupils could memorise the rules without
the need to refer to written text. Some of the
problems in Leelavati are addressed to a young
maiden of that same name. There are several
stories around Lilavati being his daughter
Lilavati has thirteen chapters which include
several methods of computing numbers such as
multiplications, squares, and progressions, with
examples using kings and elephants, objects
which a common man could easily associate
with.

Bijaganita

The Bijaganita is a work in twelve

chapters. In Bījagaṇita (―Seed Counting‖),
he not only used the decimal system but
also compiled problems from Brahmagupta
and others. Bjiganita is all about algebra,
including the first written record of the
positive and negative square roots of
numbers. He expanded the previous works
by Aryabhata and Brahmagupta, Also to
improve the Kuttaka methods for solving
equations. Kuttak means to crush fine
particles or to pulverize. Kuttak is nothing
but the modern indeterminate equation of
first order. There are many kinds of

65
Kuttaks. For example- In the equation, ax+b=cyax+b=cy, a and b are known positive
integers, and the values of x and y are to be found in integers.

The book also detailed Bhaskara‘s work on the Number Zero, leading to one of his
few failures. He concluded that dividing by zero would produce an infinity. This is
considered a flawed solution and it would take European mathematicians to eventually
realise that dividing by zero was impossible.

Some of the other topics in the book include quadratic and simple equations, along
with methods for determining surds.

Touches of mythological allegories enhance Bhaskasa ii‘s Bījagaṇita. While

discussing properties of the mathematical infinity, Bhaskaracharya draws a parallel
with Lord Vishnu who is referred to as Ananta (endless, boundless, eternal, infinite)
and Acyuta (firm, solid, imperishable, permanent): During pralay (Cosmic
Dissolution), beings merge in the Lord and during sṛiṣhti (Creation), beings emerge
out of Him; but the Lord Himself — the Ananta, the Acyuta — remains unaffected.
Likewise, nothing happens to the number infinity when any (other) number enters
(i.e., is added to) or leaves (i.e., is subtracted from) the infinity. It remains unchanged.

Grahaganita

The third book or the Grahaganita deals

with mathematical astronomy. The concepts are
derived from the earlier works Aryabhata.
Bhaskara describes the heliocentric view of
the solar systemand the elliptical orbits of planets,
based on Brahmagupta‘s law of gravity.

Throughout the twelve chapters, Bhaskara

discusses topics related to mean and true longitudes
and latitudes of the planets, as well as the nature

66
of lunar and solar eclipses. He also examines planetary conjunctions, the orbits of the
sun and moon, as well as issues arising from diurnal rotations.

He also wrote estimates for values such as the length of the year, which was so
accurate that we were only of their actual value by a minute!

Goladhyaya

Bhaskara‘s final, thirteen-chapter publication,

the Goladhyaya is all about spheres and
similar shapes. Some of the topics in the
Goladhyaya include Cosmography, geography
and the seasons, planetary movements,
eclipses and lunar crescents.

The book also deals with spherical

trigonometry, in which Bhaskara found the
sine of many angles, from 18 to 36 degrees.
The book even includes a sine table, along
with the many relationships between
trigonometric functions.

In one of the chapters of Goladhyay,

Bhaskara ii has discussed eight instruments,
which were useful for observations. The names of these instruments are Gol yantra
(armillary sphere), Nadi valay (equatorial sundial), Ghatika yantra, Shanku (gnomon),
Yashti yantra, Chakra, Chaap, Turiya, and Phalak yantra. Out of these eight
instruments, Bhaskara was fond of Phalak yantra, which he made with skill and
efforts. He argued that „ this yantra will be extremely useful to astronomers to
calculate accurate time and understand many astronomical phenomena‟.

67
CONCLUSION:

A medieval inscription in an Indian temple reads:-

Triumphant is the illustrious Bhaskaracharya whose feats are revered by both the
wise and the learned. A poet endowed with fame and religious merit, he is like the
crest on a peacock.

Bhaskara ii‘s work was so well thought out that a lot of it being used today as well
without modifications. On 20 November 1981, the Indian Space Research
Organisation (ISRO) launched the Bhaskara II satellite in honour of the great
mathematician and astronomer.

It is a matter of great pride and honour that his works have received recognition across
the globe.

68
 5. ARCHIMEDIES

INTRODUCTION:

Archimedes was perhaps one of the most outstanding scientists in the world.
Indeed, a supreme scientist of the classical age, Archimedes was a mathematician,
physicist, engineer, astronomer, weapons designer, and inventor.

Archimedes is one of the great thinkers in history. He was wise in

philosophy, active in mathematics and physics and was also recognized as one of the
finest engineers of his time. Through historical accounts of his uncountable inventions
and discoveries, he left his legacy 2000 years ago.

Archimedes was born in C. 287 BCE, in Syracuse, Sicily (Italy), and is

regarded as the most well-known mathematician and inventor in ancient Greece.
Archimedes will always be remembered for his significant discovery; that is, he
successfully determined the relation between the surface and volume of a sphere and
its circumscribing cylinder.

Archimedes also formulated the hydrostatic principle known as Archimedes‘

Principle, which states that an upward force equal to the weight of the fluid displaced,
is acted on a body when placed in a liquid. And also, Archimedes invented a screw for
raising water which is still considered the most important invention.

69
Archimedes Greatest Achievements

 Some of the most outstanding achievements of Archimedes are listed below –

 Archimedes invented the crucial sciences of mechanics and hydrostatics.
 Archimedes created one of the essential physics concepts that is the centre of
gravity.
 He discovered the laws of levers and pulleys that allow moving heavy objects
using small forces.
 Archimedes calculated the most precise value of pi. The fraction 22⁄7 was his
upper limit of pi; this value is still in use.
 Archimedes also discovered mathematically verified formulas for the volume
and surface area of a sphere.
 How exponents could be used to write more significant numbers was shown by
Archimedes.

Archimedes’ principle

70
Archimedes was the one who discovered the principle of buoyancy, also known
as Archimedes‘ Principle, which states that an upward or buoyant force is acted upon
a body upwards when it is wholly or partially submerged in a fluid at rest and that the
magnitude of this force is equivalent to the weight of the fluid displaced by the body.

The story behind it is that the King assigned Archimedes a task to figure out whether
the crown made for him was pure gold or it contained some other metals too; this
caused him to discover the famous Archimedes‘ principle. He took a lump of gold
weighing the same as the gold crown, and regardless of their shapes, these two objects
should displace the same amount of water. The crown would replace more water if the
goldsmith who made the crown substituted any gold with a cheaper metal.

Archimedes’ screw

Archimedes‘ Screw is a device that was rotated by a windmill or through

manual labour; it is a screw-shaped device that lifts the water inside the spiral tube to
a higher elevation as the entire unit is rotated. The design of this device was
beneficial, especially to the farmers, and it was even carried out in other industries to
move light ingredients like grain in and out of farming silos.

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The Odometer

Archimedes was also the first who came up with an idea of an odometer; it
is a mechanical method of keeping track of distance travelled.

The idea behind the working of the Odometer was that a wheel travels its
own circumference every time it goes around. He mounted a giant wheel of known
circumference in a small frame. With each revolution, it repeatedly released a pebble
into a container giving a measure of the distance travelled. In effect, it was the first
Odometer.

Archimedes’ lAw of lever

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 Archimedes also found new usages for the lever. It was once said by the
great inventor, ―Give me a place to stand on, and a lever long enough, and I will move
the earth.‖ He proved this statement by illustrating it with a considerable mechanism
of a lever, along with a sequence of pulleys to launch the newly-constructed ship.
Archimedes precisely described fundamental physics and clarified the ratios of force,
load, and the lever‘s capability.

CONCLUSION:

Given Archimedes' grandeur and inventiveness, his mathematics had a very

little effect in antiquity. His conclusions that could be readily written, like as the
formulae for the surface area and volume of a sphere, became mathematical
commonplaces, and one of the boundaries he set for π, 22/7, was adopted as the
standard approximation to it in antiquity and the Middle Ages. Nonetheless, his
mathematical work was not maintained or improved in any significant way in ancient
times, despite his anticipation that Method's publishing would allow others to make
new discoveries.

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 6. BRAHAMAGUPTA

INTRODUCTION:

Brahmagupta was an ancient Indian mathematician and astronomer who

lived from the years 598 to 668 CE. He lived in Bhillamāla in Gurjaradesa (presently
Bhinmal in Rajasthan, India). He was the son of Jishnugupta and was a Hindu by
religion. He lived and worked there for a good part of his life.

He is considered one of the most influential mathematicians of his time and

is known for his contributions to various fields of mathematics, including algebra,
arithmetic, and geometry. Brahmagupta is best known for his work in his the
philosophic book ―Brahmasphutasiddhanta‖ and the ―Khandakhadyaka‖, which is a
comprehensive treatise on mathematics and astronomy.

Brahmagupta was the very first mathematician to develop formulae for the
area of a cyclic quadrilateral. Brahmagupta was the first person to provide guidelines
for calculating with zero. Brahmagupta's works were written in elliptic verse in
Sanskrit, as was usual in Indian maths.

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Works of Brahmagupta

Brahmagupta was a mathematician and astronomer from ancient India who

made significant contributions to the fields of mathematics and astronomy. His most
famous work is the ―Brahmasphutasiddhanta,‖ which is a comprehensive treatise on
mathematics and astronomy.

Some of his important works are listed below:

 ―Brahmasphutasiddhanta‖, this work is a major contribution to the field of

astronomy and mathematics. It covers various topics such as arithmetic,
algebra, geometry, trigonometry, and astronomy.
 ―Khandakhadyaka‖, this work is a short treatise on the basic principles of
arithmetic, such as fractions, algebraic equations, and square roots.
 He gave the concept of positive numbers which he called wealth and negative
numbers which he called debt.

He also gave some rules, which are listed below:

 A debt minus zero is a debt.

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  A fortune minus zero is a fortune.
 Zero minus zero is a zero.
 A debt subtracted from zero is a fortune.
 A fortune subtracted from zero is a debt.
 The product of zero multiplied by a debt or fortune is zero.
 The product of zero multiplied by zero is zero.
 The product or quotient of two fortunes is one fortune.
 The product or quotient of two debts is one fortune.
 The product or quotient of a debt and a fortune is a debt.
 The product or quotient of a fortune and a debt is a debt.

Brahmagupta Formula

The Brahmagupta Formula is a formula used to find the area of a cyclic

quadrilateral (a quadrilateral that can be inscribed in a circle) when the lengths of its
sides are known. The formula is named after the Indian mathematician Brahmagupta,
who discovered it in the 7th century.

The formula is given as:

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Here,

SS is the semiperimeter of the quadrilateral, which is half the sum of its sides,
i.e., S=p+q+r+s2S=p+q+r+s2.

pp, qq, rr, and ss are the lengths of the sides of the quadrilateral.

This formula only works for cyclic quadrilaterals, and it is not applicable to
other types of quadrilaterals. Using this formula, it is possible to calculate the area of
any cyclic quadrilateral when the lengths of its sides are known. This formula has
practical applications in geometry, trigonometry, and even engineering.

Brahmagupta Achievements

Brahmagupta was an Indian mathematician and astronomer who made

significant contributions to the fields of mathematics and astronomy. Some of his
notable achievements are:

Brahmagupta defined the properties of the number zero, which was crucial
for the future of mathematics and science.This was a significant development in the
history of mathematics, and it had a profound impact on the development of algebra
and other branches of mathematics.

Brahmagupta discovered the formula to solve quadratic equations.

Brahmagupta also developed several important formulas in trigonometry,

including the sine, cosine formulas.

Brahmagupta discovered the value of pi (which is 3.162….3.162….) almost

accurately.

Brahmagupta found a formula to calculate the area of any four-sided figure

whose corners touch the inside of a circle.

Brahmagupta calculated the length of a year is 365 days, 66 hours,

1212 minutes, 99 seconds.

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 Brahmagupta proved that the Earth is a sphere and calculated
its circumference to be around 36,00036,000 km (22,50022,500 miles).

Brahmagupta also made significant contributions to the study of astronomy.

He developed several methods for calculating the positions of planets and other
celestial objects.

Why is Zero Important?

The Brahmasphutasiddhanta of Brahmagupta was the very first publication

to establish principles for mathematical operations with zero and negative integers.
Zero is an essential concept in mathematics and has become a fundamental part of
our number system.

Here are some reasons why zero is important:

 Zero is the most important in arithmetic operations. When you add or subtract
zero to a number, the value of the number remains the same. When you
multiply any number by zero, the result is always zero, and when you divide
any number by zero, the result is undefined.
 Zero serves as a placeholder in our number system, allowing us to
represent numbers of varying magnitudes. For example, without zero, it would
be impossible to write the number 102102.
 Zero is important in the study of infinities, as it serves as a starting point for the
concept of ―approaching zero.‖ This concept is important in calculus, where it
is used to define limits and derivatives.
 Zero also plays an important role in symbolic representation, where it is used as
a placeholder, a coefficient, and a starting point for various
mathematical functions.

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CONCLUSION:

Brahmagupta's work had a significant impact on the field of mathematics

and astronomy in India and all over the world. His contributions to these fields have
had a lasting influence on the study of mathematics and science. Today, he is
recognized as one of the most important figures in the history of mathematics and is
celebrated for his contributions to the field.

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 7. SHRINIVAS RAMANUJAN

INTRODUCTION:

One of the greatest mathematicians of all time, Srinivasa Ramanujan was

born in 1887 in the Southern part of India. He is still remembered for his contributions
to the field of mathematics. Theorems formulated by him are to date studied by
students across the world and within very few years of his lifespan, he made some
exceptional discoveries in mathematics.

His biography and achievements prove a lot about him and his struggles to contribute
to the field of this subject. Born in 1887, Ramanujan‘s life, as said by Sri Aurobindo,
was a ―rags to mathematical riches‖ life story. His geniuses of the 20th century are
still giving shape to 21st-century mathematics.

Birth –

 Srinivasa Ramanujan was born on 22nd December 1887 in the south Indian
town of Tamil Nad, named Erode.
 His father, Kuppuswamy Srinivasa Iyengar worked as a clerk in a saree shop
and his mother, Komalatamma was a housewife.
 Since a very early age, he had a keen interest in mathematics and had already
become a child prodigy

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Srinivasa Ramanujan Education –

 He attained his early education and schooling from Madras, where he was
enrolled in a local school
 His love for mathematics had grown at a very young age and was mostly self-
taught
 He was a promising student and had won many academic prizes in high school
 But his love for mathematics proved to be a disadvantage when he reached
college. As he continued to excel in only one subject and kept failing in all
others. This resulted in him dropping out of college
 However, he continued to work on his collection of mathematical theorems,
ideologies and concepts until he got his final breakthrough

Final Break Through –

 S. Ramanujam did not keep all his discoveries to himself but continued to send
his works to International mathematicians
 In 1912, he was appointed at the position of clerk in the Madras Post Trust
Office, where the manager, S.N. Aiyar encouraged him to reach out to G.H.
Hardy, a famous mathematician at the Cambridge University
 In 1913, he had sent the famous letter to Hardy, in which he had attached 120
theorems as a sample of his work
 Hardy along with another mathematician at Cambridge,
J.E.Littlewood analysed his work and concluded it to be a work of true genius
 It was after this that his journey and recognition as one of the greatest
mathematicians had started

Death –

 In 1919, Ramanujan‘s health had started to deteriorate, after which he decided

to move back to India
 After his return in 1920, his health further worsened and he died at the age of
just 32 years

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Srinivasa Ramanujan Contributions

 Between 1914 and 1914, while Ramanujan was in England, he along with
Hardy published over a dozen research papers
 During the time period of three years, he had published around 30 research
papers
 Hardy and Ramanujan had developed a new method, now called the circle
method, to derive an asymptomatic formula for this function
 His first paper published, a 17-page work on Bernoulli numbers that appeared
in 1911 in the Journal of the Indian Mathematical Society
 One remarkable result of the Hardy-Ramanujan collaboration was a formula for
the number p(n) of partitions of a number ‗n‘

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Achievements of Srinivasa Ramanujan

 At the age of 12, he had completely read Loney‘s book on Plane

Trignimetry and A Synopsis of Elementary Results in Pure and Applied
Mathematics, which were way beyond the standard of a high school student
 In 1918, he became the first Indian to be honoured as a Fellow of the Royal
Society
 In 1997, The Ramanujan Journal was launched to publish work ―in areas of
mathematics influenced by Ramanujan‖
 The year 2012 was declared as the National Mathematical Year as it marked
the 125th birth year of one of the greatest Indian mathematicians
 Since 2021, his birth anniversary, December 22, is observed as the National
Mathematicians Day every year in India

83
INTERDISCIPLINARY COURSE 3 (IC 3)
Language across the Curriculum

Task 1: Construct a glossary of content words

in different subjects

Name of the Student: Ms. Bhavika Karani

Class: SY B.Ed (2024-25)

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Construct a glossary of content words in
different subjects
Introduction:

WHAT IS A GLOSSARY?

A glossary, often referred to as a vocabulary or clevis, is an

alphabetical collection of terms together with their definitions in a certain field
of study. Usually found at the conclusion of a book, a glossary lists terminology
that are either unusual, specialised, or recently introduced. Although non-fiction
publications are typically linked with glossaries, fiction novels occasionally
include glossaries for new terminology.

Generally speaking, a glossary includes definitions of terms that are

pertinent to a certain area of research or activity. The phrase is associated with
the concept of ontology in this meaning. Additionally, automatic techniques for
converting a glossary into an ontology or computational lexicon have been
offered.

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PURPOSE OF GLOSSARY:
1) A multifaceted glossary should be used:
2) It should be a representation of the key ideas and concepts you will study
in the academic course.
3) It must have precise concepts that are intelligible even to the general
public, meaning that even who are unfamiliar with computational
linguistics or semantics may understand them.
4) Explanatory examples must be included in definitions.

CHARACTERISTICS OF GLOSSARY:
1) Give definitions for any concepts that a knowledgeable layperson would
not know. It is safer to overdefine than to underdefine when in doubt.
2) In your report, define all phrases that have a specific meaning.
3) Unless certain concepts require more detailed explanations, define every
term by providing its class and distinguishing characteristics.
4) Sort all of the words alphabetically. To distinguish each phrase from its
definition, highlight it and use a colon.

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 I have selected the Textbook of MATHEMATICS & ENGLISH
Subject of Maharashtra State Board, Bureau of Indian
Standards.

GLOSSARY:

A
ENGLISH MATHEMATICS
Adjective : Area:
A word which describes, or adds the extent of a two-dimensional
detail to, a noun. surface within a boundary

Adverb Angle:
A word which describes, or adds A figure formed by two rays or two
detail to, a verb. line segments with a common
endpoint.
Article
A word that goes before a noun
and indicates if it is indefinite (a/an)
or definite (the).

C
ENGLISH MATHEMATICS
Clause circle
A group of words with a plane curve with every point
a subject and a verb which can be equidistant from the center
part of a sentence or can form a
whole sentence by itself. circumference
the length of the closed curve of a
Consonant circle
b, c, d, f, g, h, j, k, l, m, n, p, q, r, s,
t, v, w, x, y, z. coordinate
a number that identifies a position
Countable relative to an axis
Countable nouns can
take a or an in the singular and can
be made plural.

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 D
ENGLISH MATHEMATICS
Declarative difference
A declarative sentence the number that remains after
or clause typically makes a subtraction
statement, and has basic word
order, with the subject followed by denominator
the verb. the divisor of a fraction

demonstrative divisibility rule

A demonstrative is one of a small A shortcut for determining whether
set of words which limit the a counting number is divisible by
application of nouns by indicating another counting number without
the person or thing referred to. actually doing the division

determiner
A determiner is a word which
precedes a noun and limits the
application of that noun

F
ENGLISH MATHEMATICS
Finite factor
A finite verb form is one that is any of numbers that form a product
marked for tense. when multiplied together

fraction
the quotient of two rational
numbers

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 G
ENGLISH MATHEMATICS
Genders Graph
In some A graph can be defined as a
languages, nouns, pronouns, and pictorial representation or a
related words are classified into diagram that represents data or
categories called genders values in an organized manner.

Gerund Geometry
A gerund is a word (in modern It is a branch of mathematics
English, ending in -ing) which concerned with questions of shape,
derives from a verb and has size, relative position of figures,
some verb-like properties but also and the properties of space.
some noun-like properties.

I
ENGLISH MATHEMATICS
Infinitive Integer
The part of a verb that does not any natural number or its negative,
change in English or zero

Interjection Intersecting
An interjection is a word which crossed or intersected in the form
functions independently of other of an X
words and typically represents an
exclamation or command. Isosceles
(of a triangle) having two sides of
equal length

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 M
ENGLISH MATHEMATICS
Modal verb Mean
A kind of auxiliary verb used before an average computed by adding
an infinitive. e.g. can, could, may, some function of the numbers
might, must, should, will, would.
Median
Mood relating to the middle value of an
The way a verb is used to express ordered set of values
an action, a command or a
doubt. Indicative, Mode
imperative and subjunctive are all the most frequent value of a
types of mood. random variable

P
ENGLISH MATHEMATICS
Part of speech perpendicular
The way words are divided in intersecting at or forming right
English grammar books and angles
explained in dictionaries.
e.g. adjective, noun, verb polygon
a closed plane figure bounded by
Person straight sides
A word used to refer to pronouns
and verbs to show who is doing perimeter
an action. a line enclosing a plane area

Preposition probability
A small word that shows a a measure of how likely it is that
relationship between two nouns some event will occur

Pronoun prime
A word in the place of a number that has no factor but
another noun. itself and 1

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 Q
ENGLISH MATHEMATICS
Quasi quotient
In some the number obtained by division
unrevised OED entries, quasi is
used to modify grammatical terms. quarter
For example, a sense of a noun one of four equal parts
might be described as ‘quasi-adj.’
quadrilateral
a four-sided polygon

R
ENGLISH MATHEMATICS
Reflexive ray
A reflexive pronoun is (mathematics) a straight line
a pronoun which refers back to the extending from a point
subject of the verb.
rhombus
relative a parallelogram with four equal
A relative pronoun is a pronoun sides
which introduces a subordinate
clause giving more information
about the person or thing referred to.

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 S
ENGLISH MATHEMATICS
Subject sum
The person or thing that does a quantity obtained by the addition
something. of a group of numbers

Stem square
A stem is the root, base, or main a polygon with four equal sides and
part of a word to which other four right angles
elements, such
as prefixes or suffixes, may be segment
added. one of several parts that fit with
others to make a whole
Suffix
A suffix is an element added to the scalene
end of a word or stem to form a having three sides of different
new word. lengths

symmetry
exact reflection of form on opposite
sides of a line

T
ENGLISH MATHEMATICS
Tense Triangle
The time when an action takes A three sided polygon.
place - present, past, future.
Triangular number
Transitive A sequence of numbers generated
A verb is transitive when it takes by adding one more than was
a direct object added to find the previous term.
For example, 1, 3, 6, 10, 15, 21, ...

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 V
ENGLISH MATHEMATICS
Verb Volume
An action word. the amount of 3-dimensional space
occupied by an object
Voice
The way in which a writer shows Venn diagram
their own style, thoughts and A diagram where sets are
opinions. represented as simple geometric
figures (often circles), and
Vowel overlapping and similar sets are
a, e, i, o, u. Words that start with represented by intersections and
a vowel sound take an in the unions of the figures.
singular.

CONCLUSION:

Use a glossary if your report contains more than five or six technical terms that
may not be understood by all audience members. If fewer than five terms need defining,
place them in the report introduction as working definitions, or use footnote definitions. If
you use a separate glossary, announce its location.

The definite integral is used as a practical tool for science and engineering. The
definite integral is also used to solve many interesting problems from various disciplines like
economics, finance, and probability.

Although all the chapters included in the NCERT mathematics textbooks of class
VIII has their own importance and suitability. But some chapter needs serious attention and
need to be introduced in class VIII. The majority of teachers and students feel that ―Integrals‖
need to be introduced in class VIII because students are burdened with integration in class
VIII.

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Reflection:

―It will be a book very imperfect and unintelligible without a glossary‖.

Basic principles of vocabulary development that apply to school-age learners were

then discussed. Finally, a number of different techniques were provided that can be used with
word that are selected by the teacher as well student-selected items. These techniques and
strategies can be used to enrich your oral and written English language program.

94
INTERDISCIPLINARY COURSE 3 (IC 3)
Language across the Curriculum

Task 2: Take a story/poem and rewrite in the

other form

Name of the Student: Ms. Bhavika Karani

Class: SY B.Ed (2024-25)

95
 Take a story/poem and rewrite in the
other form
Introduction:

The three verses that make up Past, Present, Future are each
thematically related to one of the terms in the title. The three verses are all
quatrains, each with four lines and a straightforward ABAB rhyme scheme.

A youngster is asked by the poet Emily Bronte to describe what the

past, present, and future mean to him. The toddler in the original version naively
explains the nature he connects to each of these historical periods. The child in
the modified version cleverly connects the time period to the core of
technology.

PAST, PRESENT, AND FUTURE TECHNOLOGY

CONCEPT:

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PAST:
A child nowadays studies several technological advancements that
have taken place since the dawn of humanity. They are forced to think about
how these needs-based innovations altered how people lived and how
civilisations functioned as they get to know them. As the youngster learnt about
this continuous societal process, they need to realise how older inventions
influenced and helped create more recent ones.

Technology has existed for as long as there have been people. Overall,
technology has played a significant role in the advancement of civilisation,
made even more so by the connections it has made with science.

PRESENT:
In the broadest sense, technology increases our capacity to alter the
world by enabling us to transfer objects from one location to another, cut, shape,
or assemble materials, and reach farther with our hands, voices, and senses. We
try to alter the world to better fit our needs by using technology. The alterations
could be related to human goals like education, art, or control, or they could be
related to survival necessities like food, shelter, or defence. However, the
outcomes of altering the world are frequently intricate and uncertain.

FUTURE:

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 Youngsters at this stage may start to show an interest in contrasting
modern technology with that of the past and the technology they use on a daily
basis with that of other countries. They are able to see what life might be like in
the absence of specific technologies as well as potential future technological
advancements. Reading about older eras or other civilisations will highlight the
crucial significance that various technologies play.

ORIGINAL REFORMED

Tell me, tell me, smiling child, Tell me, tell me, techno child,
What the past is like to thee? What the past is like to you?
“An Autumn evening soft and mild “A physical world tough and wild
With a wind that sighs mournfully.” With hardship & waste of time through.”

Tell me, what is the present hour? Tell me, what is the present hour?
“A green and flowery spray “A little comfort and overplay
Where a young bird sits gathering its Where we have our own mighty super
power power
To mount and fly away.” To uplift, upgrade and display”

And what is the future, happy one? And what is the future, happy one?
“A sea beneath a cloudless sun; “A technical world with all compiled
A mighty, glorious, dazzling sea A powerful and magnificent fun
Stretching into infinity.” To live in a virtual dream world”

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Conclusion:
Original form:

Emily Bronte asks a kid what the past, present, and future look like in
the original form of her poem "Past, Present, Future." The child explains the
nature he connects with each of these time periods in a harmless way.

PAST:

The cheerful child responds that it is like an autumn evening when the wind
exhales in sorrow when questioned about the past. For the child, the past is
something he recalls with nostalgia and a hint of melancholy. The child is
unhappy since the past has passed and he is unable to return to it, as indicated
by the falling leaves and the wind's melancholy sigh.

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PRESENT:

The child describes the current hour as being similar to spring, with flowers and
greenery all around, and a young bird on a tree branch that is just learning to fly.
For the child, the present is full of opportunities and something he wants to risk.
He is regaining his vigour and eager to face the outside world.

FUTURE:

When questioned about the future, the contented youngster compares it to the
big, unknown sea that has spanned great distances under the dazzling sun. The
child connects the inability to see the end of a sea with the future. He asserts
that the future is grand, thrilling, and enigmatic.

100
 Reformed Version:
The poet asks a youngster what the past, present, and future mean to
him in this rewritten version of the poem "Past, Present, Future." The boy
cleverly explains the technologies that he connects to each of these periods.

PAST:

101
The tech-savvy child responds that the past is like a physical world full of hard
labour and wildness when questioned about it. For the child, the past is
something that he recalls with difficulty over time. The child is dissatisfied with
life's physicality, which demand an increasing amount of work and time.

PRESENT:

The child responds that the modern world is a technological one where
everything is quick, simple, and instantaneous when asked about it. With just a
button click, work may be completed more easily and comfortably. It powers
the technology behind human labour. The child is transported to a virtual reality
environment. For the child, the present is full of opportunities, and he wants to
take chances. He is getting stronger and eager to enter the world of technology.

102
FUTURE:

The contented child responds that the future is like the enormous, deep
networks that have reached far and wide when asked about it. The child
identifies this vision with the future even if we cannot see the end of
technology. He believes that the future is full of wonder, excitement, and
mystery, and he is eager to learn more about it.

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REFLECTION:

“Yesterday is history, tomorrow is a mystery, today is a gift of God, which is

why we call it the present.”

― Bill Keane

“The past is always tense, the future perfect.”

― Zadie Smith

“Unfortunately, the clock is ticking, the hours are going by. The past
increases, the future recedes. Possibilities decreasing, regrets mounting.”

― Haruki Murakami, Dance Dance Dance

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PROJECT BASED COURSE (PC 3)
INTERNSHIP of 11 weeks

Task 1: 10 Lesson plans

Name of the Student: Ms. Bhavika Karani

Class: SY B.Ed (2024-25)

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PROJECT BASED COURSE (PC 3)
INTERNSHIP of 11 weeks

Task 2: Theme based lesson plans

– 2 lesson plans

Name of the Student: Ms. Bhavika Karani

Class: SY B.Ed (2024-25)

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 PROJECT BASED COURSE (PC 3)
INTERNSHIP of 11 weeks

Task 3: Co-teaching with school teachers

– 3 lesson plans

Name of the Student: Ms. Bhavika Karani

Class: SY B.Ed (2024-25)

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 PROJECT BASED COURSE (PC 3)
INTERNSHIP of 11 weeks

Task 4: Administration of Unit test and

analysis of results

Name of the Student: Ms. Bhavika Karani

Class: SY B.Ed (2024-25)

207
 Administration of Unit test and
analysis of results
Introduction:

A blueprint outlines the assessment topics for your pupils. The test
design includes instructional objectives, questions/tasks, learning domains, and
levels for students to perform at.

A test blueprint is the framework that you design and follow while
'creating' a test. When creating assessments for learners, it's important to ensure
that the test covers all the objectives of instruction and that each question targets
one of them.

You can quickly determine if you are pushing students to think and
perform at different levels—from low to high—in each learning topic by using a
test template. Mark the domain and the level that each question represents for
each example.

208
DEFINITION:
The blueprint is a three-dimensional graphic that displays the relative
importance of objectives, content, and question types in terms of grade points.
Typically, a blueprint serves as a roadmap for creating another object. It is a
technical overview or comprehensive plan of action.

STEPS TO PREPARE BLUEPRINT:

1. DETERMINATION OF LEARNING OBJECTIVES.
2. CONTENT ANALYSIS.
3. DETERMINING THE TYPES OF QUESTIONS.
4. DETERMINATION OF NO. OF ITEMS FOR EACH TOPIC BASED ON
LEARNING OBJECTIVES.

BLUEPRINT
CLASS: STD VIII SUBJECT:
MATHEMATICS

SCHOOL: PRABHAKAR DESAI INTERNATIONAL SCHOOL

MARKS : 25

TOPICS:
o TOPIC 1: Geometric Construction
o TOPIC 2: Multiplication and Division of Integers
o TOPIC 3: HCF and LCM

209
1. DETERMINATION OF LEARNING goals:

SR No Objectives Marks T1 T2 T3 %

1 Remembering 5 1 2 2 20%

2 Understanding 12 4 4 4 48%

3 Applying 6 2 2 2 24%

4 Skill 2 2 0 0 8%

TOTAL 25 9 8 8 100%

2. content ANALYSIS:

SR NO CONTENT MARKS %

1 TOPIC I 9 36%

2 TOPIC II 8 32%

3 TOPIC III 8 32%

TOTAL 25 100%

210
 3. DETERMINING THE DIFFERENT FORMS OF QUESTIONS:

S/N Forms of Questions Marks T1 T2 T3 %

1 Application based 8 U 4 A 2 A 2 20%

2 Short-Answer Type 10 A 2 U 4 U 4 48%

3 Objective Types 7 R 1 32%

R 2 R 2
S 2

TOTAL 25 9 8 8 100%

*R = remembering , U = understanding, A = applying, S = skill

4. DETERMINATION OF NO. OF ITEMS FOR EACH TOPIC

BASED ON LEARNING OBJECTIVES.

Objective Remembering Understanding Applying Skill Total

Content E S O E S O E S O E S O

1 4 2 2
Topic I - - - - - - - - 9
(1Q) (1Q) (1Q) (1Q)

2 4 2
Topic 2 - - - - - - - - - 8
(2Q) (2Q) (1Q)

2 4 2
Topic 3 - - - - - - - - - 8
(2Q) (2Q) (1Q)

TOTAL 5 12 6 2 25

*E- Essay Type, S- Short-Answer Type, O-Objective Type

211
5. WEIGHTAGE TO DIFFICULTY LEVEL:

SR No Difficulty level Marks T1 T2 T3 %

1 Easy 11 3 4 4 44%

2 Average 9 3 4 2 36%

3 Difficult 5 1 2 2 20%

TOTAL 25 7 10 8 100%

Unit Test
A Unit Test is a brief test administered at the conclusion of a certain unit of
instruction.

PREPARING QUESTIONS BASED ON THE BLUEPRINT:

An excellent question should fulfil these criteria:

1. The focus should be on a specified purpose.

2. It should refer to a specific content area.
3. The inquiry should follow the blueprint's format and adhere to the standards
for framing.
4. It should encourage thought rather than rote memorisation.
5. It should have the necessary level of complexity.
6. It should state clearly the scope and duration of the answer.
7. It should clearly distinguish between brighter, average, and below average.

212
EDITING OF THE QUESTION PAPER:

1) GROUPING THE QUESTIONS

1. All the objective type questions should be grouped in one section,
while the short-answer type and essay type questions should be
grouped in another section.
2. In the section of objective type items having the same format. e.g.. yes-
no tуре, true-false type, matching type, multiple- choice type etc.
should be grouped together.
3. Items in, each section should be arranged in order of their difficulty, as
far as possible.

2) INSTRUCTIONS TO EXAMINEES
1. General instructions maybe given at the beginning of a question paper

e.g.,

a) This paper has two sections, A and B.

b) Al questions in sections A and B are compulsory, etc.

2. Specific instructions related to each section maybe given at the beginning of

each section,

e.g.- Answers to section A should be given on the question paper itself.

3) PREPARING MARKING SCHEME AND SCORING KEY

MARKING SCHEME:
A marking scheme is essential in the case of short-answer and essay
type questions. It indicates:

213
 a) The number of points or steps expected in the answer.
b) The outline of each point or step expected in the answer.
c) The weightage to each of these points or steps.

4) SCORING KEY:
A scoring key is essential in the case of objective test items. In the scoring key,
the question wise correct response in terms of its number is to be mentioned.

5) REVIEWING THE QUESTION PAPER

A review of the question paper has three steps.

1. Question wise analysis (before the commencement of

the test).
2. Critical evaluation of the test (before the
commencement of the test).
3. Item analysis (after the test is over)

Question wise analysis:

Each question is analyzed into:

1. Objective.
2. Specification.
3. Content(topics).
4. Type/Form of question.
5. Estimated difficulty level.
6. Approximate time required.
7. Marks allotted.

214
Critical Evaluation of the Test:
a) All the objective type questions should be grouped in one section, while
the short answer type and essay type questions should be grouped in
another section.
b) In the section of objective type items having the same format, e.g. Yes-no
type, true-false type, matching type, multiple- choice type etc. should be
grouped together.
c) Items in, each section should be arranged in order of their difficulty, as
fär as possible.

Item Analysis:
It helps in determining:

a) The difficulty value of each question.

b) The discriminating power of each item.
c) The effectiveness of detractors in the given time

215
 QUESTION PAPER

PRABHAKAR DESAI INTERNATIONAL SCHOOL

QUESTION PAPER

NAME: Time: 1hr

STD: VIII Subject: Mathematics Marks: 25

OBJECTIVES

Q.1. Name the following: (1 x 3 = 3)

On the line below, the distance between any two adjoining points shown on it is
equal.

1. seg AB ≅ seg _________

2. seg_________ ≅ seg BY
3. seg_________ ≅ seg YQ

Q.2. Fill in the blanks: (1 x 4 = 4)

1. The product of one positive (+ve) and one negative (-ve) integer is a
_______________ integer.
2. The quotient of two negative integers is a ___________ number.
3. ____________ is an even prime number.
4. The prime factor of 20 is ___________.

SHORT ANSWER TYPE

Q.3. Solve the following: (2 x 5 = 10)

1. Draw triangles with the measures given below:

In ∆FUN, FU = 5 cm, UN = 4.6 cm, m∠U = 110°.

216
2. Multiply: (-63) × (-7).

3. Divide: 78 ÷ 65.

4. Find the HCF: 25, 40.

5. Find the LCM: 15, 30, 90.

APPLICATION BASED

Q.4. Solve the following: (2 x 4 = 8)

1. Draw an isosceles triangle with base 5 cm and the other sides 3.5 cm each.

2. Construct triangles of the measures given below:

a) In the right-angled ∆STU, hypotenuse SU = 5 cm and ST = 4 cm.

3. Write three divisions of integers such that the fractional form of each will be

4. The LCM and HCF of two numbers are 432 and 72 respectively. If one of

the numbers is 216, what is the other?

********

217
 ANSWERS
Q.1. Name the following: (1 x 3 = 3)

On the line below, the distance between any two adjoining points shown on it is
equal.

1. seg AB ≅ seg BC
2. seg AZ ≅ seg BY
3. seg XP ≅ seg YQ

Q.2. Fill in the blanks: (1 x 4 = 4)

1. The product of one positive (+ve) and one negative (-ve) integer is a
negative integer.
2. The quotient of two negative integers is a __positive__ number.
3. __2_ is an even prime number.
4. The prime factor of 20 is __2, 4, 5, 10__.

SHORT ANSWER TYPE

Q.3. Solve the following: (2 x 5 = 10)

1. Draw triangles with the measures given below:

a) In ∆FUN, FU = 5 cm, UN = 4.6 cm, m∠U = 110°.

218
2. Multiply: (-63) × (-7).

= – 63 x (– 7 )

= 441

3. Divide: 78 ÷ 65.

= 78 / 65

=1.2

4. Find the HCF: 25, 40.

25 40
5 5 8

HCF = 5

219
5. Find the LCM: 15, 30, 90.

15 30 90

5 3 6 18

3 1 2 6

2 1 3

3 1

LCM = 5 x 3 x 2 x 3

= 90

APPLICATION BASED

Q.4. Solve the following: (2 x 4 = 8)

1. Draw an isosceles triangle with base 5 cm and the other sides 3.5 cm

each.

220
2. Construct triangles of the measures given below:

a. In the right-angled ∆STU, hypotenuse SU = 5 cm and ST = 4 cm.

3. Write three divisions of integers such that the fractional form of each will

be 24/5.

221
 4. The LCM and HCF of two numbers are 432 and 72 respectively. If one of

the numbers is 216, what is the other?

Scoring key
Q.1. Name the following:

Special
S/N Expected Answer Marks
Instruction
1. BC 1 mark each

2. AZ 1 mark each N/A

3. XP 1 mark each

222
Q.2. Fill in the blanks:

Special
S/N Expected Answer Marks
Instruction
1. Negative 1 mark each

2. Positive 1 mark each

N/A
3. 2 1 mark each

4. 2, 4, 5, 10 1 mark each

MARKING SCHEME
Q.3. Solve the following:

Special
S/N Expected Answer Marks
Instruction

- 1 mark deducted
1. 2 mark each
for no rough
diagram

- 1 mark deducted
for direct answers
2 mark each
2. 441
2 mark each
3. 1.2
2 mark each
4. 90

223
Q.4. Solve the following:

Special
S/N Expected Answer Marks
Instruction

1. 2 mark each

2 mark each - 1 mark deducted

for no rough
diagram

2. - 1 mark deducted
for direct answers

2 mark each
3. 14/12, -21/18, -28/24
2 mark each
4. 144

224
 Question wise Analysis

Q/ Specificati Type of Difficulty

Objective Content Marks
N on Question level

Remembering
Fill in the Geometric Objective
1 and Easy 3 marks
blanks Construction Type
understanding
Multiplication and
Fill in the Objective Easy and
2 Remembering Division of 4 marks
blanks Type Average
Integers
Geometric
Construction
Short –
Understandin Solve the Multiplication and Easy and 10
3 answer
g following Division of Average marks
type
Integers
HCF and LCM
Geometric
Construction Easy
Solve the Multiplication and Applicatio Average
4 Applying 7 marks
following Division of n based and
Integers difficult
HCF and LCM

225
 Result Analysis

S/N Name of the Student Marks Obtained Percentage

1 Avika Udyawar 18 72 %

2 Bhakti Shetty 21 84 %

3 Durva Keer 15 60 %

4 Kanishka Ukirde 21 84 %

5 Sanskruti Kene 14 56 %

6 Sara Kadam 23 92 %

7 Shreeya Naik 25 100 %

8 Swara Desai 24 96 %

9 Swara Gala 22 88 %

10 Tanisha Suvarna 19 76 %

11 Aarush Sadekar 16 64 %

12 Arnav Gotpagar 25 100 %

13 Atharva Joshi 25 100 %

14 Chinmay Mohape 20 80 %

15 Harsh More 21 84 %

16 Hussain Mahuwawala 19 76 %

17 Sai gaikar 13 52 %

18 Shreyas Golatkar 24 96 %

226
PROJECT BASED COURSE (PC 3)
INTERNSHIP of 11 weeks

Task 5: Reflective Journal on

Internship Activities

Name of the Student: Ms. Bhavika Karani

Class: SY B.Ed (2024-25)

227
 INDEX

S/N Particular Pg No.

1 Week 1: 2nd September 2024 to 6th September 2024

2 Week 2: 16th September 2024 to 20th September 2024

3 Week 3: 23rd September 2024 to 27th September 2024

4 Week 4: 30th September 2024 to 4th October 2024

5 Week 5: 7th October 2024 to 11th October 2024

6 Week 6: 14th October 2024 to 18th October 2024

7 Week 7: 21st October 2024 to 25th October 2024

8 Week 8: 11th November 2024 to 14th November 2024

9 Week 9: 25th November 2024 to 29th November 2024

10 Week 10: 2nd December 2024 to 6th December 2024

11 Week 11: 16th December 2024 to 20th December 2024

228
Week 1: 2nd September 2024 to 6th September 2024

Day 1 : 2nd September

Time Activity
9:00 am to 10:00 am Morning prayer and daily news reading
Introduction to all staff teachers with their
10:00 am to 11:00 am educational qualification and their teaching
subject
Observation of the other teacher‘s lesson
11:00 am to 12:00 pm
activity

Day 2 : 3rd September

Time Activity
9:00 am to 10:00 am Morning prayer and daily news reading
Lecture: Regular lesson plan
Standard: 8th
10:00 am to 11:00 am
Subject: English
Unit: Grammar – Punctuation
11:00 am to 12:00 pm Making a script for Ganpati celebration

229
Day 3 : 4th September

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

10:00 am to 11:00 am Watched Music class activity of Std 9

Observation of the other teacher‘s lesson

11:00 am to 12:00 pm
activity

Day 4: 5th September

Time Activity
09:00 am to 1:00 pm Teacher‘s Day celebration

Day 5 : 6th September

Time Activity
9:00 am to 10:00 am Morning prayer and daily news reading
10:00 am to 11:30 am Attended meeting on Exam timetable setting
Lecture: Regular lesson plan
Standard: 6th
11:50 am to 12:30 pm
Subject: English
Unit: Poem – In the bazaars of Hyderabad

230
ActivitY: teAcher’s dAY celebrAtion

On 5th September 2024, the students of PDIS celebrated

Teacher‘s day as a day to honour the great mentors of their life who
have been a guiding force for their successful journey.
The day began with welcoming the teachers with roses and
chocolates and great wishes for teacher‘s day. The higher grades
students gave a day of relaxation to the teachers by engaging the
lower grades by themselves. The teachers took this opportunity to
relax and have time for exchange and bonding.
For the end, the students organised fun games activities and a
delicious lunch for the teachers to enjoy and have fun.

231
Week 2: 16th September 2024 to 20th September 2024

Day 6: 16th September

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Attended meeting on Exam seating
10:00 am to 11:30 am
arrangement and duty list making

Day 7: 17th September

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Observation of the other teacher‘s lesson
10:00 am to 11:00 am
activity
11:00 am to 12:00 pm Attended games period of Std 8th

Day 8: 18th September

Time Activity
9:00 am to 10:00 am Morning prayer and daily news reading
Lecture: Regular lesson plan
Standard: 7th
10:00 am to 11:00 am
Subject: English
Unit: Grammar - Clauses
11:00 am to 12:00 pm Feedback from guide and the principal

232
Day 9: 19th September
Time Activity
9:00 am to 10:00 am Morning prayer and daily news reading
Lecture: Regular lesson plan
Standard: 7th
10:00 am to 11:00 am
Subject: English
Unit: Prose – His first flight
Observation of the other teacher‘s lesson
11:00 am to 12:00 pm
activity

Day 10: 20th September

Time Activity
9:00 am to 10:00 am Morning prayer and daily news reading
Observation of the other teacher‘s lesson
10:00 am to 11:00 am
activity
11:00 am to 12:00 pm Observation of paper making for Maths

Activity: Meeting on Exam timetable setting

Setting an exam timetable for all standards and subjects is not

easy. Exam timetable reflects the ease and smooth taking of the
exams with the heftiness of each subject divided and distributed
equally.

233
 While setting an exam timetable, one needs to take in to
consideration that the subjects are fairly divided and don‘t burden the
students in certain days. A continuous strenuous exam would fatigue
the student whereas easy subjects would lead to lethargy. The
timetable must include relaxing subjects in between such as science
followed by English or Marathi followed by computer.

One needs to also consider that a teacher receives bundles of

her subjects equally distributed. One teacher receiving all bundles in
the beginning while the other receiving all the bundles at the end
would create unnecessary pressure on the other teacher of correcting
everything in short period of time.

234
Week 3: 23rd September 2024 to 27th September 2024

Day 11: 23rd September

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Observation of the other teacher‘s lesson

10:00 am to 11:00 am
activity
Assistance in making of English paper for
11:00 am to 12:00 pm
Grade 6

Day 12: 24th September

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Observation of the other teacher‘s lesson

10:00 am to 11:00 am
activity
Assistance in making of English paper for
11:00 am to 12:00 pm
Grade 6

235
Day 13: 25th September

Time Activity
9:00 am to 10:00 am Morning prayer and daily news reading
Lecture: Theme based lesson plan
Standard: 6th
10:00 am to 11:00 am
Subject: English
Unit: Tourism – Eco-responsibility
Assistance in making of English paper for
11:00 am to 12:00 pm
Grade 6

Day 14: 26th September

Time Activity
9:00 am to 10:00 am Morning prayer and daily news reading
Lecture: Theme based lesson plan
Standard: 7th
10:00 am to 11:00 am
Subject: Maths
Unit: Quantities – Meaningful eating
11:00 am to 12:00 pm Observation of paper making for Maths

236
Day 15: 27th September

Time Activity
9:00 am to 10:00 am Morning prayer and daily news reading
Observation of the other teacher‘s lesson
10:00 am to 11:00 am
activity
11:00 am to 12:00 pm Observation of paper making for Maths

Activity: Question Paper making

Paper making is an essential task as it decides the fate of a

student. A very difficult paper can make the student disappointed in
himself/herself and can also lead to lower self-esteem and self-doubt.
On the other hand, an easy paper can make the student over-confident
or lethargic to studies which affects the students perspective
adversely.

A teacher needs to also consider the average intelligence of

her class. A class with many students facing difficulty in learning
needs to be assessed differently than a fairly better performing class.
Nonetheless, to standardise the test, the teacher must consider all her
students and give opportunity to all to score from the paper.

The questions must range from easy to difficult as well as

there needs to have a balance of objectives and subjective questions.

237
Week 4: 30th September 2024 to 4th October 2024

Day 16: 30th September

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Lecture: Regular lesson plan

Standard: 8th
10:00 am to 11:00 am
Subject: English
Unit: Prose – My Tryst with Everest

11:00 am to 12:00 pm Observation of art period of Grade 7

Day 17: 1st October

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Lecture: Co-teaching lesson plan

Standard: 8th
10:00 am to 11:00 am
Subject: English
Unit: Grammar – Types of Phrases
Assistance in bundling the exam papers and
11:00 am to 12:00 pm
answer sheets

238
Day 18: 3rd October

Time Activity
9:00 am to 10:00 am Morning prayer and daily news reading
Attended staff meeting regarding the semester
10:00 am to 11:00 am
exams
Assistance in bundling the exam papers and
11:00 am to 12:00 pm
answer sheets

Day 19: 4th October

Time Activity
9:00 am to 10:00 am Morning prayer and daily news reading
Attended staff meeting regarding the semester
10:00 am to 11:00 am
exams
Assistance in bundling the exam papers and
11:00 am to 12:00 pm
answer sheets

Activity: Pre-exam preparations

Exam time is a hectic time not only for the students but also
on the teachers end. There are a lot of things that are done in the
background for the assurance of smooth functioning and conduction
of exams.

239
 Bundling of the exam papers and ample answer sheets is one
of the major tasks following the preparation of the chart for class
distribution and seating arrangement. The question papers are counted
thrice to ensure exact numbers to be sent to respective classrooms.

The procedure is followed by the arrangement of necessary

things in the classroom and preparing the classroom for exam. One
day prior, the classroom is emptied of charts and pictures or anything
which can aid a student in exam. The benched and chairs are arranged
in the exam pattern and the seat numbers are allotted to each desk.

240
Week 5: 7th October 2024 to 11th October 2024

Day 20: 7th October

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Attended staff meeting regarding the semester

10:00 am to 11:00 am
exams
Observation of the other teacher‘s lesson
11:00 am to 12:00 pm
activity

Day 21: 8th October

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Lecture: Co-teaching lesson plan

Standard: 7th
10:00 am to 11:00 am
Subject: Maths
Unit: Data Handling
Feedback from the subject teacher and
11:00 am to 12:00 pm
preparing for the next day.

241
Day 22: 9th October

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Lecture: Co-teaching lesson plan

Standard: 7th
10:00 am to 11:00 am
Subject: Maths
Unit: Data Handling
Assistance in making classroom blocks and
11:00 am to 12:00 pm
seating arrangement draft

Day 23: 10th October

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Attended staff meeting regarding the semester

10:00 am to 11:00 am
exams and invigilation
Assistance in bundling the exam papers and
11:00 am to 12:00 pm
answer sheets

242
Day 24: 11th October

Time Activity
9:00 am to 10:00 am Morning prayer and daily news reading
Assistance in arranging the classrooms and
10:00 am to 12:00 pm making the seating arrangements for the
semester exams

243
Week 6: 14th October 2024 to 18th October 2024

Day 25: 14th October

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

10:00 am to 1:00 pm Invigilation of exam for Grade 5-6-7

Day 26: 15th October

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Assisted in paper correction of Grade 8

10:00 am to 12:00 pm
Maths term end paper

Day 27: 16th October

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

10:00 am to 1:00 pm Invigilation of exam for Grade 8-9-10

244
Day 28: 17th October

Time Activity
9:00 am to 10:00 am Morning prayer and daily news reading

10:00 am to 1:00 pm Invigilation of exam for Grade 8-9-10

Day 29: 18th October

Time Activity
9:00 am to 10:00 am Morning prayer and daily news reading
Assisted in paper correction of Grade 7 Maths
10:00 am to 12:00 pm
term end paper

ACTIVITY: Invigilation

Invigilation duty refers to monitoring the conduction of exam

and ensuring that no student uses any unfair means to cheat in the
exam. Though the task looks pretty easy on the outside, it is equally
tedious on the inside.

As an invigilator, one has to be thorough with the rules and

regulations of the examination in the institution so as to detect the
unfair means. Students as well have many doubts and concerns in
which if the invigilator is confused, it leads to confusion for the
student too.

245
Week 7: 21sT October 2024 to 25th October 2024

Day 30: 21st October

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

10:00 am to 1:00 pm Invigilation of exam for Grade 8-9-10

Day 31: 22nd October

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Assisted in paper correction of Grade 7 Maths

10:00 am to 12:00 pm
term end paper

Day 32: 23rd October

Time Activity
9:00 am to 10:00 am Morning prayer and daily news reading
Assisted in paper correction of Grade 6 Maths
10:00 am to 12:00 pm
term end paper

246
Day 33: 24th October

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Assisted in paper correction of Grade 6 Maths

10:00 am to 12:00 pm
term end paper

Day 34: 25th October

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

10:00 am to 1:00 pm Invigilation of exam for Grade 5-6-7

ACTIVITY: Paper Correction

When students write their exam, they pour all their efforts and
determination in it hoping for the best outcome. Their efforts and
understanding is test and here at this stage of paper correction, it is
evaluated.

247
 Paper correction plays a very important role in both sides –
Students as well as teachers. For students, this stage unleashes their
true knowledge and understanding and also help them know where
they stand.

On the teacher‘s side, this stage helps them evaluate their

teaching strategies and its effect. It helps them understand how much
their teaching is effective and if there is a need for any change in the
pattern.

Overall the stage of paper correction is a realisation stage of

the effects of the teaching – learning process.

248
Week 8: 11th November 2024 to 14th November 2024

Day 35: 11th November

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Attended staff meeting regarding the

10:00 am to 11:30 am
children‘s day celebration program

Day 36: 12th November

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Attended staff meeting regarding the Sports

10:00 am to 11:00 am
Day event

11:00 am to 12:00 pm Observation of games activity

Day 37: 13th November

Time Activity
9:00 am to 10:00 am Morning prayer and daily news reading
Assistance in preparation of decoration
10:00 am to 12:30 pm
material for children‘s day decoration

249
Day 38: 14th November

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

10:00 am to 1:00 pm Children‘s Day Celebration

ActivitY: children’s dAY celebrAtion

A day which is celebrated as an honour for the person who

loved children has become a day where we celebrate it for the
children. Children‘s Day is celebrated in honour of Jawaharlal Nehru
and his love for children. In the same way, today Indians celebrate
children‘s day with vigour and enthusiasm on 14th November.

The teachers made the occasion memorable for the children

with a special assembly. The children were treated to a melody of
songs followed be a colourful dance performance by their teachers.

The highlight of the day was a magic show which mesmerized

the children by the fascinating and enchanting tricks. The day ended
on a memorable note with the children feeling special as they went
home wearing their colourful butterfly crowns which made with love
and affection by their class teachers.

250
Week 9: 25th November 2024 to 29th November 2024

Day 39: 25th November

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Lecture: Regular lesson plan

Standard: 6th
10:00 am to 11:00 am Subject: Maths
Unit: Co-ordinate Geometry – distance
formula

11:00 am to 12:00 pm Observation of games activity

Day 40: 26th November

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Attended staff meeting regarding the Sports

10:00 am to 11:00 am
Day event
Assistance in carrying out the preliminary
11:00 am to 12:00 pm
rounds for Sport Day races

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Day 41: 27th November

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Assistance in carrying out the preliminary

10:00 am to 12:00 pm
rounds for Sport Day races

Day 42: 28th November

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Assistance in carrying out the preliminary

10:00 am to 12:00 pm
rounds for Sport Day races

Day 43: 29th November

Time Activity
9:00 am to 1:00 pm Sports Day

ACTIVITY: SPORTS DAY

On 29th November, PDIS organised its 13th Annual Sports

Day. The event took place in a spacious playground. The Deputy
Commissioner of Police was the chief guest of the event. A large

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temporary sitting arena was constructed for the parents and students
to sit and enjoy the day. Students of various classes participated in the
sports day.

The Sports Day started with the march past of the four
different houses. After the march past, the students of the four
different houses competed against each other in sports events like
relay races, 100 metres race, volleyball, 200 metres race, long jump,
and discus throw. Kindergarten kids too participated in fun games like
sack race, marble and spoon race, etc. Apart from the non-
participating students, the parents too cheered for their children. The
Principal and the Deputy Commissioner of Police gave away prizes to
the participants. Points were given to the four houses depending on
the performance of their representatives in the event. The school had
made arrangements for refreshments for both parents and students.

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Week 10: 2nd December 2024 to 6th December 2024

Day 44: 2nd December

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Observation of the other teacher‘s lesson

10:00 am to 11:00 pm
activity

Day 45: 3rd December

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Observation of the other teacher‘s lesson

10:00 am to 11:00 am
activity

11:00 am to 12:00 pm Assistance in art and craft activity for class 8

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Day 46: 4th December

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Lecture: Regular lesson plan

Standard: 7th
10:00 am to 11:00 am
Subject: Maths
Unit: Fractions – Types of Fractions

11:00 am to 12:00 pm Observation of science lab activity

Day 47: 5th December

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Attended staff meeting regarding the prelims

10:00 am to 11:00 am
for grade 10
Observation of the other teacher‘s lesson
11:00 am to 12:00 pm
activity

255
Day 48: 6th December

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Lecture: Regular lesson plan

Standard: 7th
10:00 am to 11:00 am
Subject: Maths
Unit: Fractions – Ratio and proportion
Assistance in making the timetable for prelims
11:00 am to 12:00 pm
and practical schedules for Grade 10

256
Week 11: 16th December 2024 to 20th December 2024

Day 49: 16th December

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Attended staff meeting regarding the Sports

10:00 am to 11:00 am
Day event

11:00 am to 12:00 pm Observation of the dance activity for grade 9

Day 49: 17th December

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Observation of the other teacher‘s lesson

10:00 am to 11:00 am
activity
Assistance in arranging the practical lab for
11:00 am to 12:00 pm
prelims

257
Day 50: 18th December

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Lecture: Regular lesson plan

Standard: 8th
10:00 am to 11:00 am Subject: Maths
Unit: 3D shapes – Surface Area of cube and
Cuboid

11:00 am to 12:00 pm Invigilation of ICT practical prelim for class 10

Day 51: 19th December

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Lecture: Regular lesson plan

Standard: 8th
10:00 am to 11:00 am
Subject: Maths
Unit: 3D shapes – Volume of cube and Cuboid
Invigilation of physics practical prelim for
11:00 am to 12:00 pm
class 10

258
Day 52: 20th December

Time Activity

9:00 am to 10:00 am Morning prayer and daily news reading

Invigilation of biology practical prelim for

10:00 am to 11:00 am
class 10

Farewell from all teachers, staff members and

11:00 am to 12:00 pm
principal

259