SESSION-4: 90 minutes

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LEARNING RESOURCES AND PLANNING FOR TEACHING

&

FORMATIVE AND SUMMATIVE ASSESSMENT

OBJECTIVES OF SESSION-4
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This unit is about learning resources and planning for teaching for mathematics. At the end of the
unit you will be able to:
• Identify learning resources to conduct a demo lesson.

 Explain importance and types of assessment; 

 Revisit cognitive domains - knowing, applying, and reasoning discussed on Day 1;
 Identify relevant assessment items for each cognitive domain from the SNC Mathematics
textbooks of Grade 1-5; 
 Develop Grade wise Table of Specification (TOS);
 Construct and try out few formative assessment activities; and
 Create a model paper and marking scheme for summative assessment.
You will cover some of the unit content during your training through ZOOM. You will cover the rest
of the content, on your own, at LMS.
ICE BREAKING ACTIVITY
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Conversion of units of time (Arrange in ascending order)
Four friends decided to record the time spent on walking. After a week the following calculations of time spent on
walking was shared: Ahmed - 120 min; Seema – one and a quarter of an hour; Alina - 7000 seconds; Rizwan - an hour
and 2000 seconds. Arrange them in ascending order based on time they spent on walking.

Ahmed
Alina (120)
(116.67) min.
Rizwan
(93.67) min.
Seema
(90) min. min.
TEACHING STRATEGIES AND DEMONSTRATION
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• The ‘teaching and learning resources’ referred to in the guidelines include any spoken, written or visual text or activity
used or conducted by schools.
• The purpose of learning and teaching resources is to provide a source of learning experience that is
effective enough to invoke interaction among students and teachers in the learning or teaching process.
• Open your notebook and list down the learning resources can be used while you teaching.

Workbook Video, audio, text, Laboratory,

Lectures
animation and images Multimedia

Web-based
Plays Teachers resources
manual Textbooks
Radio Programs
Learning Resources in SNC Textbooks
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• List of learning resources mentioned the SNC mathematics on p. 87-89 are given which are used in the development of
books in which each learning resource is being used for specific purpose.
• Following are a few examples of easily accessible and affordable materials which can be suggested for the activities
corresponding to basic concepts of Mathematics.
Learning Resources in SNC Textbooks
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• The textbooks developed following SNC include multiple learning resources, particularly suggestions for
teachers are mention at number of places.
• One of the learning resources is carroll diagram in teaching how to teach a bar graph.
TYPES OF ASSESSMENT
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Introduction of Assessment: Assessment plays a vital role in interactive teaching and learning. It is the
process of gathering information using a variety of tools and techniques that reflect how well a student is
achieving the curriculum expectations in a subject. Assessment can be classified as:
 Formative assessment (Assessment for Learning or Diagnostic assessment
The formative assessment involves both students and teachers in a recursive process. It starts with the
teacher, who models the process for the students. It refers to the ongoing process students and teachers
engage in when;
focus on learning goals, take stock of where current work is in relation to the goal, take action to move closer
to the goal. For examples class tests, quizzes, worksheets, homework, class activities/ projects.
 Summative assessment (Assessment of Learning)
Summative assessment is based on the information collected through tests made by a teacher which are used
to measure what students have learned at the end of particular instructional period. Students are assigned
scores or grades on the basis of assessment results in the form of a report. It includes:
 Term wise Examination
 Final Examination
 STAGES OF BLOOM TAXONOMY IN SNC
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COGNITIVE DOMAINS / SKILLS
The Single National Curriculum for Mathematics (I-V) 2020, includes cognitive domain aligned with TIMSS a project
of International Association for Evaluation of Educational Achievement.

Knowing Applying Reasoning

• Knowledge • Understanding • Analysis
• Application • Synthesis and
Evaluation
TEXT RELATED TO COGNITIVE DOMAIN; KNOWING
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In this domain, students are expected to have knowledge of words/ symbols and understand the basic
ideas behind them. It covers the careful application of the concepts, definitions, relations or representation
of either. This approach having 40 % weightage of curricula.

Action Verbs Examples from Books

Recall Recall definition, terminology, unit of measurement, geometric shapes and notations

Recognize Recognize numbers, expressions, quantity, shapes

Classify/order Classify numbers, expressions, quantities and shapes by common properties

Compute Carry out algorithmic procedure for +, - , x, ÷ or combination of theses with numbers,
fractions, decimal and carry out straight forward algebraic expressions
TEXT RELATED TO COGNITIVE DOMAIN; KNOWING
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Example of Knowing from Textbook:
Looking into action verbs of knowing (Cognitive Domain) of SNC curriculum and textbooks.
Let us see how it used to identification and design assessment task related to each of the four strands of Mathematics
curriculum.
Grade-4 P.48, is an example of cognitive domain “knowing” of strand number and operations.
TEXT RELATED TO COGNITIVE DOMAIN; APPLYING
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In this domain, students should be able to select and apply appropriate mathematical concepts and procedure while
solving real life situations. It covers pure mathematical questions for example numeric or algebraic expressions,
equations, geometric figures and statistical data sets. This approach having 40 % weightage of curricula.

Action Verbs Examples from Books

Determine Determine appropriate operations, strategies and tools for solving situations for which there are
commonly used methods of solution

Represent/ Display data in tables or graphs; create equations, inequalities, geometric figures or diagrams that model
Model situations

Apply Apply strategies and operations to solve situations involving mathematical concepts and procedures
TEXT RELATED TO COGNITIVE DOMAIN; APPLYING
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Example of Applying from Textbook:

Looking into action verbs of applying (Cognitive Domain) of SNC curriculum and textbooks. Let us see how it used to
identification and design assessment task related to each of the four strands of Mathematics curriculum.
Grade-4 P.168, is an example of cognitive domain “applying” of strand data handling.
TEXT RELATED TO COGNITIVE DOMAIN; REASONING
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In this domain, students are required to use their prior knowledge of mathematics in new situations. It recognizes
and formulates a situation by analyzing, synthesizing and evaluating to solve real life situations considering whether
there is sufficient and consistent data. This approach having 40 % weightage of curricula.
Action Verbs Examples from Books

Analyze Determine, describe or use relationships among numbers, expressions, quantities

and shapes
Synthesize/ Link different elements of knowledge, related representations and procedures to
Integrate solve situations
Evaluate Evaluate alternative problem-solving strategies and solutions

Generalize Make statements that represent relationships in more general and more widely
applicable terms
Justify Provide mathematical arguments to support a strategy or solution
TEXT RELATED TO COGNITIVE DOMAIN; REASONING
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Examples on Reasoning from Textbooks:
Looking into action verbs of reasoning (Cognitive Domain) of SNC curriculum and textbooks. Let us see how it used to identification
and design assessment task related to each of the four strands of Mathematics curriculum.
Grade-4 P.135, is an example of cognitive domain “reasoning” of strand measurement and geometry.
IMPORTANCE OF THREE LEVELS FOR CLASSROOM, END OF TERM AND
TIMSS ASSESSMENT
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TIMSS, the Trends in International Mathematics and Science Study

(TIMSS) is an international assessment of student achievement in
mathematics and science at fourth and eighth grades. Measuring trends
in achievement since 1995, TIMSS data have enabled countries around
the world to make evidence-based decisions to improve educational
policies related to mathematics and science teaching and learning. The
study collects detailed information about curriculum and curriculum
implementation, together with empirical information about the contexts
for schooling.
DEVELOPING GRADE-WISE TABLE OF SPECIFICATION
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In order to develop/construct an assessment tool, a two-dimensional table known as Table of Specification is
used to align objectives, instructions and assessment.
Following is a table of specification for grade 4 as an example.
DEVELOPING GRADE-WISE TABLE OF SPECIFICATION
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Number & Operations is further divided into sub topics. Unit wise distribution of 50 items is given below.
PAPER PATTERN FOR ASSESSMENT
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CONCLUDING REMARKS OF SESSION-4
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Today we have learn about:

• Learning resources to conduct a demo lesson.

 Types of assessment; 
 Cognitive domains - knowing, applying, and reasoning discussed on Day 1;
 Identify relevant assessment items for each cognitive domain from the SNC Mathematics
textbooks of Grade 1-5; 
 Develop Grade wise Table of Specification (TOS);
 Construct and try out few formative assessment activities; and
 Create a model paper and marking scheme for summative assessment.