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MATHEMATICS STD. 3

MATHEMATICS STD. 3. STANDARDWISE OBJECTIVES. SYLLABUS FOR THIRD STD. Knowing numbers upto 1000. Introduction, reading and writing of 3 digit numbers. Place value and expanded form. Order relation of numbers, ascending and descending order of numbers. 1. Knowing numbers.

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MATHEMATICS STD. 3

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  1. MATHEMATICSSTD. 3

  2. STANDARDWISE OBJECTIVES SYLLABUS FOR THIRD STD. Knowing numbers upto 1000. Introduction, reading and writing of 3 digit numbers. Place value and expanded form. Order relation of numbers, ascending and descending order of numbers. • 1. Knowing numbers

  3. STANDARDWISE OBJECTIVES SYLLABUS FOR THIRD STD. To understand basic operations : Addition, Subtraction, Multiplication, Division. WE have started from word promblems. Addition To get answer upto 1000. Subtracting 2 digit number from 3 digit number. Concept of multiplication, Preparation of multiplication tables of 6, 7, 8, 9. Property of multiplication by 0 and complete hundreds. 2 digit number x 1 digit number Two digit number x two digit number. Preparation for division. Introduction to Division, Introduction to division sign, dividend, divisior, quotient, remainder. • 2. Understanding of basic operations on numbers. Performing basic operations on number.

  4. STANDARDWISE OBJECTIVES SYLLABUS FOR THIRD STD. Measurement- Introduction to units of measuring length, mass ( weight ), volume, capacity. Mixed problems on measurement. Reading clock, calendar. Introduction to coins notes upto Rs.1000 • 3. Introduction to standard units. Use of standard units.

  5. STANDARDWISE OBJECTIVE SYLLABUS FOR THIRD STD. Identification of 2 dimensional figures, classification, Preparation of rectangle, square, triangle circle. Parts of two dimensional figures ( edges and corners) Closed and open figures Symmetry • 4. To draw geometrical figures by using geometrical material.

  6. STANDARDWISE OBJECTIVE SYLLABUS FOR THIRD STD. Introduction to quarter, half, three quarters. Presentation and classification of pictorial information. Identification of pattern by observation. • 5. Concept of fraction, comparison of fraction, representing fraction. • 6. To identify the pictorial information, interpret and read it.

  7. STRUCTURE OF SYLLABUS - ARRANGEMENT AREAS OF SYLLABUS 2004 AREAS OF SYLLABUS 2012 Geometry Knowing numbers Operation on numbers Measurement Fractions Data handling Patterns • Knowing numbers. • Operations on numbers • Geometry • Measurement \ Mensuration • Pictorial Information

  8. DISTINGUISHING FEATURES OF SYLLABUS 2012 SYLLABUS 2004 SYLLABUS 2012 Length Mass ( weight) Capacity and volume Measurement of time ( clock, calendar, period of events) Coins and notes ( uptoRs. 1000) • measurement \ Mensuration • Length • Mass (weight) • Capacity • Measurement of time ( Clock, Calendar • Coins and notes

  9. SYLLABUS 2004 SYLLABUS 2012 --------- quarter, half, three quarter (showing in number is not expected) 2. Picorial information • Express information by reading 3. Fraction • --------------

  10. SYLLABUS 2004 SYLLABUS 2012 Pictorial graph Patterns of numbers and pictures. 4. Data handling • --------- 5. Patterns • ----------

  11. PERIOD 2 – CONTENT ANALYSIS What is the necessity of content analysis? • To cover the expected syllabus in academic year. • Planning of activity based and joyous learning experiences for quality education. • Planning of precise learning experiences. • To save time • To collect, produce learning material.

  12. What to Teach? Need of Content Analysis When to Teach How to Teach

  13. THINGS AND REFERENCES TO BE CONSIDERED BEFORE CONTENT ANALYSIS - • Background of curriculum on the basis of references from NCF, SCF and RTE • Primary education curriculum 2012 • General and standard wise objectives of the subject and syllabus. • Suggested interaction as per the areas, units and objectives.

  14. PERIOD 4 – ppt.1 Expectations about the evaluation noted in government policy. • Evaluation of the process (formative evaluation ) • Verifications of learning status (summative evaluation ) • Descriptive records • Use of tools and techniques for learning and evaluation. • Grade system • Extra supportive guidance.

  15. Things to be considered in formative evaluation. • Classroom interactions in which students participate actively. • Learning experiences based an experiments. • Learning situations in which students get opportunity for self expression. Evaluation that verifies whether the learning process is going on properly with the expected speed is known as formative evaluation.

  16. Things to be considered in summative evaluation. • Formation of unit wise varied, open ended questions. • Information that can be asked overly • Experiments. Evaluation that verifies the sustainable development observed in the formative evaluation is summative evaluation.

  17. MATHEMATICSSTD. 4

  18. GENERAL OBJECTIVES SYLLABUS OF STD. 4 Reading and writing of four digit and five digit numbers. Place value and expanded form of complete thousand and ten thousand digits. Order relation of numbers. Even and odd numbers. 1. Knowing numbers

  19. GENERAL OBJECTIVES SYLLABUS OF STD. 4 International number signs. Introduction, reading and writing of numbers 0 to 9. Addition, subtraction Word problems of addition, subtraction, framing mathematical problems. Mixed problems on addition, subtraction. Multiplication ( lattice and traditional method) Multiplication of complete hundreds. Word problems on multiplication. Division Word problems on division. 2. Introduction to roman and International numbers sign. 3. Understanding of basic operation in mathematics able to perform basic operation.

  20. GENERAL OBJECTIVES SYLLABUS OF STD. 4 Measurement of length, mass ( weight), volume ( capacity ) Coins – notes, time, conversion of standard units. Circle, parts of circle, rectangle, square, triangle. Classification of angles- equal to right angle, less than right angle, greater than right angle. To prepare right angle by paper folding. 4. introduction to standard units in measurement, to use units and able to perform conversation. 5. To draw geometrical figures by using geometrical material. 6. Angle, types of angle, to draw angles.

  21. GENERAL OBJECTIVES SYLLABUS OF STD. 4 Introduction and comparison of fraction, reading, writing and comparison of farctions. Informal introduction of perimeter. Informal introduction to area. Finding conclusion od collected pictorial information. Pattern in numbers and in geometrical figures. 7. To explain concept of fraction. Able to compare and perform operations on them. 8.To explain concepts of perimeter and area ( square, rectangle ) able to solve problems based on it. 9.To identify pictorial information and interpret it. Reading of pictorial information.

  22. ARRANGEMENT OF SYLLABUS AREAS OF SYLLABUS 2004 AREAS OF SYLLABUS 2012 Geometry. knowing numbers. Operations on numbers. Measurement. Data handling. Pattern • Knowing numbers. • Operations on numbers. • Geometry. • Measurement mensuration. • Pictorial Information.

  23. DISTINGUISHING FEATURES IN PRIMARLY EDUCATION CURRICULUM 2012 SYLLABUS 2004 SYLLABUS 2012 Geometrical figures. Parts od geometrical figures. Informal introduction of angle. Informal introduction of circle. Introduction to parts of circle. Informal introduction introduction to perimeter. Informal introduction to area. Preparing 3D figures by using Nets. • Geometry • Geometrical shapes \ figures ( triangle, square, rectangle, parallelepiped, cube, cuboid) • Parts of circles • Symmetry

  24. SYLLABUS 2004 SYLLABUS 2012 Introduction to international number signs. Introduction, reading writing of four \ five digit numbers. Place value and expanded form. Order relation of numbers. Introduction to odd, even numbers (upto 100) 2. Knowing numbers • Introduction to international number signs. • Introduction of six digit numbers. • Order – relation ( upto 5 digit number ) • Fraction with equal denominator. ( introduction, comparison, order relation ) • Improper – proper fraction • Mixed fraction conversion

  25. SYLLABUS 2004 SYLLABUS 2012 Addition – subtraction Word problems. Multiplication – word problems Multiplication, property of complete hundred Multiplication – (lattice) of three digit number by one or two digit numbers. Division : word problems form day to day transaction. Division by grouping. Division of two\three digit numbers by one digit number. 3. Operations on numbers • Addition – subtraction. • Word problems. • Multiplication, multiplicand upto 4 digit, multiplier upto 2 digit. • Division, dividend upto 4 digits, divisor upto 2 digits. • Word problems • Divisor, dividend • Additions and subtraction of fractions with equal denominators.

  26. SYLLABUS 2004 SYLLABUS 2012 Inter relation between cm-mm for length. Conversion of metre to kilometer and vice versa. Mass (weight), introduction to unit conversion of unit. Volume and capacity unit of volume. Measurement of time –reading o clock, calendar, word problems. Relation of coins – notes. 4. Measurement mensuration • Length- conversion of units, measurement. • Mass-conversion of units. • Capacity- conversion of units. • Measurement of time- reading clock, time according to 24 hour\12 hour clock • Period between two events. • Word problems based on basic operations regarding coins notes. • Perimeter- triangle, square, rectangle.

  27. SYLLABUS 2004 SYLLABUS 2012 Introduction to fraction reading, writing. Pictorial graph. Pattern in numbers. Pattern in geometrical figures. 5.Fraction • Included in knowing numbers. 6. Data handling pictorial information • Reading of pictorial information. 7.Pattern • --------------

  28. PERIOD 2 – CONTENT ANALYSIS What is the necessity of content analysis? • To cover the expected syllabus in academic year. • Planning of activity based and joyous learning experiences for quality education. • Planning of precise learning experiences. • To save time • To collect, produce learning material.

  29. What to Teach? Need of Content Analysis When to Teach How to Teach

  30. THINGS AND REFERENCES TO BE CONSIDERED BEFORE CONTENT ANALYSIS - • Background of curriculum on the basis of references from NCF, SCF and RTE • Primary education curriculum 2012 • General and standard wise objectives of the subject and syllabus. • Suggested interaction as per the areas, units and objectives.

  31. PERIOD 4 – ppt.1 Expectations about the evaluation noted in government policy. • Evaluation of the process (formative evaluation ) • Verifications of learning status (summative evaluation ) • Descriptive records • Use of tools and techniques for learning and evaluation. • Grade system • Extra supportive guidance.

  32. Things to be considered in formative evaluation. • Classroom interactions in which students participate actively. • Learning experiences based an experiments. • Learning situations in which students get opportunity for self expression. Evaluation that verifies whether the learning process is going on properly with the expected speed is known as formative evaluation.

  33. Things to be considered in summative evaluation. • Formation of unit wise varied, open ended questions. • Information that can be asked overly • Experiments. Evaluation that verifies the sustainable development observed in the formative evaluation is summative evaluation.

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