Assignment on Curriculum Design and Instructions

Submitted to:
Ma’am Efra Ikram
Submitted by:
Muhammad Umar
Roll No:
Bsf-1804381
Subject:
Curriculum Design and Instructions
Topic:
Standard and Benchmark from National Curriculum of Mathematics
Department:
BBA (Hons)
Shift:
Morning (A)

University of Education Lahore, Multan

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Q.No.1: Write down only one standard from National Curriculum for Mathematics
(2006)

Ans :

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Q.No.2: Definition of that standard.
Standard:
The student will be able to collect, organize, analyze, display and
interpret data and information.

Q.No.3: Select and write down only one benchmark of that standard that is for
grades 9th and 10th

Ans: Find measures of central tendency and dispersion to draw conclusions.

Q.No.4: Write down the only 3 Students learning outcomes that related to your
selected benchmark for grades 9th and 10th

Ans:
Measures of Central Tendency
i) Calculate (for ungrouped and grouped data):
• arithmetic mean by definition and using deviations from assumed mean,
• median, mode, geometric mean, harmonic mean.
ii) Recognize properties of arithmetic mean.
iii) Calculate weighted mean and moving averages.
iv) Estimate median, quartiles and mode graphically .

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Q.No.5: Write down 3 knowledge level and 3 comprehension level action verbs
used in the Students learning outcomes of your selected benchmark for grades 9 th and
10th.

Ans:
Knowledge level

• Recognize
• Calculate
• Estimate

Comprehension level

• To construct
• To draw
• To identify
• To interpret

Q.No.6: Being a Mathematics teacher of grade 9-10, how National Curriculum for
Mathematics guide you to plan your instruction. Discuss with examples from the
National curriculum.

Ans:
Lesson plan
❖ Learning Objectives
➢ Students will be able to make addition, subtraction and multiplication.
❖ Introduction
➢ Ask them if they know how to addition, subtraction etc.
➢ Take responses by raised hands.
➢ Tell the students about real numbers and odd numbers.
➢ Inform students that today they will learn to calculate addition, subtraction
etc.

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 ❖ Explicit Instruction/Teacher modeling
➢ Explain to students how they can be calculated.
❖ Guided Practice
➢ Ask student to have pen and a blank piece of paper.
➢ Write a problem on the board.
➢ Ask students to solve the problem.
➢ Walk around the room and check the students' addition problems.
➢ Give the students assistance when needed.

Q.No.7: Define competencies/standards, benchmarks and students learning

outcomes in term of Aims, goals and objectives.

Ans:
Aims/competencies

The competencies are intentionally kept broad as to allow flexibility to the teachers in
accordance with their students. As aims are broader as compared to goals. The teacher
should keep in mind the previous knowledge and mental level of learner before teaching
a new topic. The aim of teaching a specific topic must be clear.

Goals/standards

The benchmarks, thereafter, serve as a guide indicating how competencies at a particular

developmental level are to be attained in order to meet the standards. They provide
indicators of expectations from students at completion of each of five developmental
stages: grades I to II, III to V, VI to VIII, IX to X and XI to XII. Goals are not as wider
as aims and not specific as objectives. Goals or standard are defined for a specific class
or grade, that how much knowledge would be imparted at that specific grade level.

Objectives/student learning outcomes

Learning objectives are the most specific in nature. As these provide the specific
information about objective of teaching the subject matter at that level. Objectives are

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specific, and are written before any unit as at the end of this chapter the student will be
able to calculate the mean, median and mode.