CTET Paper 1 - 10th Jan 2022 (English-Hindi) (Previous Year Paper)

Development refers to an increase in structure for better and enhanced functioning of organs. It is a wide and continuous process, thus there are some principles that need to be followed for a better understanding of the concept.

Key Points

• Development is sequential and orderly: Development follows a pattern or a predictable sequence. Physical development, motor or language development and intellectual development take place in definite sequences.
• Development depends on heredity as well as the environment and other factors such as individual mindset, economical condition, and social interaction also play an important role in individual development.
• All spheres of development are inter-related:- All types of developments, i.e. physical, mental, social, and emotional, are related to each other e.g. a child, who is physically healthy is likely to have superior sociability and emotional stability. The child develops as a unified whole.
• Individuals differ in the rate of development:- Interaction between heredity and environmental influences leads to individual differences in the developmental pattern. These differences are caused by the genes one inherits and environmental conditions like food, medical facilities, psychological conditions, and learning opportunities.

Thus, it is concluded that Development is influenced only by heredity statement is NOT correct.

Language development is the main concern in early childhood. Language is the only powerful tool to enhance the ability of cognitive development.

Key Points

• The sensitive period for acquiring language is from birth to 6 years i.e. early childhood.
• Beginning the first three years of life, children develop a spoken vocabulary of between 300 and 1,000 words, and they are able to use language to learn about and describe the world around them.
• When it comes to intellectual development he can recognize the colour, shape, size of objects. Also, his imagination develops, he wants to know about things around him.

​Thus, it is concluded that Early childhood is a sensitive period for acquiring language.

Additional Information

• Pre-natal stage:- Occurs during the period of 38 weeks prior to the child, during this period a single cell becomes a full-term baby.
• Adolescence is the process of growing up from childhood into adulthood. Psychologists have given some age range, 13 to 18 years, for this period.
• Adulthood:- The period of adulthood is marked by society’s expectations of performing one’s duty as an adult.

The process of learning to internalize the values and norms into itself or the mode of learning to live in society is called the process of socialization. It may be defined more comprehensively as a life-long process of inculcation whereby an individual learns the principles, values, and symbols of the social system in which he participates and the expression of those values and norms in the roles he enacts.

Key Points Secondary socialization- The process of imbibing norms, values, and behavior patterns of school may be called secondary socialization. Example: Religion, School, Media, etc

• School:- The primary role of School is to socialize children. Schools formulate reasonable objectives and provide students with a proper learning environment. School provides an opportunity for understanding democratic processes.
• Religion: Religion makes child socially active, it gives them knowledge about religions, and Gods, and make them familiar with them.
• Media: Media is the source in which observational skills are considered, media such as Television, magazines, Mobile phone, reality shows, newspapers, etc.

Thus, it is concluded that school and religion are the secondary agencies for the socialization of children.

Additional Information Primary Socialization: It happens during infancy and childhood. It refers to the process where the child becomes socialized through the family in the early childhood years. Family is the primary agent of socialization.

"Jean Piaget", a Swiss psychologist, is famous for his work on child development. He made a systematic study of cognitive development in his theory that is categorized into four stages.

Key Points The concrete operational stage is the third stage in Piaget's theory of Cognitive Development.

• In this stage, children gain the ability to conserve of numbers, area, volume, and orientation.
• Conservation is the understanding that something stays the same in quantity even when its appearance changes.
• Children can conserve numbers (age 6), mass (age 7), and weight (age 9).
• It is the logical thinking ability to recognize that the numerical value of an object remains invariant with physical rearrangement, it is a fundamental "cognitive milestone" during children's development.
• Children show attainment of the concept of reversibility, seriation, and transitivity as a cognitive capacity.

Thus, it is concluded that In Jean Piaget's theory of cognitive development, conservation is achieved by the child in the Concrete Operational Stage.

Additional Information The Four Stages of Cognitive Development:

Jean Piaget, a Swiss psychologist, has made a systematic study of cognitive development in his theory that is categorized in four stages. 

• He observed his children and their process of making sense of the world around them and developed a model of how the mind processes new information encountered.

Key Points​ The concrete operational stage is the third stage in Piaget's theory of Cognitive Development.

• For children who are in the concrete operational stage, teachers should NOT Give problems that require abstraction.
• Children in the formal operational stage are able to use abstract thought.
• In the concrete operational stage, a child has begun to develop logic and concrete reasoning skills.
• In this stage, children gain the ability to the conservation of numbers, area, volume, and orientation.
• Children show attainment of the concept of reversibility,classification, seriation, and transitivity as a cognitive capacity.

Thus, it is concluded that For children who are in the concrete operational stage, teachers should NOT Give problems that require abstraction. 

Additional Information Stages in cognitive development:-

• Sensori-motor Stage
• Preoperational Stage
• Concrete operational Stage
• Formal operational Stage

Lev Vygotsky was a Russian psychologist and a social constructivist. He has propounded 'Socio-cultural Theory' which emphasizes the role of social interaction in cognitive development.

Key Points

• ​Children in the age group 4-5 years, despite being in a group, not listening to each other and talking on unrelated matters; may be even talking to themselves.
• The child gradually becomes capable of considering others’ interests while talking and develops an interactive ability.
• Vygotsky calls self-talk private speech.
• This talk according to Lev Vygotsky helps them to regulate their own thinking.
• It is important in the cognitive development of the child and gradually enables her to regulate herself, monitor herself, and plan and solve problems.

​Thus, it is concluded that Children of 4-5 years often talk to themselves. This talk according to Lev Vygotsky helps them to regulate their own thinking.

Additional Information

• Piaget calls it egocentric speech and sees it as a feature of the preoperational stage. Recall the concept of egocentrism.

Lev Vygotsky was a Russian psychologist and a social constructivist. He has propounded 'Socio-cultural Theory' which emphasizes the role of social interaction in cognitive development.

Key Points

• Lev Vygotsky believed that individual development could not be understood without looking into the social and cultural context within which development happens.
• They perform all activities and think within the framework of their socio-cultural environment.
• Therefore, their developmental processes can be only understood by studying children’s (or people’s) interactions with their culture.
• In the area of child development, it is now an accepted idea that children’s socio-cultural milieu (environment) guides their development towards adult-like thinking. There is an agreement that what children learn, how they learn, and how they think, gets framed by their culture.

Thus, it is concluded that Lev Vygotsky emphasized that individual development cannot be understood without reference to the social and cultural context.

The child's Moral development theory is proposed by Lawrence Kohlberg in 1958. he describes the theory on 3 different levels

• Pre conventional level ( 0 to 6 years)
• Conventional level (7 years to 11 years)
• Post conventional level (Above 11 years)

​These 3 levels are further classified into 6 stages.

Key Points

• Lawrence Kohlberg's theory of moral development is defined into 3 levels and each level has 2 stages.
• At stage, authority and social order maintaining orientation individuals argue that only society not individuals can determine what is right.
• In this stage, Judgment of morality is based on one’s duty, law, and social order. actively maintaining the current social system ensures positive human relationships and societal order.

​Thus, it is concluded that Authority and social order maintaining orientation  stage of Lawrence Kohlberg's moral development  individuals argue that only society not individuals can determine what is right.

Intelligence refers to the capacity to acquire and apply knowledge. It is the ability to solve problems, learn from experiences, and apply knowledge to deal with new situations.

• Howard Gardner has given eight different kinds of intelligence. He believed that intelligence can't be tied to a single domain as each individual has his/her own abilities.

Key Points

• ​ Logical-mathematical intelligence is the ability to use logical reasoning and mathematical ability.
• Individuals high on this intelligence have good abstract reasoning, and critical thinking, and good in dealing with numbers.
• So, the capacity to analyze problems by reasoning and investigating issues scientifically description fits the 'Logico-mathematical intelligence' proposed by Howard Gardner.

​Thus, it is concluded that the Capacity to analyze problems by reasoning and investigating issues scientifically descriptions fits the 'Logico-mathematical intelligence' proposed by Howard Gardner.

John Dewey, an American philosopher has proposed the concept of 'Progressive Education' which emphasizes that learning takes place only through 'hands-on' approach so the students must interact with their environment to adapt and learn.

Key Points

• A progressive classroom is a part of progressive education that believes in the capability and potential of every child.
• In a progressive classroom, learning takes place through interaction and dialogue. It emphasizes enhancing the skills and understanding of the learners by engaging with the contents and experiences and teaches social skills and healthy relationships.
• In a progressive classroom, children are assessed while doing activities/tasks. It allows children to develop their own understanding and knowledge of the world based on their own experiences and reflections. It does not give importance to silent listening only.

Thus, it is concluded that In a progressive classroom, learning takes place through interaction and dialogue.

Expectations for girls' performance on the part of teachers lead to the kind of science and mathematics classroom dynamics, where girls are treated very differently from boys. 

• The study reveals that teachers do not encourage girls during mathematics and science lessons, and in fact, at times, actively discourage them.

Key Points

• Mathematics teachers should have very low expectations from girls in a classroom is not true as the teachers' expectations shouldn't be based on gender.
• The attitudes and approaches of teachers also play a major part in the participation of girls in mathematics. In a study, the majority of the girls blamed teachers for causing them to lose interest in the subject.
• Girls do not have the genetic abilities to understand mathematics is not true as girls and boys both have genetic abilities to understand mathematics.
• Girls could also perform better in mathematics if they will be facilitated with the right training and tools.

Hence**, both statements (A) and (R) are false.** 

Additional Information-

• Gender stereotype is a generalized view or preconception about attributes or characteristics, or the roles that are or ought to be possessed by, or performed by, women and men.
• It is harmful when it limits women’s and men’s capacity to develop their personal abilities, pursue their professional careers, and/or make choices about their lives.

The National Education Policy lays particular emphasis on the development of the creative potential of each individual. It is based on the principle that education must develop not only cognitive capacities - both the ‘foundational capacities ’of literacy and numeracy and ‘higher-order’ cognitive capacities, such as critical thinking and problem solving – but also social, ethical, and emotional capacities and dispositions.

Key Points

• New Education Policy does not talk about shedding the English language instead it emphasizes the importance of multilingualism.
• Multilingualism has great cognitive benefits to young students, children will be exposed to different languages early on (but with a particular emphasis on the mother tongue), starting from the Foundational Stage onwards. All languages will be taught in an enjoyable and interactive style, with plenty of interactive conversation, with early reading and subsequently writing in the mother tongue in the early years, and with skills developed for reading and writing in other languages in Grade 3 and beyond.
• The three-language formula will continue to be implemented while keeping in mind the Constitutional provisions, aspirations of the people, regions, and the Union, and the need to promote multilingualism as well as promote national unity.

Thus, it is concluded that In the context of languages, National Education Policy 2020 emphasizes on Multilingualism.

Assessment is done to determine the outcomes (what students have learned), process (the way they learned), and their approach to the learning before, during, or after the program or course.

• During instruction, the assessment can be used to determine what students are learning so that if there is a need, the teacher can adjust their teacher.
• It is a process-oriented approach that is used to identify the areas for improvement in the learning process.

Key Points

• The purpose of assessment is to figure out ways to support the learners in the learning process by identifying gaps in students' learning and what remedial measures should be appropriate to reduce the learning gaps of the students that are needed to be taken for continuing or improving their learning.

Assessment helps teachers and students in the following ways:-

• ​It helps the teachers to re-design instructional objectives.
• It helps the teachers to make better evaluative judgments.
• It helps the curriculum constructors to examine whether the courses or topics included in the curriculum are properly planned, whether the chronology of the content is maintained, or any change or modification is needed.
• It helps parents to know the progress of their children and the areas of difficulty and remediation needed.
• It helps students to know their progress in learning and learning difficulties in different subject areas.

Thus, it is concluded that The purpose of assessment is to figure out ways to support the learners in the learning process.

Critical Thinking is the ability to apply reasoning and logic to new or unfamiliar situations, ideas, and opinions. It refers to the process of judging or analyzing facts, events, etc.

• Critical Thinking requires proper analysis, evaluation, inference, and explanation. It is a process that challenges an individual to use reflective, reasonable, rational thinking to gather, interpret, and evaluate information in order to derive a judgment.

Key Points

• ​ Critical thinking in children can be promoted by asking questions in which children start divergent thinking and try to find different answers and assess positive and negative aspects.
• Analyzing the various ways in which urbanization and globalization affect people of different socio-economic strata is the right way of engaging children in critical thinking as in this question, the child will think about many ways to solve the urbanization and globalization effect.

Thus,it is concluded that Analyse the various ways in which urbanisation and globalisation effect people of different socio-economic strota question promotes critical thinking.

Hint 

• Questions that carry single answers do not promote critical thinking because they are based on rote memorization. These questions do not engage a child in critical thinking.

Examples: 

• Draw a diagram of solar system.
• Multiply 328 by 984.
• In which year was the Right to Education Act passed?

Individual difference refers to the difference which distinguishes an individual from another on the basis of psychological characteristics. Individual differences could be seen in all domains of development such as physical, emotional, mental, etc.

Key Points

• To cater to individual differences among the learners a teacher should build on previous experiences, learners use with them.
• The teacher will be able to see what individual differences they are having and try to build teaching pedagogy according to that.
• The teacher should use a variety of pedagogical approaches and mean of assessment as it will help in  catering to the range of learning needs and requirements of diverse learners.

Thus, it is concluded that In order to cater to individual differences among the learners a teacher should build on previous experiences learners using with them.

Inclusion is about increasing the participation of all children and adults while removing the exclusion, discrimination, barriers to learning, and participation. It is about supporting schools to become more responsive to the diversity of children’s backgrounds, interests, experiences, knowledge, and skills.

Key Points

• In an inclusive classroom, students are from varied backgrounds, cultures, traditions, societies, physical appearances, and different abilities are learning under the same roof of the classroom.
• It allows special students to forge a friendship with their peers and feel less socially tensed about their disabilities. In this classroom, students grow and develop in an equitable manner.
• Students with special needs learn within the system of mainstream education and there is a commitment to remove all barriers for full participation of everyone. Hence, the teachers need to equip themselves with effective teaching-learning strategies to justify their roles in the inclusive classroom.

Thus, it is concluded that In an inclusive classroom students grow and develop in an equitable manner.

Right to Education Act (RTE Act),  2009 ensures “Every child of age 6-14 years must be given free and compulsory education”.

Key PointsSection 12(1)(c) of the RTE Act, which mandates 25% reservation for children from economically and socially weaker sections in private unaided non-minority schools.  Other features of the RTE Act-2009 under Article 21A:

• Prohibition of private tuition by teachers to equalize educational opportunities for all.
• 45 hours including preparation hours as the minimum number of working hours per week for the teacher.
• Not to deploy teachers in non-academic work except elections, population census, and disaster relief duties.

Thus, it is concluded that Reservation in private schools has been recommended by clause 12 of the Right to Education Act(2009) regarding the education of students belonging to economically weaker sections.

Additional Information

• Children belonging to the weaker section are those whose parents have an annual family income from all sources is less than one lakh rupees.

Learning Disability is a neurological disorder that affects the way one receives and processes information. These processing problems can have severe impairments in one area such as learning basic skills like reading, writing, and/or math.

Key Points Dyscalculia:

• It is a specific learning disability in mathematics.
• It refers to a lack of mathematical ability or the inability to perform arithmetic operations.
• This disability makes it difficult for an individual to understand number concepts, memorizing multiplication tables, or solving basic math problems.
• The disturbance in mathematics strongly interferes with academic achievement or activities of daily living.
• A number of different skills may be impaired in a mathematics disorder, including linguistic skill, perceptual skill, attention skill and etc.
• Signs of this disability include difficulty in understanding number concepts, rules, and formulas, memorizing multiplication tables, solving basic math problems, etc.

​Thus, it is concluded that Dyscalculia learning disability directly affects the ability to perform mathematical calculations.

Hint

• Dysgraphia refers to a learning disability that affects learners' ability to write coherently.
• Dyslexia: Reading disability including difficulty with accurate word recognition, word decoding, reading comprehension, and oral reading skills.
• Dyspraxia: Difficulty with motor skills, non-verbal learning disability, motor clumsiness, and poor visual-spatial skills.

Inclusion is the act of educating children with special needs in regular schools that provides them the necessary support and ensures quality education. 

Key Points-

• Curriculum adaptation refers to improvements and amendments in what is taught, methods of teaching, and structures of education with the aim of accommodating all learners.
• For students with diverse needs, it is important to treat each student as a unique individual.
• Every student learns in a different style. Learning style refers to the most preferred way in which a learner processes information and retains it.
• The inclusion of students with diverse learning needs requires a flexible Curriculum that can be adapted by every child.
• The flexible curriculum means there should be different provisions and a different set of paths for every student.
• The curriculum should be flexible and adaptable as there are constant changes in the challenges and needs of diverse learners.

HintInclusion of students with diverse learning also requires: 

• flexbile seating arrangement
• teacher-made assessment
• Learner-centered pedagogy

​Hence, we can conclude that the inclusion of students with diverse learning needs requires a flexible curriculum.

Gifted children refer to the children who perform tasks extraordinarily when compared with others of their peer group. They perform exceptionally well in any field important to human beings.

Key Points

• In order to cater to the needs of students with giftedness assigning them challenging and higher-order tasks is an effective strategy.
• Gifted students are quite intelligent, they love to take on challenges and solve problems in an effective way.
• Gifted children are exceptionally curious and have a thirst for knowledge in order to satisfy their own curiosity. They are intrinsically motivated with high self-esteem.

Thus, it is concluded that Assign them challenging and higher-order tasks is an effective strategy.

Teaching-learning strategies refer to the structure, system, methods, techniques, procedures, and processes that a teacher uses during instruction. These are strategies the teacher employs to assist student learning.

Key Points

• Learning is a continuous process and it continues to occur even after we grow old. But the most significant part of our learning occurs in schools.
• Passive imitation strategy is the strategy that a teacher should avoid while facilitating learning among students as it is not effective in learning as, through passive imitation, one only acquires the style of another person while the knowledge, logic, and technique are left behind.

​Thus, it is concluded that Passive imitation strategy should a teacher avoid while facilitating learning among students.

​ Additional Information

• A concept map is a diagram or graphical tool that visually represents relationships between concepts and ideas.
• Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education.
• Intuitive guessing means going with one's first instinct and reaching decisions quickly based on automatic cognitive processes. This type of guessing encourages students to think divergently.

Meaningful learning is relational learning. It’s related to previous knowledge and experiences.

• Meaningful learning depends on the nature of the material to be learned, and the availability of relevant content in the learner’s cognitive structure

Key Points:

• Learning is considered meaningful when it is elaborative.
• "Elaboration" is the process of making meaningful connections or associations to a particular idea or concept.
• Elaboration refers to connecting the information with the new information that we already know. It occurs when one adds meaning to new information by connecting with already existing knowledge.
• This is an active process of transferring material from short-term memory to long-term memory. In elaboration, material that is learned first is easier to recall later.
• The more students elaborate on new ideas, the deeper their understanding and the better their memory for the knowledge will be. Elaboration increases the number of links to stored knowledge.

Hint

• Decontextualization: It is a process while learning is considered in isolation from the context. It does not help in meaningful learning.
• Stimulus-response conditioning: Stimulus Response Theory is a concept in psychology that refers to the belief that behavior manifests as a result of the interplay between stimulus and response.
• Rote-memorization: Rote memorization, or rote learning, is the process of learning through repetition and memorization.

Hence, we can conclude that in order to facilitate meaningful learning, elaboration is helpful.

Teaching and learning are complex, multilayered, and social experiences.

• Teaching and learning are two well-defined activities that have an integral relationship. One creates a place for the other. Both the activities occur simultaneously.
• The end product of teaching and learning is the change in behavior which is more pronounced in the case of the learner but change occurs in the behavior of the teacher as well.

Key Point -

Before starting to teach a new topic, it is important for a teacher to know:

1. What children already know: Children learn new things based on their previous knowledge. It influences the way they interpret and organize incoming information.
2. Commonly held misconceptions: It is very important for teachers to be aware of what misconceptions children have because this can help them to plan lessons for children to overcome their misconceptions.
3. Prerequisite to learn the topic: Learning information without the proper prerequisite can be challenging to understand. A prerequisite is anything you need to know or understand first before learning or understanding something new.
4. The preferred learning style of students: Individuals have their own unique learning styles and teacher should cater to them accordingly. For example, some like to process information in a visual way (e.g., pictures, diagrams, graphs), while some prefer verbal ways (reading or listening), etc.

Hence, we can conclude that the right answer to this question is (i), (ii), (iii), (iv).

The constructivist approach to learning suggests that people actively construct or make their own knowledge and that reality is determined by the experiences of the learner. A constructive approach is an approach to learning suggesting that children should construct their own understanding of the world in which day lives.

Key Points

• A constructivist approach to learning is based on the idea that meaningful learning takes place when learners actively construct their own knowledge.
• It allows learners to foster their own strategies of learning to perform a task.
• Inquiry-based learning is promoted by a constructivist approach for learning. It emphasizes connecting the child with their own experiences by posing questions and making decisions in the search of new understanding.
• This approach lays emphasis on learning better while interacting/discussing with elders/peers. Thus, this approach provides opportunities for children to construct their knowledge rather than placing them as recipients of information in the transactional process.

Hence, it is concluded that Inquiry-based learning is promoted by constructivist approach for learning.

Thinking can be understood as that process where external events of past, present, or future are represented internally, and it may also include even a thing or an event that is not directly observed or experienced by the individual.

Key Points Here, the teacher is asking students to think about their own thinking processes. She is focusing on meta-cognitive skills to develop among students.

• Metacognition refers to an individual's awareness of his/her cognition and knowledge.
• Metacognitive approach instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.
• Awareness of one's processes of learning a new task is understood as metacognition.  Students “think” about their  own thinking they would eventually develop their metacognitive skills.

Thus, it is concluded that she is focusing on meta-cognitive skills.

Mnemonics Using Organisation: It improves the ability to learn and retrieve information accurately by applying the principle of reorganization of the material to be learned.

Key Points

• The strategy to remember a long string of letters by grouping them into memorable and meaningful parts is called chunking.
• Chunking is the process of remembering a large number in a group of smaller numbers that are easy to remember.
• A smaller number may also be correlated with some historical or personal events which become easy to memorize.
• For example:-  To help children memorize phone numbers, a teacher suggested students to divide 10 digits of phone numbers into 3 - 4 smaller units and then the remainder.

Thus, it is concluded that the strategy to remember a long string of letters by grouping them into memorable and meaningful parts is called chunking.

Additional Information

• Assimilation takes place when people try to understand something new by fitting it into what we already know.
• Conditioning is the process of modifying one’s behavior with the help of some preparation or training.
• Metacognition is “cognition about cognition”, “Thinking about Thinking”, “knowing about knowing” and “awareness about one's awareness.

Every day we face new problems and we try to overcome them to progress in our lives. It is obvious that to succeed in life, one needs to be a good problem solver.

• Problem-solving is not a genetic ability. It is developed over time through constant exposure to challenges. No one can develop this ability by staying in one's comfort zone. It is developed over time by facing challenges.

Key Points

• Formulating new clarifications, going beyond the simple application of previously learned rules to achieve a goal; and evaluating the outcomes are important parts of "problem-solving".
• Problem-solving is thinking that is goal-directed. In problem-solving, there is an initial state (i.e. the problem) and there is an end state (i.e. the goal). These two anchors are connected using several steps or mental operations.
• Problem-solving is a mental process and is part of the larger problem process that includes problem finding and problem shaping.

Hint

• Assimilation is the understanding of new objects or ideas with the existing capacity of understanding.
• Misconceptions refer to a wrong or inaccurate idea that takes place due to the mismatch in previously assimilated and the newly accommodated knowledge.
• Rote-memorization: Rote memorization, or rote learning, is the process of learning through repetition and memorization. The goal of rote memorization is to be able to instantly recall information once it is presented to you.

​Hence, we can conclude that formulating new clarifications, going beyond the simple application of previously learned rules to achieve a goal; and evaluating the outcomes are important parts of "problem-solving".

Misconceptions refer to a wrong or inaccurate idea that takes place due to the mismatch in previously assimilated and the newly accommodated knowledge. 

• Students’ misconceptions are a significant step in the teaching-learning process. They are necessary for the learning process to give insight into children's thinking.

Key Points 

• Misconceptions are not extremely erroneous and do not represent an irrational thinking process. Misconceptions can be found true and right which are related to the rational thinking process.
• Teachers should not ignore misconceptions and alternative conceptions held by students instead they should discuss them in the classroom so that students can build their knowledge extensively on their own experiences.
• The misconception is an important topic among teachers because it can shape how students learn. It helps the teacher to be aware of learners' learning styles, to cater them according to their need

Hence, we can conclude that Both (A) and (R) are false.

Emotion is a mental state associated with fear, anger, love, etc. Cognition is the process of acquiring knowledge through experiences and senses. 

Key Points

• The relationship between cognition and emotion has fascinated important thinkers within the intellectual tradition. Physical, cognitive, emotional, and social development in a child is the development of an integrated and holistic fashion.
• Cognition is closely intertwined with emotions and language. Mind states are powerful determinants of one’s current judgments and decision-making, which often effect once performance outcome in a task both in social and non-social contexts.

Thus, it is concluded that current psychological theories of emotion conceptualize the relation between cognitive and emotional processes as intertwined with each other.

Motivation: It is the positive behavior to acquire a skill or knowledge, Motivation can be two types

• Intrinsic motivation: it comes from deep within the mind, i.e. readiness to learn, love for learning, like a subject
• Extrinsic motivation: it comes from outside influences, i.e. appreciation by the teacher, motivational speech of a topper, parents' motivation, etc.

Key Points

• Students feel motivated to learn when the task is connected to their real world because they feel connected with the real-life situation and love to learn and feel interested in learning the task.
• When students connect what their learning in school with what is going on in the world or in their own lives, they take ownership over learning about the topic.
• So, using examples from real-life can make learning more effective and easy and students will be better engaged in the learning process.

Thus, it is concluded that students feel motivated to learn when the task is connected to their real-world.

Shortcut Trick

Sum of digits at odd places = 2 + 7 + 3 + 9 = 21

Sum of digits at even places = 6 + a + 2 + 8 = 16 + a

For divisibility by 11, the difference must be 0 or a multiple of 11.

21 − (16 + a) = 5 − a = 0 ⇒ a = 5

∴ The correct answer is 5.

Alternate Method

Given 8-digit number: 267a3298

Formula: A number is divisible by 11 if the absolute difference between the sum of digits at odd places and the sum of digits at even places is either 0 or a multiple of 11.

⇒ Digits at odd positions (1^st, 3^rd, 5^th, 7^th from left): 2, 7, 3, 9

⇒ Sum of odd position digits = 2 + 7 + 3 + 9 = 21

⇒ Digits at even positions (2^nd, 4^th, 6^th, 8^th from left): 6, a, 2, 8

⇒ Sum of even position digits = 6 + a + 2 + 8 = 16 + a

⇒ Difference = 21 − (16 + a)

⇒ For divisibility, 5 − a = 0

⇒ a = 5

∴ The correct answer is 5.

Additional Information

Divisibility by 11

The difference between the alternating sum of digits (S_odd − S_even) must be 0, 11, 22, etc.

Divisibility by 9

A number is divisible by 9 if the sum of its digits is exactly divisible by 9.

Divisibility by 3

A number is divisible by 3 if the sum of all individual digits in the number is divisible by 3.

Divisibility by 8

A number is divisible by 8 if the last three digits of the number are divisible by 8.

Given:

The set is = 1Z1, 4Y8, 9X27, _______, 25V125

Calculation:

There is a relationship between every number,

1² = 1; 2² = 4; 3² = 9; 4² = 16; 5² = 25

Z - 1 = Y; Y - 1 = X; X - 1 = W; W - 1 = V

1³ = 1; 2³ = 8; 3³ = 27; 4³ = 64; 5³ = 125

∴ The number will be 16W64.

Given:

The perimeter of the first rectangle = 40 cm

Formula used:

Perimeter of a rectangle = 2 × (Length + Width)

Area of a rectangle = (Length × Width)

Calculation:

The perimeter of the first rectangle = 40 cm

Let, the length of the first rectangle = x

The width of the first rectangle = y

Therefore, 2 × (x + y) = 40    .....(1)

The length of the second rectangle = 1/3^rd more than the length of the first rectangle

∴ The length of the second rectangle = x + (x × 1/3) = (x + x/3) = 4x/3

The width of the second rectangle = half of the width of the first rectangle

∴ The width of the second rectangle = y/2

Therefore, 2 × (4x/3 + y/2) = 40    .....(2)

Justifying the equation (1) and (2),

2 × (x + y) = 2 × (4x/3 + y/2)

⇒ 2x + 2y = \(2 × \frac {8x + 3y}{6}\)

⇒ 2x + 2y = (8x + 3y)/3

⇒ 6x + 6y = 8x + 3y

⇒ 2x = 3y

⇒ x/y = 3/2

Let, x = 3p; y = 2p

Therefore, 2 × (3p + 2p) = 40

⇒ 3p + 2p = 40/2 = 20

⇒ 5p = 20

⇒ p = 20/5 = 4

∴ The length of the first rectangle = 3 × 4 = 12 cm

∴ The width of the first rectangle = 2 × 4 = 8 cm

∴ The length of the second rectangle = (4 × 12)/3 = 16 cm

∴ The width of the second rectangle = 8/2 = 4 cm

The area of the second rectangle = 16 × 4 = 64 cm²

∴ The area of the second rectangle is 64 cm²

 

Shortcut TrickPerimeter of a rectangle = 2 × (Length + Width)

Let the length be 3x and Width be 2y.

2(3x + 2y) = 40........1

As length of second rectangle is 1/3 more so it will be 4x and width is half so it will be y.

2(4x + y) = 40........2

Using 1 and 2 equation.

⇒ 2(3x + 2y)  = 2(4x + y)

⇒ 3x + 2y  = 4x + y

⇒ 4x - 3x = 2y - y

⇒ x = y

⇒ 2(3x + 2y) = 40........1

⇒ 2(3x + 2x) = 40

⇒ x = 4

⇒ Length = 3x = 3 × 4 = 12

⇒ width = 2y = 2 × 4 = 8

⇒ Lenght of second triangle = 4x = 4 × 4 = 16

⇒ width of second triangle = y = 4

⇒ Area = 16 × 4 = 64 cm².

Given:

There are three types of coins Rs. 5, Rs. 10 and Rs. 20 coins

Total number of Rs. 20 coins = 7

Calculation:

Total number of Rs. 20 coins = 7

∴ The total amount of Rs. 20 coins = 7 × 20 = Rs. 140

The number of Rs. 20 coins are half of that of Rs. 10 coins.

Total number of Rs. 10 coins = 7 × 2 = 14

∴ Total amount of Rs. 10 coins = 14 × 10 = Rs. 140

The number of Rs. 5 coins is thrice that of Rs. 10 coins.

Total number of Rs. 5 coins = 14 × 3 = 42

∴ Total amount of Rs. 5 coins = 42 × 5 = Rs. 210

Total amount of the Rs. 5, Rs. 10 and Rs. 20 coins = (210 + 140 + 140) = Rs. 490

∴​ Vaishnavi will have in total of Rs. 490.

Given:

Cube is a 3-d shape whose all faces are identical.

Calculation:

The Tetrahedron can be kept in the same category from these four options.

Tetrahedron**:** In geometry, Tetrahedrons a 3-d shape that has 4 faces (triangular), 4 vertices, and 6 edges.

The main difference between a cube and a tetrahedrons is that a cube has 6 square-shaped faces but a tetrahedrons has 4 triangular-shaped faces.

Given:

Height of Selma = 138 cm

Calculation:

Height of Selma = 138 cm

∴ Shima is 4 cm shorter than Selma. 

The height of Shima = 138 - 4 = 134 cm

∴ Dinesh is 2 cm taller than Shima.

The height of Dinesh = 134 + 2 = 136 cm

Nirmal is 8 cm taller than Dinesh.

∴ The hight of Nirmal = 136 + 8 = 144 cm

∴ The hight of Nirmal is 144 cm.

Given:

The number is Nine Crore Nineteen Lakhs Ninety Thousand Ninety-Nine.

Calculation:

Nine crore = 90000000

Nineteen lakhs = 1900000

Ninety thousand = 90000

Ninety-nine = 99

Nine Crore Nineteen Lakhs Ninety Thousand Ninety-Nine = (90000000 + 1900000 + 90000 + 99) = 91990099

∴​ The number 'Nine Crore Nineteen Lakhs Ninety Thousand Ninety Nine' in the figure will be 91990099

Given:

The given shape is a triangle.

Formula used:

Sum of the all interior angles of a polygon = (n - 2) × 180º

where n = total number of sides of the polygon

Calculation:

A triangle has the total number of sides = 3

∴ The sum of all angles of a triangle = (3 - 2) × 180º = 180º

∴​ The sum of all angles of a triangle is 180°. Hence, option 4 is correct.

Given:

Total amount of apple juice = 11L 370mL

Total amount of orange juice = 8L 490mL

Total amount of water = 3L 150 mL

Capacity of a bottler = 950 mL

Formula used:

1 L = 1000 mL

Calculation:

Total amount of apple juice = 11L 370mL = (11 × 1000) + 370 = 11370 mL

Total amount of orange juice = 8L 490mL = (8 × 1000) + 490 = 8490 mL

Total amount of water = 3L 150 mL = (3 × 1000) + 150 = 3150 mL

Total amount of mixture = (11370 + 8490 + 3150) = 23010 mL

Capacity of a bottler = 950 mL

Therefore, 23010/950

⇒ Quotient = 24

⇒ Remainder = 210

∴ The shopkeeper might have filled this mixture in 24 bottles and 210 mL will be the leftover quantity.

Given:

The numbers are 91, 13, and 21

Concept used:

We have to find the factors of these three numbers to choose the correct option.

Calculation:

Prime factors of 91 = 7 × 13

Prime factors of 13 = 13

Prime factors of 21 = 3 × 7

Therefore, 7 is a factor of 91, and 21 is a multiple of 7.

But it is not possible that 13 is a multiple of 117. (Also 13 is smaller than 117)

∴ From the following statements, (a) and (c) are TRUE. Hence, option 2 is correct.

Given:

The group of letters is (X, Y, Z), (P, Q, R), (A, B, C), and (M, N, O)

Concept used:

Lines of symmetry are imaginary lines that pass through the center of the shape or object and divide it into identical halves.

Those figures that vertically divide it into identical halves have vertical lines of symmetry and those figures that horizontally divide them into identical halves have horizontal lines of symmetry.

Calculation:

In the group (X, Y, Z)

X = Have both horizontal and vertical lines of symmetry

Y = Have vertical lines of symmetry

Z = Doesn't have any lines of symmetry

In the group (P, Q, R)

P = Doesn't have any lines of symmetry

Q = Doesn't have any lines of symmetry

R = Doesn't have any lines of symmetry

In the group (A, B, C)

A = Have vertical lines of symmetry

B = Have horizontal lines of symmetry

C = Have horizontal lines of symmetry

In the group (M, N, O)

M = Have vertical lines of symmetry

N = Doesn't have any lines of symmetry

O = Have both horizontal and vertical lines of symmetry

∴ Only the group (P, Q, R) does not have any lines of symmetry. Hence, option 2 is correct.

Given:

Time is taken by Sonu to complete a round = 99 seconds

Time is taken by Lalu to complete a round = 154 seconds

Time is taken by Veena to complete a round = 126 seconds

Concept used:

We have to calculate the LCM of 99, 154, and 126 to find the time when all of them will be at the starting point together.

Formula used:

1 minute = 60 seconds

Calculation:

Let's calculate the LCM of 99, 154, and 126,

Prime factors of 99 = 3 × 3 × 11

Prime factors of 154 = 2 × 7 × 11

Prime factors of 126 = 2 × 3 × 3 × 7

∴ LCM of 99, 154, and 126 = 2 × 3 × 3 × 7 × 11 = 1386

They will be at the starting point together after 1386 seconds.

1386 seconds = 1386/60 = 23 minutes and 6 seconds

∴​ Sonu, Lalu, and Veena will be at the starting point together after 23 minutes and 6 seconds.

Given:

There are two tables where two unit test marks are available for five subjects by Ajmal.

Marks of each subject in Unit Test I = 40

Marks of each subject in Unit Test II = 30

Calculation:

Justifying option 1,

We see that % not increase in social science as well as in Hindi and Mathematics

The percentage of marks in all subjects except in Social Science has not increased in Unit Test II. Hence option 1 is incorrect.

Justifying option 2,

Ajmal got 32 out of 40 in Unit Test I.

∴ Percentage of marks in Hindi in Unit Test I = (32/40) × 100 = 80%

Ajmal got 21 out of 30 in Unit Test II.

∴ Percentage of marks in Hindi in Unit Test II = (21/30) × 100 = 70%

The percentage of marks in Hindi is not the same in both tests. Hence, option 2 is incorrect.

Justifying option 3,

Total marks obtained in Unit Test I = (36 + 32 + 40 + 35 + 32) = 175

Total marks in Unit Test I = 40 × 5 = 200

∴ Aggregate percentage of marks in Unit Test I = (175/200) × 100 = 87.5%

Total marks obtained in Unit Test II = (27 + 21 + 29 + 30 + 27) = 134

Total marks in Unit Test II = 30 × 5 = 150

∴ Aggregate percentage of marks in Unit Test II = (134/150) × 100 = 89.33%

The aggregate percentage of marks in Unit Test I is less than that of Unit Test II. Hence option 3 is correct.

Let's justify option 4,

Total obtained marks in English and Hindi together in Unit Test I = 36 + 32 = 68

Total marks of English and Hindi together in Unit Test I = 40 × 2 = 80

∴ Percentage of marks in English and Hindi together in Unit Test I = (68/80) × 100 = 85%

Total obtained marks in English and Hindi together in Unit Test II = 27 + 21 = 48

Total marks of English and Hindi together in Unit Test II = 30 × 2 = 60

∴ Percentage of marks in English and Hindi together in Unit Test II = (48/60) × 100 = 80%

The percentage of marks in English and Hindi together is not more in Unit Test II. Hence option 4 is incorrect.

Therefore only option 3 is correct from the four options.

∴ The aggregate percentage of marks in Unit Test I is less than that of Unit Test II.

Given:

There are a total of five decimal numbers 0.4531, 0.4351, 0.5413, 0.5143, 0.5341

Concept used:

Descending Order: Descending order means to arrange from greater to smaller

Calculation:

Given decimal numbers: 0.4531, 0.4351, 0.5413, 0.5143, 0.5341

Here, 0.5413 > 0.5341 > 0.5143 > 0.4531 > 0.4351

∴ The descending order will be 0.5413, 0.5341, 0.5143, 0.4531, 0.4351. Hence, option 3 is correct.

Given:

Meenu leaves her house at 7:25

Meenu arrives at school at 8:07

Jose reached the school at 8:13

Calculations:

Meenu leaves her house at 7:25

Meenu arrives at school at 8:07

∴ Required time by Meenu to go school from house = (8:07 - 7:25) = 42 minutes

Jose needs 7 minutes more than Meena.

∴ Required time by Meenu to go school from house = 42 + 7 = 49 minutes

Jose reached the school at 8:13

Jose leave his home = (8:13 - 49) = 7:24

∴ Jose leave his home at 7:24

The Van Hiele theory describes how young people learn geometry. It postulates five levels of geometric thinking which are labeled visualization, analysis, abstraction, formal deduction, and rigor. Students or pupils pass through the levels “step by step”

 Key Points

According to the theory, there are five levels of thinking or understanding in geometry: 

• Level 0 Visualization
• Level 1 Analysis
• Level 2 Abstraction
• Level 3 Deduction
• Level 4 Rigor

Hence options A & C are correct.

Mathematics teaches us how to analyze a situation, how come to a decision, check our thinking and its results, perceive relationships, concentrate, be accurate, and be systematic in our work habits. 

Key Points

Characteristics of a good mathematics curriculum:

• Curriculum can be considered as the total of all the experiences gained by a child as a result of various formal as well as informal activities at school, at home, and in society.
• It should be ambitious in the sense that it seeks to achieve the higher aim, rather than only the narrower aim
• The curriculum should be framed in such a way that different types of children can have opportunities for self-expression and development.
• The curriculum should be coherent which means should be logical and consistent and also be understood by students to add a particular concept to the curriculum.
• The most modern and latest development in mathematical ideas should be included in the curriculum.
• The curriculum should be flexible in terms of adaptability and accessibility of the curriculum to students' needs and capabilities.

​Hence option B is the correct option.

According to NCF 2005, Mathematics develops the ability to perform necessary computations with accuracy and reasonable speed. It also develops an understanding of the processes of measurement and the skill needed in the use of instruments of precision.  

Key Points

Aims of teaching mathematics at the primary level according to NCF 2005 Develop students to

• make dependable estimates and approximations.
• devise and use formulae, rules of procedure, and methods of making comparisons.
• represent designs and spatial relations by drawings.
• curiously look in to solve the problems as they have developed an interest in mathematics.
• arrange numerical data systematically and interpret information in graphic or tabular form.

​On the other hand, achieving mastery of algebraic skills is not an aim of teaching mathematics at the primary level, the topic of algebra is vast and it comes more at the secondary level.

Hence option 3 is the correct one.

Activity-oriented teaching is the process where the students learn by " learning by doing".The teacher just acts as a facilitator ensuring that more role is played by students, totally in contrast to the lecture method where students remain passive. 

Key Points

Characteristics of activity-oriented teaching 

• Encourages "learning by doing" where the child participates actively.
• The approach will be interesting and meaningful.
• Provides an opportunity for a range of skills/abilities.
• Gives a lot of scope for thinking where children can participate and solve the problems in their ways.
• ​Avoids rote memorization as formulas in mathematics can be proved not to be just remembered.
• Helps the student in the application of his gained knowledge in a new way and finding the appropriate solution.

​Hence encouraging rote memorization is not true for activity-oriented teaching in a mathematics classroom.

Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures, and to recognize when one strategy or procedure is more appropriate to apply than another.

 Key Points Procedural fluency is least appropriate in doing mathematics because

• Here conceptual understanding happens very less.
• It is just more than memorization but is related to memorization which is least used in mathematics.
• In procedural fluency, students must not only be able to perform procedures accurately but also flexibly and efficiently again which is time-consuming.

Additional Information

Hence all these 3 are appropriate for doing mathematics and procedural fluency is the least appropriate.

A unit in mathematics comprises a chunk of interlinked competencies/concepts/content

that have some common basis or characteristics, a plan made on how to transact the content, and how much time should be taken is known as a unit plan.

Key Points

Aspects of unit planning in mathematics :

• Estimating the whole course content/set of competencies for the class during the year.
• Tentative and temporal distribution of the content and relevant pedagogic process.
• Arranging the given course content /set of competencies in a teaching-learning

sequence.

• Planning and identification of relevant pedagogic resources for a given set of conceptual areas.
• For each lesson within the unit decide about the appropriate teaching methods, teaching aids, student activities, and the evaluation procedure.
• Scope for adaptation and modification of teaching strategies according to the learners' requirements.
• On the other hand planning of units strictly in the order as given in the textbook is not an aspect of unit planning in mathematics because many situations arise where there will be a need to adapt or change the plan according to the student's needs, so the unit plan needs to be flexible, not strict. 

Hence option 2 is the correct one

Multiplication is one of the 4 basic operations in mathematics and it has many properties like associative, commutative, identity, and distributive. 

Key Points

In the above example, commutative and associative properties are followed 

• Commutative property : a x (b x c) = (a x b) x c 
• According to the above example
• (18 × 25) × 4 = 18 × (25 × 4)
• So the student has used the commutative property.
• Associative property : a x b = b x a 
• According to the above example
• 18 × 100 = 100 x 18 = 1800
• So the student has used the associative property as well.

Hence the student has used Commutative and Associative Properties.

 Additional Information

It is echoed in the National Curriculum Framework 2005, “Developing children’s abilities for mathematization is the main goal of mathematics education.”

• Mathematisation is a word that strikes a chord among many, especially those who have been pained by the mechanical manner in which mathematics has been taught and has been used by many to capture what they would consider as the heart of the mathematical enterprise – the thinking and the reasoning.

Key Points

Developing the ability of mathematization includes

• developing such abilities as problem-solving, use of heuristics, estimation and approximation, optimization, use of patterns, visualization, representation, reasoning and proof, making connections, and mathematical communication including developing aesthetic feeling.
• to ensure a good start for the students in learning mathematics.
• to give clarity on fundamental concepts and processes of the subject.
• to create love, faith, and interest in learning mathematics.
• to develop in them a taste and confidence in mathematics.
• to make mathematics a part of a child's life experience and day-to-day conversation.
• to apply mathematics in other subjects.

​Hence option 4 is the correct one.

Additional Information Following options promotes rote memorization rather than mathematization:

1. Knowing a lot of mathematics is the mathematization of the child's thought process.
2. Solving more questions in mathematics will mathematize a child's thought process.
3. Knowledge of numbers and operations on them is mathematisation of child's thought process.

Math anxiety is defined as fear, helplessness, and uncomfortable feeling a student gets whenever a situation to deal with any mathematical question arises especially when he/she won't know the correct method to solve it. 

Key Points

• Journal writing is the process of recording personal insights, reflections, and questions on assigned or personal topics. This helps a student reduce/mathematics anxiety in a student as they record their feelings, fear, and anxiety toward mathematics and try to find a solution to overcome them. Here teachers can assess the students with maths anxiety.
• Field trips also help students to overcome maths anxiety as the students get some fresh and real experiences from the field trip, gradually the fear decreases, and the confidence to approach the mathematical problems develops. Their teacher can assess the students as students give their best as anxiety reduces.

Hence journal writing by students and field trips are most appropriate for students facing Maths Anxiety.

 Additional Information

On the other hand, term-end examinations are like summative assessments after which there is no chance for improvement for children with maths anxiety, if children with maths anxiety are assessed directly in the term-end examination, they may not deliver their best performance due to anxiety.

In maths, estimation means having a rough calculation of the value, number, quantity, or extent of something. We use estimates of numbers to make it easier and quicker to do mental calculations when we are happy to accept an answer which is very close to the actual answer.

 Key PointsEstimation should be encouraged in mathematics because 

• It enhances the thinking capacity of children.
• It makes children think in a different way to solve the same problem.
• A quick answer can be expected from the students as estimation doesn't take much time.
• It involves information but no definite answer.
• It helps teacher understand the thought process of students while giving the answer.
• An estimation has a lot of applications in real life also.
• It will help to increase students' participation and to create a non-threatening environment in a math class.
• The thought process of students can be modified and adapted to modern learning strategies.

​In the above question of finding each of the following will be greater or lower than 536 x 18 estimation technique will be used so it can't be avoided and always precise answers are not needed in mathematics sometimes estimating is also a good method.

Hence "Mathematics requires precise answers hence questions based on estimation should be avoided in mathematics" is least appropriate for the given situation.

In mathematics, an area model is a rectangular diagram or model used for multiplication and division problems, in which the factors or the quotient and divisor define the length and width of the rectangle.

 Key PointsArea Model Multiplication:

Assertion (A): Multiplication can be taught in primary classes by using Area models: This is true because area models are used to teach multiplication by taking length as one number and breadth as another one.

• Reason (R): Area model is a connected array, a key visual representation, hence can support students' multiplicative understanding and reasoning. This is also a true and also a correct explanation to assertion (A) because the area model being visual arises curiosity and interest in multiplication than teaching in the usual way.

Hence Both (A) and (R) are correct and (R) is the correct reason for (A).

A question that doesn't have a single answer or a single way to find the answer is known as an open-ended question. 

Key Points

The question given above by the teacher is also open-ended as it doesn't have a single answer 

• Task 1 has many answers like 28 + 50 = 78 , 55 + 23 =78 , 10 + 68 = 78 etc.
• Task 2 also has many answers like 50 - 16 = 34, 74 -40 = 34, 100 - 66 = 34 etc.

Open-ended questions in math:

• Enhance creativity in students.
• Assess the students on mental computation and estimation skills.
• Allow students to solve in different ways according to their understanding.
• Avoid rote memorization and enhance divergent thinking.

​Hence the task in the above question would assess the students on mental computation and estimation skills.

The literal meaning of the verb ‘mathematize’ is ‘to reduce to or as if to mathematical formulas.’ In general, the term “mathematization” refers to the application of concepts, procedures, and methods developed in mathematics to the objects of other disciplines or at least of other fields of knowledge.

Important PointsIn the above situation:

• To arrange rectangular arrays, students need to have basic ideas about the properties of a rectangle.
• To arrange tiles students should have ideas of area, perimeter, and factors so that tiles can be adjusted on the required area according to size.
• Tiles are considered 2D figures so volume has no role to play in this context.
• Area:- Here the teacher gives 25 tiles to the students and asks them to arrange them in all possible rectangular ways here the concept of the area can be taught, for example, if the students arrange 5 tiles in five rows then the length becomes 5 and breadth becomes 5 so area = length * breadth = 5*5 =25
• Perimeter is the addition of all sides of a figure so if the students arrange all 25 tiles in a single row here length becomes 25 and breadth becomes 1 so perimeter = 25+1+25+1 = 52
• Factors:- Here everything is about distributing 25 into its factors so that different lengths and breadths are found like 251, 55, 1*25, etc.

Hence, in the above situation, the concepts of Area, Factors, and Perimeter are addressed.

Zoltan Paul Dienes is one of the earliest representatives of both the embodied conception of learning and teaching mathematics. Zoltan Dienes, Hungarian mathematician, and education psychologist believed that mathematical structures could be effectively taught to primary-aged children through the use of manipulative, games and stories.

Key PointsZoltan's theory has four principles that he believes apply to learning mathematics.

• Dynamic Principle – Learning is an active process that requires opportunities to be provided for students to interact. He states that to be able to understand a concept, there are three essential steps – the play stage, the structure stage, and finally the practice stage.
• The final Perceptual principle: States that different kinds of teaching materials should be used to teach the same concept or idea.
• The Mathematical Variability principle:  It states that when knowledge is imparted, all other irrelevant facts should be systematically varied whilst keeping the relevant variables the same. For example, in teaching the definition of what a triangle is, the teacher should change the size, the angles, and the orientation of the triangle so that the students understand that it is three sides and three angles that define a triangle.
• Constructivity principle – Students need to construct their knowledge before analytical activity.

Thus, the correct sequence of Zoltan's theory is the Dynamic Principle - Perceptual Variability Principle - Mathematical Variability Principle - Constructivity Principle.

Mathematics has a lot of concepts, but these are arranged in a systematic manner according to the capacity and the cognitive abilities of students. These concepts one after one are introduced when the child understands the previous concepts. 

Key Points

Solving \(\frac{1}{4} +\frac{3}{4} \) can't be expected from grade - II learners as per the recommendations of NCERT because 

• students of grade ii are not capable to grasp the concept of the addition of fractions.
• it is too early for them to learn such a concept.
• fractions are introduced to students in grade vi with the seventh unit "Fractions".
• so it is illogical to expect a child of grade ii to solve a problem based on the addition of fractions.
• the grade ii syllabus in NCERT just includes some basic concepts like counting, lines, give and take, shapes, number operations, measurement using non-standard units, etc.

​Hence Solving \(\frac{1}{4} +\frac{3}{4} \) can't be expected from grade - II learners as per the recommendations of NCERT.

Concept:

• Every region has a different house.
• The type of house depends on the climatic conditions in the region.
• Houses are built specially to suit the needs of the people.

Explanation:

Houses in Assam:

• It rains heavily in Assam.
• The houses are made almost 10 to 12 feet (3 to 3-5 metres) above the ground.
• This avoids flooding the house during rain.
• They are made on strong bamboo pillars.
• The insides of the houses are also made of wood.

​Thus, the kind of houses should the villagers/people living in the regions with heavy rains are houses on stilts (Bamboo pillars) with sloping roofs.

Additional Information

Description of houses of different places:

Concept:

Indian women have had some success at the World Weightlifting Championships. Kunjarani Devi, Karnam Malleswari, Lalita Polley, Bharti Singh, Neelam Setti Laxmi, and Saikhom Mirabai Chanu are the winners who secured medals at the said tournament.

Explanation:

Karnam Malleswari:

• Karnam Malleshwari (born June 1, 1975, in Srikakulam, Andhra Pradesh) is an Indian weightlifter. Her father is a police constable.
• Malleshwari started lifting weights when she was 12 years old. Now she can lift a weight of 130 kilograms.
• Karnam has won 29 medals in international events. Her four sisters also practise weightlifting
• During her ten years career, she has won 11 gold and three silver medals besides the prestigious Olympic bronze.
• She has been the National Champion for nine years (twice in the 52 kg category and seven times in the 54 kg category).
• It is notable that on September 19, 2000, Malleswari in the 69 kg weight class, lifted 240 kg to win the Sydney Olympic Bronze medal.
• She became the first woman athlete to win a medal in the Olympics.
• She is a recipient of the Rajiv Gandhi Khel Ratna award, India's highest sporting honour for the year 1995-1996.
• She is also a recipient of the civilian honour Padma Shri in 1999.
• Malleswari is awarded the Arjuna Award in 1994, India's second-highest award in sports.

Hence, the correct answer is Karnam Malleshwari.

Additional Information

Sunita Williams:

• Indian-born NASA astronaut Sunita Williams holds the records for most spacewalk time by a woman with 50 hours and 40 minutes outside the International Space Station (ISS).
• She was the second American astronaut of Indian heritage to go into space after Kalpana Chawla.

Bachendri Pal:

• Bachendri Pal was the fifth woman in the world and the first Indian female to climb Mount Everest
• Bachendri Pal  is an Indian mountaineer.
• Bachendri Pal was born to a Bhotiya family on 24^th May 1954 in Nakuri village, in the Uttarkashi district in the North Indian state of Uttarakhand.
• In 1984, she became the first Indian woman to reach the summit of Mount Everest.
• She was awarded the third-highest civilian award Padma Bhushan by the Government of India in 2019

The Correct answer is:  Meghalaya

Concept:

• Carnivorous plants obtain essential nutrients from heterotrophs.
• These plants trap insects and obtain the nutrients which they do not get from the soil.
• They are not called heterotrophs or consumers, because they only derive nutrients from insects.
• These plants get energy from the process of photosynthesis.
• Hence they are both producers and carnivores.

Key Points

Nepenthes is a plant that:

• It can trap and eat frogs, insects and even mice.
• It is found in Australia, Indonesia and Meghalaya in India.
• It has a pitcher-like shape and the mouth is covered by a leaf.
• It has a special smell that attracts insects to it, which get trapped and can't get out.

Thus, the correct answer is Meghalaya.

Additional Information

Concept:

• Maps are drawn to reduced scales.
• Scale =  actual distance on the ground/distance shown on the map.

Given:

• Scale 1 cm = 950 meters
• The distance between the railway station and the airport = 16.7 cm.

Explanation:

• 1 cm on map = 110 meters on the ground.
• The actual distance between cities = 16.7 × 950 meters = 15865 m = 15.865 km ≈ 15.9 km

Thus, the actual distance between the railway station and the airport is approximately 15.9 km.

Concept:

• Mountaineering is a much demanding adventurous activity.
• It is sought after by people who are willing to undergo extensive physical training and have strong willpower.
• The climate at higher elevations is not the same as at sea level, and hence the mountaineers face the following difficulty:
• Lack of oxygen.
• Low atmospheric pressure.
• Very low freezing/sub-freezing temperatures.
• Very high chilly winds.
• Other than climatic factors, the topography adds another difficulty to the climbers as:
• At the high mountain, the slopes are steep and walking becomes difficult.
• Snow on the mountain makes it slippery.
• Avalanches, and landslides are common in the mountains.

Explanation:

Responsibility of group leader:

• Help others in carrying their bags and not to give orders.
• Let the group go ahead and keep to the last.
• Help those who cannot climb properly.
• Find a good place to stop and rest.
• Look after those who are not well.
• Arrange food for the group.
• Motivate the group.
• The most important thing is to be ready to be punished even when someone else may have made a mistake.

(A) Let the group follow you and keep to the front- Incorrect

(B) Ask those participants to stay back who are not able to climb properly- Incorrect

(C) Help the participants in carrying their bags- Correct

(D) Find a suitable place where participants may stop and take rest- Correct

(E) Look after those who are unwell and arrange proper food for the group- Correct

The Correct answer is:  A, B and C

Key Points

• Desert Oak is a tree that is found in Australia.
• It is found in the dry and arid regions of Australia
• It grows almost 10 ft tall
• It has very few leaves
• Its roots go very deep in search of water
• This water is stored in the tree trunk. Local people use a thin pipe to drink this water.

Scientific Name: Allocasuarina decaisneana 

(A) This tree grows as tall as the walls of a common classroom. - Correct

(B) The roots of this tree go down nearly thirty times its own height till they reach the water table - Correct

(C) These trees store water in their trunk - Correct

(D) This tree is found near the sand dunes in Abu Dhabi - Incorrect (In Australia)

 

Important Points

• Plants that grow in the desert have to withstand long dry spells of summer and extreme weather condition
• Hence their leaves stem and roots get modified to prevent loss of excess water and to store water
• Some common adaptation seen in desert plants are:
• 'they have a long root that goes deep in search of water
• they have reduced or very few leaves
• The stem is modified to store water
• Additionally, leaves may turn into spines to protect from predators

Mistake Points

• The suspensions that hand from branches are nothing but modifies leaves in order to reduce water loss

Concept:

• Speed is the distance covered by an object in a given amount of time.
• Speed is measured in Kilometers per Hour (km/hr) or meters per second (m/sec).
• Average Speed: Since the body does not always have the same speed, So we use the concept of average speed. It is the ratio of total distance covered to total time taken by the body.
• \(Average;Speed = \frac{{Total;Distance}}{{Total;Time}}\)

Calculation:

Average speed of the car = (total distance) /(total time taken)

⇒ Average speed = 504 km/7 hr = 72 km/hr

We know that,

• To convert Km/hr into m/sec we multiply the speed by 5/18.
• To convert m/sec into km/hr we multiply the speed by 18/5.

∴ Average speed (meter/second) = 72 × 5/18 = 20 m/sec

Concept:

Direction is divided into 8 sections, 4 cardinal directions, and 4 ordinal directions.

• The four cardinal directions are the directions north, east, south, and west, commonly denoted by their initials N, E, S, and W.
• East and west are perpendiculars (at right angles) to north and south.
• East is in the clockwise direction of rotation from north and west is directly opposite east.
• The ordinal directions are North-East (NE), south-east (SE), south-west (SW), and north-west (NW).
• NE, SE, SW, and NW lie in between the cardinal directions north and east, south and east, south and west, and north and west respectively.

 Explanation:

South-East.

It is evident from the map that with respect to New Delhi direction of the location of Kolkata will be South-East.

Thus with respect to New Delhi direction of the location of Kolkata will be South-East.

Additional Information

• There are four Starring directions. North, South, East and West. These starring directions are acknowledged as cardinal points.
• The other four in-between directions are north-east (NE), south-east (SE), south-West (SW) and north-west (NW).

Concept:

About Gregor Mendel:

• Gregor Mendel, a 19^th-century Augustinian monk.
• He was born in a poor farmer’s family in Austria in 1822.
• He is called the father of modern genetics.
• He found that the pea plant has some traits which come in pairs (called an allele).
• Mendel's pea plant experiments conducted between 1856 and 1863 established many of the fundamental laws of heredity.
• It is now referred to as the laws of Mendelian inheritance.

Explanation-

• Gregor Mendel conducted hybridization experiments on garden peas for seven years (1856-1863).
• A dihybrid cross describes a mating experiment between two organisms that are identically hybrid for two traits.
• A hybrid organism is one that is heterozygous, which means that carries two different alleles at a particular genetic position.
• Therefore, a dihybrid organism is one that is heterozygous at two different genetic loci.
• Gregor Mendel performed dihybrid crosses on pea plants and discovered a fundamental law of genetics called the Law of Independent Assortment.

Key Points

• Mendel selected traits for dihybrid cross for his experiments-
• Colour of cotyledons- Yellow (Y) and Green (y).
• Seed shape - Round (R) and Wrinkled (r).

He took pea plants with different characteristics- a tall plant and a short plant, and produced progeny from them and calculated the percentages of tall or short progeny.

Important Points

• Seeds which are either green or yellow - Correct
• Seeds which are either rough or smooth - Correct
• plants are either tall or short - Correct
• next generations have seeds with a mixed new colour made from both green and yellow - Incorrect

The Correct Answer is: Peacock

Concept:

• A bird is a warm-blooded vertebrate (animal with a backbone) with the ability to fly.

 Key Points

• Peacock is a species of resplendent birds of the pheasant family.
• Peacock is a beautiful bird with so many shades of blue from top to tail.
• A crown on the head and coins on the tail add more value to its beauty.
• It is our national bird.
• In 1963, the peacock was declared the national bird of our country due to its involvement in the religious tradition of India.

Thus, a peacock is a bird that has a crown on the head and coins on the tail, and so many shades of blue from top to tail.

Additional Information

Weaverbirds

• ​The male weaver bird make beautifully woven nests.
• They use their sharp beak to stitch together two leaves on a bush.
• The female looks at all the nests and chooses the one that she likes the best and decides in which to lay her eggs.

Barbet:

• It is a tropical bird constituting the family Capitonidae.
• Barbets are named for the bristles at the bases of their stout, sharp bills.
• They are big-headed, short-tailed birds, 9–30 cm long, greenish or brownish, with splashes of bright colours or white.
• The distribution of the family spans Central America to northern South America; sub-Saharan Africa; and Southeast Asia, eastward only to Borneo and Bali.
• All are non-migratory.
• Barbets sit stolidly in treetops when not feeding on insects, lizards, birds’ eggs, fruit, and berries.
• Some climb like woodpeckers; all fly weakly.
• The nest is a hole, dug with the beak, high up in a rotting tree or in a termite nest.

Sunbirds

• ​The sunbird makes a nest that hangs from the branch of a small tree or a bush.
• The nest has hair, grass, thin twigs, dry leaves, cotton wool, bits of tree bark, pieces of cloth rags and even spider’s cobwebs.
• They work with their partners to make their nests.

The correct answer is 28 States 

Explanation:

India

• India is a union of states.
• It is a Sovereign, Secular, Democratic Republic with a Parliamentary system of Government.
• The President is the constitutional head of the Executive of the Union.
• In the states, the Governor, as the representative of the President, is the head of the Executive.
• The system of government in states closely resembles that of the Union.
• There are 28 states and 8 Union territories in the country.
• Union Territories are administered by the President through an Administrator appointed by him/her.
• From the largest to the smallest, each State/UT of India has a unique demography, history, culture, dress, festivals, language, etc.

Additional Information

The Correct Answer is: A - II, B - IV, C - I, D - III

 Key PointsTortoise: 

• Tortoises are reptiles and have scales all over their skin.
• They also have a strong protective shell which they can pull their head, legs, and tail inside to avoid predators.
• Tortoises are mostly vegetation, but sometimes take meat if they come across it.
• Tortoise is usually known for its slow pace of movement.

Bat:

• Mammals are the class of warm-blooded higher vertebrates that nourish their young with milk secreted by mammary glands, have the skin usually more or less covered with hair, and include humans.
• Mammals generally do not lay eggs, while some are exception like, Pteropus means flying fox which belongs to the class mammal and it is a viviparous animal.
• There are some exceptions where some mammals are oviparous i.e., they are egg-laying animals.
• Bat lays babies not eggs, hence Bat is a mammal.

Owl: 

• An owl is a nocturnal bird, which means it sleeps during the day and is awake at night.
• Owls are carnivores.
• They eat rodents, small and medium-sized mammals, insects, fish, and other birds.

Cockroach: 

• Cockroaches are brown or black bodied animals that are included in class Insecta of Phylum Arthropoda.
• Their size ranges from ¼ inches to 3 inches (0.6-7.6 cm) and has a long antenna, legs and a flat extension of the upper body wall that conceals the head.
• For gas exchange, cockroaches have a network of air tubes called tracheae.
• They are nocturnal omnivores that live in damp places throughout the world.
• They have become residents of human homes and thus are serious pests and vectors of several diseases.

Explanation:

Hence the correct match is- A - II, B - IV, C - I, D - III

Concept:

• Direction is divided into 8 sections, 4 cardinal directions, and 4 ordinal directions.
• The four cardinal directions are the directions north, east, south, and west, commonly denoted by their initials N, E, S, and W.
• East and west are perpendiculars (at right angles) to north and south.
• East is in the clockwise direction of rotation from north and west is directly opposite east.
• The ordinal directions are northeast (NE), southeast (SE), southwest (SW), and northwest (NW).
• NE, SE, SW, and NW lie in between the cardinal directions north and east, south and east, south and west, and north and west respectively.

Explanation:

                     

Thus while travelling from Patna to Chandigarh by train taking the shortest route one would not pass through Punjab.

Confusion Points

• While taking the shortest distance, i.e straight line, Delhi will most likely not get touched.
• Chandigarh is surrounded by Punjab hence one has to travel through Punjab.
• However, one may take a detour and bypass Punjab completely.
• Punjab is the official answer provided by CTET therefore it is the marked answer.

The correct answer is Amla, Spinach, Jaggery

• Nutrients are necessary for the growth, energy, repair, and maintenance of the body.
• Nutrients are classified as Macronutrients and Micronutrients.
• Carbohydrates, Calories, and Proteins are an example of Macronutrients.

Key Points

Micronutrients:

• Micronutrients are the elements required by us in small quantities.
• Iron, cobalt, chromium, iodine, copper, zinc, and molybdenum are some of the micronutrients.
• Deficiency of any of the nutrients affects growth and development.
• They play a major role in the metabolic activities of the body.
• ​These include vitamins and minerals.

Important PointsIron:

• Iron is important in making red blood cells, which carry oxygen around the body.
• A lack of iron can lead to iron-deficiency anemia.
• Good sources of iron include:
• liver
• red meat
• beans, such as red kidney beans, edamame beans and chickpeas
• nuts
• dried fruit – such as dried apricots
• fortified breakfast cereals
• soy products
• Amla, spinach, peas, lentils
• Jaggery

​Thus, Amla, Spinach, Jaggery are rich sources of iron.

Additional Information

Diversity in the classroom whether it be in any terms like students of different cultures, cognitive abilities, places, or speaking different languages should be considered as an added asset for the teaching-learning process.

Key PointsWhen a new student from a different country joins your class, which predominantly consists of local students. A teacher gets an opportunity to:

• explain the importance of diversity to the students in any terms.
• explain to the students that prejudice (a preconceived opinion that is not based on reason or experience) and stereotypes (to believe unfairly that all people or things with a particular characteristic are the same) are not good practices.
• allow students to explore the culture and language of that new student by having a healthy conversation with them.
• make students accept the diversity in the country and respect others' practices or traditions when they become citizens of the country.

​Hence this is important to reduce prejudice and stereotypes and value diversity.

Additional Information

1. Promoting speaking and interpersonal skills in students could be a narrow aim to achieve via this approach.
2. Allow expression of one's attitudes toward other cultures could lead to a impact negative if all of the student's families do not follow secularism.
3. Realizing how other cultures are much better than one's own is not right as all cultures have their own history and importance.

Zoom is a powerful and extremely popular application for conferences, meetings, online training, and online learning with all the features from sharing screen content on computers. , Video Call online, Chat online, whiteboard for presentations, share documents,  slide PowerPoint presentations, schedule meetings/study. 

Key Points

Gifs in the chat :

• A GIF is a lossless(no information is lost in the compression) format for image files that supports both animated and static images.
• Here communication can be done without speaking, just by sending the gifs.
• Gifs include the concept the sender wants to communicate with the other person so here the gif speaks a lot of words even if the speaker doesn't.

​Hence Gifs in the chat are the feature of the Zoom app that can be used to best demonstrate how communication can be done without speaking.

 Additional Information

Constructivism is the theory that says learners construct knowledge rather than just passively taking in information. As people experience the world and reflect upon those experiences, they build their representations and incorporate new information into their pre-existing knowledge known as schemas.

 Key Points

Using the colour of the river to identify the presence of pollutants most closely aligns with the constructivist approach because

• children use their thinking to identify the colour of the river in which pollutants are mixed.
• children also differentiate fresh water and polluted water according to its colour.
• children are involved in the process of identifying pollutants in the river according to their experiences and learning.

​Hence using the colour of the river to identify the presence of pollutants most closely aligns with the constructivist approach.

​While rest other options follow somewhat less constructive approach and more passive approach.

Active learning is a type of learning where the child is active and " learning by doing " happens. the teacher just remains as a facilitator assisting the child only when needed otherwise providing him/her more freedom to explore. 

Key Points

Discussing the reasons for differences observed in vehicles after watching a documentary showing vehicles over the years is the best example of students engaging in active learning because 

• here students will not be alone, they will discuss with the whole class.
• healthy discussion happens where each child keeps his/her ideas forward regarding the given topic.
• each child in the group is given equal chance so that no child remains passive.
• as the discussion moves forward many doubts will be arisen and also be clear in the discussion.
• children also develop the ability to classify as they discuss the differences in vehicles over years.

Hence discussing the reasons for differences observed in vehicles after watching a documentary showing vehicles over the years is the best example of students engaging in active learning.

Additional Information

1. In pairs, discussing the different types of telephones used in the last 50 years after watching a documentary showing these is a less suitable answer because it is just a discussion on various types of telephones rather than some mind stimulating thoughts leading to active learning.
2. List examples of notable buildings of different architectural styles, after reading about them from the textbook and taking notes from the blackboard about the different types of materials used in constructing buildings involves more of a passive learning.

Authentic Task:  An assignment given to students designed to assess their ability to apply standard-driven knowledge and skills to real-world challenges.

• In other words, a task we ask students to perform is considered authentic when students are asked to construct their responses rather than select from the ones presented, and the task replicates challenges faced in the real world.

Key PointsA raw material, also known as a feedstock, unprocessed material, or primary commodity, is a basic material that is used to produce goods. Students need to understand this concept thoroughly before they study the final products.

Examples:

Important Points Asking students to create a pencil stand for their desks and choosing raw materials they would like to use would be an 'authentic task' concerning a lesson on different raw materials.

• Here the students are going to create a final product by themselves which is far better than just observing the raw materials.
• Learning by doing takes place.
• Children explore various materials and select appropriate ones which can be used as raw materials for making a pencil stand.
• Students understand the whole process through which raw materials transform into the final product.
• Students understand the true definition and purpose of the raw materials since they are creating a product out of them.

​Hence asking students to create a pencil stand for their desks and choosing raw materials they would like to use would be an 'authentic task' concerning a lesson on different raw materials.

Additional Information

• Rest three options are not constructively applying students' knowledge to real-world challenges.

EVS is a subject that has various themes on which the lessons are designed. Games play an important role in the transaction of the curriculum of EVS to students, as these help students to understand their surroundings better. 

Key PointsImportance of games in EVS :

• Games can be profitably used for reinforcement of concepts or as a tool for group evaluation.
• Games help in understanding the surroundings and environment better and enhance learning by doing for the students.
• Games often help the students to recognize the culture as games have been played for centuries.
• Games also help the students to stay healthy and physically fit.
• Games can also be used for value clarification in environment-related problems.

Hence "Games have been played for centuries and you see many people around you playing games for leisure or work. This chapter is part of helping you understand your surroundings better" would best explain the scope of learning this chapter in EVS.

Additional Information

1. When you grow up, if you decide to take sports as a career, you will need to know everything about a specific game including its history and how it has evolved over the years is not correct because rather than EVS, physical education will be more able to fulfill this objective.
2. Many of the games played by your grandparents are not played anymore. So this chapter will help you understand those games better and therefore help you spend quality time with elders is not correct as spending quality time can not be a learning objective.
3. Sports players have often had difficult childhoods is not correct as not all sports players have a difficult childhood.

Globe is the exact model of the earth which shows where different continents and oceans in the earth are located. Children get many doubts like are the latitudes and longitudes present on the earth, Are the people in the southern hemisphere are standing upside down? Why don't these people fall off?

Important PointsSticking a pin into the lower part of the globe. "Looking at the pin from different positions. It's the same way in the southern hemisphere." this would clarify Shahmir's confusion because

• he may get an idea about the gravitation of the earth.
• he may look at the pin from different positions and find out that the position of people on any side of the globe is the same.
• a clear description of the earth and how people stay without falling at the poles and even at the center would be made.
• most importantly the question of why we are not falling even though the earth is rotating would be solved.

​Hence Sticking a pin into the lower part of the globe. "Looking at the pin from different positions. It's the same way in the southern hemisphere." this would clarify Shahmir's confusion.

Additional Information

1. "Similar to how magnets attract iron, the Earth attracts everything that has mass."- this is not an approach to teach gravity, it is just a theoretical explanation, hence not correct.
2. "Imagine an ant sitting on the lower part of a tennis ball. Is the ant standing straight and will it fall off when the ball starts rotating?"- rather than imagining
3. Drop a ball and a feather from a height. "See how all things are attracted to the Earth? The same happens in the southern hemisphere."

There are five basic human senses: touch, sight, hearing, smell, and taste. The sensing organs associated with each sense send information to the brain to help us understand and perceive the world around us. The eyes**, nose, ears, tongue, and skin are the five sense organs**.

 Key PointsA learning objective is a description of what the learner must be able to do upon completion of educational activity. A well-written learning objective outlines the knowledge, skills, and/or attitude the learners will gain from the educational activity and does so in a measurable way.

• An effective learning objective should include the following 5 elements: who, what will do, how much or how well, of what, and by when.
• The mnemonic SMART—Specific, Measurable, Attainable, Relevant, and Time-bound—can be used to describe the elements of a well-written learning objective.
• Measurable learning objectives provide students with what is expected of them when they finish a lesson or unit.
• When students know about sense organs it is expected that they recognize their importance.
• Students realize the relationship between sense organs and gathering food.
• Students will classify the given list of animals based on the sense organ they rely on to gather food.
• This becomes the measurable learning objective as students apply the knowledge they gained.

Hence students will classify the given list of animals based on the sense organ they rely on to gather food. is a specific, measurable, and attainable learning objective for the topic 'sense organs'.

Rest three options are not specific, measurable, and attainable at once. Only option 4 involves the following 5 elements: who, what will do, how much or how well, of what, and by when.

Resources are to be used wisely so that they should be sufficient for current generations and also for the upcoming generations. One such way of using the available resources wisely is 'using alternative resources' for resources that are limited in quantity. Another one is choosing the right activity in which the resource should be used. 

Key Points

Asking students to write in a common register how many spoons of glue they took each time, when, and why would most help students engage in the idea of conserving resources that cannot be brought back because

• students will follow a strict routine in a disciplined manner in the usage of glue as they have to note everything in the register.
• students may look at the entries of other students the reason they took and the quantity they used and learn from them.
• students will get to know exactly where the glue needs to be used instead of wasting it in every activity of the project.
• the register may change the perspective of students and make them think about the conservation of resources.
• moreover, students become cautious in using the glue for the right purposes only.

Hence asking students to write in a common register how many spoons of glue they took each time, when, and why would most help students engage in the idea of conserving resources that cannot be brought back.

Putting up a poster, conducting a survey, and distributing the glue equally are less appropriate approaches to helping students engage in the idea of conserving resources that cannot be brought back.

Experimentation is carrying out an activity using different objects to determine the correct result and arrive at a conclusion on the question that arose.  

Key PointsUnderstanding why a hot cup of tea cools down when you blow air over it because

• a cup with hot tea poured into it is taken.
• we blow air over it and observe.
• the hot cup of tea cools down.
• a conclusion will be made that heat transfers from high body temperature to low body temperature.
• the cup has high temperature than the surroundings, so heat is transferred from the cup to the surroundings and the cup cools when we blow air over it.

​Hence understanding why a hot cup of tea cools down when you blow air over it will be the best example of arriving at a specific conclusion using experimentation.

Additional Information

1. Finding the time for digesting food by asking students to consume the same food is not practical for primary class students.
2. Placing a piece of jaggery on various locations inside the class and observing the time taken by ants to arrive at the location is not appropriate for experimentation.
3. Dropping a filled bottle and an empty bottle in water to see which will float does not require any specific conclusion as even the concept of density can clear it without experimenting.

A season is a year that is distinguished by special climate conditions. the topic of seasons must be introduced in the best and most appropriate way to the students so that it registers in their minds and meaningful learning happens. 

Key Points

Take students on a walk and ask them to describe how plants will change in the following season would be least relevant as a 'hook' or 'opening', for introducing the topic of 'seasons' because

• students have not been introduced to the topic of the season they don't have any idea about seasons.
• so when the teacher takes students on a walk and asks them to describe how plants will change in the following season, they can't describe.
• students are first to be provided the minimum knowledge about seasons before asking them to describe them**.**
• moreover, children don't remember the following season exactly as they have not been familiar with it.

​Hence taking students on a walk and asking them to describe how plants will change in the following season is least relevant as a 'hook' or 'opening', for introducing the topic of 'seasons'.

Additional Information Following points can be used to introduce the topic of seasons:

1. Asking students if they are feeling hot or cold these days, compared to a few months back.
2. Asking students to list down the activities that they performed during their summer vacation and why.
3. Showing students a hat, a raincoat, and a sweater, and asking them which of these they have used.

Important PointsCommunicable diseases: These diseases are caused by certain infectious agents which may be bacteria or viruses. These are capable of being transmitted from person to person or from the environment to person. Examples: Typhoid, common cold, Cholera, Tuberculosis, Covid 19.

 These diseases are spread by 

• When we touch a person or come in direct contact with the skin.
• A spray of droplets of saliva or secretion of a diseased person.​​
• Communicable diseases are also transmitted indirectly in the following ways that are popularly known as ‘5Fs’— flies, fingers, fomites (material capable of carrying infections, like towels, handkerchiefs, etc.), food, and fluid.

Non–communicable diseases may occur due to genetic and lifestyle factors. When these are caused by an unhealthy lifestyle, these diseases are also called lifestyle diseases. 

• Examples: diabetes, hypertension, heart diseases, stroke, and cancer.
• These don't spread to one another through physical contact or any other means.

Since cold is a communicable disease and diabetes is a non-communicable one, the question"How is the transmission of common cold different from that of diabetes?" helps the student to understand the differences between communicable and non-communicable diseases.

Additional Information

1. Why we use masks against covid but not against the common cold is not correct as both are communicable diseases so it will not help them to understand the difference.
2. If one of your parents has dengue, are you more likely to get it is only about noncommunicable diseases.
3. What are the different types of illnesses caused by bacteria and viruses is a factual question regarding communicable disease only.

3D representation of Earth is based primarily on satellite imagery. The program maps the Earth by superimposing satellite images, aerial photography, and GIS data onto a 3D globe, allowing landscapes of earth from various angles. 

Key Points

A landscape of the earth includes the physical elements of geo-physically defined landforms such as mountains, hills, water bodies such as rivers, lakes, ponds, and the sea, and living elements of land cover including indigenous vegetation.

The 3-D representation helps students in understanding landscapes better because

• In 3-D they get the real experience of directly watching various landscapes like mountains and rivers.
• They get a better understanding than in normal maps due to the visualization provided in 3-D representation.
• Since the landscapes can be viewed through many different angles students can comprehend them in a better way than on maps.

Hence the 3D representation of Earth based on satellite imagery helps students in understanding landscapes better. Rest options are somewhat less appropriate in comparison of this.

Plants disperse their seeds in lots of different ways. Some seeds are transported by the wind and are shaped to float, glide or spin through the air. Plants growing near a river may use the flowing water to transport their seeds. This is known as seed dispersion. 

Key PointsThis can't be demonstrated in the class because

• Seed dispersal happens in a natural environment.
• Seed dispersal needs various mediums like wind and water which are not available in the classroom.
• Seed dispersal is a rapid and natural process that can't be demonstrated using plants in the pot.
• Seed dispersal also happens through insects and butterflies, due to the absence of which the process can't be demonstrated in the class.

Additional Information

All these above three can be demonstrated in the class using two potted plants.

The environment is a total of all the living and non-living elements and their effects that influence human life. While all living or biotic elements are animals, plants, forests, fisheries, and birds, non-living or abiotic elements include water, land, sunlight, rocks, and air.

Key PointsOrganisms in an ecosystem depend upon each other, they can't survive individually without depending on each other and the environment.

A tea shop would be most suitable to teach this concept because 

• It depends on the people who drink tea.
• Without them, shopss will not survive.
• People who drink tea depend on the tea shop without which they don't get tea.
• This shows the interdependence of tea shops and the people who drink it on each other.

​Hence a tea shop is the best example to teach the idea of the interdependence of things in the environment.

Additional Information

1. ​A traffic signal does not depend on people, only people on road depend on a traffic signal for their safety.
2. An abandoned pond does not depend on the community while the community depends on the pond to survive.
3. A sewage drain does not depend on the community only the community depends on the stage drain.

The correct answer is 'A low mobile call rates and D strong consumer demand.'

Key Points 

• Refer to the lines from the passage:
• 'Strong consumer demand and favorable policies of the Indian government played an instrumental role in the growth of this industry. The first commercial mobile phone service in India was launched by Modi Group along with the Australian giant, Telstra. Because of the high call rates per minute, only the top income earners were able to use mobile phones back then. However, since the 1990s mobile communication has become more and more popular, and services provided went beyond just texting and calling.'
• 'With a variety of smartphones and Internet packages flooding the market mobile communication become an integral part of everyday life.'
• Upon the perusal of the above lines, it can be concluded that the phenomenal increase in the growth of the telecommunication market was due to low mobile call rates as previously these call rates per minute are quite high that only the top income earners were able to use mobile phones but since 1990s mobile communication has become more and more popular, it provides the services that went beyond just texting and calling.
• Also, it is given that the subscriber base was 1.1 billion at the end of 2020.
• Strong consumer demand played a crucial role in the growth of this industry.
• All the other options are eliminated as they are not mentioned in the passage.

Hence, option 4) A and D is the correct answer.