CTET Paper 1 - 11th Jan 2022 (English-Hindi-Sanskrit) (Previous Year Paper)

Development involves the processes that are genetically programmed as well as those that are influenced by the environment.

• Development takes place in all aspects such as physical, cognitive, language, social, emotional, and others.

Key Points

• Let us understand the assertion and reason

Statement:

-Differences in the rate of development can be seen in many areas-the acquisitions of teeth, the age at which the child sits stands walks, becomes pubescent, etc.

• Development occurs at different rates for different parts of the body neither the growth of different parts of the body nor the mental growth takes place at the same rate. The different aspects of physical or mental growth take place at different rates and reach maturity at different times. In some areas, the body growth may be rapid, while in others relatively slow.
• A child's development progress can not be accurately measured by comparing her rate of development with the other children of the same age as patterns and rate of development are not the same or uniform for everyone.

Hence, it can be concluded that Both (A) and (R) are false.

Development is a process that creates growth, progress, positive change, or the addition of physical, economic, environmental, and social. and demographic components.

• Human development refers to the physical, cognitive, and psychosocial development of humans.

Key Points

• Principle of Sequential development- The principle of sequential states that every individual although exhibiting the difference in the change follows the same sequence of change. Cephalocaudal and Proximodistal tendencies are found to be followed in maintaining sequence and direction of development.
• The cephalocaudal tendency exhibits that the development proceeds in the longitudinal direction that is from head to foot. That is the reason why the child first gains control over the head before he/she starts walking. A child learns to hop and jump before learning to play football.
• Proximodistal of development: This principle states that development proceeds from the center of the body outward. The limbs of the body form before the hands and the feet, and the hands and the feet develop before the fingers and the toes.

Thus, it is concluded that when a child learns to hop and jump before learning to play football,  this illustrates the Cephalocaudal​ principle of development.​

Development involves the processes that are genetically programmed as well as those that are influenced by the environment.

• Development takes place in all aspects such as physical, cognitive, language, social, emotional, and others.

Key Points Although all individuals grow and develop in their own unique way and in their own contexts, there are some basic principles which underlie the process of development and can be observed in all human beings. These are called the principles of development.

• **Development is a product of heredity and environment:-**Heredity and the environment plays an important role in the development of the individual. From the earliest moments of life, the interaction of heredity and the environment works to shape who children are and who they will become.
• Development proceeds from general to specific: In all the phases of pre-natal (before birth) development and post-natal (after birth) life, the child’s responses are from general to specific. General activity proceeds to a specific activity. For example, when Sufi was less than 3 months of age and was shown a rattle, she would get excited and move her arms and kick her legs. This is a general response. At 5 months of age, she would reach out to hold it in her hand. This is a specific response.
• Development is predictable  - The rate of development is fairly constant for each child. This shows that it is possible to predict the future level of development of the child and to what degree he will exhibit particularly so for height, weight, cognitive ability, etc.
• Principle of differentiation of rate - Differences in the rate of development can be seen in many areas-the acquisition of teeth, the age at which the child sits, stands, walks, becomes pubescent, etc. 
• Development occurs at different rates for different parts of the body, neither the growth of different parts of the body, nor the mental growth takes place at the same rate. The different aspects of physical or mental growth take place at different rates and reach maturity at different times. In some areas, the body growth may be rapid, while in others relatively slow.

Therefore, it can be concluded that Rate of development is uniform and universal is not correct statements about development.

Socialization is also considered as the passing of culture from one generation to the next.

• During the process of socialization, children learn about their family traditions from their elders and preserve them and pass them on to the next generation as they grow older.
• Socialization helps children to learn and perform the different roles and responsibilities which they have learnt from their elders.

Key Points

• Children pick up ways of behaving appropriately as per their culture from their friends, media, and various other sources:- It is secondary socialization. Secondary socialization is a type of socialization that refers to the growing child who learns a very important lesson in social conduct from his peers. Friends, media, and peer groups are the agents of secondary socialization which take place throughout one's life.
• It helps children to learn appropriate social attitudes such as how to like and enjoy social life and group activities.
• Socialization is a process that continues throughout life from birth till adulthood. However, there are different phases in which the process takes place. These phases are usually spread across different age groups and have been categorized as the different types of socialization.
• It includes formal and informal means. Socialization is done by parents, teachers peers, neighbors, and educational and religious institutions.

Thus, it is concluded that Both (A) and (R) are true and (R) is the correct explanation of (A).

Jean Piaget’s stage theory describes the cognitive development in children.

• Cognitive development involves changes in cognitive processes and abilities. In Piaget’s view, early cognitive development involves processes based upon actions and later progresses into changes in mental operations

Key Points Concrete Operational Stage:

• 'Concrete Operational Stage' lasts around 7 to 11 years of age which refers to the late childhood stage of child development.
• In this stage, children can classify objects into groups and subgroups and gain the abilities of conservation of number, area and volume.
• Children show attainment of the concept of reversibility, seriation, transitivity as a cognitive capacity.
• Children can conserve numbers (age 6), mass (age 7), and weight (age 9). Conservation is the understanding that something stays the same in quantity even when its appearance changes.

Thus, it infers that according to Jean Piaget, for children who are in the concrete operational stage teachers should provide opportunities to classify objects and ideas on increasingly complex levels.

Additional Information Piaget concerned the cognitive development in terms of stages.

• Stage I: Sensory-motor stage: The first stage is the sensory-motor stage which lasts from birth to about two years old. The infant uses his or her senses and motor abilities to understand the world, beginning with reflexes and ending with complex combinations of sensory-motor skills.
• Stage II- Preoperational stage: The pre-operational stage lasts from about two to about seven years old. Now that the child has mental representations and is able to pretend, it is a short step to the use of symbols. Language development is one of the hallmarks of this period. Piaget noted that children are unable to take the point of view of other people, which he termed egocentrism. Egocentrism is when children experience difficulty in experiencing other person’s perspectives
• Stage IV- Formal operational stage: The formal operational stage begins at the approximate age of twelve to and lasts into adulthood. During this time, people develop the ability to think about abstract concepts, deductive reasoning, and systematic planning.

Piaget’s stage theory describes the cognitive development in children.

• Cognitive development involves changes in cognitive processes and abilities. In Piaget’s view, early cognitive development involves processes based upon actions and later progresses into changes in mental operations

Key Points

• 'Preoperational period' lasts around 2 to 6 or 7 years of age.
• In this stage, the child assumes that other people feel, see, and hear exactly the same as the child does.
• It refers to the child's inability to infer the perspective of other people or to see a situation from other's points of view.
• The child has mental representations and are also able to understand things symbolically (playing house, having a tea party).
• The child during this stage engages in what is called a symbolic play that is, the wooden box is considered as a car, a rounding, the steering wheel and the stick, a gun. That is during play an object takes the place of or represents something else in the child’s mind.
• Piaget noted that children are unable to take the point of view of other people, which he termed egocentrism. Egocentrism is when children experience difficulty in experiencing another person’s perspectives.

Thus, it infers that according to Jean Piaget, at the Pre-operational Stage of cognitive development the child understand that symbols can be used to represent objects - 'bicycle' will generate an image even when absent.

Additional Information 

• Stage I: Sensory-motor stage: The first stage is the sensory-motor stage which lasts from birth to about two years old. The infant uses his or her senses and motor abilities to understand the world, beginning with reflexes and ending with complex combinations of sensory-motor skills.
• Stage III- Concrete operations stage: The concrete operational stage begins around age seven and continues until approximately age twelve. During this time, children gain a better understanding of mental operations. They begin thinking logically about concrete events but have difficulty understanding abstract or hypothetical concepts.
• Stage IV- Formal operational stage: The formal operational stage begins at approximately age twelve and lasts into adulthood. During this time, people develop the ability to think about abstract concepts, deductive reasoning, and systematic planning.

Lev Vygotsky, a Russian psychologist, proposed a theory of cognitive development known as ‘Socio-Cultural Theory’. He believed that children gain knowledge through social and cultural experiences.

• When the child is having interactions with peers and adults, they learn the values, beliefs, customs, and language of their culture. As per his socio-cultural theory, development takes place due to the intermingling of culture, social interaction, and language.

Key Points According to Vygotsky, 'zone of proximal development' or 'ZPD' refers to the:

• the gap between what the child can do independently and with assistance.
• difference between what a learner can do on his/her own and what he/she can do with someone's help.
• range of tasks too difficult for the child to do alone, but possible with the help of adults and more skilled peer.
• diffference between learners' actual development level and his/her level of development under someone's guidance.

Therefore, it is concluded that Aanav struggles with addition of three digit numbers on his own but is able to do so with support with teacher, In Lev Vygotsky's theory, this highlights Zone of proximal development.

Additional Information Other Central Concepts of Socio-Cultural Theory:

• Scaffolding is a technique to provide the right kind of support in the right amount at right time to increase the child’s competence. Scaffolding is a form of facilitation that facilitates learning.
• More Knowledgeable Other(MKO) refers to a person with a higher skill level and a better understanding of the concepts than the learners.

Lev Vygotsky was a Russian psychologist who believed that social interactions play a key role in development. 

• According to him, learning occurs when children interact with people and the environment.

Key Points Lev Vygotsky, a Russian psychologist, proposed a theory of cognitive development known as ‘Socio-Cultural Theory’. He believed that children gain knowledge through social and cultural experiences.

• When the child is having interactions with peers and adults, they learn the values, beliefs, customs, and language of their culture. As per his socio-cultural theory, development takes place due to the intermingling of culture, social interaction, and language.
• It allows students to perform tasks and to reach levels of achievements (with others’ support) that they would be unable to reach independently.
• The more capable member organizes activities so that the students participate in real activities at their own level of capability. The system of support is called a scaffold.

Therefore, It infers that according to Lev Vygotsky learning is an active process of constructing knowledge.

Additional InformationCentral Concepts of Socio-Cultural Theory:

• Scaffolding is a technique to provide the right kind of support in the right amount at right time to increase the child’s competence. Scaffolding is a form of facilitation that facilitates learning.
• Zone of Proximal Development (ZPD) mainly refers to the difference between what a learner can do on his/her own and what he/she can do with someone's help.
• More Knowledgeable Other(MKO) refers to a person with a higher skill level and a better understanding of the concepts than the learners.

Kohlberg's theory of moral development Kohlberg (1966) made a significant contribution in complementing and supplementing Piaget's theory of moral development. Like Piaget, he, too, stresses that moral development is a cognitive-developmental process and is based on moral (judgement, that is, on the reasoning a child makes.

Key PointsKohlberg's stages of moral development:

• There can be six stages of moral development in such a way that the development of a higher stage logically depends on the development of the preceding stage.

Each stage reveals a different kind of motivation for acting morally.

• Level I. Pre-conventional Level  -. 
• Stage (i): Punishment and obedience orientation: The physical consequences of actions determine their goodness-or badness. Avoidance of punishment and deference to power are valued in their own right and not in terms of respect for an underlying moral order.
• Typical response: I will not disobey my parents, because I will be punished by them.
• Stage (ii): The instrument relativist orientation Right action is one that instrumentally satisfies one's needs and occasionally the needs of others. Human relations are considered those of a marketplace. Elements of fairness of reciprocity and of equal sharing are present but they are always interpreted in terms of expediency. :
• If you help me, maybe I will help you sometimes.
• Level II. Conventional Level  -
• Stage (i): Good boy-nice girl orientation Behaviour at this stage is judged by intention - "he\she means well". The intention or will becomes important. One earns the approval of others by becoming nice or good. One acts not with the intention of pleasing others but with the motive of being good so that others appreciate. So one conforms to socially desirable behavior.
• Aashana is doing good because she would like to be seen as good by others.
• Stage (ii): The law and order orientation Here the orientation is towards maintaining the given social order - its rules and regulations and the authority. As such right behaviour consists of doing one's duty and showing respect for the established lawful authority for its own sake. It is conventional morality.
• Level.III Post-conventional Level-
• Stage (i): The social contract; legalistic orientation / Generally with utilitarian overtones, right actions tend to be defined in terms of the general rights of the individuals, and standards which have been critically examined and agreed upon by the whole society.
• Stage (ii): The universal ethical principle orientation Right is defined by the conscience in accordance with self-chosen ethical principles appealing to logical comprehensiveness, universality and consistency. These principles are abstract and ethical, the golden rule, the categorical imperative, unlike the ten commandments. Such rules are universal principles of justice, the reciprocity and equality of human rights, and respect for the dignity of human beings as individual persons.

Thus, it infers that Aashna does good because she would like to be seen as good by other people.  She is at the Conventional stage of moral development according to Lawrence Kohlberg.

Progressive Education: It emphasizes enhancing the skills and understanding of the learners by engaging with the contents and experiences.

• promotes 'learning by doing' to make children self-reliant and productive to use their knowledge and talents effectively.
• ensures the active participation of students by working in a group and applying practical knowledge to complete an activity.
• It was advocated that young learners should be given the freedom to learn according to their preferences and likes.

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

According to John Dewey; 

• “Education is not preparation for life; education is life itself.” It is through education that you can change the face of the world. A school is a place where children explore a new world and society, so school reflects society and the natural world.
• Progressive Education is a “social need and function”, as a “process of living and growth” which includes both social and individual aspects that are mutually dependent on each other.

Thus, it infers that in progressive education learning has a social character.

Additional InformationFeature of Progressive Education:

• Education for society and democracy.
• Collaborative and cooperative learning.
• Learning as opposed to rote knowledge.
• Flexible time-table and seating arrangement.
• Emphasis on lifelong learning and social skills.
• Integrated curriculum focused on thematic units.
• Emphasis on problem-solving and critical thinking.
• De-emphasize textbooks, and emphasize multiple resources.

The Union Cabinet has approved the new National Education Policy (NEP), 2020 with an aim to introduce several changes in the Indian education system.

• NEP 2020 is the third education policy in the history of independent India after the policy of 1968 and the second policy of 1986.
• The main goal of the school education regulatory system is to improve educational outcomes so that children can learn to implement the acquired knowledge and skills in their practical life.

Key PointsNational Education Policy 2020: As per NEP, 2020, learning should be holistic, integrated, enjoyable, and engaging.  Therefore, the current 10+2 system is to be replaced by a four-stage 5+3+3+4 structure.

• Pedagogy must evolve to make education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-centered, discussion-based, flexible, and, of course, enjoyable.
• The Foundational Stage will consist of five years of flexible, multilevel, play/activity-based learning.
• It consists of flexible, multi-faceted, multi-level, play-based, activity-based, and inquiry-based learning, comprising of alphabets, languages, numbers, counting, colors, shapes, indoor and outdoor play, puzzles and logical thinking, problem-solving, drawing, painting, and other visual art, craft, drama and puppetry, music and movement.
• It also includes a focus on developing social capacities, sensitivity, good behavior, courtesy, ethics, personal and public cleanliness, teamwork, and cooperation.

Thus, it infers that National Education Policy 2020 emphasizes on flexible multi-level activity-based learning.

Additional InformationThe curricular and pedagogical structure and the curricular framework for school education will therefore be guided by a 5+3+3+4 design, consisting of the:

• Foundational Stage - This stage of education comprises 3 years of preschool or Anganwadi education followed by two years of primary classes (classes 1 and 2). This stage will focus on teaching through play-based or activity-based methods and on the development of language skills.
• Preparatory Stage - Grades 3-5, covering ages 8-11
• Middle Stage  - Grades 6-8, covering ages 11-14
• Secondary Stage - Grades 9-12 in two phases, i.e., 9 and 10 in the first and 11 and 12 in the second, covering ages 14-18

Multiple Intelligence theory*:* In 1983, this theory was propounded by Howard Gardner.

• He explained eight types of intelligence.
• This theory emphasizes that intelligence is of several kinds rather than dominated by a general factor and intelligence can't be tied to a single domain as each individual has his/her own abilities.

Key Points 

• Interpersonal intelligence: In this type of intelligence people have the ability to understand others' feelings, wishes, expectations, and needs & others' behavior.
• These people have better social communication skills and the ability to relate well with others and manage relationships.
• Interpersonal intelligence is the ability to respond appropriately to the moods, temperaments, and intentions of others.

Thus, it is concluded that capacity to understand the intentions and desires of others description fits the 'Inter-personal intelligence' proposed by Howard Gardner.

Additional Information 

Types of intelligence:

Constructivism is a theory that regards learning as an active process in which learners construct and internalize new concepts, ideas, and knowledge-based on past knowledge and experiences. Knowledge is constructed rather than received.

• It maintains that individuals create and construct their own understanding or knowledge through the interaction of what they already know and believe; and the ideas, events, and activities with which they come in contact
• According to the constructivist perspective, learning is an active process of constructing knowledge instead of acquiring knowledge.

 Key PointsVygotsky, a Russian psychologist, laid the foundation of social constructivism.

• Language plays an important role in Vygotskian constructivism.
• Language is initially used as a means of communication between adults and children. Gradually it is internalized into a means of the child's own thinking and control of his/her own activity. Young children can often be observed talking to themselves.
• According to Vygotsky, (1978) the child begins to perceive the world not only through its eyes but also through its speech. And later it is not just seeing but acting that becomes informed by words. Language provides the child with a new tool, opens up new opportunities for doing things, and organizes information through the use of words as symbols.

Therefore, it is concluded that Language plays an important role in Vygotskian constructivism.

Assessment is a process of collecting, receiving, and using data for the purpose of improvement in the learning process.

• Assessment is a systematic way of collecting information to make a judgment about student learning.
• It is integral to the teaching-learning process which helps in facilitating student learning and improving instruction.
• The assessment provides feedback on the performance of the student specifying his/her strengths and areas for improvement which provides insights for taking appropriate steps for improving the learning.

Key Points Following are the tools a teacher uses to assess children's learning:-  

• Classroom interaction:-  The students, in a group, share their experiences and learn better from each other. The students sharing each other’s experiences and assessments can be more objective when the assessment is based on a shared set of assessment schedules. This assessment can further develop cooperative learning and team skills. The learners can overcome their difficulties easily and do better in their studies.
• Projects:- It is a method that emphasizes the active participation of students by working in a group to complete a specific project. It encourages students to think creatively and assesses their intelligence and their representation.
• Portfolio assessment Portfolio is a collection of students' work representing a selection of performance. It often documents a student's best work. It may also include information such as drafts of his/her work, his/herself assessment of work, and parents' assessment.
• Self-assessment:- It is the ability of a person to accurately evaluate or assess his/her performance, and his/her strengths and weaknesses.

Thus, it is concluded that all the given options are the tools should a teacher use to assess children's learning.

Additional Information

• Internal assessment (Continuous assessment): Internal assessment is the one where the learner and the tutor are directly involved in assessing the progress of student learning. In these assignments, practical activities, contact programs, project work, dissertations, etc. are the means through which internal assessment is made.
• External assessment (Terminal assessment): External assessment refers to the tests conducted by the educational institutions or by an outside agency. External assessment may be terminal assessment and it is usually conducted at the end of the learning period. In such cases, it is also known as summative assessment or term-end assessment.

Assessment is a process of collecting, receiving, and using data for the purpose of improvement in the learning process.

• Assessment is a systematic way of collecting information to make a judgment about student learning.
• It is integral to the teaching-learning process which helps in facilitating student learning and improving instruction.

Key Points

• As per NEP 2020, the assessment provides feedback on the performance of the student specifying his/her strengths and areas for improvement which provides insights for taking appropriate steps for improving learning.
• It provides information on how to support the students in and out of the classroom.
• It helps in recognizing the potential of the students and facilitates enriching their capabilities.

Thus, it is concluded that the purpose of assessment as per the National Education Policy 2020 is to provide information on how to support the students in and out of the classroom.

Additional Information

NEP-2020 emphasizes transforming assessment for optimizing the learning and development of all students with a focus on the following:

• Assessment must be regular, formative, and competency-based.
• Promote learning and development of students.
• Focus on ‘assessment for learning.
• Test higher-order skills (analysis, critical thinking, and conceptual clarity).
• Help the entire schooling system in revising continuously teaching-learning processes to optimize learning.

Inclusion is one of the major challenges facing the education system worldwide set within the overall framework of Education for All. 

• The aim is the development of schools that can respond to students’ diversity, focusing in particular on groups of students that are vulnerable to marginalization, exclusion, and underachievement.

Key Points

• The fundamental principle of the inclusive school is that all children should learn together, where possible and that ordinary schools must recognize and respond to the diverse needs of their students, while also having a continuum of support and services to match these needs.
• Inclusive schools are the “most effective” at building solidarity between children with special needs and their peers.
• The meaning of inclusion emerged as a result of the social justice movement in the field of disability which emphasizes that schools should create an environment in which students with special needs are seen as valuable members of the social community such that they are seen as competent and as capable of making a positive contribution.
• Inclusive education, as an approach, seeks to address the learning needs of all children, youth, and adults with a specific focus on those who are vulnerable to marginalization and exclusion. It implies all learners, young people - with or without disabilities are able to learn together through access to common pre-school provisions, schools, and community educational settings with an appropriate network of support services.

Thus, content designed to meet the needs of a few students only is a barrier to inclusion.

The Social Model of Disability proposes that barriers, prejudice, and exclusion by society (purposely or inadvertently) are the ultimate factors defining who is disabled and who is not in a particular society.

• It recognizes that while some people have physical or psychological differences from a statistical norm, which may sometimes be impairments, these do not have to lead to disability unless society fails to accommodate and include them in the way it would those who are ‘normal’.

Key Points 

• The origins of this approach can be traced to the 1960s and civil rights or human rights movements, whilst the specific term emerged from the U.K. in the 1980s.
• A fundamental aspect of the social model concerns equality. The struggle for equality is often compared to the struggles of other socially marginalized groups.
• Equal rights give a sense of power and the ‘ability’ to make decisions and the opportunity to live life to the fullest. You know that the disabled have been saying “Nothing about us, without us.”
• It is important that they be part of making laws, rules, curricula, designing schools, or whatever else.

Thus, Social Stigma creates barriers to the inclusion of students from marginalized groups.

The Rights of Persons with Disabilities Act (RPwD) 2016 has included Learning Disabilities and defines the condition as follows:

• ‘specific learning disabilities" means a heterogeneous group of conditions wherein there is a deficit in processing language, spoken or written, that may manifest itself as a difficulty to comprehend, speak, read, write, spell, or do mathematical calculations and includes such conditions as perceptual disabilities, dyslexia, dysgraphia, dyscalculia, dyspraxia, and developmental aphasia’

Key Points​Dysgraphia: Dysgraphia is a writing disability. There are many signs which will indicate that the learner may have dysgraphia.

For example, a learner with dysgraphia may:

• have difficulty in writing correct spellings
• show poor spatial planning on paper (misuse of lines and margins) mix uppercase and lowercase letters
• have trouble forming letters (inconsistent form and size)
• have trouble writing on lines have difficulty organizing ideas
• have trouble thinking and writing at the same time

Additional Information

Dyslexia: Dyslexia is characterized by trouble reading. It may also be referred to as a reading disability. There are many signs which would indicate that the learner may have dyslexia.

For example, a learner with dyslexia may:

• have difficulty in reading words, writing words, or spelling words
• have trouble speaking, for e.g. they can read a text slowly but not quickly
• have trouble recalling familiar words
• shows disparity between listening and reading comprehension of text

Dyspraxia: It is a type of learning disability associated with motor skill development, especially fine motor skills. Dyspraxia means that movement and coordination are affected. It is a motor planning disorder, not a muscular deficit.

Dyscalculia: Dyscalculia is a mathematical disability. In this disability, the learner has difficulty in learning or comprehending mathematics. There are many signs which would indicate that the learner may have dyscalculia. For example, learners with dyscalculia may:

• have trouble in counting have trouble arranging the things in order or sequence shows the difficulty in understanding fractions
• Does not understand how to use steps in a mathematical operation
• have trouble understanding concepts of quantity, place value, and positive and negative values have trouble understanding the concepts of months, weeks, days, etc.
• have trouble adding, subtracting, multiplying, or dividing.

Thus, Dysgraphia's learning disability directly affects the ability to write coherently.

Auditory learning\learners means that a student learns most effectively by listening. They would prefer listening to a lecture over reading a textbook or hearing the instructions for a project instead of figuring it out hands-on.

Key Points

• Auditory learners acquire information through sound i.e. the ear gate.
• Various aspects of sound e.g. pitch, volume, tempo, rhythm, and resonance are important for auditory learners.
• Auditory learners may be aural (they learn by listening to others) or oral (they learn by talking and hearing themselves). Unless the teacher provides these learners with adequate auditory input, they become frustrated and restless in the classroom.

The teacher can undertake any of these for the successful inclusion of auditory learners:-

• Listening games.
• Have students read aloud and voice concepts and ideas to them.
• Ask students to create tunes and rhythms when learning new material.
• Place assignment directions on tape to use later.
• Provide verbal instructions for assignments.
• Give students oral tests than written tests.

Thus, it is concluded that give students written rather than oral tests will hinder the successful inclusion of 'auditory learners'.

Giftedness: ‘Gifted’ children are defined as those who possess natural abilities in any area that places the child in the top three percent when compared to his/her age peers.

• Giftedness is biologically determined although some psychologists emphasize on the child’s Socio-Economic Status is associated with his/her IQ, Heredity sets the intellectual potential of an individual and the environment determines how much of it is realized

Hint

• Need for Precision in thinking: An appreciation for nuance and a need for precision in thinking and expression; they may often respond to questions with “that depends…” and they may struggle with multiple choice assessments that ask them to make definitive decisions without an extensive contextual background to questions.

Key Points A gifted child, when compared with same age group children/peers:

• Finds pleasure in intellectual activities.
• Likes to create, invent, investigate, and conceptualize.
• Learns easily and readily.
• Displays great intellectual curiosity and inquisitiveness.
• Explores wide-ranging and special interests often in great depth.
• Uses vocabulary which is superior in both quantity and quality.
• The richness of imagery in informal language and brainstorming.
• Learns to read early ( often well before school age).
• Displays intellectual and physical restlessness. Once encouraged is seldom a passive learner
• Seeks out challenge.
• Shows alertness and quick response to new ideas.

Thus, the need for precision in thinking is a characteristic of a student with giftedness.

Comprehension: Comprehension is the most necessary academic activity in reading and academic discourse. It is one of the most important skills in language teaching.

• It refers to the understanding of a literary or linguistic passage by a reader in terms of both the lexical and the syntactical structures as well as the many layers of meaning embedded in the content of a passage.

Key Points

• Comprehension is a process of deep thinking and it involves meticulous reading. Thus, it is dependent upon the readers’ basic cognitive and intellectual skills, their background of cultural and intellectual experience, and their language skills.
• Comprehension comprises the use of two general mental abilities, the ability to remember word meanings and the ability to logically analyze and see the connection between verbal concepts i.e. words.
• It involves the accurate association of meanings with word symbols, the choice of the appropriate meaning implied in the context, the logical arrangement of words to form contextual meanings, the ability to logically and rationally analyze smaller ideas and vocabulary segments, and the ability to understand the larger meaning of the ideas contained in the content of any literary work.

Thus, A teacher wants to facilitate comprehension skills among her students. Decontextualising should be avoided by her for this purpose.

Concept: A concept can be defined as a verbal response evoked by objects of the class to which the concept applies, for example, light, temperature, sound, age, sex, accidents, etc., are all class names applied to stimuli, subjects, or responses of a specific kind. 

• A concept is a property, or characteristic of some case or unit of analysis in which one might be interested. It is essentially an idea about some aspect of some phenomenon.

Key Points

1. In a concept map, each word or concept is connected to another and linked back to the original word, image, or concept. With the help of concept maps, learners can develop logical thinking and study skills which are part of cognitive skills.
2. Therefore, concept maps as certain meaningful learning. To adapt and adhere to the concept mapping tool in learning activities is to learn meaningfully in any context.
3. While developing concepts about any topic or content the teacher should:

• Connect the previous knowledge of the learners with the new one.
• Provide them with essential learning concepts and should avoid focusing on nonessential concepts to avoid confusion.
• Teach the concept in a real form rather than teaching in an abstract form which helps the learner to understand the concepts easily and effectively.
• Should focus on understanding concepts by understanding the rules and attributes which helps the learners to connect the knowledge effectively.

Thus, To facilitate students' learning of a concept, a teacher should focus on understanding the rules and defining attributes of the concept.

Student's academic performance is affected by several factors which include students' learning skills, parental background, peer influence, teachers' quality, and learning infrastructure among others.

Key Points All these and other related factors may contribute to problems of learning difficulties, academic underachievement, or poor performance in children:

• Psychosocial factors such as unhealthy child-rearing practices, socioeconomic status, environmental factors, cultural values, etc., lead children to develop low self-esteem, psychopathic traits, and violent and disruptive behaviors.
• Some children also show mood swings, uncontrollable behaviors, impulsivity, etc., which may make them lose interest in work and play, and they may even refuse to go to school.

Some children are irritable and difficult to control, while certain other children lose confidence in themselves and show considerable indifference to societal norms and family demands

• Children also face various behavioral problems in school. Academic pressure, lack of coping skills, interpersonal difficulties, the negative influence of peer groups, and unhealthy school as well as the home environment may all together or singly lead to stress, maladjustment, and other behavioral problems in children.
• Family disturbances, lack of close relationships and love, lack of parental involvement, alcoholic parents, sibling rivalry and so on add to the challenges faced by children at school.

Thus, curiosity is not responsible for students' failure in academic performance.

Teaching and learning are closely related terms, and, in the teaching-learning process, the teacher, the learner, the curriculum, and other variables are organized in a systematic way to obtain pre-determined goals.

Key Points Factors that can influence the learning of the students while teaching:

• Learning of the student's emphasis by linking the concepts with their daily lives.
• Create a free environment so that students can learn by observation.
• Learning from the students is done in a meaningful way by showing them the prototypes related to the concepts.
• Provide them with sufficient needs and help where they required it.
• Always encourage them, and provide various methods and opportunities so that they can learn in an effective way.

Thus by all these references, we can consider that Prototype is a type of example that is much related to the core features of the concept of teaching in the classroom.

Hint

• Prototype: The Prototyping Model is a systems development method (SDM) in which a prototype is built, tested, and then reworked as necessary until an acceptable prototype is finally achieved from which the complete system or product can now be developed.
• Prototype refers to the sample or model that is the basis of something that is patterned.
• Misconceptions refer to a wrong or inaccurate idea that takes place due to the mismatch in previously assimilated and newly accommodated knowledge.

knowledge: knowledge is a complex one because the range of what constitutes knowing or knowledge is very wide.

• Knowledge can be used to mean a variety of things, such as familiarity with people, places, persons, skills, and competencies of performing various tasks, beliefs, faiths, and everyday experiences.

Key PointsMeta-cognition: A learner needs to be aware of the processes he/she is engaged in during the course of learning. This helps him/her to learn the new learning task effectively. This awareness of one's processes of learning a new learning task is understood as metacognition.

Additional InformationProcedural knowledge: Procedural knowledge or “know-how” or ability to do something. For example, you know how to drive a car or you know the car route from Delhi to Meerut city.

Declarative knowledge: Declarative knowledge is the knowledge of facts, data, or piece of information that is stored in the memory and is static in nature. For example, the cow has four legs.

Thus, By encouraging students to reflect on their cognitive abilities to reach a specified goal, a teacher is facilitating the development of metacognition.

National Curriculum Framework, 2005, is a complete document to rejuvenate Indian schools as well as Teacher Education.

• The guiding principles of NCF, 2005, focuses on connecting knowledge to life outside the school, ensuring that learning shifted away from rote methods, enriching the curriculum so that it goes beyond textbooks, and making examination more flexible and integrating them with classroom life.

Key PointsThe National Curriculum Framework (2005) provides five guidelines, namely: 

• Connect curricular knowledge to life outside the school;
• Ensure that learning shifts away from rote methods;
• Enrich the curriculum in such a way that it goes beyond the textbooks;
• Make examinations flexible so that these are integrated with classroom life; and
• Nurture an overriding identity informed by caring concerns within the democratic polity of the country.

Additional InformationThese guidelines do not merely give expression to the social, economic, and political situations obtained in the country in 2005 but also present elements of the vision which the curriculum sought to achieve by promoting

• independence of thought and action,
• sensitivity to others’ feelings and well-being,
• learning to respond to new situations in a flexible and creative manner, and
• ability to work towards and contribute to economic processes and social change among school-going children.

Thus, while conceptualizing the teaching-learning process, the National curriculum framework (2005) emphasizes the importance of active engagement and interactions.

Vygotsky is known as the proposer of social constructivism. Social Constructivism approach talks of the importance of social interaction and context in learning.

• He believes that learning is social in nature. Through interactions, children shared their views and make their own meaning. It does not focus much on individual learning rather it emphasized social context; knowledge is mutually built and constructed.

Key PointsScaffolding: A technique to provide the right kind of support in the right amount at right time to increase a child’s competence. 

• Scaffolding can be defined in simpler terms as “a technique to provide the right kind of support in the right amount at right time to increase child’s competence.”
• scaffolding is not only a technique to support learners to achieve their goals but it also helps in filling the ‘learning gaps’ i.e. what a learner has learned and what was expected to learn.
• It helps a learner to move from a Zone of Actual Development to a Zone of Proximal Development and finally reach to Zone of Desired Development, with the help of a more experienced person like peers, elders in the family, or teachers.
• When a teacher starts supporting the learner initially for learning, and gradually reduces the support till the learner reaches a situation, where s/he can develop his/ her own meaning and understanding independently. The teacher is scaffolding the learner.

Thus, to scaffold students in solving a problem, a teacher should give cues that activities the relevant schemas.

Learning does not stop with acquiring and integrating knowledge. Learners develop an in-depth understanding through the process of extending and refining their knowledge (e.g. by making new distinctions, clearing up misconceptions, and reaching conclusions).

• In knowledge creation, one cannot be free from one’s own context. The social, cultural, and historical contexts are important for individuals because such contexts give the basis to individuals to give meaning to them.
• That is why limited interaction with the environment and externalization of personal knowledge can lead to misconceptions.

Key Points

• The teacher needs to explain the difficulties and resolve the misconceptions among learners. After many such settings, learners may be assigned some challenging problems also to find out the solution.
• Inquire into the learner’s understanding of concepts, exploring misconceptions and untrue ideas'
• Misconceptions are not always baseless and are insignificant in process of learning. It plays a significant role in the teaching-learning process.
• For example, there is often a belief that seasons change based on the earth’s proximity to the sun. In reality, seasons change as the earth tilts toward or away from the sun at different times of the year.
• To counter this misconception, a teacher can implement a Think-Pair-Share activity. Where, first, she asks learners what causes the seasons, in order to assess their prior knowledge and potential misconceptions. Learners then pair with a partner to discuss answers and share as a class. The teacher then presents a well-organized lesson on this topic directly addressing the misconception. Learners again pair and explain the seasons. Learners harboring the misconception may experience cognitive dissonance during the activity as they learn. Further activities continue to restructure and confirm their knowledge.

Thus, (A) is true but (R) is false.

Learning: The phenomenon of acquiring a behavioral pattern (such as crying after seeing an injection) due to some previous experience has been termed by psychologists as learning.

Key Points Learned helplessness: 

• The phenomenon of learned helplessness was given by Martin Seligman in the Learning late 1960s while working on classical conditioning with dogs.
• He noticed that those dogs who received an unavoidable electric shock a number of times did not act to rescue themselves when they had an opportunity for it in the subsequent situations. Whereas, those dogs who received no inescapable shock, took action to save themselves from the electric shock.
• He termed the behavior of the first group as learned helplessness- one’s learned response to not taking any appropriate action to avoid aversive stimuli. In other words, one’s tendency to avoid taking any action for a successful escape from an aversive or painful situation is due to a history of failed attempts.
• The theory of learned helplessness has also been successfully applied to understand the problem of depression in human beings.

Thus, learned helplessness occurs when a student believes that the outcomes of academic activities are uncontrollable.

Motivation: It is a general term applied to the entire class of drives, desires, needs, wishes, and similar forces.

• Motivation is the driving force behind an action. This is probably the simplest explanation of motivation. Motivation can be considered the state of having encouragement to do something.

Key Points

• Motivation involves the basic psychological reasons for a person’s actions and behavior. These are the forces or factors that cause a person to act in a certain way or to behave in the manner that they do. There are various types of motivations that can influence a person:

Intrinsic Motivation:

• Intrinsic motivation refers to motivation that comes from inside an individual rather than from any external or outside rewards, such as money or grades.
• Motivation comes from the pleasure one gets from the task itself or from the sense of satisfaction in completing or even working on a task.
• An intrinsically motivated person will work on a math equation, for example, because it is enjoyable. Or an intrinsically motivated person will work on a solution to a problem because the challenge of finding a solution provides a sense of pleasure.

Extrinsic Motivation: 

• Extrinsic motivation refers to motivation that comes from outside an individual. The motivating factors are external, or outside, rewards such as money or grades. These rewards provide satisfaction and pleasure that the task itself may not provide.
• An extrinsically motivated person will work on a task even when they have little interest in it because of the anticipated satisfaction they will get from some reward. The rewards can be something as minor as a smiley face to something major like fame or fortune.
• For example, an extrinsically motivated person who dislikes math may work hard on a math equation because he wants the reward for completing it. In the case of a student, the reward would be a good grade on an assignment or in the class.

Additional Information

• Primary or Basic Motivation: This mainly pertains to motives involved with our need for self-preservation. This includes needs such as hunger and thirst, warmth, sex, avoidance of pain, and other primary motives which influence a person’s behavior at a very basic level.
• Secondary Motivation: More known in psychology as “learned” motivation, this type of “drive” differs from one person to another. In many ways, they involve a person’s own sense of values and priorities in life.

Thus, Studying due to an interest in an activity is an example of intrinsic motivation.

Given:

Raghav has some coins of Rs. 5 and Rs. 10.

Total no. of coins = 30

Total amount of money = Rs. 195

Calculation:

Let number of coins of Rs. 5 = x

Let the number of coins of Rs. 10 = y

Total number of coins = x + y = 30      ----- (i)

Total amount = 5 x + 10 y = 195    ----- (ii)

From Equation (i) and (ii) we get,

⇒5 x + 5 y = 150 {multiply equation (i) by 5}    ----- (iii)

⇒5 x + 10 y = 195   ------ (iv)

Subtract equation (iii) from (iv) we get,

⇒5 y = 45

⇒y = 9 

Put y = 9 in equation (i),

⇒x = 30 – 9 = 21

∴The number of coins of Rs. 5 = 21

∴ The number of coins of Rs. 10 = 9

∴ Option 2 is correct.

Visually challenged students are born with visual impairment or become visually impaired later due to illness, malnutrition, or an accident. They can be partially or fully blind. Suitable teaching strategies should be used to cater needs of these children.

Key PointsA prism with 2 triangular bases and 3 rectangular sides is known as a triangular prism.

• The edges in the vertices of the bases are connected with 3 rectangular sides.

• The rectangular sides of the triangular prism are joined together side by side.

• Number of faces- 5

• Number of edges- 9

• Number of corners- 6

​Hence, we conclude that *Naresh will identify 9 edges, 6 corners, and 5 faces in a triangular prism.*​

Additional Information

• A face is a flat surface.
• An edge is where two faces meet.
• A vertex is a corner where edges meet. The plural is vertices.

Given: 

Length of rectangle = 122 cm 

Breadth of rectangle = 55 cm 

Formula used: 

Area of rectangle = length × breadth 

Calculation: 

Length of rectangle = 122cm 

Breadth of rectangle = 55 cm 

Area of rectangle = length × breadth 

⇒122 cm × 55 cm = 6710 cm²

∴ Area of rectangle is 6710 cm².

∴ Option 2 is correct.

A Polygon is a flat or plane, 2-dimensional closed shape with straight sides. There are no curved sides to it. For example- triangle, quadrilateral, pentagon, hexagon, etc.

Key PointsAn Interior angle is an angle located inside a shape.

Interior angle property of a Polygon:

• The sum of all the interior angles of a Polygon = (n-2) X 180º, where (n= number of sides).

• For example- a triangle has 3 sides, and the sum of its interior angles will be (n-2)X180º = (3-2)X180º = 180º

• A quadrilateral has 4 sides and the sum of its interior angles will be, (n-2)X180º = (4-2)X180º =360º

• A Pentagon has 5 sides, and the sum of its interior angles will be (n-2)X180º =5-2X180º =540º

Hence, we conclude that when the number of sides increases, the sum of measures of interior angles of a polygon also increases by 180º.

Given: 

The number is greater than half of 100. 

The number is more than 5 tens and less than 6 tens. 

ones digit is three less than tens digit.

Calculation: 

Let the number = x 

x > 100 / 2 

x > 50 

The number is more than 5 tens and less than 6 tens. 

it means the number is greater than 50 and less than 60. 

The number can be 51, 52, 53, 54, 55, 56, 57, 58 and 59

But ones digit is three less than tens digit.

Find in these following numbers in which ones digit is three less than tens digit. 

only 52 is the number in which ones digit is 3 less than the tens digit.

∴ 52 is that number.

∴ Option 2 is correct.

Given: 

Length of rectangle park = 60 m

Breadth of rectangle park = 40 m

Sadiq travel five round of rectangular park.

Formula used: 

Perimeter of rectangle = 2 × ( length + breadth )

Calculation: 

Length of rectangle = 60 m

Breadth of rectangle = 40 m 

Sadiq travel 5 round of rectangular park.

Distance travel in one round of park = perimeter of rectangular park 

⇒ 2  × ( length  + breadth ) 

⇒ 2  × ( 60 m + 40 m )

⇒ 200 m

Distance travel in 5 round = 5  × 200 m = 1000 m

∴ Distance travel by Sadiq in 5 round is 1 Km. 

∴ Option 2 is correct.

Given: 

Distance between Rani's school and her house = 6 km 375 m 

She travel on foot = 1 km 95 m 

Rest of distance travel by bus. 

Calculation: 

Distance between Rani's school and her house = 6 km 375 m 

She travel on foot = 1 km 95 m 

Total distance travel by Rani = Distance travel on foot + Distance travel by bus 

Distance travel by bus = Total distance travel by Rani - Distance travel on foot 

Distance travel by bus = 6 km 375 m - 1 km 95 m 

Now, 

6 km 375 m = 6 km + 0.375 km = 6.375 km

1 km 95 m = 1 km + 0.095 km = 1.095 km 

Distance travel by bus = (6.375 - 1.095) km = 5.28 km

⇒ 5 km 280 m

∴ Option 2 is correct.

Given:

The side of the square is halved. What would be the perimeter and area?

Formula used:

Area of square = side × side

The perimeter of square = 4 × side

Calculation:

Let the side of the cube is a.

Perimeter of square = 4 × a

If side becomes halved; b = a / 2

Then, the perimeter = 4 × b = 4 × a / 2

⇒ 2 × side

Perimeter becomes halved when side becomes halved.

Area of square = a × a

If side becomes halved; b = a / 2

Area = b × b = a / 2 × a / 2

⇒ a × a / 4

∴The area becomes 1 / 4^th of the original area and the perimeter becomes halved when the side becomes halved.

∴ Option 2 is correct.

Given:

Truck travels 120 Km  = 5 / 2 hours  

Concept used:

1Km = 1000 m

Calculation:

Time taken by truck to cover 120 Km = 2.5 hours

Time taken by truck to cover 1 Km  = 2.5 / 120 = 1 / 48 hours

Time taken by truck to cover 80 Km = 80 × 1 / 48

⇒ 5 / 3 hours

⇒ 100 minutes

⇒1 hour 40 minutes.

∴ Option 3 is correct.

Given:  

Rose flowers in bouquet = 1/5^th of total flowers in bouquet 

Lily flowers in bouquet = 1/2 of total flowers in bouquet

Number of rose flowers = 8

Calculation:

Number of rose flowers = 1/5^th of total flowers in bouquet = 8

Total number of flowers in bouquet = 5 × 8 = 40

number of lily flowers in bouquet = 1/2 of total flowers in bouquet 

⇒1/2 × 40 = 20 

Number of orchid flowers in bouquet = total number of flowers – (number of rose flowers + number of lily flowers )

⇒40 – ( 8 + 20 )

⇒40 – 28 = 12

∴Number of orchids flowers are 12.

∴ Option 2 is correct

Given:  T

⇒ 3 = 2 + 1²

⇒ 7 = 3 + 2²

⇒ 16 = 7 + 3²

Observe the above pattern and identify the next term:-

⇒ 2, 3, 7, 16, 32, 57, _______

Concept used:

⇒ 3 = 2 + 1²

⇒ 7 = 3 + 2²

⇒ 16 = 7 + 3²

Term = previous term + {(n-1)th term}²

Calculation:

Let next term be x.

⇒ 3 = 2 + 1²

⇒ 7 = 3 + 2²

⇒ 16 = 7 + 3²

See this pattern,

Term = previous term + {(n-1)th term}²

∴The next term is,

x = 57 + 6² = 93

∴ Option 3 is correct.

Given:

Bhanu is a junk seller (Kabadiwala) who collects junk as per the rate list given below:

 

 

Calculation:

 

∴ He pay Rs. 1875.50 after collecting these such junks.

∴ Option 4 is correct.

Given:

The group of numbers are given,

(1)From 20 to 40

(2)  From 30 to 50

(3)  From 40 to 60

(4)  From 60 to 80

Concept used:

Prime number: Prime numbers are those numbers which are divisible by itself and 1.

Calculation:

 We find the prime numbers between these groups.

From 20 to 40, the prime numbers are:

⇒ 23, 29, 31 and 37

From 30 to 50, the prime numbers are:

⇒ 31, 37, 41, 43, 47 

From 40 to 60, the prime numbers are:

⇒ 41, 43, 47, 53 and 59

From 60 to 80, the prime numbers are:

⇒ 61, 67, 71, 73 and 79

In all these groups, group from 20 to 40 has least prime numbers.

∴ Option 1 is correct.

Given:

⇒\(\frac{9.2 \times 4.9 \times 3.1}{5.06 \times 2.84}\)

Concept used:

Approximation concept nearest 10 concepts used here.

Calculation:

Approximate value of 9.2 = 9

Approximate value of 4.9 = 5

Approximate value of 3.1 = 3

Approximate value of 5.06 = 506 / 100 = 500 / 100 = 5

Approximate value of 2.84 = 284 / 100 = 300/ 100 = 3

The number is 9 × 5 × 3 / 5 × 3

Option 3 is correct.

Given:

Match the following number with correct option.

Concept used:  

Place value chart used here.

Calculation:

In all these (B) part, we take all in its place value chart.

 

In this table, we see that number which has    

Digit at tens place is half of digit used at thousand place.

The number 852312, digit at tens place is half of digit used at thousand place. 2. Digit at ones place is two third of the digit at the lakhs place.

The number 658324, digit used at ones place is 2/3^rd of digit used at lakhs place. 3. Digit at hundreds place is double of the digit at tens place.

The number 652842, digit used at hundreds place is double of digit used at tens place. 4. Digit at thousands place is the sum of the digit at ones and tens place.

The number 858335, digit used at thousand place is the sum of digit at ones and tens place.

∴The correct match is:-

(i) - (d), (ii) - (c), (iii) - (a), (iv) - (b)

∴ Option 1 is correct.

Spatial reasoning means the ability to mentally manipulate and orient shapes. It is the ability to recognize objects by understanding how different shapes fit together.

Key PointsActivities are the tasks designed or deployed by the teacher to bring about the conditions for learning.

Activities for developing spatial understanding-

• Using tangrams and puzzles will be an interesting activity in the classroom to develop spatial understanding as it involves geometry, problem-solving, visualization, and pattern predictions.
• Ask children to draw a map of their homes showing the relative sizes and positions of rooms. The teacher should ask students to make symbols of their own like squares for windows, rectangles for doors, etc. This activity will help students to visualize the different rooms of their houses, develop spatial understanding, and connect the classroom to a real-life situation.
• Using block towers will help children work on their sense of geometry, balance, shape orientation, position, etc.
• Drawing and painting methods will also help students explore the concept of space and geometry.

Hence, we conclude that drawing a map of their homes showing relative sizes and positions of rooms will be the best activity for the development of spatial understanding among primary grade learners.

Hint

• Recalling the names of geometrical figures encourages rote memorization which should not be promoted in the classroom.
• Measuring the distance between 2 cities on a map will be a difficult task for primary grade students.
• Representing numbers on a number line is not related to spatial reasoning.

Learning outcomes are statements that explain the knowledge or skills that students should have at the end of a unit or course and that help students understand why that knowledge and abilities will be helpful to them.

Key Points

 Learning outcomes for grade III learners-

• The learner should be able to construct and use multiplication facts in daily life situations.
• The learner should be able to read and write numbers up to 999 using place value and solve simple daily life problems using addition and subtraction of 3 digit numbers leader without regrouping. (What is the place value of 4 in 543?)
• Analyze and applies an appropriate number operation in the situation.
• Identify, make, and describe 2D shapes by several sides, corners, and diagonals and fill a given region leaving no gaps using a tile of a given shape.
• Estimate and measure length and distances using standard units.
• Compares the capacity of different containers in terms of non-standard units.
• Comparing quantitative data like shows that 2 X 5 is the same as 5 X 2.
• Identify a particular day and date on a calendar
• Extends patterns in simple shapes and numbers.
• Records data using tally marks.

Hence, we conclude that solving 1/3 + 1/4 is not an expected learning outcome from grade III learners.

HintDivision and fractions are the learning outcomes for upper primary classes and have not been introduced in grade III.

Misconception refers to the gap in children's knowledge. If they are not addressed properly can build over time.

Key Points

How to fix math misconceptions- Math misconceptions are important to address, since they can prevent students from learning and excelling in academics.

• Identifying misconceptions- The teacher should spot and identify a child's misconception about a concept.
• Investigation- The teacher should facilitate a dialogue regarding the error, concentrating on getting the student to explain their process of arriving at the answer, for example, by asking "how did you come up with that answer"? This clarifies if the error was a simple mistake or a misconception.
• Addressing the misconception- now teacher will fill the knowledge gap and provide students with the exact method to solve the problem by using a remedial teaching strategy.

Hence, we conclude that the teacher should ask the student to explain the process of arriving at the answer and plan remedial strategy accordingly.

Hint

• Providing questions for drills and practice will not help in addressing and filling the learning gap.
• Solving problem on the blackboard promotes memorization and will not help children to develop problem-solving skills.

Mathematics is concerned with the concepts of quantity, measurement, and spatial relationships.

Key PointsObjectives of mathematics-

• According to NCF 2005, the higher goal of teaching mathematics is to develop the children's ability to mathematization.
• To help the children develop their ability to think and reason mathematically, to follow assumptions to their logical conclusion, and to deal with abstraction. It includes a method of operation as well as the ability and attitude to formulate and solve problems.
• To develop an interest of students in mathematics and assist them in comprehending in mastering fundamental mathematical ideas and computational skills.
• To help children develop creativity and the ability to think, communicate and solve problems.

Hence, we conclude that option 1 reflects the meaning of the given statement in question.

Additional InformationThe National Curriculum Framework (NCF) 2005, is India's 4^th national curriculum framework which was released in 2005 by the National Council of educational research and training (NCERT). Its predecessors were released in 1975, 1988, and 2000 respectively.

A pattern is defined as the repetition of a series or sequence. Pattern recognition means the ability to observe patterns and identify the rule which can continue the pattern.

Key PointsActivities are defined as the tasks designed or deployed by the teacher to bring about the conditions for learning.

Activities for building pattern recognition skills-

• Putting the beads on a string.
• Taking various shapes and sizes of building blocks and trying to maintain them in specific order to create a series. It will assist students in developing mental math skills, which will help them in many problem-solving situations.
• Creating a pattern in the meals children consume throughout the day.
• Writing the letters and looking for the missing ones.

Hence, we conclude that giving building blocks and asking students to arrange the stacks of increasing height will be the activity that can best help to build pattern recognition skills in grade 3 students.

Hint

Making family trees, observing the sky, and finding the national emblem of India in their textbooks will not help in developing pattern recognition skills as there are no specific patterns in them.

Assessment is the process of gathering, interpreting, recording, and using information about a learner's responses to an educational task.

• It helps in diagnosing the gaps in realizing the objectives of mathematics and taking necessary measures to provide feedback to students about their progress and also motivating and guiding them in future learning.

Key Points

 Objectives of assessment in mathematics:

• The main aim of assessment in mathematics is to collect information on learners' conceptual understanding and acquisition of problem-solving skills to provide direction for the ongoing teaching and learning process.
• To identify the learning gaps and deficiencies in teaching.
• To provide information about the effectiveness of teachers' teaching-learning process.
• Assessment expects students to make errors and directs them to examine these errors to improve their learning.
• The assessment offers feedback for remedial teaching on the basis of the strengths and weaknesses of the students.
• It is diagnostic so that can provide the basis for remedial teaching.

Hence, we conclude that according to NCF 2005, assessment in mathematics should include the progress of students in terms of conceptual understanding and acquisition of problem-solving skills.

Hint

• Assessment should be done to diagnose the learning gaps, not for ranking students.
• Testing the knowledge of procedures and formulae will promote rote memorization.
• Testing the ability of students to do error-free calculations is not correct as errors are a part of learning.

Authentic tasks are defined as the tasks in which students can apply their knowledge and abilities to real-world situations. It is designed to assess their ability to apply knowledge and skills.

Key Points

Division is defined as the process of distributing things into equal shares or parts.

Division as equal sharing-

• It's easier for kids to comprehend division if they can visualize a bunch of goods being divided evenly. for example- distributing 100 available drawing sheets among 25 students of your class equally.
• Learning by doing is happening in this case.
• Children will be learning division by active learning.
• It will be an interesting task to engage children in the learning process.
• It will help children apply their knowledge and ability to real-world situations.

Hence, we conclude that the authentic task will be distributing 100 available drawing sheets among 25 students of your class equally.

Additional Information

1. What will you get when you divide 65 by 13? and What does the division of one number by another mean? are purely checking conceptual knowledge.

No learning by doing happening here. 2. Making a flag for your class where one-third of the flag is blue is less appropriate as students will be less actively involved than the task of distributing drawing sheets among the class.

Gender refers to the socially constructed qualities of women, men, girls, and boys. This covers the standards, behavior, and roles that come with being a woman, man, girl, or boy as well as interpersonal interactions.

Key Points

 Gender differences in mathematics-

• ​Gender has no role in the ability to problem-solving in mathematics but gender bias in the classroom can influence students learning attitudes.
• Girls who are subjected to gender bias are more likely to assume that their achievements are the result of hard work than intrinsic talent or intelligence.
• Boys usually tend to feel that success in mathematics and science should be easy for them because of their gender.
• Boys performing better in the mathematics classroom is the result of gender bias and expectations in the classroom.

Hence, we conclude that the reason behind boys performing better than girls in mathematics is that girls are socialized to believe that mathematics is considered to be a masculine domain and hence it is difficult.

HintGender has no role in mathematics ability, it's the society's influence that results in better performance of boys than girls in mathematics.

Multiplication is the process of taking one number and adding it a number of times.

Key Points

 Ways to introduce multiplication-

• Using manipulatives- Manipulatives are the concrete objects that allow students to engage in active, hands-on exploration of a concept. For example rods, tiles, dienes blocks, balloons, stones, etc. Multiplication becomes a hands-on concept using countable manipulative. For example, ask students to find the number of balloons their class will have if each of them brings 5 balloons.
• Grouping objects- Grouping objects in sets will help children to visualize the formula behind any multiplication problem.
• Skip counting- skip counting means counting in lots of a given number. Children will learn multiplication very easily by using repeated addition.

Hence, we conclude that the most suitable preparatory activity before teaching the concept of multiplication will be asking students to find the number of balloons their class will have if each of them brings 5 balloons.

Whereas directly introducing the symbol of multiplication and asking students to count the number of students in their school will not help children to build the concept of multiplication.

Textbooks are collections of standardized subject material that must be taught to the students.

• They help in the teaching-learning process as well as, maintenance of previously acquired knowledge and the correlation of theoretical knowledge with real-life situations.

Key Points

 Features of a mathematics textbook at the primary level-

• Students' daily requirements, as well as their physical and social environments, should be addressed in the textbook.
• It should be by the goals and objectives of mathematics instruction in a particular class.
• The textbook should be well illustrated with diagrams and figures wherever needed.
• Concepts must be presented from concrete to abstract.
• The subject matter of the textbook should be contextual and related to the real-life experiences of children.
• It should provide enough material to encourage students to address challenges in the classroom and their everyday life.
• Concepts should be linked to higher classes.

Hence, we conclude that one of the most desirable features of a mathematics textbook at the primary level is that it should present the mathematical problems that are contextual and related to the life experiences of children.

Hint

• The attractive cover page is a secondary thing but the main focus of mathematics textbooks at the primary level should be on relating lessons to everyday life.
• Primary mathematics teaching should be based on problem-solving activities that provide various opportunities to master their skills, not on algorithms or formulas.

Geometry includes Euclidean geometry, Projection, Analytical geometry, Trigonometry, Combinatorial geometry, differential and Algebraic Geometry, etc. 

• According to two Dutch educators, Dina van Hiele-Geldof and her husband, Pierre Marie van Hiele, behaviors such as these reflect a student's level of geometric maturity.
• The model consists of five levels of understanding. The levels, labeled "visualization," "analysis," "informal deduction," "formal deduction," and "rigor" describe characteristics of the thinking process.  

Key PointsThe sequence of development of geometrical understanding:

Level 1: Visualization

• At this initial stage, students are aware of space only as something that exists around them.
• Geometric concepts are viewed as total entities rather than as having components or attributes.

Level 2: Analysis

• At this level, an analysis of geometric concepts begins, through observation and experimentation, students begin to discern the characteristics of figures.
• These emerging properties are then used to conceptualize classes of shapes.
• Thus figures are recognized as having parts and are recognized by their parts.

Level 3: Informal Deduction.

• At this level, students can establish the interrelationships of properties both within figures and among figures.
• Thus they can deduce the properties of a figure and recognize classes of figures.

Level 4: Formal Deduction

• At this level, the significance of deduction as a way of establishing geometric theory within an axiomatic system is understood.
• A person at this level can construct, not just memorize, proofs; the possibility of developing a proof in more than one way is seen; the interaction of necessary and sufficient conditions is understood; distinctions between a statement and its converse can be made.

Level 5: Rigor

• At this stage the learner can work in a variety of axiomatic systems, that is, non-Euclidean geometries can be studied, and different systems can be compared.
• Geometry is seen in the abstract.

Hence, we can conclude that option 3 is correct regarding the correct sequence of development of geometrical understanding.

Misconception refers to the gap in children's knowledge. If they are not addressed properly can build over time.

Key Points

How to fix math misconceptions- Math misconceptions are important to address, since they can prevent students from learning and excelling in academics.

• Identifying misconceptions- The teacher should spot and identify a child's misconceptions about a concept. (Here, the child is having a problem with the concept of place value).
• Investigation- The teacher should facilitate a dialogue regarding the error, concentrating on getting the student to explain their process of arriving at the answer. For example- By asking how did you come up with that answer? This clarifies if the error was a simple mistake or a misconception.
• Addressing the misconception- Now the teacher will fill the knowledge gap and provide students with an exact method to solve the problem by using a remedial teaching strategy.

Hence, we conclude that the most appropriate remedial action that the teachers should take to clarify this misconception is revising the concept of place value and asking students to explain the process they have used to solve the problem.

HintThe child here knows how to subtract but he's having a problem with the concept of place value. Hence providing practices on subtraction will be useless.

Additional Information

1. Revising the rule of subtraction of 1-digit numbers from 2-digit numbers that digits should be written from right to left will eventually get clear if the concept of place value is strengthened.
2. Drill and practice promote rote memorization.
3. Using a number line to explain subtraction will become a complex process.

Misconception refers to the gap in children's knowledge. If they are not addressed properly, can build over time.

Key Points

The process of making groups of 10s while adding or subtracting 2-digit numbers is known as regrouping. Carrying and borrowing are the other two terms commonly used for this.

• In the above question, students will start adding the number in the one's column (0+4). By adding these numbers, the answer they get is 4.
• Then, they will add the numbers in the tens column (7+3), and the answer they get is 10. However, they cannot place the 10 underneath the tens column because they can only place one digit per column.
• Then, by regrouping they can change 10 into 0 tens + 1.
• To do this, they should place the number 0 in the tens column and 1 above the hundreds column. This indicates that there are 0 tens and one additional ten. After regrouping they will add the hundreds column(2+1), then the answer will be 304.
• It means that the students are having problems with the concept of regrouping.

Hence, we conclude that by revisiting the concept of addition with regrouping, teachers can best remediate the misconception.

Additional Information

The process of collecting, recording, and presenting information in a way that is useful to others is known as data handling.

• It is an important part of mathematics education as it covers real-world situations and helps students build critical thinking skills.

Key Points

 The objective of the above activity-

• It will help in developing the ability to collect and record data using a planned methodology.
• It enables children to analyze data to draw conclusions and share it in a way that is useful to others.
• It will help children to understand how to present information.
• This activity will be an excellent hands-on learning exercise that will consolidate their understanding of data handling.

Hence, we conclude that the above activity can be best used to introduce the concept of data handling

• Whereas gender sensitivity and community service values cannot be developed by this activity, as it is about collecting and analyzing information.

Simulation software tools offer many advantages compared to traditional teaching methods. They can demonstrate abstract concepts, allow interaction between users and simulated equipment, and provide users with feedback that allows users to improve their knowledge and skills.

 Key Points

Showing how the tenth shape in a series will change when the third shape changes can be best taught using a simulation software because

• Students can understand the relationship between the third shape and the tenth shape.
• Students can visualize the concept through simulation software.
• All the shapes in the series will be in the mind of children once they complete the visualization.
• Students get the real experience of learning without seeing or touching real objects.

​Hence showing how the tenth shape in a series will change when the third shape changes can be best taught using simulation software.

 Additional Information

On the other hand, finding place and face value, measuring lengths, and comparing weights can't be effectively taught by using simulation software as they need concrete materials.

Concept: 

• Different regions have different food.
• Depending on what grows easily at which place, different things are eaten at places

Explanation

Food in different places: 

• Hence we can conclude that the “Idli, Vada, Dosa, Sambhar, Coconut chutney” is the popular food of the Andhra Pradesh and Tamil Nadu state.

Concept:

The shortest route is the route taken by the traveller so that the traveller reaches his destination in minimum time while travelling.

Explanation-

• When we draw a straight line from Mumbai to Chandigarh, the line will not touch Gujarat.
• Chandigarh is a UT in the north surrounded by Punjab.
• The person will cross through the states of Rajasthan and Haryana finally reaching Punjab and then Chandigarh.

 

If a person is travelling by train from Mumbai to Chandigarh, the shortest route taken by the train will not go through Gujarat.

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 Manali (Himachal Pradesh)

• Manali is a hilly area.
• It rains heavily and snows as well there.
• The houses are made of stone or wood with slanting roofs.

As per the conditions -

"I have come from a place which is a hilly area. At our place it rains heavily and snows as well, when it is cold we like to sit in the sun. Our houses are made of stone or wood".

This house must be in - Manali (Himachal Pradesh)

Additional Information Description of houses of different places:

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:

Speed = Distance / Time

Given Distance

New Delhi to Kanpur = 432 Km

Time taken = 8 hrs (from 23:45 to 07:45) i.e. 23:45 - 07:45 = 8 hrs.

Speed = 432 km / 8 hrs = 54 km/hr.

To convert the km/hr to m/sec we multiply by 5/18.

Therefore 54 x 5/18 = 15 m/sec.

Thus the average speed of the train during this journey will be 15 m/s.

The Correct Answer is: Rat and squirrel

Concept:

• Different animals have different teeth.
• The type of teeth depends on the type of food an animal eats.
• Some are short, some are sharp.

 Key Points

Squirrel:

• Squirrels’ front teeth keep growing throughout their life.
• They have to keep gnawing on things to keep their teeth from becoming too long.

Rat:

• Rat's incisors keep growing throughout their life which continues to grow and curve throughout life.
• They have to keep gnawing on things to keep their teeth from becoming too long.

Lizard:

• Lizard's teeth are conical or blade-like.
• They use it for grabbing and holding prey.

Termite:

• The soldier termites have unique serrated teeth.
• Termites' teeth are so sharp that they can eat through wood.

Thus, a squirrel's and rat's front teeth keep on growing throughout their life.

Additional Information

Cows:

• Cows have short front teeth for snipping grass.
• The teeth on the sides are large and flat for chewing the grass.

Cats:

• Cats have sharp teeth for tearing and cutting meat.

Snakes:

• Snakes have sharp curved teeth, but they do not chew their prey.
• Snakes always swallow their food whole.

Concept:

• Different regions have different types of art and cultures.
• Almost every state and agricultural and tribal community of India has its distinct painting style.
• Some states even have more than one art form.

Explanation:

• Kannauj, Uttar Pradesh is known for its scent industry.
• ​It has been creating attar (otherwise called ittr) for north of 400 years.
• Truckloads of flowers are brought from neighbouring areas for this purpose.
• Itr, Rosewater, and Kewra water are prepared from flowers here.
• Thousands of people in Kannauj are engaged in this work.
• Many perfumes are made by extracting scented oil from natural ingredients.

​​Thus, scent-making is a traditional art of Kannauj a district of Uttar Pradesh.

Concept:

• A hill or ridge of sand piled up by the wind is called a sand dune.
• Sand dunes form when there is
• a ready supply of sand,
• a steady wind, and
• some kind of obstacles such as vegetation, rocks, or fences, to trap some of the sand.

Explanation:

• The city of Abu Dhabi offers various adventurous activities for tourist attractions and one such activity is sand dune riding or sand dune safari.
• Abu Dhabi is the capital of the United Arab Emirates.
• The Registan Desert is an extremely arid plateau region located in southeastern Afghanistan.
• It is a sandy desert consisting of small, red sand hills.

Thus, Sand Dunes are found in Abu Dhabi and Afghanistan

Additional Information

About Abu Dhabi:

• Abu Dhabi is the capital of the United Arab Emirates.
• It is found in the western part of Asia
• It is located in a desert area and has very little water
• The weather is very hot.
• People wear loose cotton clothes and keep themselves fully covered to protect themselves from the strong sun
• Petrol is present in abundant quantities in Abu Dhabi and forms a major part of its exports
• Thus, water is more costly than petrol in the region
• The currency of Abu Dhabi is Dirham
• The people of Abu Dhabi speak the Arabic language
• The date is the most common fruit of the region as very little plantation can be done in the desert.

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-

As Bhopal is one the north of Banglore and Gandhi Nagar is west of Bhopal, Banglore will be southwest of Gandhi Nagar.

From the provided map we can conclude that the direction of Bangalore with respect to Gandhi Nagar is south-east.

Concept:

• Various types of materials are available to humans.
• Different materials have different properties.
• On the basis of their properties materials are used for different purposes.

Explanation:

About Bronze:

• Bronze is a metal, like aluminium, iron and copper.
• It is reddish-brown in colour.
• It is made by melting copper and tin in a furnace.
• It is not a  good conductor of electricity.
• Tribal people have been using bronze to make many things for thousands of years.

​Thus, Bronze is an alloy of two metals copper and tin.

It is an alloy of tin and zinc - Incorrect

It is a compound - Incorrect

It is an alloy of Copper and tin - Correct

It is a homogenous mixture of Copper and zinc. - Incorrect

Additional Information Some other examples of alloys:​

• German Silver - Cu + Zn + Ni
• Solder - Pb + Sn
• Stainless steel - Fe + Cr + Ni + C
• Brass - Cu + Zn

Concept:

• Food preservation is the technique to prevent food spoilage, food poisoning, and microbial contamination in food.
• Food preservation is done to preserve food for a longer time.​

Explanation:

Objectives of food preservation:

• To prevent microbial contamination.
• To kill pathogens.
• To minimize food spoilage and food poisoning.

Food preservation methods:

Pickling:

• Salt and extra edible oils are two main preservatives that are used in pickling.
• It prevents microbial growth.
• Example: Raw mango to mango pickle.

Drying:

• It is the process of removal of water from food.
• It is the simplest method and prevents food spoilage by removing water.
• Example: Potato to chips.

Cooling:

• Cooling at very low temperatures prevents microbial growth.
• Microbes do not get the optimum temperature they need for growth, their growth is inhibited.
• Example: Fresh peas to frozen peas.

Sugaring:

• Sugar is a good moisture absorbent.
• Reducing moisture content restrains microbial growth.
• Example: Apple to apple jam.

Salting:  

• Preservation by salt is known as salting.
• Salting helps to preserve fruits for the long term.
• Example: Salting of meats and fish.

Adding chemicals:

• Adding synthetic preservatives like vinegar, sodium benzoate, sodium metabisulphite, etc.

Other methods:

• Sterilization, radiation, smoking etc.

Thus, Milk - Paneer is not the correct way of food preservation.

Concept:

About the Changpa tribe:

• Changpa is a nomadic tribe found in Ladakh.
• The Changpa tribe has only about 5000 people.
• They make the famous pashmina shawl through these goats.
• The Changpa speak Changskhat, a dialect of Tibetan, and practice Tibetan Buddhism.
• They stay high up on these mountains in very difficult conditions.
• The Changpas carry everything that they own on their horses and yaks.
• Their goats and sheep are most important to them.
• Through these goats and sheep, they obtain meat to eat, wool to wear, skin for tents.
• The Changpa graze their goats at higher and colder places so that the goats have more and softer hair (fur).
• They live in a big cone-shaped tent called Rebo.
• Near the Rebo, they have a place to keep sheep and goats called Lekha.
• The walls of a lekha are made of stones.
• ​In the language of the Changpa ‘changthang’ means - a place where very few people live.

Explanation:

• The part of our country where the big cone-shaped tents are used for a living are known as ‘Rebo’ and the place in which animals are kept are called ‘Lekha’ is Leh and Ladakh.

The correct answer is 8 Union Territories

Key Points 

India

• India is a federal union comprising 28 states and 8 union territories, for a total of 36 entities.
• The states and union territories are further subdivided into districts and smaller administrative divisions.
• India is the 7^th largest country in the world.
• It is the second-most populous country in the world (after China).
• Along with this, its maximum length from north to south is 3, 214 km. The maximum width from east to west is 2,933 km. is.
• Currently, after the partition of Jammu and Kashmir, there are 28 states and 8 union territories in India, which is now a union territory along with Ladakh.
• India is the seventh-largest country in the world,
• With this, India is the second-largest country in terms of population.
• The largest country in terms of population is China.

Total Union Territories:

1. Andaman and Nicobar

2. Chandigarh. 

3.. Dadar and Nagar Haveli, Daman and Diu

4. Delhi

5. Jammu and Kashmir

6. Ladakh

7. Lakshadweep

8. Puducherry

Hence we can conclude that there is a total of eight Union Territories in India.

The correct option is Karnataka, Kerala, Maharashtra

Concept:

• India is a country of vast geographical expanse.
• In the north, it is bound by the lofty Himalayas.
• The Arabian Sea in the west.
• The Bay of Bengal in the east.
• The Indian Ocean in the south.

Explanation:

Indian States / Union Territories with the coast on the Arabian Sea:

• Gujarat.
• Maharashtra.
• Goa.
• Daman and Diu.
• Karnataka.
• Kerela.
• Lakshwadeep.
• Dadra and Nagar Haveli.

Additional Information Indian States / Union Territories with the coast on the Bay of Bengal:

• West Bengal
• Odisha
• Andhra Pradesh
• Tamil Nadu
• Puducherry
• Andaman and Nicobar Islands

Concepts:-

• Folk dances are the dances that originated as a ritual among the groups, or tribes which have their unique characters, these dances pass from one generation to another generation.

Explanation:-

• Chau or Chhau is a semi-classical Indian dance with martial, tribal, and folk origins from Orissa**,** Chhattisgarh, Jharkhand, and WestBengal.
• Chhau Dance is a popular form of tribal dance in India that incorporates elements of martial arts into its movements.
• This form of dance is a means to portray stories to the audience, which is why elaborate masks and headgear associated with battle and war are worn during the performance.
• It enacts episodes from epics including the Mahabharata and Ramayana, local folklore, and abstract themes.
• Over a century old, this dance form was widely endorsed by patrons belonging to the royal families, rich landlords, and British governors in the region.

The Chhau is the folk dance form of the people of the Chhatisgarh.

Important Points

At present officially there are 9 classical dances in India.

• Dance forms & their States
• Bharatanatyam- Tamil Nadu.
• Kathak- Uttar Pradesh.
• Kathakali- Kerala.
• Kuchipudi- Andhra Pradesh.
• Odissi- Odisha.
• Sattriya- Assam.
• Manipuri- Manipur.
• Mohiniyattam- Kerala.
• Chhau dance of Eastern India - Orissa, Jharkhand, and West Bengal ​

Confusion Points

• This is a previous year's question of CTET 2022.
• The correct answer to this question is marked as per the official answer key.

Additional Information The Indian States and Folk Dances

The Correct Answer is: A, B and D

 Key PointsEarthworm:

• The earthworm is a reddish-brown terrestrial invertebrate.
• They inhabit the upper layer of the moist soil.
• During day time, they live in burrows made by boring and swallowing the soil.
• Earthworms play a vital role in the natural cycle of the earth.
• The Earthworms soften the soil by digging underneath to make tunnels.
• They play a crucial role in breaking down organic matter and fertilising the soil, simply through their constant eating and pooping.
• Earthworms can be used for fishing and compost.
• Worms are important to the ecosystems in which they live and breed.
• They are known as farmers' friends as their compost helps in enriching the soil and gives bountiful produce.
• Kingdom: Animalia
• Phylum: Annelida
• Class: Clitellata
• Family: Lumbricidia

Important Points 

Earthworms are useful in several ways for farmers:

• Earthworms make the soil porous by digging burrows in the soil. Hence they are called friends of the farmers.
• The nitrogenous wastes and other waste products of the earthworms form food for plants. This process of increasing the fertility of the soil by earthworms is called vermicomposting.
• Earthworms are used as fish bait to catch fish.
• Some tribals in India use earthworms as medicine to cure jaundice, piles, diarrhoea, bladder stones, etc.
• The earthworms reduce both acidity and alkalinity of the soil and create optimum conditions for plant growth.
• The density of earthworms in the soil is considered to be a good indicator of healthy soil because they increase the soil's water-holding capacity and moisture content.

Thus,

A) Earthworms soften the soil of the field in which they live by digging the soil underneath. - Correct

B) The tunnels dug by earthworms provide easy passage for air and water into the soil. - Correct

C) The earthworms eat the weeds and save the main crop. - Incorrect

D) The earthworms eat the dead leaves and plants. The dropping of the earthworms makes the soil more fertile - Correct.

Hence statements A, B and D are correct.

Hybrid learning is a teaching and learning style that combines face-to-face interaction and virtual learning through the use of hybrid classroom resources such as video conferencing and asynchronous learning.

Key PointsAdvantages of hybrid learning-

• Accessibility- Students can access lessons through hybrid learning regardless of their physical ability or location.
• Engages children- Using live video conferencing platform features,  such as polls and quizzes, hybrid learning offers a new approach to engaging students in the class. So, children are found more attentive in the class.
• It gives students more time to learn at their own pace and their schedule, as well as learning techniques to choose from.
• It aids children in grasping concepts more rapidly and in less time.
• The main focus of hybrid learning is on students' engagement and participation. The students can supplement their online learning with related activities at home.
• In a hybrid classroom, teachers have more chances to tailor lessons to fit the requirement of individual students.
• Students need to be attentive during class.

Hence, we conclude that the advantages of teaching EVS in hybrid learning mode are A, B, and D.

Video conferencing refers to an online meeting in which two or more individuals participate in a live audio-visual conversation. Participants can see, hear, and communicate with each other in real-time no matter where they live in the world.

Key Points Features of synchronous online teaching-

• The teacher and students can converse in real-time and the teacher can send individual messages to each student for feedback.
• Video conferencing apps facilitate interaction and collaboration between teachers and students.
• It helps the teacher to share their screens and show photos, audio, videos, PPTs, PDFs, and other media.
• Students should join the classes at the scheduled time, then only they will get the content of the online class.

Hence, we conclude that teachers and students can converse in real-time is a feature of synchronous online teaching of EVS through video conferencing apps.

Observation refers to seeing things with a purpose. In this method, the student observes and then acquires knowledge.

Key PointsObjectives of the above observation activity-

• It will help children to investigate different kinds of plants and observe variations.
• Observation helps children understand the concept and keep it in mind for a long time.
• It will help students to make inferences about similarities and differences between different plants.
• The acquired knowledge is from real-life experiences and objects.
• Students' curiosity is satisfied and developed by this method.
• It encourages children to think, see, and make connections.

Hence, we conclude that the objective of the above activity is to draw students' attention to observe variations present within the categories of plants.

HintShowing a video of different kinds of plants is not aimed at providing information about the importance of plants to human beings and differentiating between plants and trees.

A survey is a type of research that involves gathering data from people in order to learn more about a particular issue.

Key Points

Objectives of conducting a survey-

• It is a learner-centered method that makes learning productive by actively involving the children in collecting first-hand information and making important conclusions.
• It enables the exchange of information between students and community members and provides an opportunity to interact with the community.
• It sensitizes children toward environmental issues and involves them in exploring real situations actively.

Hence, we conclude that the most appropriate objectives of this survey will be A, C, and D.

 HintThe purpose of the survey is to provide opportunities for children to interact with the environment and it is not aimed at assessing students' competence in conducting a survey.

Environmental studies aid children in comprehending how things work and interact in their environment. At the primary level, it is an integrated subject area that incorporates knowledge from science, social science, and environmental education.

Its aim is to help students acquire a holistic or integrated view of the environment in which they live.

Key Points

 Objectives of EVS at the primary level-

• To train children to locate and comprehend relationships between the natural, social and cultural environment.
• To create cognitive capacity and resourcefulness to make the child curious about social phenomena starting with family and moving on to wider spaces.
• To develop an awareness of environmental issues.
• To engage children in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.
• To be able to critically address gender concerns and issues of marginalization and cooperation with values of equality and justice and respect for human dignity and rights.

Hence, we conclude that the objectives of teaching EVS at the primary level are A and B.

Learning in groups helps in constructing knowledge socially. It is an important method for meaningful and authentic learning.

Key PointsMaking groups for a group activity-

• EVS focuses on students' social environment and surroundings. In a classroom, there should be no discrimination based on this cognitive level and gender.
• Groups made for activities should be heterogeneous and small in size.
• To conduct an activity, it is most important to have cooperation and participation among groups. To encourage cooperation and involvement in group activities, the teacher should foster harmony and tolerance.
• The teacher should not make as many groups as possible from the whole class as it will be very difficult to coordinate efforts and look after all the groups.

Hence, we conclude that an EVS should make groups based on cooperation and participation among groups.

EVS provides an opportunity for children to explore, investigate and develop an understanding of the natural, human, social, and cultural dimensions of the local and wider environment.

Key Points

• Nature of EVS curriculum at primary level-
• Contextual- the context for EVS is the environment. Since the environment differs from place to place, the examples, events, and practices used to teach environmental understanding will differ. EVS as an area of teaching-learning is extremely contextual because the perceptions and understanding of the environment, problems, and issues change with reference to the context from place to place.
• EVS at the primary level is not a single subject area whereas it is visualized as a composite area (multidisciplinary) drawing learning experiences from physical, biological, chemical, social, and other dimensions of the study.
• Inclusive curriculum- EVS curriculum is inclusive as it ensures that all students, regardless of their background or immutable features, have an equal opportunity to learn.
• Thematic- The EVS curriculum encourages a theme-based rather than a topical approach. Thus, it does not proceed with a list of topics where the focus is on the coverage of the content. Instead of moving from one topic to the next, it encourages an integrated approach to teaching-learning.

Hence, we conclude that the nature of the EVS curriculum at the primary level is inclusive, contextual, and thematic.

The storytelling method improves children's interests. It also aids in the development of good qualities by expanding their vocabulary and increasing imaginative power.

Key Points

 Characteristics of a good story-

• It should provide insight into various cultures and ideas.
• It should provide insight into real-life situations and help children in considering new concepts and uncover cultural contrasts and similarities around the world.
• It should not create any misconceptions about any concepts.
• It should be such that students can relate to them.
• It should help children to link classroom to the real-life situations. It should not portray any stereotype related to gender, cost, religion, and other social groups.

Hence, we conclude that while choosing stories to introduce EVS concepts a teacher needs to keep A, B, and D points in his mind.

HintIt's not important for the stories to always be enjoyable and entertaining, teacher uses stories to teach, motivate, remind, and influence students.

Mapping skills help us read maps and deduce information from symbols and scales. It revolves around spatial thinking and helps children to understand concepts related to the places and spaces around them.

Key Points

 Activities to teach map skills-

• Locating cardinal directions- Involving children in tasks that use cardinal directions (poems, phrases, etc). It will help them to know about different directions and they will be able to explore the different directions on the map.
• Drawing unscaled maps- By drawing unscaled maps (maps of their home, classroom, etc.), students practice utilizing location language before applying it to the creation of maps.
• Using symbols for self-drawn maps- By using symbols for self-drawn maps the children will be able to understand how the information is presented on maps.
• Using standardized symbols to interpret a map- Symbols are required to express the information provided by the maps. Using standardized symbols will help the children to understand what different symbol depicts on a map.

Hence, we conclude that the teacher will ask her students to do all the above activities to inculcate mapping skills in them.

Learning outcomes are statements that explain the knowledge or skills that students should have at the end of a unit or course and that help students to understand why that knowledge and abilities will be helpful to them.

Key PointsComparison involves the identification of similarities and differences between things.

• It helps the children to develop the ability to classify and sort and also helps them in considering and focusing on essential facts.
• It aids the children in distinguishing between connected things, events, and concepts and encourages the growth of organizational skills. (Comparison of materials used for building homes in villages and cities).

Analysis is the ability to think critically, examine data, make judgments, and solve complex problems.

• It helps the children in identifying answers to a variety of problems as well as making decisions and plans to address those problems (children will understand why different materials are used for making houses in cities and villages).

Hence, we conclude that the learning outcomes for the assessment of this discussion are comparing and analysis.

Additional Information

• Observation means seeing things for a purpose.
• Experimentation is the process of determining anything through a scientific approach, particularly in a laboratory.

Teaching strategy- It is a method adopted by a teacher to assist the children throughout the learning process. 

Key PointsEstimation refers to finding something very close to the correct answer. It is also known as an approximation.

• Estimation is a higher-level skill that needs children to think about and manipulate numbers mentally.
• Estimation activities are a great way to practice problem-solving.
• It helps children to reason abstractly and quantitatively.
• Students who lack estimation abilities are unable to assess whether their answer falls within the realistic range.
• Estimating the quantity of water used by families per day will help children to know how much water is being wasted in their community.

Hence, we conclude that the most appropriate strategy for this purpose is an estimation of the quantity of water used by a family per day.

Additional Information

• A field trip or excursion is a visit to a location outside the classroom where students can try new things, have new experiences, and obtain first-hand observation.
• A documentary is a nonfictional film that aims to capture reality, primarily for instruction, education, or preservation of historical records.

Environmental education is a method of allowing children to learn about environmental issues, solve problems and take steps to improve the environment.

Key Points

​Environmental education encourages children to think critically and creatively and become more involved in their communities.

• Role of children's environment in environmental education-
• The environment of the child influences his behavior and attitude. Changing the environment often changes the behavior of the child.
• By providing a child with affection, emotional support, and chances for learning and exploration the environment promotes healthy growth and brain development of children.
• Environmental education starts with children's environment which helps to make them more aware and conscious of the environmental problems.

Hence, we conclude that children's environment designs integral components of environmental education at the primary level.

Additional Information 

Textbooks are collections of standardized subject material that must be taught to the children.

• They help in the teaching-learning process as well as, maintenance of previously acquired knowledge and the correlation of theoretical knowledge with real-life situations.

Key Points

Characteristics of a good textbook- 

• It should be well illustrated, visually appealing, and with diagrams wherever needed.
• the concepts should be explained from simple to complex.
• The information provided in the textbooks should be up to date and concepts should be in hierarchical order.
• The information provided should be related to the real-life experiences of children.
• The language used in the textbooks should not be standard, it should be from everyday spoken English of social interactions.
• It should not have any stereotypes related to gender, caste, class and religion.

Hence, we conclude that the most important criteria in selecting a textbook for students of primary classes are A and D.

Teaching-learning resources are the materials or methods intended to help in the learning and acquisition of knowledge.

Key Points

• The survey is a type of research that involves gathering data from people to learn more about a particular issue.
• Conducting a survey in households about work among house members will help children know about different expectations of society from boys and girls.
• It is a learner-centered method as it involves students actively and experientially in the learning process.
• It will help to introduce children to real-life people who demonstrate that there are many different ways to be a boy or a girl.

Hence, we conclude that surveying households to find out work allocation among members will be the most appropriate strategy to teach gender stereotypes to students of class 5.

Hint

Whereas stories on successful women and gender empowerment will not be that effective as children will not be active participants in the learning process.

The reporting is used to disseminate the knowledge gained through evaluating students' learning. The goal of reporting is to present students, parents, and other teachers with information about a student's progress.

Key PointsThe rating scale is used to rate a learner's performance and get a quantifiable result.

• It is used to assess children's attitudes towards any concept or idea.
• It helps students in recognising their weaknesses so that they can work to improve.
• It allows teachers to specify the degree to which their learner's behavior, skills, and strategies are displayed.
• Students can use rating scales to help them set goals and improve their performance.

Hence, we conclude that rating scales will be the most appropriate reporting method.

Additional Information

• Grading is not an accurate representation of students' performance and the knowledge gained.
• The narrative report is a written description of a learner's present performance that provides essential information to enhance his or her educational growth.

The correct answer is "(a) is false and (b) is true".

Key Points

• Refer to the following lines from the passage:
• 1. "There is a growing realization that though India has enough food to feed its masses two square meals a day, the monster of starvation and food insecurity continues to haunt the poor in our country"
• 2. "The Public distribution system, which provides food at low prices, is a subject of vital concern. There is a growing realization that though India has enough food to feed its masses two square meals a day, the monster of starvation and food insecurity continues to haunt the poor in our country".
• ​From the above sentences, it is clear that statement (A) is false as there is no mention in the passage whether India is a poor country or not and it also doesn't lack resources to feed every citizen.
• Statement (B) is true as inspite of having enough food to feed our citizens, our country doesn't have a streamlined PDS due to which the poor is not getting required amount of food timely.

 

Hence, the correct answer is option 2.