Teacher and classroom

The arithmetic of a classroom: a weighted course mark, a class distribution, a paper blueprint, a timed lesson and a seating plan, all from figures a teacher already has.

Most of this desk is arithmetic on a list. A class average, a spread, a rank, a rubric total and a question analysis all take rows you paste or type, and each returns a figure with its method printed beside it. None of them fetches marks from a school system, because none of them can: the marks have to come from the register, the marksheet or the answer scripts.

The rest is planning. A blueprint adds sections to a total; a duration turns questions and seconds into a finishing time; a lesson timing checks a period; a pacing check compares chapters with the periods left in the term. Each makes a planning assumption visible — an allowance, a changeover, an even split across chapters — rather than folding it into the answer. The generators arrange names and lessons at random: they are made to be reproducible and defensible, not to balance a class on data the page does not have.

Three rules hold across the desk. A curve, a rubric scale and a grade band are entered rather than assumed, because each is set by a board, a school or a paper. The pass mark, the pass percentage and the paper maximum are fields for the same reason. And a student tool that already answers a question — percentage, CGPA, SGPA, attendance, cut-off — is listed here at its existing address rather than copied, so the same calculation cannot give two answers.