Sindh Education Students Learning Outcome Assessment Framework

© All Rights Reserved

5 tayangan

Math 6 to 8

Sindh Education Students Learning Outcome Assessment Framework

© All Rights Reserved

- Types of Tests and Assessment Tasks.pptx
- Grade 7 Math
- Tier-i Final Version _edited_ Aug 05, 2012
- Resume Nemeroff, Adam Instructional Developer
- Chapter No 1
- (ANOVA) F-Distribution Table
- recounting the rationals
- math graph observation 4 25
- time lesson 1
- ds project 1 galczynski
- 4
- hall task4b mals
- fractions lesson plan
- 001pltfphase4
- Fraction Lesson Sequence
- edu 223- lesson plan 1
- c-1-individual-induction-plan-2016-17-2
- students leading learning- ss 2
- Jurado Cta ( Torombolos)
- Assessment Analysis

Anda di halaman 1dari 78

SESLOAF

Learning Outcome

Mathematics

Assessment Framework

Grades VI-VIII

Developed by

Provincial Education Assessment Centre (PEACe)

Bureau of Curriculum and Extension Wing Sindh Jamshoro

In Collaboration with

European Union & British Council

Karachi

1

Acknowledgements

Assessment Framework (SESLOAF) capacity building, design and expert review workshop for

their active participation and assistance in designing, development and review of the SESLOAF

for their specific school subjects and grade levels.

capacity building workshop for the design and expert review of (SESLOAF) would not have

been possible without this support. The contribution of the Team Leader Sindh Education Sector

Support Programme (SESSP) Doran Bernard and Ms. Rana Hussian, Sr. Advisor, Quality

Education SESSP for conceptualizing and taking the desired target to completion, are highly

acknowledged.

The RSU unit and particularly the leadership, Chief Programme Manager Ms. Saba

Mahmood is highly acknowledged for their support in designing the SESLOAF framework.

Furthermore, the support of Director, Bureau of Curriculum Mr. Shahani, the Coordinator

PEACE, Mr. Aftab Ali and the entire PEACE team is acknowledged.

Unaeza Alvi

The Consultant

2|Page

Acronym

BC British Council

BoC Bureau of Curriculum

CRQ Constructed Response Question

EU European Union

GECE Government Elementary College of Education

GoS Government of Sindh

MCQ Multiple Choice Question

PEACe Provincial Education Assessment Centre

PITE Provincial Institute of Teacher Education

RSU Reforms Support Unit

SEMIS Sindh Education Management Information System

SESSP Sindh Education Sector Support Programme

SESLOAF Sindh Education Student Learning Outcome Assessment and Feedback Framework

SLO Student Learning Outcome

STBB Sindh Textbook Board

TA Test Administrator

3|Page

Preface

The educational quality is determined by many aspects but the key indicator associated with

quality is the learning achievements and outcomes. The core to the learning achievement and

outcomes are the curriculum and assessment frameworks.

Framework 2000 and 2002 has initiated the Standards-based education reform in Pakistan. The

revision was carried out to improve and align the Pakistan National Curriculum with national and

international developments in educational standards.

This revision has resulted into the development of the National Curriculum Framework 2006,

based on the Standards-Based Education Reform. The Standards-Based Education Reform that

has been implemented by a number of countries in the world is largely driven by the approach of

setting of academic standards for what students know and can perform.

This educational reform necessitates the use of the Standards as a reference to plan, teach and

assess students on the basis of the set standards. In addition, to this it requires an alignment of the

curriculum with the assessment system and a rethinking and broadening of the current

approaches to assessment.

with the curriculum standards, benchmarks and students learning outcomes. It also requires the

adoption of a balanced approach to assessment including benchmark, formative, summative,

performance and authentic assessments for improved students learning outcomes.

Student’s Learning Outcomes Assessment Framework“SESLOAF”, is designed to apply a

comprehensive approach to students learning outcome based assessment. The SESLOAF for the

eight subjects presents an alignment of the curriculum standards with assessment schemes,

specifications, items, tasks, marking schemes and rubrics for effective assessment and feedback

based on the students learning outcomes.

framework aligned with the NCF to guide the overall assessment and feedback processes for

improved assessment systems and learning outcomes.

Rana Hussain

4|Page

Table of Contents

Acknowledgements .................................................................................................................................. 2

Preface .......................................................................................................................................................... 4

1. Rationale for SESLOAF:......................................................................................................................... 8

2. SESLOAF MATHEMATICS VI-VIII ........................................................................................................... 9

2.1 The Mathematics Curriculum 2006: ................................................................................................... 9

2.1.1 The Strands and Standards of the Mathematics Curriculum .............................................. 10

Strand 1: Numbers and Operations .................................................................................................... 10

Strand 2: Algebra ................................................................................................................................ 10

Strand 3: Measurements and Geometry ............................................................................................ 10

Strand 4: Information Handling .......................................................................................................... 10

Strand 5: Reasoning and Logical Thinking........................................................................................... 10

2.1.2 The Benchmarks of the Mathematics Curriculum .............................................................. 11

3. Student Learning Outcomes Cognitive Categorization ..................................................................... 15

4. Scheme of Assessment ....................................................................................................................... 55

6. SLO Based Items ................................................................................................................................. 61

7. Performance Assessment and Marking Rubric ................................................................................. 71

8. Reporting Results ............................................................................................................................... 72

GLOSSARY ................................................................................................................................................. 73

Appendix I .................................................................................................................................................. 76

Appendix II................................................................................................................................................. 77

Appendix III ............................................................................................................................................... 78

.................................................................................................................................................................... 78

.................................................................................................................................................................... 78

5|Page

Introduction

The Sindh Education Student’s Learning Outcomes Assessment Framework “SESLOAF”,

is developed in alignment with the new standards based curriculum reform for systems

improvement. The SESLOAF aims at providing a model for a standardized approach to

formative, benchmark, performance and summative assessments of students learning

outcomes and improvement.

involves multiple consultations with multi-stakeholders. The multi-stakeholders included in

the process are policy makers, education experts, managers and advisors, education and

assessment experts, public and private sector institutions, key assessment specialists, subject

based experts, curriculum reviewers and developers, textbook developers, teachers and

teacher educators.

The following processes were adopted in the development of the Assessment Framework

Development of

SLO Mapping and Development of Specification for

Cognitive Scheme of Summatve/Benchmark/

Categorization Assessment

Performance Assessment

Development of

Validation of Based Test Items and

Maarking Scheme

Specification for Performace

and Rubric

Assessment Assessment

The key stage of the development of the assessment framework was SLO categorization and

expert review and validation session for content validity of assessment specification in alignment

with the National Curriculum 2006 and revised curriculum 2011. This stage also included the

development of the slo based review of the items, agreement on key learning targets for cognitive

and skill/performance assessments.

6|Page

The conceptual map below provides the design of the students learning outcome

assessment framework. This conceptual framework forms the basis of the SESLOAF, assessment

specification, performance and authentic tasks, benchmark, formative, summative

assessments, items and tests for grade level VI-VIII. The SESLOAF provides a comprehensive

framework that allows for multiple forms of assessments to provide varied opportunities to

assess demonstrate learning, feedback and improve learning outcomes.

Learning Outcome

Authentic Assessment Specifications.

Rubrics.Guideline/samples for Implementation, Marking, Reporting and Feedback.

7|Page

1. Rationale for SESLOAF:

The SESLOAF of Mathematics (VI-VIII) is designed to achieve the outcome of mathematical

literacy, logical reasoning and problem-solving in alignment with the New Curriculum 2006 and

Reviewed Curriculum 2011.

comprehensive framework form assessments using multiples forms of assessments, in order

to provide varied opportunities to the learner to demonstrate learning and assessor to

assess learning outcomes.

1.2 The assessment framework includes all those students learning outcomes that could be reliably and

validly assessed through summative, benchmark and authentic assessments.

1.3 The assessment items are designed to ascertain the important cognitive learning targets in

Mathematics, according to the Content standards of Numbers and Operations, Algebra,

Measurements and Geometry, Information handling and Reasoning and Logical thinking.

1.4 The overall framework also takes into consideration the Skills, Attitude, Values and STSE Standards

through performance and authentic assessments.

1.5 Also, the International standards of assessments are considered in the design of the assessment

framework, specification, items, tasks and tools.

1.6 The test is also aligned with agreed code of practice on fair testing and also aligned with the current

assessment and grading policy.

1.7 The current policy on assessment in Pakistan recommends the assessment of 30 % Knowledge,

Understanding and Application in summative assessments this is also taken into consideration.

SLO as per cognitive levels, Overall Scheme of Assessment for VI-VII, Assessment

specification for summative and continuous assessment, a sample of SLO based items,

marking scheme, rubrics.

outcomes, objectives, cognitive processes dimensions, authentic, formative, continuous,

summative, performance assessment, rubric, validity, reliability. The Appendix includes the

list of multi-stakeholders involved in the process, the difference between traditional and

authentic assessments, Document for Item Development, check list for identification of

learning target, checklist for assessment development and review.

8|Page

2. SESLOAF MATHEMATICS VI-VIII

The National Mathematics Curriculum 2006 and revised curriculum 2011 is based on the

goal to develop mathematical literacy and induce logical reasoning and problem-solving

among students. The entire curriculum is divided into five strands, Numbers and Operations,

Algebra, Measurements and Geometry, Information handling and Reasoning and Logical

thinking. Curriculum is based on standard and benchmarks. Students’ learning outcomes are

matched with the content and topics and aligned with the standards. The learning outcomes

emphasize the development of knowledge, conceptual understanding and to stimulate

cognition to apply knowledge practically.

The National Curriculum for Mathematics 2006 for IV-VIII has the following five Strands and

numerous topics and learning outcomes:

Numbers and Operations

Algebra

Measurements and Geometry

Information handling

Reasoning and Logical thinking

The Benchmarks in the Mathematics Curriculum are placed at Five Developmental Levels:

I-III, IV-V, VI-VIII, IX-X, and XI-XII

In grades I-III, students are introduced to elementary numerical values and basic operations and

functions. The Mathematics Curriculum for grade IV-V begins to stimulate the logical cognition

of students and introduces them to elementary problem solving. Next, through grades VI-X,

students are provided with mathematical tools for logical reasoning, problem solving and

justifying conclusions to educate them to identify the relationship between mathematical

concepts and everyday situations. And finally in grades XI-XII, students are taught to develop

the ability to use Mathematics to extend and apply their knowledge in other fields of study.

9|Page

2.1.1 The Strands and Standards of the Mathematics Curriculum

Standard 1:

Identify numbers, ways of representing numbers and effects of operations in various situations,

Compare fluently with fractions, decimals and percentages,

Manipulate different types of sequence and apply operations on matrices

Strand 2: Algebra

Standard 2:

expressions and relations.

Model and solve contextualized problems.

Interpret functions, calculate rate of change of functions, integrate analytically and numerically,

determine orthogonal trajectories of a family of curves and solve non-linear equations

numerically.

Standard 3:

Analyze characteristics and properties of geometric shapes and develop arguments about their

geometric relationships,

Recognize trigonometric identities, analyze conic sections, draw and interpret graphs of

functions.

Standard 4:

Students will be able to collect, organize, analyze, display and interpret data/information.

Standard 5:

Use patterns, known facts, properties and relationships to analyze mathematical situations,

Examine real life situations by identifying, mathematically valid arguments and drawing

conclusions to enhance their mathematical thinking.

10 | P a g e

2.1.2 The Benchmarks of the Mathematics Curriculum

The Standards for Number and Operations are further sub-divided into the following

Benchmarks for Grade Level-VI-VIII:

Benchmark 1

Identify different types of set with notations.

Benchmark 2

Verify communicative, distributive and De Morgans law w.r.t union and intersection of

sets and illustratrate them through Venn Diagram.

Benchmark 3

Identify and Compare integers, rational and irrational numbers.

Benchmark 4

Apply basic operations on integers and rational ascending and desnumbers and verify

communivcativemt , associative and distributive properties.

Benchmark 5

Arrange absolute value of integers in ascending and descending order.

Benchmark 6

Find HCF and LCM of two or more numbers using division and prime factorization.

Benchmark 7

Convert numbers from decimal system to numbers with base 2, 5 and 8.

Benchmark 8

Apply the laws of exponents to evaluate expression.

Benchmark 9

Find square and square root and cube and cube root of real number .

Benchmark 10

Solve problems on ratio, proportion, profit loss, mark up, leasing, zakat, usher, taxes,

insurance and money exchange.

11 | P a g e

The Standards for Algebra are further sub-divided into the following Benchmarks for Grade

Level-VI-VIII:

Benchmark 1

Identify algebric expressions and basic algebric formulas.

Benchmark 2

Apply four basic operations on polynomials.

Benchmark 3

Manipulate algebric expressions using formulas.

Benchmark 4

Formulate linear equations in one and two variables.

Benchmark 5

Solving simultaneeous equations using different techniques.

12 | P a g e

The Standards for Measurements and Geometry are further sub-divided into the following

Benchmarks for Grade Level-VI-VIII:

Benchmark 1

Draw and subdivide a line segment and an angle.

Benchmark 2

Construct triangle (given SSS, SAS, ASA, RHS), parallelogram and segments of a circle.

Benchmark 3

Apply properties of lines, angles and triangles to dvelop arguments about their

geometric relationships.

Benchmark 4

Apply appropriate formulas to calculate perimeter and area of quadrilateral, triangular

and circular regions.

Benchmark 5

Determine surface area and volume of cube, cuboid, sphere, cylinder and cone.

Benchmark 6

Find trignometric ratios of acute angles and use them to solve right angles triangles.

13 | P a g e

The Standards for Information Handling are further sub-divided into the following

Benchmarks for Grade Level-VI-VIII:

Benchmark 1

Read, display and interpret bar an pie graphs.

Benchmark 2

Collect and organize data, construct frequency tables and histograms to display data.

Benchmark 3

Find measure of central tendency (mean, median and mode).

The Standards for Reasoning and Logical Thinking are further sub-divided into the following

Benchmarks for Grade Level-VI-VIII:

Benchmark 1

Find different ways of approaching a problem to develop logical thinking and explain

their reasoning.

Benchmark 2

Solve problems using mathematical relationships and present results in an organized

way.

Benchmark 3

Construct and communicate convincing arguments for geometric situations.

14 | P a g e

3. Student Learning Outcomes Cognitive

Categorization

The Benchmarks have a cluster of Student Learning Outcomes. The Categorization of these

Students Learning Outcomes for Grade level VI-VIII, at 3 Cognitive Levels is presented below:

Topic and sub Students learning outcomes K U A

topic

UNIT 1 SETS

1.1 Set i) Define set. Recognize notation of a set and its √

Objects/elements.

Through examples.

• empty/void/null set,

• singleton,

2.1 Natural and i) Differentiate between natural and whole numbers. √

Whole Numbers

notations.

15 | P a g e

iii) Represent √

2.2 Addition and i) Add and subtract two given whole numbers. √

Subtraction of

Whole Numbers

ii) Verify commutative and associative law (under √

and Division

of Whole

ii) Verify commutative and associative law (under √

Numbers

Multiplication) of whole numbers.

and Addition

Addition.

(Subtraction) of

Whole

ii) Verify distributive law of multiplication over √

Numbers

Subtraction (with positive difference).

16 | P a g e

3.1 Factors and I) Define a factor as a number which divides the √

Multiples

Dividend completely leaving no remainder.

Can divide.

Multiples of 2.

Multiples of 2.

only one factor which is 1 itself.

Divisibility

8, 9, 10, 11, 12, 15 and 25 can divide a given

Number.

17 | P a g e

3.3 Factorization i) Define prime factorization as the process of √

• prime factorization,

• prime factorization,

• Division method.

3.6 Applications Solve real life problems related to HCF and LCM. √

of HCF and

LCM

UNIT 4 INTEGERS

4.1 Integers I) Know that √

integers,

18 | P a g e

• ‘0’ is an integer which is neither positive nor negative.

Integers

Negative integer.

Positive integer.

Descending order.

Numerical

distance from zero on the number line and is always

Value of an

Positive.

Integer

19 | P a g e

4.4 Addition of i) Use number line to display: √

Integers

• sum of two or more given negative integers,

three steps:

three steps:

Integers

Addition.

of Integers

• the product of two integers of like signs is a

20 | P a g e

positive integer,

Negative integer.

Integers

Multiplication.

positive,

Is negative.

UNIT 5 SIMPLIFICATIONS

5.1 BODMAS I) Know that the following four kinds of brackets √

Rule

• vinculum,

brackets,

operations.

21 | P a g e

ii) Know the order of preference as, , ( ), { } and [ ], √

BODMAS rule.

Decimals.

6.1 Ratio i) Define ratio as a relation which one quantity bears to √

Magnitudes.

Consequent.

22 | P a g e

v) Reduce given ratio into lowest (equivalent) form. √

Proportion.

7.1 Percentage i) Recognize percentage as a fraction with denominator √

of 100.

with 100%.

Percentage.

23 | P a g e

vi) Solve real life problems involving percentage. √

and Discount

• selling price and cost price, √

discount.

8.1 Algebra i) Explain the term algebra as an extension of √

meaning.

as statements.

both.

Δ + 2 = 9).

24 | P a g e

• A number that makes an open statement true is said to

satisfy the statement (e.g. Δ = 7 makes the statement Δ +

2 = 9 true).

Δ + 2 = 9 to modify it to x + 2 = 9.

Algebra.

8.2 Algebraic i) Know that x, 2y and 5 are called the terms of the √

Expression

expression x + 2y + 5.

Constant term).

v) Know that √

25 | P a g e

• addition or subtraction cannot be performed with

unlike terms.

brackets.

9.1 Algebraic i) Define an algebraic equation. √

Equations

Equations

one variable.

1

1 x+5=x−.

UNIT 10 GEOMETRY

26 | P a g e

10.1 Line i) Add measures of two or more line segments. √

Segments

compasses.

It uses compasses.

of Angles

• construct an angle equal in measure of a given

angle,

angle,

1

27 | P a g e

165o ,135o , 105o .

of Triangles

given.

third side.

11.1 Perimeter i) Find perimeter and area of a square and a rectangle. √

and Area

square.

28 | P a g e

v) Find area of a parallelogram when altitude and base √

are given.

vi) Define trapezium and find its area when altitude and √

12.1 Volume and i) Identify 3D figure (cube, cuboid, sphere, cylinder √

Surface Area

And cone) with respect to their faces, edges and vertices.

surface area.

13.1 Types of i) Define data and data collection. √

Data

ii) Distinguish between grouped and ungrouped data. √

29 | P a g e

COGNITIVE LEVEL SLO CATEGORIZATIONMATHEMATICS VII

topic

UNIT 1 SETS

1.1 Set i) Express a set in √

•descriptive form,

•tabular form.

Sets

ii) Find √

30 | P a g e

1.3 Venn i) Represent sets through Venn diagram. √

Diagram

•A is subset of B,

•B is subset of A,

2.1 Rational i) Define a rational number as a number that can be √

Numbers

expressed in the form q

and q >0 .

Rational

number.

31 | P a g e

vi) Find multiplicative inverse of a rational number. √

descending order.

UNIT 3 DECIMALS

3.1 Conversion of Convert decimals to rational numbers √

Decimals to

Rational Numbers

and

finite number of digits after the decimal point.

Nonterminating

Decimals

2 = ⋅).

32 | P a g e

iii) Use the following rule to find whether a given √

terminating decimal.

Value

rounding off, to a desired number of decimal places

UNIT 4 EXPONENTS

4.1 i) Identify base, exponent and value. √

Exponents/Indices

Exponents/Indices

Product Law:

when bases are same but exponents are different:

𝑎𝑚 × 𝑎𝑛 = 𝑎𝑚+𝑛 ,

when bases are different but exponents are same:

𝑎𝑛 × 𝑏 𝑛 = (𝑎𝑏)𝑛 ,

Quotient Law:

when bases are same but exponents are different:

𝑎𝑚 + 𝑎𝑛 = 𝑎𝑚−𝑛 ,

Quotient Law:

when bases are same but exponents are different:

𝑎𝑚 + 𝑎𝑛 = 𝑎𝑚−𝑛 ,

𝑎

𝑎𝑛 + 𝑏 𝑛 = (𝑏 )𝑛 ,

33 | P a g e

Power law: (𝑎𝑚 )𝑛 = 𝑎𝑚𝑛 ,

1

exponent as negative integer: 𝑎−𝑚 = 𝑎𝑚,

when n is even or odd integer.

5.1 Perfect i) Define a perfect square. √

Squares

square of a number.

34 | P a g e

ii) Find square root, by division method and √

factorization method, of

•natural number,

•fraction,

•decimal,

6.1 Continued i) Define continued ratio and recall direct and inverse √

Ratio

proportion.

method

6.2 Time, Work i) Solve real life problems related to time and work √

and Distance

using proportion.

distance

7.1 Taxes i) Explain property tax and general sales tax. √

35 | P a g e

7.2 Profit and i) Explain profit and markup. √

Markup

ii) Find the rate of profit/ markup per annum. √

Ushr

ii) Solve problems related to zakat and ushr. √

8.1 Algebraic i) Define a constant as a symbol having a fixed √

Expressions

numerical value.

numerical values

an alphabet.

fundamental operations.

terms respectively.

with

Polynomials

36 | P a g e

ii) Subtract a polynomial from another polynomial. √

Identities

(x+a)(x+b)=x2+(a+b)x+ab,

(a + b)2 = (a + b) (a + b) = a2 + 2ab + b2,

(a-b)2 = (a -b)(a -b) = a2 -2ab+b2,

a2-b2=(a-b)(a+b).

of Algebraic

identities).

Expressions

ii) Factorize an algebraic expression (making groups). √

9.1 Linear i) Define a linear equation in one variable. √

Equation

Linear Equation

equation.

ax + b = c,

𝑎𝑥+𝑏 𝑚

𝑐𝑥+𝑑

=𝑛

37 | P a g e

UNIT 10 FUNDAMENTALS OF GEOMETRY

10.1 Properties of i) Define adjacent, complementary and supplementary √

Angles

angles.

and Similar

ii) Recognize the symbol of congruency. √

Figures

or similar.

Triangles

two triangles.

•SSS ≅SSS ,

•SAS ≅SAS ,

•ASA ≅ASA,

•RHS ≅RHS .

38 | P a g e

iii) Draw a segment of a circle and demonstrate the √

are equal

11.1 Line i) Divide a line segment into a given number of equal √

Segment

segments.

•base is given,

•altitude is given.

Parallelogram

•two adjacent sides and their included angle are

given,

39 | P a g e

UNIT 12 CIRCUMFERENCE, AREA AND VOLUME

12.1 i) Express π as the ratio between the circumference and √

Circumference

the diameter of a circle.

and Area of

12.2 Surface Area i) Find the surface area of a cylinder using formula. √

and Volume

of Cylinder

ii) Find the volume of a cylindrical region using √

formula.

13.1 Frequency i) Demonstrate data presentation. √

Distribution

40 | P a g e

COGNITIVE LEVEL SLO CATEGORIZATIONMATHEMATICS VIII

topic

1.1 Sets i) Recognize set of √

•integers (Z),

Sets

respect to union and intersection.

Diagram

overlapping sets through Venn diagram.

41 | P a g e

ii) Verify associative and distributive laws through √

Venn diagram.

2.1 Irrational i) Define an irrational number. √

Numbers

non-periodic) decimals.

(e.g., 42 =1+2+3+4+3+2+1).

9 36 49

a common fraction (e.g. 16 , 49 , 64 )

a decimal (e.g. 0.01, 1.21,0.64),

given in perfect square form, by prime factorization

and division method.

42 | P a g e

Rule: Let n be the number of digits in the perfect

2

n digits if n is even,

2

Cube Roots

ii) Find cube roots of a number which are perfect √

cubes.

3.1 Number i) Recognize base of a number system. √

System

iii) Explain √

and 8.

43 | P a g e

iii) Add, subtract and multiply numbers with different √

bases.

4.1 Compound i) Define compound proportion. √

Proportion

Bank Account

account, PLS term deposit account and foreign

currency account).

4.2.2 On-line

banking (Auto Teller Machine), debit card and credit card

of international currencies.

Currencies

v) Calculate √

4.2.4 Profit/ •the profit/ markup,

Markup

•the principal amount,

44 | P a g e

•the profit/ markup rate,

•the period.

vi) Explain √

4.2.5 Types of •Overdraft (OD),

Finance

•Running Finance (RF),

•Leasing.

finance.

Loss

√

4.3.2 Discount

iii) Solve problems involving successive transactions.

insurance.

4.5 Income Tax i) Explain income tax, exempt income and taxable √

income.

45 | P a g e

income tax assessee.

UNIT 5 POLYNOMIALS

5.1 Algebraic i) Recall constant, variable, literal and algebraic √

Expression

expression.

•polynomial,

•degree of a polynomial,

•coefficients of a polynomial.

Polynomials

6.1 Basic Recall the formulas: √

Algebraic (a+b)2=a2+2ab+b2

Formulas (a-b)2=a2-2ab+b2

a2-b2=(a-b)(a+b)

and apply them to solve problems like:

Evaluate (1.02)2, (98)2 and (0.98)2

1 1 √

Find 𝑥 2 + 𝑥 2 𝑎𝑛𝑑 𝑥 4 + 𝑥 4 when the value of

1

x± 𝑥 is given.

ka + kb + kc,

ac+ad+bc+bd,

a2±2ab+b2

a2-b2,

46 | P a g e

a2±2ab+b2 – c2.

of Algebraic

(a +b)3 = a3 + 3a2b + 3ab2 +b3 , √

expressions

(a -b)3 = a3 -3a2b + 3ab2 =b3, √

1 1 1

Find 𝑥 3 + 𝑥 3 𝑎𝑛𝑑 𝑥 3 − 𝑥 3 when the value of x± 𝑥is √

given

Linear

two variables.

Equations

ii) Give the concept of formation of linear equation in √

two variables.

Simultaneous

•method of equating the coefficients,

Linear Equations

•method of elimination by substitution,

•Substitution,

47 | P a g e

•application of formulae.

7.1 Parallel Lines i) Define parallel lines. √

equal.

48 | P a g e

iv) Describe the following relations between the pairs √

lines.

transversal is supplementary,

parallelogram.

exterior of a circle.

concentric circles.

8.1 Construction i) Define and depict two converging (non-parallel) √

of

lines and find the angle between them without

Quadrilaterals

producing the lines.

49 | P a g e

ii) Bisect the angle between the two converging lines √

side is given.

v) Construct a rhombus √

is given.

50 | P a g e

ix) Construct a regular hexagon √

of a Right

•when hypotenuse and one side are given. √

Angled Triangle

•when hypotenuse and the vertical height from its √

9.1 Pythagoras i) State the Pythagoras theorem and give its informal √

Theorem

proof.

theorem.

9.2 Hero’s State and apply Hero’s formula to find the areas of √

Formula

triangular and quadrilateral regions.

9.3 Surface Area i) Find the surface area and volume of a sphere. √

and Volume

ii) Find the surface area and volume of a cone. √

10.1 i) Define demonstrative geometry. √

Demonstrative

geometry

ii) Describe the basics of reasoning. √

10.1.1 Reasoning

10.1.2 Axioms,

iii) Describe the types of assumptions (axioms and √

Postulates

postulates).

and Theorem

iv) Describe parts of a proposition. √

51 | P a g e

corollary and converse of a theorem.

10.2 Theorems Prove the following theorems along with corollaries and √

parallel.

triangle is180o .

52 | P a g e

UNIT 11 INTRODUCTION TO TRIGONOMETRY

11.1 i) Define trigonometry. √

Trigonometry

ii) Define trigonometric ratios of an acute angle. √

Trigonometric

and 45o ).

Ratios of

Acute Angles

iv) Define trigonometric ratios of complementary √

angles.

ratios.

12.1 Frequency i) Define frequency, frequency distribution. √

Distribution

ii) Construct frequency table. √

Central Tendency

53 | P a g e

iii) Solve real life problems involving mean (average), √

54 | P a g e

4. Scheme of Assessment

Number of SLO per Topic and Cognitive Level for Class VI

Topic Name of the topic Number Number Number of Number Total

# of sub of SLOs SLOs of SLOs Number of

topics SLOs

K U A

1. SETS 2 1 7 0 8

2. WHOLE NUMBERS 4 3 3 10 16

3. FACTORS AND 6 12 7 1 20

MULTIPLES

4. INTEGERS 7 17 11 5 33

5. SIMPLIFICATIONS 1 5 1 2 8

6. RATIO AND 2 4 4 1 9

PROPORTION

7. FINANCIAL 2 3 5 2 10

ARITHMETIC

8. INTRODUCTION TO 2 13 3 2 18

ALGEBRA

9. LINEAR EQUATIONS 2 2 1 3 6

10. GEOMETRY 3 0 2 12 14

SOLIDS

13. INFORMATION 3 1 3 0 4

HANDLING

Total 36 63 54 40 157

55 | P a g e

Number of SLO per Topic and Cognitive Level for Class VII

# of sub of SLOs SLOs of SLOs Number of

topics SLOs

K U A

1. Sets 3 2 7 6 15

2. Rational numbers 2 6 4 4 14

3. Decimals 3 2 2 2 6

4. Exponents 2 1 6 1 8

numbers

7. Financial arithmetic 3 1 2 4 7

8. Algebraic expressions 4 5 8 5 18

9. Linear equations 2 1 2 2 5

volume

Total 33 28 53 48 129

56 | P a g e

Number of SLO Per Topic and Cognitive Level for Class VIII

# of sub of SLOs SLOs of SLOs Number of

topics SLOs

K U A

14. Operations on sets 3 10 0 5 15

18. Polynomials 3 6 2 0 8

equations

24. Introduction to 2 3 1 2 6

trigonometry

Total 37 45 70 43 158

57 | P a g e

Class VI -Mathematics MCQ’s = 70 Marks

5. Distribution of SLO’s for Summative Assessment CRQ’s = 30 Marks

100 Marks

SLO Per Level Number of 50% of the Overall Selected Organizers

SLOs Assessments. Response in the Paper.

(Number, Level and the Key /MCQs Number of Marks

SLOs per topic and sub-topics) in the Paper. 30%

K U A K U A T Number of

Marks 70%

Standard-I 1. Sets 104 5 10 5 20 14 6

2. Whole numbers

Numbers &

3. Factor & multiple

Operations 4. Integers

5. Simplification

6. Ratio and Proportion 45 38 21

8. Introduction to algebra

Algebra

9. Linear Equationd 15 4 5

Measurements 11. Perimeter and Area

12. Three dimensional solids 2 9 14

& Geometry

Standard-IV 4 1 1 0 2 2 0

Information 13. Information Handling

Handling 1 3 0

157 11 18 6 35 25 10

63 54 40 35% 57% 18%

58

Distribution of SLO’s for Summative Assessment Class VII - Mathematics 70 Marks 30 Marks

SLO Per Level Number of 50% of the Overall Selected Organizers

SLOs Assessments. Response in the Paper.

(Number, Level and the Key /MCQs Number of Marks

SLOs per topic and sub-topics) in the Paper. 30%

K U A K U A T Number of

Marks 70%

Standard-I 1. Sets

Numbers & 2. Rational numbers

3. Decimals

Operations

4. Financial Arithmetic

Standard-II 5. Exponents

Algebra 6. Square Root of Positive

Numbers

7. Direct and Inverse

Variation

8. Algebric Expression

9. Linear Equations

Measurements Geometry

11. Practical Geometry

& Geometry

12. Circumference, Area and

Volume

Standard-IV

Information 13. Information Handling

Handling

59 | P a g e

Distribution of SLO’s for Summative Assessment Class VIII - Mathematics 70 Marks 30 Marks

SLO Per Level Number of 50% of the Overall Selected Organizers

SLOs Assessments. Response in the Paper.

(Number, Level and the Key /MCQs Number of Marks

SLOs per topic and sub-topics) in the Paper. 30%

K U A K U A T Number of

Marks 70%

Standard-I 1. Operation on Sets

Numbers & 2. Real numbers

3. Number System

Operations

4. Financial Arithmetic

Standard-II 5. Polynomials

Algebra 6. Factorization

Simultaneous Equations

8. Practical Geometry

Measurements

9. Area and Volume

& Geometry 10. Demonstrative Geometry

11. Information to

Trigonometry

Standard-IV

Information 12. Information Handling

Handling

60 | P a g e

6. SLO Based Items

Competency/ Sub- Level Process Level

Benchmark topic

(K/U/A)

item: MCQ/CRQ/Essay

1. If x=(3,9,6), Find all proper sub-sets of x.

2. Exibit the following in tabular form:

A= Set of Natural numbers between 2 & 7

B= Set of Odd numbers less than 10

C= Set of Colours of the Rainbow

61 | P a g e

Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty

Competency/ Sub- Level Process Level

Benchmark topic

(K/U/A)

Notation of Sets and its

Elemants

Please tick on type of 1. Do the following statements represent Sets? If yes then

item: MCQ/CRQ/Essay write in Set notation

A) Odd numbers less than 9

B) Clever students of a school

C) Two beautiful flowers

D) The first 4 days of a week

2. Prove that the following 2 Sets are equal:

A= (even numbers less than 4)

B= (even prime numbers)

62 | P a g e

Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty

Competency/ Sub- Level Process Level

Benchmark topic

(K/U/A)

and Natural and Whole

Whole numbers

Numbers

item: MCQ/CRQ/Essay i) The smallest natural number is .

ii) The smallest whole number is .

iii) The smallest even number of 3 digits is .

2. Answer the following questions:

i) Is every natural number, a whole number?

ii) Is every whole number a natural number? If not

please explain.

iii) Write the whole number which precedes 1000.

63 | P a g e

Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty

Competency/ Sub- Level Process Level

Benchmark topic

(K/U/A)

and number which divides

Multiples the dividend

completely, leaving no

remainder.

prime and complex

numbers.

Please tick on type of

item: MCQ/CRQ/Essay

1) Express each of the following odd numbers as the sum of three

odd prime numbers:

i) 19

ii) 35

iii) 91

i) The sum of two odd numbers is also odd.

ii) 6 is the smallest even composite number

iii) The sum of two even numbers is even.

iv) Every prime number is odd.

64 | P a g e

Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty

Competency/ Sub-topic Level Process Level

Benchmark

(K/U/A)

Divisibility whether the numbers;

2, 3, 4, 5, 6, 8, 9, 10, 11,

12, 15, can divide a

given number.

item: MCQ/CRQ/Essay

65 | P a g e

Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty

Competency/ Sub- Level Process Level

Benchmark topic

(K/U/A)

than two numbers by:

Prime

Factorization

Long Division

Please tick on type of

item: MCQ/CRQ/Essay

1) Find the HCF of the following:

i) 2x2x3x3x3x5x5

ii) 2x3x3x5x5

2) Find HCF of 27, 36 and 45 by factorization

3) Find the greatest length of a measure of tape which can be

used to measure exactly 360cm and 840cm.

66 | P a g e

Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty

Competency/ Sub- Level Process Level

Benchmark topic

(K/U/A)

more numbers by:

Prime

Factorization

Division method

Please tick on type of 1) Find the least number which, when divided by 12, 15 and 20

item: MCQ/CRQ/Essay leaves 3 as a remainder in each case.

2) If the LCM of 60 and 80 is 240, find their HCF.

3) Find the least number divisible by 15, 20 and 25.

4) A) Find the product of:

i) 12, 18

ii) 15, 25

B) Find the product of their LCM and HCF

67 | P a g e

Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty

Competency/ Sub- Level Process Level

Benchmark topic

(K/U/A)

list of integers

in ascending

and descending

order.

2) Subtract one

integer from

another.

Please tick on type of

item: MCQ/CRQ/Essay

1) Compare the following by using ‘<’ or ‘>’ in between.

i) 5, -8

ii) -2, 0

iii) 3, 10

iv) -1, -6

2) The temperature of a city was 4at midnight, find the new

temperature if it falls by:

i) 1

ii) 7

iii) 15

3) The sum of 2 integers is 25. One of them is -10, find the other.

68 | P a g e

Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty

Competency/ Sub- Level Process Level

Benchmark topic

(K/U/A)

integers of unlike signs

is negative.

Please tick on type of 1) State which of the following statements are True or False.

item: MCQ/CRQ/Essay i) -12 + 15 = 15+(-12)

ii) 3 + (-5) is an integer

iii) 5 + (-5) is a positive integer

iv) 0 x (2+3) = 0 + 3

v) (-32)x0 = 0

2) At noon on a certain day in Khairpur, the temperature rose to 11

above zero. At midnight the temperature fell to 5 below zero.

Find the change in Temperature?

69 | P a g e

Standard/ Strand/ Topic/ Grade SLO Cognitive Difficulty

Competency/ Sub- Level Process Level

Benchmark topic

(K/U/A)

numbers.

item: MCQ/CRQ/Essay

1) Find the ratio of, 60cm and 3 meters.

2) Mr Bilal has monthly income of Rs.72000 and expenditure of

Rs.63000 per month. Find the ratio of his savings to his income.

Marking Key/Rubric

70 | P a g e

7. Performance Assessment and Marking Rubric

71

8. Reporting Results

72 | P a g e

GLOSSARY

Assessment: This is a process of the collection and synthesis of data and evidences on students’

learning, by using a variety of methods.

Cognitive Processes: The cognitive processes also referred to as ‘cognition’ encompasses all

information processing at the conscious and sub-conscious levels. The Latin root of cognition is

cognoscene, which translates into "to conceptualize," "to recognize," and "to know." According to

Bloom’s taxonomy this processing of information may be at six level from simple recall, retrieval of

knowledge to understanding, application, analysis, evaluation and create. In SESLOAF Framework three

cognitive processes will be considered.

Knowledge: Information processing that requires remembering, recognition, retrieval and recall

of knowledge.

Understanding: Information processing that requires construction of meaning from oral, written

or graphic text/communication. It involves Interpreting, exemplifying, summarizing, inferring,

explaining

Application: Carrying out a procedure, comparing, executing, implementing, evaluating, and

creating.

Summative Assessment:Summative Assessment (Assessment of learning) is assessment for

accountability purposes and for determining a student's level of performance after a certain

period of time, on a specific task or at the conclusion of a unit of teaching and learning. This

is formal way of testing students in order to find out what they have learnt. The information

gained from this kind of assessment is used for giving marks, reporting the grades, awarding

certificates, promoting to the next classes, evaluating teachers’ performance, making school

accountable, selection of students for further studies and professions and helping policy

makers to take certain decisions for future educational planning and improvement.

Formative Assessment: Formative Assessment (also called assessment for learning) is an

integral part of day- to- day teaching and learning processes. The information gained from

formative assessment activities can be used for shaping the teaching and learning processes. This

information helps the teachers know how students are progressing and where they are having

trouble, which leads toward making the necessary instructional adjustments, such as teaching the

concept again, trying alternative instructional approaches, or offering more opportunities for

practice. Hence formative assessment can lead to more opportunities for learning and improved

73 | P a g e

student achievements.

Continuous Assessment: Continuous assessments are regular assessment conducted at the

classroom level to assess student learning outcomes frequently and regularly as opposed to one

time annual examination. The results could be used for immediate improvement of the teaching

and learning process and also accountability purposes.

Benchmark Assessment: These are continuous and regular assessment conducted to assess the

achievement of benchmarks and standards.

Performance Assessment: Performance assessment is a form of assessment that comprises

of the application and assessment of knowledge, skills, attitudes, values and work habits

through the performance of tasks in a given situation that are both meaningful and engaging to

students.

Authentic Assessment:

1. Is realistic: The task or tasks replicate the ways in which a person’s knowledge and

abilities are “tested” in real –world situations.

2. Requires Judgment and Innovation: The student has to use knowledge and skills

wisely and effectively to solve unstructured problems, such as when a plan must be

designed, and the solution involves more than following a set routine or procedure or

plugging in knowledge.

3. Ask the students to “do” the subject: Instead of reciting, restating, or replicating

through demonstration what he or she was taught or what is already known, the

student has to carry out exploration and work within the discipline of science, history,

or any other subject.

Validity: Validity is the extent to which a test measures what it claims to measure.

Reliability:Reliability refers to the consistency of a measure. A test is considered reliable if we

get the same result repeatedly.

Specification: An Assessment Specification is a two-way chart which illustrates the topics to be

assessed in the tests, the cognitive levels for each of the topics and the number of test items. It

has the topics on one axis and the SLOs on the other axis. The specification table gives the

outlines the complete content areas and also the learning outcome at each level of the cognitive

domain. Hence, it is recommended that a Table of Specifications be developed before the test is

developed to guide complete content converge and to ensure test validity.

Benchmark:Components of the standards. These are statements that identify what students

know and can do at the end of a particular developmental and grade levels. These may also

represent students’ learning outcomes for a particular grade cluster or course.

74 | P a g e

Content Standard: Content standards are general statements that describe what students are

expected to know and be able to do. It is a statement of the knowledge or understanding we

would expect students to have.

Curriculum Mapping: These are strategies to interpret the curriculum and develop an alignment

of SLOs, teaching and learning and planning and evaluation with standards.

Evaluation : Evaluation is the process of judging the quality of students’ work on the basis of

established criteria, by using collected information (assessment) for making informed decisions

about continued instruction, programs, and activities.

Performance Standard: Performance Standards are descriptions via tasks of what it is students

should know and be able to do to demonstrate competence. It is a description of specific use of

knowledge.

Rubric: It is a set of scoring guideline for evaluating students’ work. It explicitly describes

different levels of the quality of a work.

SLO: The Student Learning Outcomes are detailed statements describing what students are

supposed to learn, know and able to do at each grade level in order to achieve the specified

benchmarks.

Objective: The teaching objective is detailed statements of what teachers wants to do in the

teaching lesson in order to accomplish the specified teaching goal.

Standard: General statements that describe what students are expected to know and be able to

do.

75 | P a g e

Appendix I

MULTI- STAKEHOLDERS INVOLVED IN THE SESLOAF DESING,

DEVELOPMENT AND EXPERT REVIEW & VALIDATION PROCESSES AND

WORKSHOPS

1. Ms. Saba Mehmood CPM RSU.

2. Mr. Mushtaq Ahmed Shahani, Director Bureau of Curriculum.

3. Mr. Asghar Memon Additional Director Bureau of Curriculum.

4. Mr. Syed Saleh Muhammad Deputy Director Bureau

5. Mr. Aftab Ali Co-ordinator PEACe.

6. Mr. Zameer Khan PM-SAT RSU.

7. Ms. Rana Hussain. Educational Adviser SESP EU

8. Mr. Bernard Doran. Team Leader British Council

9. Mr. John Payne Team Leaders British Council.

PEACe Institution:

10. Mr. Tanweer Ahmad Khan Subject Specialist, PEACe

11. Mr. Ajeeb Nonari Subject Specialist, PEACe.

12. Ms. Majida Soomro Subject Specialist, PEACe.

13. Mr. Ajeeb Nonari Subject Specialist, PEACe.

14. Ms. Tahseen Kousar Ansari Subject Specialist, PEACe.

Government Institution:

15. Mr. Muhammad Waseem Mughal Assistant Professor GECE (M) Mirpurkhas.

16. Dr. Khalil Ahmed Koria Principal GECE(M) Qasimabad, Karachi.

17. Mr. Khalid Mehmood Assistant Professor. Government National Agro-Tech TTI,

Hyderabad.

18. Mr. Sher Nawaz Assistant Professor GCE F.B Area, Karachi.

19. Mr. Imdad Ali Lakho Assistant Professor GECE(M) Qasimabad, Karachi

20. Ms. Attia Tabasum Bhutto. Assistant Professor Govt. Zubeda Girls College, Hyderabad.

22. Dr. Fozia Ahsan Consultant Oxford University Press Karachi

23. Ms. Maria Talha ERDC.

24. Dr Huma Ghaffer Chair ASSET Faculty AKU and KITE.

25. Ms. Kiran Hashmi Faculty NDIE.

26. Mr Nadeem Kirmani Mathematic Consultant Mathematics Association of Pakistan.

27. Ms. Unaeza Alvi Founding Chair Science Association of Pakistan. Faculty AKU.

76 | P a g e

Appendix II

Current : Desired:

Emphasizing on outcomes after learning Assessing learning outcome during the learning

process.

Assessing disconnected and; Isolated facts Assessing Integrated and Interconnected skills.

and skills

Assessing with de-contextualized tasks Assessing with contextualized tasks

Providing little feedback to students Providing considerable amount of feedback to

students

Sporadic assessment Continual assessment

Used for power, control and documentation Used for motivation, empowerment and

engagement

Unauthentic tasks Authentic tasks

Assessing knowledge and simple Assessing Deeper understanding, reasoning and

understanding application

Promoting memorization Promoting thinking

Adapted from McMillan, H. (2001). Essential

Assessment Concepts for Teachers and

Administrators. United States: Corwin Press

77 | P a g e

Appendix III

78 | P a g e

- Types of Tests and Assessment Tasks.pptxDiunggah olehJacks Lee Jeng Cheng
- Grade 7 MathDiunggah olehRivka Share
- Tier-i Final Version _edited_ Aug 05, 2012Diunggah olehSameeullah AM
- Resume Nemeroff, Adam Instructional DeveloperDiunggah olehAdam Nemeroff
- Chapter No 1Diunggah olehshakoorsiddiqui
- (ANOVA) F-Distribution TableDiunggah olehCharlene Bihasa
- recounting the rationalsDiunggah olehSrijit Sanyal
- math graph observation 4 25Diunggah olehapi-299779330
- time lesson 1Diunggah olehapi-418214774
- ds project 1 galczynskiDiunggah olehapi-321443735
- 4Diunggah olehapi-271173063
- hall task4b malsDiunggah olehapi-297798957
- fractions lesson planDiunggah olehapi-315550012
- 001pltfphase4Diunggah olehapi-338759771
- Fraction Lesson SequenceDiunggah olehChloe Jane
- edu 223- lesson plan 1Diunggah olehapi-438638989
- c-1-individual-induction-plan-2016-17-2Diunggah olehapi-331907526
- students leading learning- ss 2Diunggah olehapi-385120615
- Jurado Cta ( Torombolos)Diunggah olehKiochy Tucta
- Assessment AnalysisDiunggah olehJashelle1
- through the eyes of an artistDiunggah olehapi-394112616
- assessment 2 - unit planDiunggah olehapi-361211355
- grade2Diunggah olehjohnpewing
- Grade 8 LP - Jul24 - 28Diunggah olehRorenzu Kun
- dr seussobservationDiunggah olehapi-299779330
- habitatobservationDiunggah olehapi-299779330
- Math Grade 1 Model-May 2014-FINAL-RDiunggah olehMohamed Salem
- 4 srt lesson idea 2016Diunggah olehapi-345938725
- scn final lesson planDiunggah olehapi-295971005

- SESLOA English I-V ( Reviwed )Diunggah olehMushtaque Ansari
- SESLOAF English VI-VIII Reviewed 2.pdfDiunggah olehMushtaque Ansari
- Maths I - V.pdfDiunggah olehMushtaque Ansari
- Social Studies SESLOAF.pdfDiunggah olehMushtaque Ansari
- SESLOAF Sindhi Draft OkDiunggah olehMushtaque Ansari
- Maths I - VDiunggah olehMushtaque Ansari
- Sesloaf English Vi-Viii Reviewed 2Diunggah olehMushtaque Ansari
- Sesloaf Science Garde 6-8Diunggah olehMushtaque Ansari

- AC Stark Shift - IOP ScienceDiunggah olehKapila Wijayaratne
- Config Advisor 5.2 Quick Start GuideDiunggah olehcrazyfellow
- ENUS213-292Diunggah olehelias.ancares8635
- Seleccion y Diseño gerotorDiunggah olehemerson
- Atomic TheoryDiunggah olehSheLea Lucius
- Sintering ProcessDiunggah olehRendy Asahina
- 2-Harmonic and Periodic Motions, Vibration TerminologyDiunggah olehUsmanGhani
- Famous AnglesDiunggah olehanandh_cdm
- Catia TutorialDiunggah olehJiju Joseph Marikudiyil
- Solution of a Quadratic Finite Element Node Using Shape FUnctions.docxDiunggah olehBarrouz
- Gel Filtration - Principles and MethodsDiunggah olehChimera Dnb
- DO_113_s2016 - Item 737 Mechanical Couplers for RsbDiunggah olehRay Ramilo
- Orthogonal Array Approach With Examples and Case StudysDiunggah olehSravan Kumar Dunna
- Cmf b StrategiesDiunggah olehAybüke Çalıkoğlu
- SQL Server 2017 Licensing GuideDiunggah olehVel_st
- 01. Creep & FatigueDiunggah olehgaspardo123
- Geotech 2 Practice ProblemsDiunggah olehDavy Jean Dominguito Abella
- Hubungan Salting Out, Salting in, Klatrat, Solid in Solid Solution Dengan Absorpsi-DisolusiDiunggah olehadeandini
- Eb2 Lab Sheets (1)Diunggah olehmanjunath
- Yamari Thermo 0411Diunggah olehyoungonhunt
- lec09Diunggah olehrahul
- BMW US 1SeriesConvertible 2013Diunggah olehfoxyka
- Math for 3D graphicsDiunggah olehAlessandro Quarta
- Questions and AnswersDiunggah olehRamesh
- slide pengolahan mineral.pdfDiunggah olehRahmadi Siahaan
- PSAT_Modeling of Shunt FACTS Devices for Voltage StabilityDiunggah olehShabbir Bohra
- Comparison of Three Methods for Natural Gas DehydrationDiunggah olehalbert_ben13
- Reservoir Monitoring Services Presentation July 2014Diunggah olehTariq Ali
- A Study of Tarka and Its Role in Indian LogicDiunggah olehRohit
- Engineering Drawing - Lettering and Lines PresentationDiunggah olehSrini Kumar