CTET Paper 1 - 17th Jan 2022 (English-Hindi-Sanskrit) (Previous Year Paper)

The term ‘development’ refers to qualitative changes in an individual such as a change in personality or other mental and emotional aspects. 

Key Points

• Development of an individual child can be predicted somewhat but all children develop at different rates as it follows through some stages and different children develop at different rates, emphasizing the diversity or difference between groups.
• The development of different physical and mental traits is continuous but, all parts of the body do not grow at the same rate. In some areas of the body, growth may be rapid while in others, growth will be slow.
• The development of the child occurs in different stages. Each stage has certain unique characteristics. There are individual differences in the rate of growth and development.

Thus, it s concluded that Development of individual child can be predicted somewhat but all children develop at different rates.

Development refers to the process by which an individual's potentialities unfold and appear as new abilities, qualities, and characteristics. Development is a progressive series of coherent changes.

• Principles of development define the basic process of human development. It will assess the role and importance of growth processes and levels and the principles of growth and behavior in the total life span.

Key Points

• Development follows a fixed pattern/sequence: Each child may have a different rate of development. However, the development of all human beings follows a similar pattern, similar sequence, or direction. Sequential pattern of development can be seen in two directions:
• Cephalo-caudal sequence: means that development spreads over the body from head to foot i.e. individual begins to grow from the head region downwards. Sufi first gained control of her head, then she could catch hold of objects, sit, crawl and later she could stand and walk.
• Proximodistal sequence: means that the development proceeds from the central part of the body towards the peripheries. In this sequence, the spinal cord of the individual develops first, and then outward development takes place. For example, babies cut their front teeth before they cut their side ones. Functionally, Sufi could use her arms before her hands and use her hands before she could control the movement of her fingers.
• Development is continuous: From the moment of conception till death, the individual is continuously changing. There is no break/discontinuity in development, in some stages development is fast and in some it is slow.
• Development proceeds stage by stage\Development is orderly: The development of the child occurs in different stages. Each stage has certain unique characteristics. There are individual differences in the rate of growth and development. Therefore, the age limit for different stages should be regarded as just approximate. All children pass through these stages of development at or around the age levels suggested for them. Speech gradually develops from cooing, babbling, monosyllabic sounds to complete sentence formation.
• Developmental milestone refers to various social, motor, and vocal skills that a child acquires at each period of its development in infancy and childhood such as rolling over, standing, and speaking. Development milestones are influenced by the cultural as well as social context.

Thus, from the above-mentioned points, it is clear that Development is a continuous process is a correct statement.

Human beings are social animals and they come in contact with different situations and institutions throughout their life. They get themselves educated through various agencies of education.

Key Points

• The process by which children develop habits, skills, values, and motives that make them responsible, productive members of society is called socialization. ​
• Socialization is a process through which the child absorbs, assimilates, and internalizes socio-cultural and religious practices from the significant persons in his/her life e.g. parents, teachers, and siblings.
• Children learn the knowledge, skills, values, and customs of society through the neighborhood, religion, school, and peer groups. He learns from everyone with whom his interaction has taken place.
• These agents impact the growing child and contribute in shaping each and every aspect of its development in conformity with the social and cultural aspirations and also the needs and demands of the society where s/he exists.

Thus, it is concluded that Children learn the knowledge, skills, values, and customs of society through the neighborhood, religion, school, and peer groups.

Jean Piaget made a systematic study of cognitive development among children of different age groups and he categorized it into different developmental stages.

Key Points

• Two basic processes are involved in adaptation: assimilation and accommodation.
• Jean Piaget defined accommodation as the cognitive process of revising existing cognitive schemas, perceptions, and understanding so that new information can be incorporated.  This happens when the existing schema (knowledge) does not work and needs to be changed to deal with a new object or situation. Example: A child who understands that a four-legged creature is called a dog. Then, the child encounters a cat and refers to it as a dog until corrected by a parent. After being corrected, the child can distinguish between a dog and a cat.
• Assimilation: Piaget defined assimilation as the cognitive process of fitting new information into existing cognitive schemas, perceptions, and understanding. Example: When a child learns the word for dog, they start to call all four-legged animals dogs.

Thus, it is concluded that As per Jean Piaget's theory, adaptation involves two complementary activities- Accommodation and Assimilation.

Additional Information Equilibration: Equilibration involves the assimilation of information to fit with an individual's own existing mental schemas and the accommodation of information by adapting it to their way of thinking. Example: a child loves the soups that their family eats on a regular basis.

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

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

Key Points

• ​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.

Thus, it is concluded that at the concrete operational stage, cognitive development children gain the ability to arrange items along qualitative dimensions such as length and weight, yet have difficulty in dealing with mental operations that involve abstract concepts.

Additional Information

• 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.
• 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.
• Formal operational stage: This 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.

Lev Vygotsky is a Russian Psychologist who proposed the theory of Socio-cultural development. In this theory, Vygotsky emphasizes the role of society and culture in the development of the child. Lev Vygotsky also proposes three types of speech in the development of children as social speech, private speech, and silent speech.

Key Points Private Speech:

• It refers to the speech produced aloud by young children which seems to be addressed either to the self or to others, which sometimes cannot be easily conceived by a listener.
• It has a major role in the augmentation of the self and self-consciousness. It is the main aspect of the development of self and subjectivity.
• Vygotsky believed that such self–talk has a positive developmental role to play. It is important in the cognitive development of the child and gradually enables her to regulate oneself, monitor oneself, plan and solve problems.

Thus, it is concluded that In the theory proposed by Lev Vygotsky private speech helps the child to regulate her thinking.

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

Key Points

• Lev Vygotsky, approach to child development is a form of social constructivism, based on the idea that cognitive functions are the products of social interactions.
• According to Lev Vygotsky, teachers can assist in learning by changing the nature and quality of support. He used the term scaffolding which refers to a variety of instructional materials used by teachers to move students progressively towards stronger understanding and ultimately greater independence in the learning process.

​Thus, it is concluded that  According to Lev Vygotsky, teachers can assist in learning by changing the nature and quality of support.

Lawrence Kohlberg, an American psychologist, has propounded the 'Theory of Moral Development'.

• He has made a systematic study of moral development in his theory that is categorized into 3 levels and 6 stages.
• He created moral development theory by posing moral dilemmas to groups of children as well as adolescents and adults.
• According to Kohlberg moral dilemma is the thinking process involved in judgments about questions of right & wrong.

​ Key Points

• Pooja is at the obedience and Punishment orientation stage.
• At this stage, the physical consequences of an action determine whether the action is good or bad regardless of the human value or meaning of these consequences.
• Avoidance of punishment and deference to power are valued in their own right, not in terms of respect for the underlying moral order.

​Thus, it is concluded that Pooja is at the Obedience and Punishment Oriented stage of moral development according to Lawrence Kohlberg.

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

Key PointsHoward Gardener's theory emphasizes:- 

• Intelligence is of several kinds rather than dominated by a general factor.
• Intelligence can't be tied to a single domain as each individual has his/her own abilities.
• Intelligence can be nurtured and grown.
• How cultures shape the potential of the human using Intelligence as a multi-dimensional set of complex abilities.

Thus, it is concluded that Intelligence is a fixed and stable trait that is not correct according to Howard Gardener.

Child-centered education- Child-centered education means planning and transacting curriculum in the classroom in a way that allows for flexibility in pace and style of learning to keep in mind that children in a classroom are widely different.

 Key Points

• Child-centered education is one that gives primacy to children's experiences and needs. It is an approach that emphasizes providing ample opportunities to the children to foster their own strategy of learning.
• In this education, teachers, and students both are active. The teacher plays the role of facilitator as well as counselor and guides the learner to take part actively in classroom learning.
• Child-centered education should be done according to the mental level of the child because in an Inclusive class the learner of diverse background comes together, and study with normal students in the same class in the same school and in the same environment.

Thus, it is concluded that in child-centered education teacher and students are both active.

Knowing maths means that concepts make sense to you and rules, and formulas seem natural as knowing maths postulates that rules are rational and formulas are logical.

Key Points

• Boys are better in mathematics and science than girls is a myth as mathematical and science abilities can't be determined by one's gender.
• Mathematical reasoning and scientific ability come naturally to boys than girls is a myth as mathematical learning is a continuous process and we can't make a hard and fast assumption regarding an individual's mathematical ability.

Thus, it is concluded that Both (A) and (R) are false.

National Education Policy 2020 is the first education policy of the 21^st century and aims to address the many growing developmental imperatives of our country.

• The new education policy must provide to all students, irrespective of their place of residence, a quality education system, with a particular focus on historically marginalized, disadvantaged, and underrepresented groups.

Key Points

• Flexible curricular structures will enable creative combinations of disciplines for study and would offer multiple entries and exit points, thus removing currently prevalent rigid boundaries and creating new possibilities for life-long learning.
• The aim of equity and inclusion is now at the heart of the new NEP so the classroom should be inclusive.
• Exposure to vocational education in school and higher education system.
• Focus on Formative and Diagnostic Assessment.
• Setting up multidisciplinary education and research universities(MERUs).
• Setting up of National Research Foundation(NRF).
• Multidisciplinary approach and focus on creative and divergent thinking.

Thus, it is concluded that National Education Policy 2020 emphasizes flexibility of the curriculum.

Assessment is educational evaluation, the systematic way of collecting information and reading the work of class which is used to guide and improve students' performance in terms of learning and development. 

• There are several methods that teachers use to evaluate the learning progress and skills of students or the need for any academic assistance. It actually determines whether or not the goals of education are met.

Key Points

• 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 focused assessment should be on detailing what and how the learner has been learning.
• The main goal of assessment is for students to receive constructive feedback that will help them learn more effectively and progress more quickly.
• Assessment help students to see their strengths and gaps and help the teacher fine-tune her teaching accordingly.

​Thus, it is concluded that the focused assessment should be on detailing what and how the learner has been learning.

Socio-constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large.

Key Points

 A socio-constructivist framework is an approach to learning that views learners as makers of meaning and creators of knowledge through social interaction. 

​Characteristics of Socio-constructivist classroom:

• Children discussing while working in groups is a characteristic of an effective socio-constructivist classroom that caters to the needs of individual children as it ensures the active involvement of learners and promotes peer tutoring.  It gives primacy to group activity, dignified discussion, cooperative learning, and face-to-face interaction.
• Encourage students to take responsibility for their own learning, and this includes reflecting on their own thinking and learning processes.
• The classroom should be child-centered, not teacher-centered so that students are allowed to ask questions freely
• It allows learners to foster their own strategy of learning to perform an activity.

Thus, it is concluded that Children discussing while working in groups is a characteristic of an effective socio-constructivist classroom that caters to needs of individual children.

Critical Thinking is the ability to mentally break down the problem or an idea into parts and analyze them. Sorting, Classifying, and comparing similarities and differences are part of critical thinking. This type of thinking involves making reasoned judgments and examining assumptions.

Key Points

• Critical thinking bifurcates the thought process by making different classifications, hence it gives the possible number of ways to reach a conclusion.
• Analyze the various reason of pollution in your city and think of various measures to reduce the pollution is the appropriate question to assess critical thinking the child will think about many ways to solve the problem of pollution.
• In the given questions, Options (1),(2), and (3) are not appropriate to assess critical thinking as these questions have predefined or limited words answers.

Thus, it is concluded that Analyze the various reason of pollution in your city and think of various measures to reduce the pollution is an appropriate question to assess critical thinking in the classroom.

Inclusive education means including children with disabilities in regular classrooms that have been designed for children without disabilities. It goes beyond children with disabilities and refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic, or other conditions.

Key PointsDifferentiated assessments are promoted to meet students’ needs and depict a culture of inclusion in schools as it shows the diverse needs of students studying in the school. Inclusion in schools primarily aims to:

• boost the morale of special children.
• develop moral and ethical principles.
• increase communication and social skills.
• increase acceptance and appreciation of diversity.
• address the diverse learning needs of every student.
• value all learners equally and encourage them to learn.
• remove discrimination and provide adequate resources.
• accept all pupils within the mainstream education system.

Thus, it is concluded that Differentiated assessments are promoted to meet students’ needs depict a culture of inclusion in schools.

Diversity is everything that makes people different from each other. The term diversity indicates that a group of people is made up of individuals who are different from each other in some way or the other. For example, differences in culture, language, gender, appearance lifestyle, social and economic status, etc.

Key Points

• Diversity among students in education directly impacts their performance. Students work better in a diverse environment, enabling them to concentrate and push themselves further when there are people of other backgrounds working alongside them. This promotes creativity, as well as better education, as those with differing viewpoints are able to collaborate to create solutions.
• In a diverse class, teachers must teach according to diverse cultures and encourage students to share unique features of their culture.
• Teachers must bring diverse culture examples in the classroom teaching.
• Developing a curriculum and teaching style suitable to the dominant culture should be avoided by the teacher.

Thus, it is concluded that in a class comprising culturally diverse students**, developing curriculum and teaching style suitable to dominant culture should be avoided by a teacher.**

Learning Disability: It is a neurological disorder that prevents a person from learning a skill and using it effectively. Generally, occurs in childhood and is characterized by difficulty with certain skills such as reading, writing, speaking, etc.

Key Points

• Dyslexia affects a learner's ability to read. It is a ‘Reading’ disability, which is not due to mental retardation, brain damage, or a lack of intelligence. It is caused by an impairment in the brain’s ability to translate images received from the eyes or ears into understandable language.

​Characteristics of a Child Suffering from Dyslexia:

• A dyslexic child will read and write slowly, often reversing letters, words, or numbers.
• The child may try to guess while reading, omitting or adding words not in the text.
• He/she may have a poor vocabulary and weak comprehension.
• Difficulty in learning or copying from the board or printed book.
• A child may have difficulty remembering or understanding printed words.
• Problems with reading accurately and fluency.

Thus, it is concluded that Dyslexia directly affects learner’s ability to read, interpret and understand letter and words.

Additional Information

• Dyscalculia is a disability that affects a learner's ability to perform mathematical calculations.
• Dysgraphia is a deficiency that affects the ability to write coherently.
• Dysphasia is a language disorder that affects communication skills and comprehension abilities.

Locomotor Disability refers to a person’s inability to execute distinctive activities associated with the movement of self and manipulation of objects resulting from affliction of the musculoskeletal and/or nervous system.

Key Points To ensure the successful inclusion of students with locomotor disabilities, it is important to avoid Allocating classrooms, libraries, and labs on the top floor. 

• Successful inclusion of students with locomotor disabilities requires an accessible infrastructure because inclusion is successful when the school appropriately responds to the child's learning needs.
• The provision of allocating classes on the ground floor will help them to take part easily in different learning activities and to move around independently.

Thus, it is concluded that To ensure the successful inclusion of students with locomotor disabilities, it is important to avoid allocating classrooms, libraries, and labs on the top floor.

Creativity is the phenomenon whereby imaginative and original ideas are turned into reality. It is a cognitive ability to produce something novel by offering a fresh perspective.

Key Points

• Creativity in a student is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others.
• Creativity is promoted by the divergent thinking of the students where students can think about the problem in different aspects, creative students are always ready to try something new with their high order of solving problems.

​Thus, it is concluded that Convergent thinking is NOT an identifying characteristic of student with ‘creativity'.

Additional Information Characteristics of creative children:

• Perceive relation between impossible things.
• Think quickly and solve problems in a novel way.
• Convert imaginative and original ideas into reality.
• Try new things and risk failure in executing innovative ideas.
• Use divergent and out-of-the-box thinking in different situations.

Long-term memory refers to the storage of information over an extended period. If you can remember something that happened more than just a few moments ago, whether it occurred just hours ago or decades earlier, then it is long-term memory. 

Key Points

• Long-term remembrance is the memory by which a student can easily recall, and remember information and concepts over a long period.
• ​This can be promoted by a teacher in the following ways that they can remember the concept for a long period. 
• giving examples related to the environment and culture of the child
• showing them teaching-learning material related to the concepts
• organizing interesting activities among the children
• applying mnemonics
• making organizational charts
• using imagery

​Thus, it is concluded that Presenting Disjointed words strategy should be avoided by a teacher.

Hint Disjointed words mean words that are not in proper order or structure.

The teacher should provide a learning environment where learners actively create their meaning and develop their understanding through their active engagement in various contexts. The learning environment would impact the learner's learning in both ways negative and positive.

Key PointsThere are many different methods by which students can learn with their interest.

• But while teaching to the children it is more beneficial to connect the concept with the life of the students, with the existing knowledge of the student, and with their culture and their environment.
• Example: A student tries to learn about the shape of the triangle but he can't understand it, but if a teacher teaches the shape of a triangle is the same as the shape of a "samosa" then the student may understand easily the shape of a triangle.

Thus,it is concluded that Students learn better when the material to be learnt is connected with existing knowledge.

Effective teaching is defined as the ability to improve student achievements. Effecting teaching is to provide good or quality education. It needs to fulfill some criteria to achieve the learning outcome.

Key PointsThere are various reasons for students' failure in academic achievement like lack of interest, less attention, etc. One of the reasons is decontextualized curriculum.

• Decontextualization is the process of examining or interpreting something that is separate from the context in which it is embedded.
• It occurs consciously or subconsciously.
• Decontextualized curriculum can be responsible for students' failure as they will not be able to deal with the curriculum which is not contextualized with their real world.

Thus, it is concluded that Decontextualized curriculum contributes to students' failure in academic achievements.

HintExperiential learning, inclusive philosophy, and learner-centered pedagogy make their learning creative and interesting so these cannot be the reason for academic failure.

The National Curriculum Framework was developed by NCERT in the year 2005. It provides detailed guidelines for the preparation of the curriculum and planning learning experiences for the students within and outside the classroom.

Key PointsAs per major recommendations given by NCF 2005 the child is not a passive learner but rather an active participant in the construction of knowledge by using child-centered methods of teaching.

The Five Major Salient features of NCF 2005 are perspective reforms, learning and knowledge process reforms, curriculum and assessment reforms, school and class environment reforms, and systemic reforms.

• Its main objective was to constructivist learning with the child-centric learning process, learning without burden, promoting multilingual education, replacing rote learning.
• It ensures that students do not just learn mechanically without thinking.
• A lot of examination and assessment reforms were also introduced through NCF.

 Additional InformationThe NCF 2005 brought the following paradigm shifts -

• Moving from teacher-centered towards the learner-centered approach of teaching.
• Children should be active learners.
• Learning by doing.
• Following the constructivist pedagogy.
• Role of teacher as a facilitator.
• Three language formulas.

Hence, we can conclude that As per National curriculum framework (2005), children play active role in construction of knowledge.

There are different methods of learning which are used by the teachers in the process of learning different types of concepts. There is not a single concept that is universally affected to teach all subjects. Each and every subject requires different techniques.

Key Points

• Conceptual learning is a learning in which students get the roots of the concepts which helps them to get better knowledge than rote learning.
• Conceptual learning helps students to make thinking divergent and explore their knowledge with interest.
• In school, while teaching conceptually a teacher should use 
• ​Exemplars\examples related to the concept
• Non-exemplars related to the concept
• ​Prototypes prevalent in their culture
• Get students to demonstrate their understanding
• discussion strategies

Thus, it is concluded that in order to teach a concept, a teacher should avoid using instances discrete to the concept.

Self and personality refer to the characteristic ways in which we define our existence. They also refer to the ways in which our experiences are organized and show up in our behavior.

• From common observation, we know that different people hold different ideas about themselves. These ideas represent the self of a person.

Key Points

• ​Cognition is the mental processing of information, which is the function of the human mind that allows perceptions to grow into conceptions. When we have control over our own cognitive functions that are termed metacognition.
• The term metacognitive awareness refers to a person's conscious monitoring of his or her own cognitive strategies during the process of applying them. Example- A student learns about what things help him to remember facts, numbers, names, and events.
• Metacognitive knowledge is the awareness of one’s own cognition and particular cognitive processes. It is strategic or reflective knowledge about how to go about solving problems, cognitive tasks, including contextual and conditional knowledge and knowledge of self.

Thus, it is concluded that Knowledge or awareness of self as knower' depicts metacognition.

Additional Information

• Misconceptions refer to a wrong or inaccurate idea that takes place due to the mismatch in previously assimilated and newly accommodated knowledge.
• Mnemonic is any learning approach that aids in the retention of information.

There are different kinds of teaching-learning approaches to facilitate effective learning and the above-mentioned step is involved in the process of Problem solving.

Key Points

• Problem-solving is a learner-centered approach that emphasizes learner's active involvement in the learning process. In this approach, teachers create a problematic situation for students and then assist them in perceiving, defining, and stating the problems in a fear-free classroom environment.
• The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue. This is a step-wise process for solving the problem which helps the students solve the problem by achieving steps one after one.
• Steps involved in the problem-solving process:
• Identifying the difficulty
• Setting the goal
• Exploring possible solutions
• Acting according to the solution
• Evaluate outcomes
• Drawing conclusion

Thus, it is concluded that the above-mentioned steps are involved in the process of problem-solving.

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

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

Key Points

• Exploring and discussing misconceptions is meaningful in the teaching-learning process.
• It gives students opportunities to think about the reasons behind those misconceptions and it is helpful in leading deeper investigations so that the teacher can modify and use teaching techniques accordingly.
• The misconception is an important topic among teachers because it can shape how students learn. It helps the teacher to be aware of learners' learning styles and to cater to them according to their needs.

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

Boredom is a state of being weary and restless through lack of interest. Sometimes, in the teaching-learning process, the students get bored if the class activities are not challenging enough. In this stage the learning plateau occurs, after gaining mastery over the concept, the learner feels bored and wants to learn new things.

Key Points

• Students are likely to feel boredom when activity is not valued. So the teacher should always introduce the same concept with innovative methods to overcome boredom.
• Whatever activity the teacher is taking to teach students, that activity must be entertaining, interesting, or appealing for the students.
• They get the most interest in it and learn that concept or topic effectively.

Thus, it is concluded that students are likely to feel boredom when activity is not valued.

Feedback is an essential activity in the learning process. it gives the learner insight into what they are doing right and what they can improve.

Key Points

• Motivation is part of human behavior and being a student, motivation is an important element to justify quality learning.
• Assessment of the child’s abilities can only be done through feedback. It helps us to know whether the child has learnt what you have taught and whether your teaching is effective.
• Feedback concentrated on the ability of the student is an inappropriate way of using feedback as a motivator as it only shows their abilities and not their weaknesses.

Thus, it is concluded that Feedback concentrated on the ability of the student is an inappropriate way of using feedback as a motivator.

Calculation:

\(\rm \frac{{0.007}}{P}\) = 0.01

⇒ P = 0.007/0.01

⇒ P = 0.7

Concept used:

1 km = 1000 m

1 m = 100 cm

1 cm = 10 mm

Calculation:

From the above concept the correct answer is 

1 km = 1000 m, 1 m = 100 cm, 1 cm = 10 mm

∴ The correct option is 4

Calculation:

1 + 2 + 3 + 4 = 10

2 + 3 + 4 + 5 = 14

3 + 4 + ___ + 6 = ___

4 + 5 + 6 + 7 = 22

By observing the above pattern

3 + 4 + 5 + 6 = 18

∴ The correct answer is option 3

Given:

Number of tigers in 2014 = 173

Number of tigers in 2015 = 156

Number of tigers in 2016 = 140

Number of tigers in 2017 = 125

Calculations:

⇒ Difference of number of tigers in the year ( 2014 - 2015 ) = ( 173 - 156 ) = 17 tigers

⇒ Difference of number of tigers in the year ( 2015 - 2016 ) = ( 156 - 140 ) = 16 tigers

⇒ Difference of number of tigers in the year  ( 2016 - 2017 ) = ( 140 - 125 ) = 15 tigers

Option 1): The number of tigers increased every year. ( incorrect )

Option 2): With respect to the previous year, more number of tigers decreased in 2015 in comparison to 2016. ( correct )

Option 3): With respect to the previous year, more number of tigers decreased in 2017 in comparison to 2015. ( incorrect )

Option 4): With respect to previous years, an equal number of tigers decreased in 2016 and 2017. ( incorrect )

Given:

Number of Rs. 2 coins = 4

Number of Rs. 20 notes = 2

Number of Rs. 100 notes = 100

The price of flowers = Rs. 335.

Calculations:

Total money given by Kareem to shopkeeper = (Rs. 2 x 4) + (Rs. 20 x 2) + (Rs. 100 x 3) = 8 + 40 + 300 = Rs. 348.

⇒ The amount Kareem get back = Rs. (348 - 335) = Rs. 13

Concept:

A scalene triangle is a triangle in which all three sides are of different lengths, and all three angles are of different measures.

Calculation:

So, as per the options,

⇒ option 3) is correct 

Hence all sides of a scalene triangle are unequal. 

Additional InformationA triangle is a specific type of polygon having only three sides and three angles. The sum of all interior angles of a triangle will always add up to 180 degrees.

On the basis of side lengths, the triangles are classified into the following types:

• Equilateral Triangle: A triangle is considered to be an equilateral triangle when all three sides have the same length.
• Isosceles triangle: When two sides of a triangle are equal or congruent, then it is called an isosceles triangle.
• Scalene triangle: When none of the sides of a triangle are equal, it is called a scalene triangle.

Formula used:

Total number = Rank from left end + Rank from right end - 1

Calculation:

Total number of person in the line = 14 + 14 - 1 = 27

∴ The total number of persons in the line is 27

Given:

Number of seashells Malini collected = 200

Number of broken shells = 3

Number of shell left with her = 200 - 3 = 197

Number of seashells in a necklace = 18

Calculation:

To solve this question we have to check all the options:

Option 1) Malini can make 11 necklaces with the seashells.

⇒ 11 necklaces = 11 × 18 = 198 ( incorrect )

Option 2) Malini needs one more seashell to complete 11 necklaces

⇒ 11 × 18 = 198, and she has 197 seashells, so she needs one more seashell to complete 18 seashells ( correct ).

Option 3) Malini can make 10 necklaces and she would leave with 15 seashells.

⇒ 10 × 18 = 180, remaining sea shell = 197 - 180 = 17 ( incorrect )

Option 4) Malini can make 12 necklaces with the seashells.

⇒ 12 × 18 = 216 ( incorrect )

So, option 2 is correct.

Concept:

A triangular pyramid has a triangle base.

And other faces attached with apex are triangles.

With each side of the base, one triangle face is being made and gets attached to the apex.

So, there will be 3 triangles faces except for the base.

Hence, the faces of a triangle pyramid consist of four triangles.

Given:

The capacity of the bucket to hold milk  = \(37\frac{1}{4}\) litre 

The capacity of small bottles = 250 ml

Concept:

1 litre = 1000 ml = 4 x 250 ml

Calculation:

Capacity of milk bucket can hold = \(37\frac{1}{4}\) litre

⇒ \(37\frac{1}{4}\) litre = 37 x 1000 ml + (1/4) x 1000 ml = 37250 ml

Number of small that can be filled = (37250/250) = 149 bottles

Given:

The distance between Seema and Siraj's house = 666.66 meters

Calculation:

To solve this question we have to check the statement of each option:

Option 1) The value of 6 in the hundreds place is 10 times the value of the 6 in the one's place

⇒ 600 = 10 x 6 = 60 ( incorrect)

Option 2) The value of  6 in the hundredth place is \(\frac{1}{10}\) the value of the 6 in the one's place.

⇒ 600 = (1/10 ) x 6 = 0.6 ( incorrect )

Option 3) The value of 6 in the ones place is \(\frac{1}{10}\) the value of 6 in the tens place.

⇒ 6 = 1/10 ) x 60 = 6 (correct)

Option 4) The value of 6 in the tenth place is \(\frac{1}{100}\) the value of the 6 in the hundreds place.

⇒ 60 = (1/100) x 600 = 6 ( incorrect )

So the statement in the option 3 is correct.

Concept:

Lines of symmetry divide a figure into two equal parts and each part is a mirror image of the other.

Lines of symmetry are different for different letters and also it varies according to how you write a letter for example line of symmetry is different for H and h

Calculation: 

The number of lines of symmetry for the latter H is 2 . one horizontally and another is vertical.

Given:

Time in 24 hours clock of Cheeku = 23:45

Time in 12 hours clock of Cheeku = 11:45 pm

Time in 24 hours clock of Bittu = 16:30 

Time in 12 hours clock of Bittu = 04:30 am 

Time in 24 hours clock of Pinki = 19:28  

Time in 12 hours clock of Pinki = 07:28 pm

Concept: 

To convert from a 24-hour clock to a 12-hour clock, we may have to subtract 12 to the hours after midday, e.g. 15:00 becomes 3:00 pm because 15 - 12 = 3 pm.

Calculation:

To solve this question we have to check all the given options;

⇒ Time converted by Cheeku = 23:45 - 12:00 = 11:45 pm ( correct )

⇒ Time converted by Bittu = 16:30 - 12:00 = 4:30 am ( incorrect )

⇒ Time converted by Pinki = 19:28 - 12:00 = 07:28 pm ( correct )

So the time shown by Bittu is incorrect because he has converted it as 04:30 am but it should be 04:30 pm.

Given:

Quantity of water in water bottle = 1000 ml = 1 litre

Quantity of water Sonam drank = 275 ml

Quantity of water Sonam's friend drank = 250 ml

Calculation:

⇒ Quantity of water drank by Sonam and her friend = ( 275 + 250 ) ml = 525 ml.

⇒ Quantity of water left in the water bottle = ( 1000 - 525 ) ml = 475 ml.

Given:

Weight of Sack of Wheat = 150 kg

Weight of sack of rice = 55 kg

Weight of Almirah = 68 kg

Weight to Water tank = 75 kg

Weight of Utensils = 20 kg

Maximum weight which can be carried on horse-cart = 300 kg

Calculation:

Adding Weight of all the things = 150 + 55 + 68+ 75+ 20 = 368 kg

Maximum weight Horse-cart can carrie = 300 kg

Extra weight on Horse-cart = ( 368 - 300 ) kg = 68 kg

⇒ So, 68 kg is the weight of Almirah.

⇒ Saurabh has to remove Amirah from the Horse-cart.

Geometry is the branch of mathematics that relates the principles covering distances, angles, patterns, areas, and volumes. All the visually and spatially related concepts are categorized under geometry. 

Key Points

• Visualization: This is considered to be an important process of geometry as it involves a lot of shapes and patterns without visualization it is impossible to judge various parameters of that shape.
• Transformation: A transformation is a general term for four specific ways to manipulate the shape and/or position of a point, line, or geometric figure. The original shape of the object is called the pre-Image and the final shape and position of the object is the image under the transformation. This is also an important process in geometry.

Hence options A & C are the correct ones. 

Additional Information

• On the other hand, transposition is not considered to be an important process in geometry as it has its significance in other subjects than in geometry or mathematics.

Mathematics is a subject that has the least importance for rote memorization and recall processes. Different activities and mathematical games play an important role here.

 Key Points

Advantages of mathematical games

• Children can learn most of the basic concepts of mathematics by being engaged in activities that give them pleasure.
• Every child loves to play games with other children and these games may be the perfect medium for learning several mathematical concepts.
• Games can be a very powerful medium for making mathematics learning enjoyable and at the same time meaningful for children.​ Mathematical games build a free and joyful interaction between students and the teacher and among students in the classroom.

​Hence option 2 is the correct one.

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

Key Points

Aims of teaching mathematics according to NCF 2005

• To develop the powers of thinking and reasoning.
• To solve mathematical problems of daily life.
• To develop spatial thinking and reasoning.
• To understand and acquainted with the environment and culture
• To prepare the child for various technical and general future professions.
• To develop in them a taste and confidence in mathematics.
• To give clarity on fundamental concepts and processes of the subject.

Additional Information

• ​On the other hand, Developing expertise in algebraic thinking is least appropriate for the aims of teaching mathematics according to the National Curriculum Framework 2005.

Hence option 4 is the correct one.

Van Hieles gave a model which consisted of many stages about how children learn geometry. 

The Van Hiele model of geometric thought can be used to guide instruction as well as assess student abilities.

 Key Points

Characteristic of geometrical reasoning levels as given by Van Hieles-

• Sequential: As with most developmental theories, a person must proceed through the levels in order. To function successfully at a particular level, a learner must have acquired the strategies of the preceding levels.
• Developmental: Progress (or lack of it) from level 0 to the last level depends more on the content and methods of instruction received than on age: No method of instruction allows a student to skip a level; some methods enhance progress, whereas others retard or even prevent movement between levels.
• Experience Dependent: Each level has its own linguistic symbols and its own network of relationships connecting those symbols. The meaning of a linguistic symbol is more than its explicit definition; it includes the experiences that the speaker associates with the given symbol. What may be “correct” at one level is not necessarily correct at another level

Additional Information

• ​On the other hand progress (or lack of it) from level 0 to the last level depends more on the content and methods of instruction received than on age.

Hence Age dependence is not a characteristic of geometrical reasoning levels as given by Van Hieles.

Mathematics is understood more easily when appropriate teaching aids are used by the teachers. Dienes blocks are one of those materials.

 Key Points

• Dienes are wooden or plastic cubes, rods and flats used to support children's basic maths.
• Here representation is done as units - one’s place, Longs - ten’s place Flats - hundred’s place, Blocks - thousand’s place where children can distinguish each place.
• Dienes are used by students when learning mathematical concepts such as addition, subtraction, number sense, and place value.
• Hence these can be used to teach place value, the addition of numbers, and multiplication of single-digit numbers which are given above

Additional Information

• ​Probability is the branch of mathematics concerning numerical descriptions of how likely an event is to occur, or how likely it is that a proposition is true.
• The probability of an event is a number between 0 and 1, where, roughly speaking, 0 indicates the impossibility of the event and 1 indicates certainty, the dienes blocks are not at all suitable for teaching probability.

Hence probability can't be taught using Dienes blocks

Important PointsPre number concepts can be developed in children during the preschool years. i.e. before attaining 7 years of age(before the concrete operation stage).These include:

• Matching leads to understanding the concept of one-to-one correspondence.
• Matching forms the basis for our number system. When a child can create “the same”, it then becomes possible to match two sets. This becomes a pre requisite skill for the more difficult tasks of conservation.
• ​Hierarchical Inclusion is a counting principle, sometimes referred to as the cardinal principle which is also related to pre-number concept formation in children.
• It is the understanding that numbers are nested inside of each other and that the number grows by one each count.

Additional Information

• On the other hand measurement is considered as number concept not a pre-number concept since it requires more cognitive ability as children can't compare the length of objects in their earlier stage.
• Counting, recognising and using numerals correctly, comparing numbers, measurement and operations on numbers are considered as number concepts which come after pre-number concepts.

​Hence A & B are the correct options.

Assessment refers to the collection of all possible data and evidence concerning the learning of concepts. These data may be numerical or quantitative like marks or scores and qualitative data like interest in learning of the concepts, interaction capability on the concepts learned involvement in subject-related activities and several other characteristics of the student which are the possible outcomes of learning of the concepts.

 Key Points

The classroom-based assessment in mathematics should

• Provide 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.
• Identify and remediate group or individual deficiencies.
• Consider and respect the unique qualities, experience, and expertise of all the students so that they could feel their strengths are being assessed and gain confidence.
• Recognize the potential of the students and facilities for enriching their capabilities.
• Reflect on what is being revealed about the thinking process of students so that students can identify where they are lagging and improve that particular area.

​Hence A & C are the correct options.

Mathematics pervades all branches of knowledge and all walks of life. The development and innovations in science and technology, which are the main driving force of unprecedented change happening across the world, are based on the application of mathematics.

Key Points

Nature of mathematics

• Mathematics is logical all concepts of mathematics i.e. arithmetic, algebra and analysis can be defined in terms of concepts of logic.
• Mathematics is symbolic these symbols add power to mathematics and allow us to easily visualize whether a mathematical statement is correct and valid or not.
• Mathematics can be understood as a science of patterns as every concept in mathematics follows a pattern and a logic on which every problem will be solved.
• Mathematics aims at abstraction, it is one of the amazing features of mathematics.This nature of mathematics gives rise to the development of new areas of mathematics like algebra.

Hence A & B are the correct options. 

Additional Information

• As mathematics is based on logic, there is very limited space for creativity in mathematics is not true because mathematics provides a lot of scope for creativity as there is no single method fixed to solve a problem, the same problem can be solved in a number of ways which promotes the creativity of a child.

Diagnosis is the process of investigating the learners’ difficulties and the reasons for this, its follow-up leads to actions that may help children make up for their deficiencies. This step is generally termed Remedial Teaching. 

Key Points

Steps to be followed for successful remedial teaching-

• While selecting and implementing the instructional material the most important thing is the individual need of the student in a particular area.
• Different methodologies have to be adopted for different kinds of students.
• Other modes of interaction such as learner-learner interaction and learner-material interaction may also be utilized
• After locating the area where the difficulty lies, the teacher will devise some strategy to remove problems in learning and the causes due to which the learner has faced the difficulties.
• The strategy used by teachers to remove the weakness of the learner is known as remedial teaching.
• Diagnostic Testing leads to remedial teaching in which the teacher has to prepare instructional material for quality learning, adopting different methodologies as per the needs of the individual or a particular group.

Hence, remedial teaching is most helpful for addressing the difficulties students are facing in understanding mathematical concepts and improving their performance.

Spatial awareness is an understanding of Shape and size noticing, describing, and comparing shapes and sizes of objects. Space and position recognizing where a person or object is about other people and objects and understanding concepts like “on top of” or “under.” or beside etc. 

Key Points

• Children understand the concept of size and shapes and accordingly, they will classify different objects.
• Primary school children can extend the concept of shapes in a real-life situation as they compare the shapes of chocolates, ice creams, and houses to the shapes they learned in the classroom.
• Every idea children have regarding space and shapes in their early school years is relational and will help children in strengthening the concepts more.
• Spatial understanding is the basic and a building block for many important topics of mathematics like geometry which the children face as they progress further.

Additional Information

• ​On the other hand, logical transitive inferences are not at all related to spatial understanding, size, and shapes which is a simple topic as compared to logical transitive inferences.

Hence primary school children cannot make logical transitive inferences (X > Y, Y > Z, therefore X > Z) is the least appropriate in the context of a spatial understanding of children.

Formative assessment: Formative assessment is a process of evaluating the students’ knowledge as they learn. 

• It is a method of ongoing assessment and it involves putting together a series of quick-fire questions and exercises to help you monitor the learner’s progress during the course.
• Unlike summative assessment that happens at the end of a course, formative assessment tracks the student’s knowledge level on the go.

Important Points

Tools for formative assessment: 

1. Assignment
2. Project-work
3. Quiz
4. Oral Question
5. Journal entries etc.

Characteristics of Formative Assessment 

• It evaluates the learning process and the learner’s progress at the same time.
• Formative assessment requires the instructors and the students to become intentional learners.
• The aim of formative assessment is to gather actionable feedback that improves the overall teaching and learning process.
• It is a diagnostic method of evaluation.
• Results from formative assessments are immediately made available.
• Formative assessments are non-graded.

Additional InformationSummative Assessment is any method of evaluation performed at the end of a unit that allows a teacher to measure a student's understanding and achievement, typically against standardized criteria.

• The purpose of summative assessment is to gauge students' comprehension of the material presented at the end of a particular unit of work and is often measured with a grade or percentage, depending on the subject, so it is the term-end examination.

Tools for summative assessment:  

• Final examination (a truly summative assessment)
• Term-end examination
• Semester exams
• Performances Test
• Student evaluation of the course (teaching effectiveness) etc.​

The term-end examination is used for summative assessment not for formative assessment. 

Hence, we can conclude that the right answer to this question is the Term-end examination.

Addition with regrouping is a technique used in Maths when adding together two or more numbers of any size. It is used with the column method of addition, where sums are arranged vertically, and numbers are added one column at a time. Regrouping is also referred to as "carrying over".

Key PointsExample: Add 6743, 2469, 538

Carry  1 1 2

           6 7 4 3

           2 4 6 9

          +   5 3 8

        ----------------

           9 7 5 0

• Add units 3 + 9 + 8 = 20. Write 0 in the units column and carry 2 to the tens column.
• Add tens 2 + 4 + 6 + 3 = 15. Write 5 in the tens column and carry 2 to the tens column
• Add hundreds 1 + 7 + 4 + 5 = 17. Write 7 in hundreds column and carry 1 to thousands column and carry 1 to thousands column
• Add thousands 1 + 6 + 2 = 9. Write 9 in thousands column.

​Hence Addition with regrouping should be used for remediation of addition.

Additional Information

• Forward counting is counting by adding one more, every time.
• One-to-one correspondence- Suppose you are given a certain number of cups and saucers and are asked to find out whether there are enough saucers for all the cups. How would you do this? By counting the number of cups and saucers, of course! But what will you do if you do not know how to count? Can you still answer the question? Yes, by matching (or pairing) each cup with a saucer. This means that you set up the cups and saucers in one-to-one correspondence with each other. Thus, pairing is simpler than counting and is basic to it.

Errors play an important role in the mathematics learning process, errors should be taken as steps for rectifying the misconceptions of the students rather than blaming them. 

Key Points

Importance of errors in mathematics

• If a student gets curious about a mathematical problem gets the confidence to do it and later commits an error, he should be congratulated for at least trying.
• Errors can turn into important tools for teachers to know about misconceptions of students and clear them.
• The point where the student commits an error indicates the area where the student is lagging behind and immediately teacher can act according to it.
• The teacher should provide sufficiently challenging tasks in which students might make errors so that the understanding and problem-solving ability of students can be calculated.

 Additional Information

​On the other hand the statement "If a student is making a lot of errors in mathematics, this means that he cannot do mathematics" is not true in the context of error because the error is also considered a part of learning.

George Polya is known as the father of modern mathematical problem-solving.In 1945, he proposed a book "How to solve it", in which he explains all the four steps.

Key Points 

 According to Polya, the sequence of all the four steps in problem-solving is as:

• Understand the problem:- Children should put their efforts to understand the problem as to which type of the given problem is.
• Devise a plan:- Plan a strategy by which the problem gets easily solved. Example: Use symmetry, make a list, use the model, etc.
• Carry out the plan:- Persist with the plan that you have chosen, check each step and if the plan is continuous not working leave the plan and devise another plan.
• Look back:- Check the outcome (result) of the problem, and look back to see from which steps you get results.

Thus, from the above-mentioned points, it is clear that Looking for a single obvious solution to the problem is least related with problem-solving in mathematics according to George Polya.

Fractions are one of the important topics of mathematics that need to be learned in the initial stage itself. Fraction expresses a numerical value that is apart from a whole. These should be introduced in the correct order. 

Key Points

• Using symmetrical rectangular strips and circular cut-outs for paper folding activities. This should be the first step because students get hands-on experience with fractions by doing various activities. This develops a basic idea about factions in students.
• Using various pictures to depict fractions, \(\frac{3}{4}\) etc. This should be the next step because once the students get the basic idea about fractions next is they should know some basic fractions which can be taught through pictures.
• Writing different types of fractions on the blackboard and explaining their various attributes. This will be the last step as the students have understood what fractions are from the previous two steps, they can copy from the blackboard along with comprehension.

​Hence B, C, and A are the correct order.

Concept:

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

Explanation:

• Chholay Bhature and rajma chawal is popular in North Indian states like Delhi, Haryana, Punjab.

Additional InformationFood in different places:

The correct answer is Gujarat.

On the 26^th of January 2001, an earthquake struck Bhuj.

Concept-

An earthquake is the sudden release of strain energy in the Earth’s crust resulting in waves of shaking that radiate outwards from the earthquake source. An earthquake is the result of plate tectonic activities. 

Explanation-

 Earthquake

• The sudden movement of the ground (tectonic plate) releases elastic energy stored in the rocks and generates seismic waves.
• It is one of the most unpredictable and highly destructive disasters of all-natural disasters.
• It can happen any time and anywhere and affected a very large area.
• There are many types of earthquake-like Tectonic, Volcanic, Collapse, and Explosion earthquakes.
• The Geological Survey of India has divided India into four Earthquake zones.
• The Richter scale is used to measure the magnitude of the earthquake.

Concept:

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

Explanation:

Houses in Assam:

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

​Thus, the above type of house is found in the state of Assam.

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 21:45 to 05:45) i.e. 9:45 - 05:45 = 8 hrs.

Speed = 432 km / 8 hrs = 54 km/hr.   

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

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

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

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

Concept:

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

Given:

• Scale 1 cm = 110 meters
• Patanncheru Darwaja from Fateh Darwaja is 15.5 cm

Explanation:

• 1 cm on the map = 110 meters on the ground.
• The actual distance between gates = 15.5 x 110 meters = 1705 m = 1.705 km
• As in the 1 km= 1000m

Thus, the actual distance between the two gates is approximately 1.705 km.

Concept:

• Every region has its traditional arts.
• Traditional arts are mostly learnt at home.
• Traditional arts like textile making passes from generation to generation.

Explanation:

About Pochampally:

• Pochampally sarees are weaved in the Mukhtapur village of Pochampalli district of Telangana.
• They have traditional geometric patterns in the Ikat style of dyeing.
• The intricate geometric designs find their way into sarees and dress materials.
• Pochampalli sarees are bright colours.

Pochampalli is a town where most of the families, are weavers and the special cloth they weave is called Pochampalli. The town, where beautiful bright-coloured Pochampalli sarees are made, is a part of Telangana.

Additional InformationAbout Kalamkari:

• 'Kalam’ means pen and ‘kari’ means artwork or craftsmanship.
• This literally translates to mean drawing with a pen.
• Kalamkari is hand-painted or block-printed work on cotton textile done in Andhra Pradesh. ​

The correct answer is Abu Dhabi

Explanation:

• 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.
• The currency of Abu Dhabi is Dirham
• The people of Abu Dhabi speak the Arabic language

Additional Information

• Abu Dhabi is located on an island in The Persian Gulf
• Abu Dhabi's oil reserves are estimated to be about one-tenth of the world’s total reserves
• Dubai is another important city in the United Arab Emirates.
• Burj Khalifa, the world's tallest building is situated in Dubai
• Dubai and Abu Dhabi attract a large number of tourists throughout the year.

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-

From the provided map, we can conclude that Gandhi Nagar is north West of the Banglore.

The correct answer is It is an alloy of copper and zinc.

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.

An alloy is a homogeneous mixture of two or more metals, or a metal and a non-metal. 

Properties of alloys are different from the constituent elements. 

• They are harder than their constituent metals.
• They are more resistant to corrosion than pure metals.
• They are more durable than the metals they are made from.
• They have less electrical conductivity and melting point than the constituent metals.

Some of the properties of constituent elements are retained in the alloy.

Explanation:

Hence Brass is an alloy of Copper and Zinc.

Properties of Brass:

• Muted yellow/gold colour (depending on the amount of zinc)
• High corrosion resistance
• Highly castable (malleable)
• Above-average thermal conductivity

Important Points

• It is an element - Incorrect
• It is a compound - Incorrect
• It is an alloy of copper and zinc - Correct
• It is a homogeneous mixture of copper and tin - Incorrect

Additional Information Some other examples of alloys:​

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

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 in our country-

Thus, in Kerala, people grow eatables such as tapioca and coconut in their courtyards and they find food prepared using these to be very tasty

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, and skin for tents.
• The Changpa graze their goats in 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 is known as ‘Rebo’ and the place in which animals are kept is called ‘Lekha’ in Leh and Ladakh.
• Hence the design of these tents is more than a thousand years

The correct answer is 28 States 

Explanation:

India

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

Additional Information 

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 Bay of Bengal:

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

Thus, Odisha, Andhra Pradesh, and Tamil Nadu have a coast on the Bay of Bengal.

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

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

Explanation:

Cheraw dance is the traditional dance form of Mizoram.

• It consists of usually six to eight people holding a pair of bamboo staves onto another bamboo positioned horizontally on the ground.
• It is an attractive hub during festive occasions.
• In 2010, A Guinness World Record was made in which the highest number of Cheraw dancers performed at the same time.
• It is also recognized as the oldest dance form of Mizoram.

Cheraw is performed by six to eight people holding a pair of bamboo staves on another horizontally placed bamboo on the ground on special occasions such as when there is a bumper harvest of a crop. Gongs and drums are used as musical instruments in Cheraw dance.

• Cheraw is one of the traditional and oldest dances of Mizoram. It is also recognized as the oldest dance form of Mizoram.
• It is also known as the Bamboo dance.
• It is one of the most famous dances in Mizoram, and a centre of attraction during festive occasions.

Note: Khuallam, Sarlamkai, Chheihlam and Mizo are other Traditional Dances of Mizoram.

Additional Information 

Sattriya dance:

• The Sattriya dance form was introduced in the 15^th century A.D by the great Vaishnava saint and reformer of Assam.
• The dance form evolved and expanded as a distinctive style of dance later on.
• Due to its of its religious character and association with the Sattras, this dance style has been aptly named Sattriya.

Rouf Dance:

• Rouf is a popular and main folk dance of Jammu and Kashmir performed by women of the Kashmiri community.
• Rouf is performed with the intriguing footwork carefully resonating with one another.
• Rouf dance is the most important and famous folk dance form of Kashmir Valley.

Garba dance:

• Garba is a Gujarati folk dance celebrated in Navratri, a celebration lasting nine nights.
• Garba songs typically revolve around the subjects of Lord Krishna or the nine goddesses.
• Sanedo is an example of a very popular song. Garba styles vary from place to place in Gujarat.

Some other common folk Dances are - 

Explanation:

Cold Deserts are deserts having extremely cold winters. These deserts are generally found in mountainous areas.

• Ladakh and Leh is the only cold desert in India, situated in the Himalayas.
• It doesn't get affected by the monsoon as it lies in the rain shadow region of the Himalayas.
• The rainfall in this region is as low as 10 cm annually.

Hence the cold desert region present in our country is Leh and Ladakh

Additional Information

• The Antarctic Polar Desert covers the continent of Antarctica and has a size of about 5.5 million square miles.
• The second-largest desert is the Arctic Polar Desert.
• Antarctica is the coldest place on Earth.

Some Major Deserts of the world are:-

EVS, provides children with an understanding of how we interact with our environment –physical, biological, social and cultural, and how we are influenced by it.

Key Points

Integrated nature of EVS 

• EVS, at the primary stage, is an integrated subject area that draws upon insights from sciences (physical, chemical, and biological), social studies (history, geography, political science, sociology, etc), and environmental education (protection and conservation).
• It is aimed at developing in children a holistic or integrated perspective of the environment where he/she lives in.
• EVS helps children develop their own insights into the functioning of several things in their environment.
• Such interactions with their surrounding environment are immensely important in the healthy development of children.
• Such interactions also enhance children’s learning capabilities by providing concrete learning experiences.

​Hence, the nature of Environmental Studies at the primary level is integrated.

 Additional Information

• On the other hand, the words single subject, supplementary, and textbook-based don't point to the nature of EVS as it is integrated.

EVS provides children with an understanding of how we interact with our environment –physical, biological, social, and cultural, and how we are influenced by it.

 Key Points

Recommendations of NCF 2005 for EVS learning-

• To train children to locate and comprehend relationships between the natural, social and cultural environment.
• To develop an understanding based on observation and illustration, drawn from lived experiences and physical, biological, social, and cultural aspects of life rather than abstractions.
• To shift from rote memorization and getting stick to a textbook approach.
• To create cognitive capacity and resourcefulness to make the child curious about social phenomena, starting with the family and moving on to wider spaces;
• To nurture the curiosity and creativity of the child, particularly about the natural environment.
• Children's life at school must be linked to their life outside the school and the teaching-learning process should be based on the child's real-life experiences.

​Hence,  B, C, and D are the correct options.

EVS, at the primary stage, is an integrated subject area that draws upon insights from sciences (physical, chemical, and biological), social studies (history, geography, political science, sociology, etc), and environmental education (protection and conservation). It is aimed at developing in children a holistic or an integrated perspective of the environment where he/she lives in.

Key Points

Objectives of Environmental Studies at the primary level

• Enable them to analyze, evaluate and draw inferences about problems and concerns related to the environment.
• Expose children to the real-life world (natural and socio-cultural).
• Help them understand environmental issues.
• Foster and nurture favorable attitudes and values towards the environment.
• To engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.
• To nurture the curiosity and creativity of the child, particularly in relation to the natural environment**.**​​

​Hence, A, B & C are the correct options.

 Additional Information

• On the other hand, treating children as receivers of a fixed body of knowledge makes them passive which is not an objective of Environmental Studies at the primary level.

EVS covers themes like food, water, shelter, etc. These discuss or deal with the real issues in children’s immediate environment, connecting them with their real experiences at home, neighborhood, and community.

 Key Points

The pedagogy of EVS at the primary level is

• Related to real-life experiences of the child.
• Considers child as a young explorer.
• Involves a lot of activities where the teacher is just a facilitator and the whole thing is done by the student only.
• Is child-centered where the child is not considered just a passive recipient of knowledge from the teacher.
• Provides students ample opportunities to explore, analyze and learn.
• Avoids rote memorization and just sticking to bookish knowledge.

​Hence, the pedagogy of EVS at the primary level is child-centered.

EVS helps children to explore their immediate ‘self’ and beyond, to include his/her family (environment), neighborhood, the locality, and also the country. Teaching-learning experiences in EVS are visualized to help the child locate himself/herself in a larger context as part of a community, the country, etc.

Key Points

The teaching-learning process of EVS at the primary level is challenging for teachers for inculcating creativity and initiative in children because:

• Teachers need to follow several new and learner-centered methods leaving the old lecture and blackboard methods.
• Teachers need to devise several innovative activities which enhance creativity in children.
• Need to use more teaching-learning materials other than textbooks and go beyond the textbook.
• Assess students not only through thorough examinations but also through observation, field trips, case studies, etc.
• Just act as a facilitator providing students complete freedom to explore.

Hence, teaching the learning process of EVS at the primary level is challenging for teachers for calculating creativity and initiative for children.

EVS is a subject that has a lot of themes. Children can relate their real-life experiences to the learning through themes and get connected to the concept being taught. 

Key Points

Stories and Narratives maximally facilitate learning of EVS because:

• For example topics like farming and preservation of food narratives from the experts and farmers regarding those topics enhance the learning.
• More knowledge can be shared with students with the help of stories that hold their concentration for more time.
• Narratives of great persons who have achieved something in their life can inspire students to progress further.
• Students find reality in the narratives and get connected to the concept, trying to explore the topic in their surroundings.
• Stories and narratives are not only shared with the students but students are also encouraged to share their narratives and experiences.

​Hence, stories and narratives can maximally facilitate learning of EVS.

EVS is a subject that has a lot of themes. Children can relate their real-life experiences to the learning through themes and get connected to the concept being taught. 

Key Points

The syllabus of EVS consists of six themes.

• Family and friends, which consists of four sub-themes
• relationships
• work and play
• animals
• plants
• Food
• Water
• Shelter
• Travel
• Things we make and do.

​Hence,  Family and friends is the theme of the syllabus of EVS at the primary level.

EVS is a subject that involves a lot of activities and new methods of teaching. EVS can't be taught to the child perfectly by keeping him/her passive just as a receiver of knowledge. 

Key Points

In EVS learning, activities are conducted to provide an experience for learning by doing.

• To develop psychomotor skills: This kind of learning involves motor and muscular activities. Just as in cognitive and affective learning, psychomotor learning also occurs in combination with the other two types of learning. It is demonstrated by physical skills which are acquired through practice in response to cues and stimuli from the surroundings.
• To develop a manipulative skill: This is the ability to perform certain actions by following instructions and practicing.
• To give hands-on experience: Children learn anything more accurately when they are provided hands-on experience. For example, it is good to make students build a vermicompost pit than demonstrate how to do it.

Hence,  A, B & C are the correct options.

EVS is a subject that involves a lot of activities and new methods of teaching. EVS can't be taught to the child perfectly by keeping him/her passive just as a receiver of knowledge.

 Key Points

Meaningful learning of EVS can be given to children if:

• teaching is done by relating the subject knowledge to students' real-life experiences.
• activities are conducted followed by a discussion as a review of students' work is done where they realize their mistakes and never repeat them.
• the group works designed by the children are promoted by the teacher.
• students are given total freedom to express their views and ask questions regarding the topic.
• activities are conducted by the teacher according to the local contexts of the child because students can relate the activities to their daily life.

​Hence**, B, C & D are the correct options.**

A field trip is a visit to an area outside of the normal classroom where children can try new things, have different experiences, and learn valuable life lessons.

 Key Points

The theme plants can be taught effectively through field trips because:

• Children observe a lot of plants and their parts on the field trip.
• Children get hands-on experience by touching the plants on the field.
• The teacher can demonstrate each and every part of the plant and its functions by showing the real plant.
• Real experiences make students remember the concepts for a long time.
• Meaningful learning takes place as children get direct experience.

​Hence,  the theme plants can be taught effectively through field trips.

EVS is a subject that is not related ta a single theme or a single topic, it has several themes and many topics. They can be taught not only through textbooks but several other resources.

Key Points

• Newspapers: Play a key role in highlighting the day-to-day issues related to the environment and its factors. Students get ample knowledge about the environment by reading the facts and the narratives published in the newspaper.
• Surveys: This gives the real information and set the condition in the real world in front of students' eyes. For example, a survey about the eating habits of the people may teach students about the scarcity of food, healthy and non-healthy food habits, the hard work done to get food, etc.
• Community members: Are considered to be valuable resources for EVS learning as some responsible members of the society may be invited to the school and asked to discuss the environmental issues relating to their real-life experiences.

Additional Information

• On the other hand, Twitter is not considered that important because many students don't have an account on Twitter, if they have Twitter also provides less knowledge and maximum other things it may kill the time of learners.

Key PointsEVS is a subject that is not related to a single theme or a single topic, it has several themes and many topics. They can be taught not only through textbooks but several other resources like 

• Community members:  Are considered to be valuable resources for EVS learning. Farmers from the community can be called and asked to share experiences like how food is produced, types of food, etc. Members working in the food preservation department can also be called and discuss the methods to preserve food without spoiling.
• ​If surveys are conducted: This gives the real information and set the condition in the real world in front of students' eyes. For example, a survey about the eating habits of the people may teach students about the scarcity of food, healthy and nonhealthy food habits, the hard work done to get food, etc.
• ​Through field trip: A field trip is a visit to an area outside of the normal classroom where children can try new things, have different experiences, and learn valuable life lessons. Children can be taken to fields and shown farming and the production of food.

​Hence**, A, B & C are the correct options.**

Groups activities are the types of activities where students are divided into groups of 4 or 5 and given an activity where each student in the group performs some or the other task to contribute to his group. 

Key Points

Advantages of group work:

• Improve the social skills of children like leadership, collaboration, sharing responsibility, etc.
• Improve social interaction among children where the children who fear speaking in front of teacher also can share their views.
• Promote collaboration among children where the children complete the tasks with everyone's effort in the group.
• They promote peer learning as children learn many things from their peers asking questions and clarifying their doubts about each other.
• Groups works enhance the creativity of the students as they learn in a new environment.

​Hence,  A, B & C are the correct options.

 HintThese are the only effective strategy for learning EVS is not the correct option because there are many other effective strategies as well.

Self assessment takes place when the student assesses his work and uses his feedback to rectify the errors and move ahead.

 Key Points

Self-assessment is also known as assessment as learning:

• In this assessment, learners are asked to assess their performance on their own, they use various assessment techniques and strategies to assess themselves.
• This practice helps learners to identify their knowledge gaps, adopt appropriate learning strategies and use assessment as a tool for new learning.
• It encourages students to take responsibility for their own learning. It requires students to ask questions about their learning.
• It encourages peer assessment, self-assessment, and reflection.

​Hence In assessment, self-assessment is assessment as learning.

A teacher's diary is a map for a teacher. It provides a view of the tasks to be performed. Every school should have a teacher's diary. A teacher knows what is to be taught, when, it is to be taught from the timetable and the monthly chart, and what methods, media, and approaches to be used are also readily available. Finally, the type of homework and evaluation are also mentioned in the teacher's diary.

 Key Points

• A teacher can do the work in a period according to available time.
• A teacher can study or revise and prepare before teaching so that she/he does not lose track of the matter to be taught.
• In a diary the teacher notes down different activities or anecdotes occurring in a class which increases her/his accountability.
• A teacher enters the classroom with self-confidence as he/she is well prepared, due to which the quality of teaching is good.
• A teacher can organize the teaching work in a better way.
• Teachers can review and modify the teaching-learning strategies.
• A teacher can read books, reference material, and teaching material, due to which teaching becomes more intense and concrete.

​Hence,  the information recorded in the teacher's diary is used by the teacher for reviewing and modifying the teaching-learning strategies.

The correct answer is "His frail health and sickness".

Key Points

• Refer to the following lines from the passage:
• 1. "Alfred Nobel was a sickly boy in his early years"
• 2. "A weak spine often forced him to rest for days in bed. He was too frail to participate in outdoor games".
• ​From the above sentences, it is clear that Alfred Nobel's frail health and sickness kept him away from outdoor games.

Hence, the correct answer is option 3.

The correct answer is "A and D".

Key Points

• Refer to the following line from the passage: 
• 1. "His determination and ability prompted his father to send him on a world trip to acquire knowledge about business, build the right connections, and so on".
• ​From the above sentence, it is clear that Alfred Nobel's determination and ability to develop his mental faculties prompted his father to send him on a world trip to help him acquire knowledge about business, to build the right connections to promote their family business, etc.
• Thus, we can say that statement (A)  and statement (D) both are true.

Hence, the correct answer is option 4.

The correct answer is "Large scale orders for armament's during the Crimean War".

Key Points

• Refer to the following lines from the passage: 
• 1. "The Crimean War (1853-1856) saw the height of the Nobel family's fortunes in Russia".
• 2. " The firm's coffers over-flowed through war orders for armaments".
• ​From the above sentences, it is clear that large scale orders for armament's during the Crimean War accounted for the phenomenal growth of the Nobel family's munition business.

Hence, the correct answer is option 2.