CTET Paper 1 - 19th Jan 2023 (English-Hindi-Sanskrit) (Previous Year Paper)

Child development refers to the biological, psychological, and social changes that occur in children as they grow and mature from infancy through adolescence. 

Key PointsTeachers should have knowledge of child development for several reasons:

• Tailoring instruction: Understanding child development allows teachers to design and deliver instruction that is developmentally appropriate.
• Individualized support: By knowing how children typically develop, teachers can identify when a student might be experiencing developmental delays or challenges.
• Creating engaging learning experiences: Knowledge of child development enables teachers to design curriculum and learning experiences that are engaging, meaningful, and relevant to students' lives.
• Effective classroom management: Understanding child development helps teachers anticipate and respond to students' behaviors and needs.
• Building relationships: Teachers can develop stronger relationships with their students by understanding child development.

Hence, We can conclude that Both (A) and (R) are true and (R) is the correct explanation of (A).

Child development refers to the biological, psychological, and social changes that occur in children as they grow and mature from infancy through adolescence.

Key Points

• The underlying assumption of theories that explain development as taking place in different stages is that development is discontinuous.
• This means that development is believed to occur in distinct and qualitatively different stages, with each stage representing a unique set of characteristics, abilities, and behaviors.
• These theories propose that individuals go through specific stages in a fixed sequence, and each stage is marked by significant changes and transitions in cognitive, social, emotional, and physical development.

Hence, We can conclude that The underlying assumption of theories that explain development as taking place in different stages is that development is discontinuous.

Agents of socialization are the individuals, groups, institutions, and experiences that play a significant role in shaping a person's social development and the acquisition of cultural norms, values, beliefs, and behaviors.

Key Points

• Primary Agents of Socialization: Primary agents are the most influential and fundamental sources of socialization. The primary agents of socialization include:
• Family: The family is considered the primary agent of socialization as it is typically the first and most significant socializing agent. Parents, siblings, and other family members transmit cultural values, norms, beliefs, and behaviors to children through direct interactions, modeling, and socialization practices.
• Secondary Agents of Socialization: They play a significant role in shaping an individual's socialization, but their influence may be more limited in comparison to the primary agents. The secondary agents of socialization include:
• Peers: Peers, or individuals of similar age and social status, have a significant impact on socialization, especially during childhood and adolescence.
• School: Schools serve as a major agent of socialization beyond the family. They introduce children to formal education, social interactions with peers, authority figures (such as teachers and administrators), and larger societal expectations and rules.
• Library:  Libraries frequently organize community events, author visits, book clubs, and cultural programs that bring people together.
• Media: Mass media, including television, movies, the internet, social media, and other forms of communication, play a role in socialization.

Hence, We can conclude that Family is a primary agency of socialization, while School is a secondary agent/agency of socialization.

Jean Piaget's theory of cognitive development proposes that children progress through four distinct stages of cognitive development, each characterized by a different way of thinking and understanding the world.

Key Points

• Piaget believed that individuals actively construct their understanding of the world through a process of assimilation and accommodation.
• Assimilation involves incorporating new information into existing mental schemas or frameworks, while accommodation involves modifying existing schemas to fit new information.
• Accommodation is the process of changing existing mental schemas or creating new ones in response to new experiences or information.
• For example, a child who has only seen small dogs may initially think that all animals with four legs and fur are dogs. However, when the child encounters a cat, they must accommodate their existing schema for dogs to include the new information that cats are a different type of animal.

Hence, We can conclude that according to Jean Piaget, a process through which the existing schemes or structure is modified to meet the resistance to straightforward grasping refers to Accommodation.

In Jean Piaget's theory of cognitive development, the concept of symbolism is indicated at the pre-operational stage. 

Key Points

• The pre-operational stage occurs approximately between the ages of 2 and 7 years.
• During this stage, children begin to use symbols, such as words, images, or gestures, to represent objects, events, or ideas.
• Symbolic thinking allows children to engage in pretend play, use language to communicate and understand and create simple signs and symbols.
• Egocentrism: Children at this stage have difficulty understanding that others may have different perspectives or thoughts than their own.
• Centration: Preoperational children often focus on only one aspect of a situation or object while disregarding other relevant information.
• Animism: Children in this stage tend to attribute lifelike qualities and intentions to inanimate objects.

Hence, We can conclude that the symbolism is indicated at the Pre-operational stage of Jean Piaget’s theory of cognitive development.

'Lev Vygotsky', a Soviet psychologist, has propounded the "Socio-cultural Theory". This theory implies the idea that social interaction plays a crucial role in the development of a learner's cognitive ability.

Key Points

Vygotsky has proposed the concept of 'Zone of Proximal Development (ZPD)' in his theory which refers to the:

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

Hence, We can conclude that the Zone of Proximal Development (ZPD) is discussed in the Socio-cultural theory of Lev Vygotsky.

Scaffolding refers to the support provided by a knowledgeable person to help learners bridge the gap between their current abilities and the tasks they are trying to accomplish.

Key Points

• Vygotsky's theory emphasizes that learning is a social process that occurs through interactions with more knowledgeable individuals, such as teachers, peers, or parents.
• A teacher should provide scaffolding to students by offering guidance, support, and resources that help them develop new skills and knowledge.
• This can include breaking down complex tasks into smaller, manageable steps, providing prompts or cues, modeling problem-solving strategies, and gradually reducing support as the students become more competent and independent.

Hence, We can conclude that in accordance with Lev Vygotsky’s theory, a teacher should provide a scaffold to students so that they achieve their best potential.

In Kohlberg's theory of moral development, the post-conventional stage represents the highest level of moral reasoning.

Key Points

• Individuals at this stage go beyond the conventional societal norms and laws and instead adhere to a personal set of ethical principles and values.
• They critically evaluate and question existing laws and practices, and they prioritize principles of justice, fairness, and individual rights.
• Conforming to democratically accepted laws and mores of community welfare aligns with the post-conventional stage because individuals in this stage make moral judgments based on universal principles rather than blindly conforming to societal expectations.
• They consider the broader implications of their actions on the community's well-being and prioritize justice and fairness in their decision-making.

Therefore, the statement "An individual’s stage of moral conforming to the democratically accepted laws and mores of community welfare is reflected in Kohlberg’s post-conventional stage of moral development.

A progressive classroom is an educational approach that focuses on student-centered learning, active engagement, and a holistic approach to education.

Key Points

• Learner-Centered Approach: Progressive classrooms prioritize the needs, interests, and individuality of students.
• Experiential Learning: Progressive classrooms emphasize hands-on, experiential learning.
• Collaborative Learning: Collaboration and teamwork are encouraged in progressive classrooms.
• Critical Thinking and Inquiry: Progressive classrooms emphasize the development of critical thinking skills.
• Flexibility and Personalization: Progressive classrooms provide flexibility in learning.
• Authentic Assessment: Progressive classrooms often employ alternative forms of assessment beyond traditional exams and standardized tests.

Hence, We can conclude that a progressive classroom should be dominantly Learner-centered.

Kinesthetic intelligence, also known as bodily-kinesthetic intelligence, is one of the multiple intelligences proposed by Howard Gardner's theory of multiple intelligences.

Key Points

• Kinesthetic intelligence refers to the ability to control and coordinate one's body movements effectively and to use physical skills in various contexts.
• Individuals with high Kinesthetic intelligence typically demonstrate strong physical abilities, such as agility, coordination, balance, and fine or gross motor skills.
• They excel in activities that involve physical movements, such as sports, dance, acting, or any task that requires hands-on manipulation or body control.
• Kinesthetic intelligence is often associated with a heightened sense of body awareness and the ability to learn, remember, and express oneself through physical movement.
• It can also contribute to the development of skills such as hand-eye coordination, spatial awareness, and the ability to manipulate objects skillfully.

Hence, We can conclude that kinesthetic intelligence refers to strong physical abilities and coordination.

According to Lev Vygotsky's sociocultural theory, language plays a crucial role in children's cognitive development.

Key Points

• Vygotsky believed that language not only facilitates communication but also plays a central role in cognitive development by supporting and advancing children's thinking processes.
• Vygotsky believed that language is not only a means of communication but also a tool for thinking and problem-solving.
• He viewed language as a cognitive tool that helps children organize their thoughts, understand concepts, and engage in higher-level thinking.
• It helps them internalize knowledge, engage in self-regulation, and develop higher-order cognitive functions.

Hence, We can conclude that in Lev Vygotsky’s view, language helps children in advancing their thinking.

Gender stereotyping refers to the generalizations and expectations society imposes on individuals based on their gender.

Key PointsGender stereotyping can manifest in various ways, such as:

• Assigning specific roles and responsibilities: Society may expect men to be assertive, strong, and career-oriented, while women are often expected to be nurturing, submissive, and focused on domestic responsibilities.
• Imposing behavioral expectations: Certain behaviors are deemed appropriate or inappropriate based on gender, such as encouraging boys to be competitive and tough while promoting girls to be nurturing and sensitive.
• Limiting career choices: Certain professions or career paths may be deemed more suitable or acceptable for one gender over the other, leading to limitations and barriers for individuals who do not conform to these stereotypes.
• Dictating appearance and clothing choices: Societal norms may prescribe specific styles of clothing, grooming practices, and appearances based on gender, enforcing rigid expectations of femininity or masculinity.

Hence, We can conclude that associating pink color with girls and blue with boys on a regular basis represents gender stereotyping.

Gender stereotyping refers to the generalizations and assumptions made about individuals or groups based on their gender.

Key Points

• In order to challenge prevalent stereotypes among students, it is important to present examples that don't conform to those stereotypes.
• By providing diverse and inclusive examples that defy stereotypes, students are exposed to alternative perspectives and representations that challenge their preconceived notions.
• When students encounter examples that go against stereotypes, it helps broaden their understanding and encourages critical thinking.
• They are more likely to question and challenge the existing stereotypes when they see real-life examples that contradict those stereotypes.
• This can lead to a more inclusive and accepting environment where individuals are valued for their unique qualities and abilities rather than being limited by societal expectations.

Hence, We can conclude that In order to challenge prevalent stereotypes among students, it is important to present examples that don't conform to those stereotypes.

Formative assessment is an assessment method that is used during the learning process to monitor student progress, provide feedback, and inform instructional decisions.

Key Points

• It involves gathering evidence and information about students' knowledge, understanding, and skills to support their learning and guide instruction.
• Here are some key characteristics and ways in which formative assessment can be used:
• Ongoing and Continuous: Formative assessment is an ongoing process that occurs throughout the learning journey, rather than being a one-time event.
• Feedback and Feedforward: Formative assessment provides timely and specific feedback to students about their strengths, areas for improvement, and how to enhance their learning.
• Learning Progress Monitoring: By using formative assessment, teachers can track individual student progress and identify any learning gaps or misconceptions.
• Adjusting Instruction: Formative assessment helps teachers make informed decisions about instructional strategies, content, and pacing.
• Active Student Involvement: Formative assessment encourages active student engagement and metacognition. Students are involved in self-assessment, reflection, and setting goals for their learning.
• Teacher-Student Communication: Formative assessment promotes dialogue and communication between teachers and students.
• In this case, the teacher is collecting information on the most important points and the most confusing aspects of the class to assess what the students have retained.
• It helps teachers gather feedback on student learning and understanding during instruction.

Hence, We can conclude that the teacher is using Formative Assessment.

Critical thinking refers to the ability to analyze, evaluate, and form a judgment about information.

Key PointsHere are some strategies for developing critical thinking in students:

• Questioning: Encourage students to ask and answer open-ended questions that require analysis, evaluation, or creation.
• Problem-Solving Tasks: Give students challenging problems that require them to apply their knowledge, analyze different options, and develop solutions.
• Discussions and Debates: Organize class discussions or debates on complex topics. This can help students to express their thoughts, listen to different perspectives, and formulate well-reasoned arguments.
• Reflection: Encourage students to reflect on their learning, their thinking processes, their attitudes, and the perspective of their peer group.
• Ample opportunity to discover knowledge: By engaging in the learning process, rather than being passive receivers of information, students can develop a deeper understanding of the topics, make connections between ideas, and develop their critical thinking skills.

Hence, We can conclude that in order to promote critical thinking among learners, a teacher should encourage students to reflect on the multiple perspectives shared by their peers.

"Diverse context" in the classroom refers to the variety of backgrounds, experiences, perspectives, and abilities that students bring into the learning environment.

Key Points

• (A) is true because providing examples from diverse contexts while discussing a concept aids in comprehensive understanding and fosters critical thinking.
• It allows students to see how the concept applies in various scenarios, which deepens their understanding.
• (R) is also true. Incorporating examples and experiences from students' socio-cultural context can indeed make education more relevant to them and foster a sense of belonging.
• They can see how what they're learning connects to their own lives, which can make the material more engaging and meaningful.

Hence, We can conclude that Both (A) and (R) are true and (R) is the correct explanation of (A).

Inclusion in education is the principle of providing equal opportunities for all students, regardless of their differences, to learn and participate in a supportive and accepting environment.

Key PointsHere are some strategies for promoting inclusion in education:

• Promote Diversity and Inclusion: Make efforts to ensure your students understand the value of a diverse and inclusive community.
• Implement Universal Design for Learning (UDL): The UDL framework is designed to optimize teaching and learning for all students based on scientific insights into how humans learn.
• Differentiated Instruction: Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences.
• Collaborative Learning: Encourage group work and other forms of collaborative learning to foster positive interactions between students of different backgrounds and abilities.
• Professional Development for Educators: Teachers and school leaders need to be equipped with the right skills and understanding to promote inclusive education.
• Parental and Community Involvement: Engage parents and the wider community in promoting and supporting inclusive education.
• Accessible Infrastructure: Schools should be physically accessible to all students, including those with disabilities.
• Individualized Education Programs (IEPs): For students with special education needs, an IEP can help ensure they receive the support they need.

Hence, We can conclude that Inclusion in Education can be promoted by implementing a universal design for learning.

Autism, or Autism Spectrum Disorder (ASD), is a neurodevelopmental disorder characterized by challenges with social skills, repetitive behaviors, speech, and nonverbal communication.

Key Points

• Children with autism spectrum disorder experience profound difficulties in relating to other people.
• They are unable to initiate social behavior and seem unresponsive to other people’s feelings. They are unable to share experiences or emotions with others.
• It is characterized by widespread impairments in social interaction and communication skills, and stereotyped patterns of behaviors, interests, and activities.
• The symptoms are present from early childhood and affect daily functioning.

Hence, We can conclude that Autism is prominently related to difficulty in “Social Interactions and communication”.

A visually impaired student is a student who has a significant visual impairment or blindness that affects their ability to see or perceive visual information.

Key Points

Instructional adaptations that a teacher can follow while working with students who are ‘visually challenged’ are:

• Should speak clearly and audibly to help them learn through listening or auditory learning
• Use a lot of touches and feel materials.
• Make use of material adaptations according to the individual needs, the actual degree of functional vision, presence of any other disabilities
• Using a variety of tactile materials like rough or smooth, three-dimensional maps and charts, cold or hot, wet or dry, vibrate or stationary helps the students to touch, feel, and understand the differences between the materials
• Break the entire learning process into smaller units
• Provide ample time for the challenged learner to learn in his/her own way.
• Provide support and independence wherever necessary
• Braille, tactile symbols, large prints, recorded materials, etc. can be used as teaching aids for a visually challenged learner.

Hence, We can conclude that using various types of tactile materials is the most suitable approach as an instructional adaptation.

Giftedness in students refers to the possession of natural abilities or talents at levels significantly beyond what is considered normal for their age. 

Key PointsGifted students often demonstrate some of the following characteristics:

• High Intelligence: They often have a high intelligence quotient (IQ), typically classified as an IQ score of 130 or above.
• Advanced Learning Ability: They may learn more quickly, deeply, and broadly than their peers.
• Creativity: They may show exceptional creativity, originality, and problem-solving abilities.
• Task Commitment: They may demonstrate unusual diligence or dedication to projects that capture their interest.
• Leadership: Some gifted students display natural leadership qualities, exhibiting the ability to guide and influence others effectively.
• Specific Academic Aptitude: Some students may show giftedness in specific academic areas, such as mathematics, science, or language arts, significantly outperforming peers in these areas.
• Psychosocial Skills: They may display a heightened sense of empathy and understanding of others' emotions.

Hence, We can conclude that  Ryan started to compose poems and songs at the early age of 3 and enjoys doing so without any external motivation. This is a typical sign of Giftedness.

Observation involves using one or more of your senses to gather information about the world around you. The process of learning through observation typically begins with watching or paying attention to the model.

Key Points

• This is based on the principles of observational learning, or modeling, which are key components of Bandura's social learning theory.
• The steps usually involve:
• Attention: Pay attention to the model and the actions they're performing.
• Retention: Remembering or memorizing what was observed.
• Reproduction: Imitating or practicing the actions of the model.
• Motivation: Being motivated to perform the action and receiving reinforcement or feedback on the action.

Hence, We can conclude that while facilitating learning through observation, a teacher should suggest students to start by paying attention to the actions of the model.

Metacognition refers to a student's ability to reflect on and monitor their own learning process.

Key Points 

• Metacognition involves being aware of one's own thoughts, strategies, strengths, and weaknesses, and making adjustments or applying appropriate strategies to improve learning and problem-solving skills.
• Metacognition is an essential aspect of effective learning and helps students become more independent and self-regulated learners.

Additional Information

• Attention, while important in learning, is more about the focus or concentration on a particular task or stimuli.
• Memorisation refers to the process of committing information to memory for recall or recognition in the future.
• Forgetting, on the other hand, refers to the loss of information over time, which is usually considered an obstacle in learning and retaining new information.

Hence, it can be concluded that Student’s ability to reflect on their own learning is called Metacognition.

Key PointsAssertion (A) is false because,

• Children's experiences related to their milieu are important for their learning.
• They learn by interacting with their environment and making sense of their experiences. Ignoring these experiences would be a disservice to children's learning.

Reason (R) is also false because, 

• Learning at school should not be independent from the sociocultural context of students.
• In fact, it is important to connect learning to students' experiences and cultures in order to make it meaningful and relevant to them.

Additional Information

• Children learn best when they can relate new information to their existing knowledge and understanding.
• Connecting learning to students' experiences can help them to see the relevance of school to their lives outside of school.
• It can help students to develop a sense of identity and belonging.
• It can help students to develop critical thinking skills.

In conclusion, both Assertion (A) and Reason (R) are false. It is important to consider children's experiences and cultures in their learning in order to make it meaningful and relevant to them.

Key Points 

• Learning is a complex process that is influenced by a variety of factors, including the individual's prior knowledge, experiences, motivation, and the social context in which they are learning. The social context includes the people, culture, and institutions that surround the learner.
• For example, a student's learning of a new language will be influenced by the language that is spoken in their home, the language that is used in their community, and the language that is taught in school.
• Therefore, it is incorrect to say that learning occurs independent of the social context. The other statements are all correct in the context of learning.

Additional Information

• Learning involves interaction with the environment. This is because learning is a process of acquiring new knowledge and skills, and this can only happen through interaction with the environment.
• Learning is an active process. This means that learners are not passive recipients of knowledge, but they actively construct their own understanding of the world.
• Learning gets influenced by personal factors. This is because learners bring their own individual experiences, motivations, and beliefs to the learning process.

Hence, it can be concluded that Learning occurs independent to the social context, is not correct in context of learning.

Key Points

• Functional fixedness refers to a cognitive bias that limits a person's ability to see alternative uses or functions for an object or problem.
• When a student is stuck on one particular way of representing a problem and cannot think beyond that perspective, they are experiencing functional fixedness.
• It hinders their ability to find creative solutions or consider different approaches to the problem.
• For example, let's say a student is given a task to use a paperclip to hang a piece of artwork on a wall. If the student is experiencing functional fixedness, they may only consider using the paperclip in its traditional function, such as attaching papers together. They may overlook the potential of bending or reshaping the paperclip to create a hook or a hanger, limiting their ability to find a creative solution.

Hence, it can be concluded that When a student is stuck on one way of representing a problem, he is in the state of functional fixedness.

Key Points

• Errors are meaningful and should be discussed in the process of learning. These are the signs that the learner is trying to learn something new, and they can provide valuable information to the teacher about the learner's understanding of the material.
• When errors are discussed, the learner can learn from their mistakes and improve their understanding. The teacher can also use errors to identify areas where the learner needs more help.

Additional Information

• Errors do not play any role in the learning process: Errors are a natural part of the learning process and they can provide valuable information to the teacher about the learner's understanding of the material.
• Errors should be left unattended by the teacher: Errors should be discussed with the learner so that they can learn from their mistakes and improve their understanding.
• Errors should be dealt with negative reinforcement: Negative reinforcement can discourage learners from taking risks and trying new things.

Hence, it can be concluded that in the process of learning, errors are meaningful and should be discussed.

Key Points

• Hope is a positive emotion that can motivate students to learn. When students have hope, they believe that they can succeed and that their efforts will be worthwhile.
• This can lead to increased motivation and effort, which can lead to improved learning outcomes.
• On the other hand, boredom, high fear, and anger are all negative emotions that can demotivate students.
• Boredom can lead to disengagement and apathy, while high fear can lead to anxiety and stress. Anger can lead to aggression and hostility.

Additional InformationHere are some tips for motivating students with hope:

• Set realistic goals: When students believe that they can achieve their goals, they are more likely to be motivated to learn.
• Provide positive feedback: When students receive positive feedback, they feel good about themselves and their abilities. This can lead to increased motivation.
• Make learning relevant to students' lives: When students see how what they are learning is relevant to their lives, they are more likely to be motivated to learn.
• Create a positive learning environment: When students feel safe, respected, and supported, they are more likely to be motivated to learn.

Hence, it can be concluded that hope is likely to motivate students to learn.

Key Points

• Motivated teaching typically involves creating an engaging and interactive learning environment where students feel comfortable and encouraged to participate actively.
• While maintaining discipline and attentiveness is important, a complete absence of student participation or silence throughout the class, even when prompted to share experiences, may indicate a lack of motivation or engagement.

 Additional InformationHere are some other signs of motivated teaching:

• Students are engaged and actively participating in the learning process.
• Students are asking questions and seeking clarification.
• Students are sharing their thoughts and ideas.
• Students are collaborating with each other.
• Students are excited about learning.
• Students are making progress in their learning.

Hence, it can be concluded that Pin drop silence in the class even when asked to share experiences is not considered a sign of motivated teaching

Promoting stereotypes about particular identities can impede learning in a number of ways. 

Key Points

• First, it can create a hostile learning environment for students who are members of stereotyped groups. This can make it difficult for these students to feel comfortable participating in class and asking questions.
• Second, stereotypes can lead to teachers and other students having lower expectations for students who are members of stereotyped groups.
• This can make it more difficult for these students to succeed in school.

Additional InformationBelief in incremental view of ability, optimizing individual choice and autonomy, and minimizing threats and distractions in class are all factors that can promote learning.

• Belief in incremental view of ability means that people believe that their abilities can change and improve over time.
• Optimizing individual choice and autonomy gives students the freedom to choose what they want to learn and how they want to learn it.
• Minimizing threats and distractions in class creates a calm and focused learning environment.

Hence, it can be concluded that Promoting stereotypes about particular identities Promoting stereotypes about particular identities.

Key Points

• Learning is more effective when the content is presented in multiple ways.
• This allows students to learn in a way that is most suited to their individual learning style.
• For example, some students may learn best by reading, while others may learn best by listening or watching.
• By presenting the content in multiple ways, teachers can reach all of their students and help them to learn more effectively.

Additional Information

Here are some specific examples of how content can be represented in multiple ways:

• Text: This is the most traditional way of presenting content. However, it is important to use a variety of text formats, such as paragraphs, lists, and tables.
• Images: Images can help to illustrate concepts and make the content more engaging.
• Video: Video can be a great way to present complex concepts or to tell stories.
• Audio: Audio can be used to present lectures or to provide instructions.
• Interactive activities: Interactive activities can help students to learn by doing.

Hence, it can be concluded that Learning is more effective if content to be taught is represented in multiple ways.

Calculation:

The least number divided by 4, 6, 8, 12 and 16 is LCM (4, 6, 8, 12, 16) = 48

So, The least number which when divided by 4, 6, 8, 12 and 16, leaves a remainder of 2 in each case, is (48 + 2) = 50

∴ The correct answer is 50

Concept used:

Two prime numbers are called twin primes if there is present only one composite number between them

Calculation:

The twin primes between 1 and 100 are; (3, 5), (5, 7), (11, 13), (17, 19), (29, 31), (41, 43), (59, 61), (71, 73), so they are 8 in number.

∴ The correct answer is 8

Calculation:

In the number 45360, if the digits 5 and 6 are interchanged the number becomes 46350

Now,  The difference between the new obtained number and the original number is (46350 - 45360) = 990

∴ The correct answer is 990

Calculation:

If we divide 100 by 1/2 we get (100 ÷ 1/2) = (100 × 2) = 200

After adding 30 and subtracting 45, we get 200 +30 - 45 = 185

∴ The correct answer is 185

Concept used:

if the difference between the sums of the alternate digits of the given number is either 0 or divisible by 11, then the number is divisible by 11

Calculation:

According to the concept,

⇒ (3 + 6 + 5 + 4) - (4 + p + 0) = | 0 or 11 |

⇒ 18 - 4 + p = | 11 | [ we take here 11, because if we take 0, p becomes 2-digit number]

⇒ p = 3

∴ The correct answer is 3

Concept used:

• The numbers must be written from left to right in descending order.

• X = 10, V = 5, L = 50, I = 1

Calculation:

In option 3, the number VXX from left to right it is in ascending order which is not correct.

∴ The correct answer is option 3

Calculation:

If 10 five-rupee coins of a similar kind put them one on the other,

The shape will be formed a cylinder

∴ The correct answer is option 4

Calculation:

A triangular pyramid has 6 edges 

∴ The correct answer is 6

Concept used:

When the sum of two angles is 180°, then the angles are known as supplementary angles

Calculation:

Let's assume that the supplementary angle of 130º angle is x

⇒ x + 130 = 180

⇒ x = 180 - 130 = 50° 

∴ The correct answer is 50°

Given:

A bag of sugar weighs 117 kg 825 g and bag's weight is  4 kg 175 g

Calculation:

(Weight of sugar + bag) - (weight of bag) = weight of sugar

⇒ 117 kg 825 g - 4 kg 175 g

⇒ 113 kg 650 g

∴ The correct answer is 113 kg 650 g

Calculation:

Converting 62 years 12 months = 63 years

Converting 19 years 23 months = 19 + 1 year + 11 month = 20 year 11 month

Now, (62 years 12 months) – (19 years 23 months) 

⇒ 63 years -( 20 year 11 month)

⇒ 43 year -11 month

⇒ 42 year 1 month

∴ The correct answer is 42 year 1 month

Shortcut Trick

Area of rectangular plot = 16 × 9 = 144 m².

Since Area of square = Area of rectangle, s² = 144.

Side of square (s) = √144 = 12 m.

Perimeter of square = 4 × 12 = 48 m.

∴ The correct answer is 48 metres.

Alternate Method

Given:

Length of rectangular plot = 16 m

Breadth of rectangular plot = 9 m

Formula Used:

Area of Rectangle = Length × Breadth

Area of Square = Side²

Perimeter of Square = 4 × Side

Calculations:

⇒ Area of the existing rectangular plot = 16 m × 9 m = 144 m²

⇒ According to the question, Area of square plot = Area of rectangular plot

⇒ Area of square plot = 144 m²

⇒ (Side)² = 144 m²

⇒ Side of the square plot = √144 = 12 m

⇒ Perimeter of the new square plot = 4 × Side

⇒ Perimeter = 4 × 12 m = 48 m

∴ The correct answer is 48 metres.

Additional Information

Perimeter of a Rectangle

The total boundary length of a rectangle is calculated as 2 × (Length + Breadth).

Relationship between Area and Perimeter

For a fixed area, a square has the minimum perimeter among all possible rectangles.

Diagonal of a Square

The diagonal of a square with side 's' is given by the formula s√2.

Calculation:

12 + 22 + 22 = 32 ,

22 + 32 + 62 = 72 ,

32 + 42 + 122 = 132 ,

According to this pattern, only option 4 holds

42 + 52  + 20²  =  21², 

∴ The correct answer is option 4

Calculation:

Difference between the expenditure of machinery and transport (85 - 25) = 60 crores

So, the difference of length ( using 10cr = 1cm) = 60/10 = 6 cm

∴ The correct answer is 6 cm

Concept used:

Mean of any consecutive natural numbers = (1^st number + Last number)/2

Calculation:

​1^st  and 10^th numbers of the first ten natural numbers are 1 and 10

The mean of first ten natural numbers = (1 + 10)/2 = 5.5

∴ The correct answer is 5.5

While mathematics does involve calculations, it is not limited to calculations alone. Mathematics is a discipline that encompasses much more than just arithmetic operations.

Key Points

• It involves problem-solving, logical reasoning, and the development of various thinking skills.
• Induction, deduction, and generalization are fundamental processes in mathematics.
• Induction involves making observations or identifying patterns to form general principles or conclusions.
• Deduction involves drawing logical conclusions based on given information or assumptions.
• Generalization involves extending mathematical concepts or principles to broader contexts.

Hence, it can be concluded that Mathematics develops the habit of induction, deduction and generalisation is the most appropriate statement related to the nature of mathematics.

Portfolios are used in education to showcase a student's progress, achievements, and growth in various areas.

Key Points

• They typically contain a selection of student work that demonstrates their skills, knowledge, and development over time.
• Portfolios can include a range of materials such as essays, projects, artwork, presentations, and other examples of student work.
• They provide a comprehensive picture of a student's abilities and can be used for assessment, reflection, and evaluation purposes.

Hence, it can be concluded that a systematic collection of students' work samples and worksheets, gathered and organized over a period of time, is commonly referred to as a portfolio.

Mathematics education aims to go beyond mere memorization of formulas and procedures by fostering critical thinking, logical reasoning, and problem-solving abilities.

Key Points

• The objective is to equip students with the ability to analyze problems, formulate strategies, apply appropriate mathematical concepts and methods, and arrive at logical solutions.
• This involves developing an understanding of mathematical concepts and their relationships, as well as the ability to apply this understanding in real-world situations.
• The focus is on developing mathematical thinking and reasoning skills that enable students to approach problems systematically and make connections between different mathematical ideas.

Hence, it can be concluded that the National Curriculum Framework (2005) emphasizes the importance of developing mathematical reasoning skills in students.

The observed differences in mathematics performance between girls and boys are not due to innate capacities or preferences.

Key Points

• Numerous studies have shown that there are no inherent cognitive differences between boys and girls that would make one gender inherently better at mathematics than the other.
• The gender disparities in mathematics achievement can be attributed to social and cultural factors.
• Society often perpetuates gender stereotypes and biases that associate mathematics with masculinity.
• These stereotypes can influence teachers' expectations and beliefs about students' abilities, which in turn can affect their instructional practices and interactions with students.
• Girls may face stereotypes and societal pressure that discourage them from pursuing mathematics or undermine their confidence in the subject.
• These factors can contribute to lower participation, reduced self-belief, and less encouragement for girls in mathematics.
• Consequently, these societal influences can impact girls' motivation, engagement, and ultimately their performance in mathematics.

Hence, it can be concluded that societal influences and teachers’ beliefs mathematics are considered to be a masculine subject is the root cause of this problem.

The NEP 2020 emphasizes the importance of developing mathematical and computational thinking skills from the foundational stage of education.

Key Points

• The policy recognizes the significance of early exposure to mathematical concepts and computational skills for building a strong foundation in these areas.
• It suggests integrating mathematical thinking and reasoning into the curriculum right from the beginning of a child's educational journey.
• By focusing on mathematics and computational thinking from the foundational stage, the NEP aims to promote critical thinking, problem-solving, logical reasoning, and analytical skills among students.
• This early emphasis on mathematical and computational abilities is intended to provide a solid framework for students to develop their mathematical understanding and prepare them for more advanced concepts in later stages of education.

Hence, it can be concluded that the foundational stage is the correct answer.

A ruler with centimetres and millimetres marked is an excellent teaching-learning material for introducing decimals due to its practicality and accessibility.

Key Points

• By utilizing a ruler, students can engage in hands-on activities that foster a deeper understanding of decimal concepts.
• They can measure objects, lines, or distances and observe how decimals come into play when dealing with fractions of units.
• Using the ruler, learners can explore the relationship between whole numbers, centimetres, and millimetres, enabling them to grasp the significance of decimal places.
• They can compare and order measurements, identify patterns, and discover the connection between decimals and real-life measurements.

Hence, it can be concluded that option 2 is the correct answer.

Diagnostic testing is a type of assessment that aims to identify an individual's strengths, weaknesses, and specific areas of need.

Key Points

• It is often conducted to gather detailed information about a person's abilities or skills in order to provide targeted interventions or support.
• Norm-referenced tests, on the other hand, are designed to compare an individual's performance to a norm or reference group.
• They provide information about how well a person performs in relation to others in the same group or population, rather than focusing on diagnostic information.

Hence, it can be concluded that norm-referenced tests are not used in diagnostic testing.

Primary-grade learners benefit more from focusing on developing foundational mathematical skills that promote critical thinking, problem-solving, and conceptual understanding.

Key Points

• Memorizing formal algorithms involves learning specific step-by-step procedures for solving mathematical problems.
• This can include memorizing algorithms for addition, subtraction, multiplication, and division, as well as other mathematical operations.
• The ability to memorize formal algorithms may have its place in mathematics education, especially at higher levels, primary grade learners benefit more from focusing on conceptual understanding, problem-solving, and developing a strong foundation in mathematical thinking skills.
• These skills will provide a solid basis for their future mathematical learning and allow them to approach mathematical problems with a deeper understanding and greater flexibility.

Hence, it can be concluded that option 4 is the correct answer.

Activity-oriented mathematics instruction encourages students to actively participate in mathematical tasks and investigations.

Key Points

• It involves using manipulatives, visual aids, games, puzzles, and real-life examples to facilitate conceptual understanding and application of mathematical concepts.
• Through activities, students develop a deeper understanding of mathematical ideas, build connections between different concepts, and acquire problem-solving skills.
• The National Curriculum Framework (NCF) 2005 emphasizes the importance of making mathematics education activity-oriented at the primary school level.
• The focus is on engaging students in active learning experiences that promote hands-on exploration, problem-solving, and critical thinking.

Hence, it can be concluded that option 2 is the correct answer.

Addition by decomposition and completing tens is a technique that involves breaking down one of the numbers in an addition problem into smaller components that can be more easily added to the other number.

Key Points

• This method simplifies the addition process by focusing on completing groups of ten and then adding the remaining ones.
• In the given example, the child is adding 23 and 17. To make the addition easier, the child decomposes the number 17 into 10 and 7. By doing so, the child can then add 10 to 23, which results in 33.
• This step completes a group of ten, allowing the child to simplify the addition problem.
• This technique demonstrates an understanding of place value and the ability to manipulate numbers based on their components.
• By decomposing numbers into groups of ten and ones, learners can simplify complex addition problems and develop a deeper understanding of the relationship between numbers.

Hence, it can be concluded that option 3 is the correct option.

In Pratibha's classroom, she places a strong emphasis on actively involving her learners in the development of mathematical concepts.

Key Points

• This means that instead of solely lecturing or delivering information to her students, she creates opportunities for them to actively participate and engage with the subject matter.
• Pratibha incorporates a variety of individual and group activities into her lessons.
• These activities could include problem-solving exercises, hands-on experiments, group discussions, or even mathematical games.
• By designing and implementing these activities, Pratibha fosters an environment that encourages her students to think critically, apply mathematical principles, and engage in problem-solving.
• Pratibha not only helps her students build a deeper understanding of mathematical concepts but also enhances their critical thinking skills, collaboration abilities, and overall engagement in the learning process.

Hence, it can be concluded that option 4 is the correct answer.

Dynamic Geometry Software allows users to interactively explore geometric shapes and objects, manipulate their properties, and observe how they behave.

Key Points

• It provides a visual and dynamic environment that enables students to experiment, discover patterns, and develop an intuitive understanding of geometric concepts and properties.
• By using the software, learners can actively engage with shapes, angles, measurements, and relationships, enhancing their knowledge and comprehension of geometry.
• Users can perform these transformations on geometric figures and observe the effects in real-time.
• This feature allows learners to investigate the effects of different transformations on shapes, understand the properties of transformed shapes, and develop insights into symmetry, congruence, and similarity.
• By manipulating shapes with the software, students can gain a deeper understanding of geometric transformations and their impact on various properties.

Hence, it can be concluded that exploring and learning about the properties of shapes and  transforming the shapes are the functions of Dynamic Geometry Software.

A 'ganitmala' is a mathematical tool consisting of beads or objects placed on a string or line at regular intervals.

Key Points

• It is commonly used in primary education to support the learning of various mathematical concepts.
• Skip counting is a fundamental skill taught in primary classes, and a 'ganitmala' can be a valuable tool for this purpose.
• Skip counting involves counting by a specific number other than one, such as counting by twos, fives, or tens.
• It helps develop number sense, recognize patterns, and establish a foundation for multiplication.
• Using a 'ganitmala' for skip counting allows students to physically manipulate the beads or objects on the string, helping them visualize and internalize the skip counting sequence.
• This hands-on approach engages students actively in the learning process, making it more tangible and enjoyable.

Hence, it can be concluded that option 4 is the correct answer.

In Van Hiele's theory of geometric thinking, the second level is known as Informal Deduction.

Key Points

• At this level, individuals can analyze the properties of geometric shapes and establish connections between them.
• They begin to understand relationships within and among figures, although their reasoning may still be informal and not fully deductive.
• A child who can establish the inter-relationships of properties both within figures and among the figures demonstrates characteristics of Informal Deduction.
• This means that the child can identify various properties of geometric shapes, such as the number of sides, vertices, angles, or symmetries.
• Moreover, the child can make comparisons between different shapes based on these properties and classify them accordingly.

Hence, it can be concluded that informal deduction is the correct answer.

When a child makes an error in solving a division problem, one effective approach is to encourage them to use informal methods to estimate the answer.

Key Points

• Estimation can help the child develop a better sense of the expected outcome and identify potential errors in their calculations.
• Emphasize that estimation involves finding a rough or approximate answer that is close to the actual answer but doesn't require exact calculations.
• This can include checking for mistakes in the division steps, such as dividing the digits incorrectly or not considering remainders.
• Emphasize that while estimation provides a quick approximation, it's crucial to work towards finding the exact answer through accurate division calculations.

Hence, it can be concluded that option 3 is the correct answer.

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 Rajasthan:

• Rajasthan is a very hot place with little to no rainfall.
• Temperatures are very high, in such cases, people need a house that can keep them cool during this harsh weather.
• Houses are made up of mud.
• The walls of the houses are very thick.
• These walls are plastered with mud.
• The roofs are made of thorny bushes of Kikar.
• The mud houses help keep the houses cool in the summers.
• That's because mud walls are naturally insulated, providing thermal comfort inside the house.
• During soaring summers, the inside temperature will be lower.
• While in winters, the mud walls will comfort with their warmth.
• Additionally, the pores also allow a cool breeze to enter the house.

Thus, this area must be in Rajasthan.

• Potential energy is the stored ability to perform work.
• To actually perform work, potential energy must be transformed into other forms of energy.
• Sun is the major source of energy for the ecosystem.
• The chemical energy of food is the main source of energy required by all living organisms.
• This energy is transmitted to different trophic levels along the food chain.

Energy flow in the ecosystem:

• In a food chain, the energy flow follows the 10 per cent law.
• According to this law, only 10 per cent of energy is transferred from one trophic level to the other; the rest is lost into the atmosphere.
• This is clearly explained in the following figure and is represented as an energy pyramid.
• This energy is stored in various organic products in the plants from the sun via the process of photosynthesis.
• This is then passed on to the primary consumers in the food chain when the herbivores consume (primary consumers) the plants as food.
• Then conversion of chemical energy stored in plant products into kinetic energy occurs, degradation of energy will occur through its conversion into heat.
• The energy flow is: Primary (100%) → First level/ Primary (10%) → Second-level/ Secondary (1%) → Third level / Tertiary (0.1%).
• The energy flow in the ecosystem is clearly unidirectional.

Important Points

• Grass → Beetle → Frog → Snake → Hawk
• 1^st Tropic level → 2^nd Trophic level → 3^rd Trophic level → 4^th Trophic level → 5^th Trophic level
• 7000 KJ → 700 KJ → 70 KJ → 7 KJ → 0.7 KJ

Thus, at the producer level, the potential energy is 7000 KJ.

The correct answer is Gender equality

Key Points 

Sustainable Development Goals:

• The Sustainable Development Goals were adopted by all United Nations Member States as a universal call to action to end poverty and protect the planet by 2030.
• They are built on the principle of “leaving no one behind”.
• The SDGs replace the Millennium Development Goals (MDGs) which had started a global effort in 2000 to tackle the indignity of poverty.
• The MDGs established measurable, universally-agreed objectives for tackling extreme poverty and hunger, preventing deadly diseases, and expanding primary education to all children, among other development priorities.
• The 17 Sustainable Development Goals and 169 targets are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental.

Important Points 

The 17 goals are:

1. No Poverty: End poverty in all its forms everywhere.

2. Zero Hunger: End hunger, achieve food security, improve nutrition, and promote sustainable agriculture.

3. Good Health and Well-being: Ensure healthy lives and promote well-being for all at all ages.

4. Quality Education: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

5. Gender Equality: Achieve gender equality and empower all women and girls.

6. Clean Water and Sanitation: Ensure availability and sustainable management of water and sanitation for all.

7. Affordable and Clean Energy: Ensure access to affordable, reliable, sustainable, and modern energy for all.

8. Decent Work and Economic Growth: Promote sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all.

9. Industry, Innovation, and Infrastructure: Build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation.

10. Reduced Inequalities: Reduce income inequality within and among countries.

11. Sustainable Cities and Communities: Make cities and human settlements inclusive, safe, resilient, and sustainable.

12. Responsible Consumption and Production: Ensure sustainable consumption and production patterns.

13. Climate Action: Take urgent action to combat climate change and its impacts.

14. Life Below Water: Conserve and sustainably use the oceans, seas, and marine resources for sustainable development.

15. Life on Land: Protect, restore, and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, halt and reverse land degradation, and halt biodiversity loss.

16. Peace, Justice, and Strong Institutions: Promote peaceful and inclusive societies for sustainable development, provide access to justice for all, and build effective, accountable, and inclusive institutions at all levels.

17. Partnerships for the Goals: Strengthen the means of implementation and revitalize the global partnership for sustainable development.

Each of the 17 goals is supported by a list of specific targets and indicators to measure progress. By achieving these goals, the international community aims to create a more just, prosperous, and sustainable world by 2030.

Solution will be available later

The Correct answer is:  To help the plant float on water

Concept:

• Aquatic plants are plants that have adapted to living in aquatic environments (saltwater or freshwater).
• They are also referred to as hydrophytes or macrophytes to distinguish them from algae and other microphytes.

Key Points

Adaptations of aquatic plants:

• Aquatic plants require special adaptations to live submerged or at the surface of the water.
• Floating leaves and finely dissected leaves also are ways during which plants adapt to water.
• The presence of lightweight internal packing cells, aerenchyma, is that the most helpful in plant adaptation. Example-Lotus.
• The narrow and very thin ribbon-like leaves of these submerged plants allow them to bend in running water.
• We should also remember that the roots and leaves do not have any strengthening tissue.
• As a result, the stems that carry the leaves will quickly bend in water bodies. For e.g. tape grass.
• Some aquatic plants have long, hollow, and light roots.
• These roots rise up to the water's surface, and the leaves can float on the water's surface.
• We also know that the leaves of aquatic plants float on the surface of the water to capture as much energy as possible for photosynthesis.

Thus, light and hollow tissue are adaptive features shown by aquatic plants that help in floating on water.

The right answer is rice.

Concept:

• Bora is a kind of glutinous rice that is packed with antioxidants.
• This kind of rice is very healthy for eating. It helps to boost immunity and helps to prevent heart and kidney diseases.
• It is a sticky kind of rice.

Explanation:

• Bora rice is mainly grown in Assam during the summer season.
• Because there, it has proper agro-climatic and seasonal variation that bora rice needs for growing.
• Bora rice has traditional value in Assam.
• It is mainly eaten on the occasion of 'Bihu'.
• Bora rice is served with 'doi', 'gur' and other things.

So, 'Bora' is commonly verity 'glutinous' rice. It is mainly found in Assam.

The correct answer is 36. 

Key Points

• Wahida Prism became the first Indian woman to lead the parade.
• In the parade, the leader stays in the front and four platoons march behind the leader.
• Thirty-six commands have to be given during the entire parade.
• These must be given in a very loud voice so that it is heard till the rear.
• The voice should also reach the spectators sitting on the other side of the ground

Concept:

• Potential energy is the stored capacity to perform work.
• To actually perform work, potential energy must be converted into other forms of energy.
• The sun is the primary source of energy for the ecosystem.
• The chemical energy in food is the main source of energy required by all living organisms.
• This energy is transmitted along the food chain across various trophic levels.

Explanation:

Energy flow in an ecosystem:

• In a food chain, energy flow follows the 10 percent rule.
• According to this rule, only 10 percent of the energy is transferred from one trophic level to the next; the rest is lost to the environment.
• This is clearly illustrated in the figure below and represented as an energy pyramid.
• This energy is stored in various organic products within plants, derived from the sun through the process of photosynthesis.
• It is then passed to primary consumers in the food chain when herbivores consume plants.
• Subsequently, the chemical energy stored in plant products is converted into kinetic energy, with some energy loss occurring through its conversion into heat.
• The energy flow is: Primary (100%) → First level/Primary (10%) → Second level/Secondary (1%) → Third level/Tertiary (0.1%).
• Energy flow in an ecosystem is strictly unidirectional.

Thus, 10% is available for transfer from one trophic level to the next in the form of chemical energy.

Key Points 

World water day:

• World water day is celebrated on 22^nd March.
• World Water Day, held on 22 March every year since 1993, focuses on the importance of freshwater.
• The theme of 2021 World water day is Valuing Water.
• International days and weeks are occasions to educate the public on issues of concern, to mobilize political will and resources to address global problems.

Thus, world water day celebrated on 22 March.

Additional Information 

Key Points

• Hydroponics is a technique for growing plants without soil in a nutrient-rich solution.
• It is also known as soil-less culture or water culture.
• In 1860, the renowned German botanist Julius von Sachs first demonstrated this process.
• The hydroponics method is used to increase the yield of ornamental flowers (such as snapdragons, roses, etc.) and vegetables (such as carrots, radishes, potatoes, tomatoes, lettuce, etc.).

Important Points

• Julius von Sachs demonstrated that plants could grow without soil if provided with a nutrient-rich solution and if their oxygen requirements were met.
• Hydroponics is an innovative farming method widely used for producing food crops.
• This technique is used to identify which mineral elements are essential for plant growth and development.
• The advantages of the hydroponics technique are as follows:
• Higher crop yields due to rapid plant growth.
• Plants can be grown anywhere—on rooftops, in greenhouses, etc.
• The nutrient solution and water used can be reused or recycled.
• Organic food can be cultivated without the use of fertilizers or pesticides.
• It is a pollution-free agricultural method.
• Some disadvantages of this method are as follows:
• It requires significant investment.
• It requires specialized technical knowledge.
• A hydroponic system requires specific components, such as a reservoir, a grow tray, a growing medium, and a nutrient solution.

Thus, hydroponics is a type of horticulture and a subset of water culture, wherein crops are typically grown without soil.

The correct answer is Rain Gauge.

Key Points 

Concept:

• An instrument is especially a device used to measure the speed, distance, or to do any specific work.

Explanation:

• The amount of rainfall is measured with the help of a rain gauge.
• The rain gauge consists of a metal cylinder on which a circular funnel is fitted.
• The diameter of the funnel’s rim is normally 20 cm.
• The raindrops are collected and measured in a measuring glass.
• Normally, rainfall is measured in units of millimetres or centimetres.
• Snow is also measured in a similar manner by turning it into liquid form.

Thus, a rain gauge is the instrument is used to measure rainfall.

Explanation:

Wahida Prism:

• Lieutenant Commander Wahida Prism is a doctor in the Indian Navy.
• She is one of the few women who has worked on a naval ship.
• She is the first woman to lead a parade.
• This is considered to be a very big honour in the armed forces.
• She comes from a very small village called Thannamandi.
• This is in Rajouri district of Jammu and Kashmir.
• She did her schooling from a government school.
• During her school days she climbed mountains and was a ‘Girl Guide’.
• She always wanted to study more be have a successful career, however it was difficult for her to achieve her dreams.
• She studied for five years and did her M.B.B.S. from Jammu Medical College.
• After that she became a doctor.
• She appeared for an interview to join the Armed Forces and got selected there and received a training for six months.
• Her sister is in the Jammu Police Force.

​Thus, Wahida is from Jammu & Kashmir.

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.
• Petrol is present in abundant quantities in Abu Dhabi and forms a major part of its exports.
• Thus, water is costly than petrol in the region.
• The currency of Abu Dhabi is Dirham.
• The people of Abu Dhabi speak the Arabic language.
• The date palm is the most common fruit of the region as very little plantation can be done in the desert.
• It is the only plant that can grow in this desert.
• The date is the most common fruit here.
• 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.

Thus, the country is Abu Dhabi.

Wildlife conservation in India:

• The protection of wildlife has a long tradition in India.
• In 1972, a comprehensive Wildlife Act was enacted.
• This provides the main legal framework for the conservation and protection of wildlife in India.
• The two main objectives of the Act are:
• to provide protection to the endangered species listed in the schedule of the Act and
• to provide legal support to the conservation areas of the country classified as National parks, sanctuaries and closed areas.

Important Points

Tiger population in India over the years

• India had 2,967 tigers in 2018, or 7 out of every 10 big cats in the wild in the world, according to the All-India Tiger Estimation Results released in 2019.
• The number reflects a 33% increase over 2014 when there were 2,226 tigers in the country.
• That number itself was an improvement over 2010 (1,706) and 2006 (1,411).
• In the span of 12 years, India had more than doubled its number of tigers.
• The number of tiger reserves have gone up from 28 in 2006 to 51 today.
• Madhya Pradesh had the highest number with 526 tigers (308 in 2014), followed by 524 (406) in Karnataka and 442 (340) in Uttarakhand.

​Thus, tiger population in India has nearly doubled in last 12 years.

Additional Information

Project Tiger:

• Project Tiger has been implemented since 1973.
• The main objective of the scheme is to ensure the maintenance of the viable population of tigers in India.
• It is important for scientific, aesthetic, cultural and ecological values, and to preserve areas' natural heritage for the benefit, education and enjoyment of the people.
• Initially, the Project Tiger was launched in nine tiger reserves, covering an area of 16,339 sq. km.
• Which has now increased to 50 tiger reserves, encompassing 71,027.10 sq. km of core tiger habitats distributed in 18 states.
• The major threats to the tiger population are numerous, such as poaching for trade, shrinking habitat, depletion of prey base species, growing human population, etc.
• Tiger conservation has been viewed not only as an effort to save an endangered species but also as preserving them in a sizeable magnitude.
• This act helps to stop the illegal hunting of tigers and maintained the population of tigers in India.

Harpreet instructs the students to collect leaves that have naturally fallen from plants.

 Key Points

• This means the leaves should be found on the ground or in areas where leaves accumulate naturally.
• The purpose behind this instruction is likely to encourage students to observe and study leaves without causing any harm to living plants.
• By examining fallen leaves, students can learn about their shape, color, texture, and other characteristics, while also promoting an understanding and appreciation for nature's processes.

Thus, it is concluded that Option 2 is the correct answer.

Teaching through exploration and fostering curiosity is a highly effective method.

Key Points

• Sajiya should ask the students about the essential requirements for living beings to survive and not suffocate.
• This will allow them to explore the concept of oxygen and its importance in sustaining life.
• By engaging in this discussion, Sajiya can help the students understand that the candle went out because it needed oxygen to burn, and without a sufficient supply of oxygen in the closed space created by the glass, the flame was deprived of the necessary oxygen to continue burning.

Thus, it is concluded that the correct answer is option 3.

EVS is a subject that encourages students to explore and understand their environment, fostering a sense of curiosity and discovery.

Key Points

• At this stage, the aim should be to foster curiosity, encourage exploration, and help students develop a basic understanding of the environment and how different elements interact.
• By encouraging students to observe the natural world around them, EVS helps develop their scientific temperament and critical thinking abilities.
• It also nurtures their creativity by allowing them to express their understanding through drawings, models, and other creative forms.
• This approach to teaching EVS enables students to actively participate in their learning process, fostering a deeper understanding and connection with their environment.

Thus, it is concluded that the teaching of Environmental Studies at the primary level should focus on developing observational and creative skills of learners.

The learning principles that explain how children learn are:

Key Points

• Children are naturally motivated to learn and capable of learning. This principle recognizes that children have an innate curiosity and drive to explore and learn about the world around them. They are naturally motivated to acquire knowledge and develop skills
• Children learn by making their own meaning in a variety of ways. This principle emphasizes that children construct their understanding of concepts and ideas by actively engaging in learning. They make connections, ask questions, and apply their knowledge differently to make sense of the information they receive.

Thus, it is concluded that B and D only is the correct answer.

Environmental Studies (EVS) is a subject that focuses on the study of the environment and its various components, including nature, ecology, conservation, and sustainability.

Key Points A subject like Environmental Studies (EVS) is introduced at the Primary stage for the following reasons:

• There is a need to create an awareness of the environment among children. EVS aims to instill in children an understanding of their natural surroundings, the importance of conservation, and the need for sustainable practices. It raises awareness about environmental issues and encourages responsible behavior towards the environment.
• The environment plays an important role in children's growth and learning. By studying EVS, children develop a connection with their immediate environment and learn about the interdependence between living organisms and their surroundings. This understanding contributes to their overall growth and development.
• Environmental Studies develops in children a holistic perspective of the environment in which they live. It encourages children to view the environment as a whole, including natural, social, and cultural aspects. This holistic perspective helps children appreciate the interconnectedness of various factors that shape their environment and cultivates a sense of responsibility towards its well-being.

Thus, it is concluded that A, B and D is the correct answer.

Environmental Studies (EVS) is a subject that focuses on the study of the environment and its various components, including nature, ecology, conservation, and sustainability.

Key Points

• At the primary level, EVS is often taught as an integrated subject, which means it combines elements from Science, Social Science, and Environmental Education. This integrated approach allows students to develop a comprehensive understanding of the environment by exploring scientific concepts, social aspects, and environmental issues collectively.
• By integrating Science, students learn about the natural world, ecological processes, and the interrelationship between living organisms and their environment.
• Social Science helps students understand the human aspects of the environment, such as human communities, cultures, and their interactions with the environment.
• Environmental Education focuses on imparting knowledge about environmental issues, conservation, and sustainable practices.

Thus, it is concluded that EVS, at the primary level as a subject in integrated means integrating areas of Science, Social Science and Environmental Education.

The principles of learning in EVS are:

Key Points

• Learning about the environment: EVS focuses on acquiring knowledge and understanding about the environment, including its components, processes, and interactions. Students learn about various aspects of the environment, such as ecosystems, natural resources, pollution, conservation, and sustainable practices.
• Learning through the environment: EVS emphasizes learning through direct experiences and interactions with the environment. Students are encouraged to explore their surroundings, conduct experiments, engage in field trips, and participate in hands-on activities. This experiential learning approach allows students to develop a deeper understanding of environmental concepts and fosters a connection with the natural world.
• Learning for the environment: EVS promotes learning that is aimed at fostering a sense of responsibility and care for the environment. Students are encouraged to develop an environmental consciousness and understand the importance of sustainable practices, conservation, and protecting the environment for future generations.

Thus, it is concluded that B, C, and D is the correct answer.

When faced with students bringing packets of cigarette and gutkha to teach "Things we make and do," Sharad should take the following actions:

Key Points

• Discuss how cigarette and gutkha are made: Sharad can engage the students in a discussion about the manufacturing processes involved in producing cigarette and gutkha packets. This can be an opportunity to explore the materials, techniques, and machinery used in their production.
• Discuss health hazards of consuming cigarette and gutkha: Sharad should take this opportunity to educate the students about the harmful effects of smoking cigarettes and consuming gutkha. The discussion should focus on the health hazards associated with these habits, such as the increased risk of various diseases and the impact on overall well-being.

Thus, it is concluded that A and C only is the correct answer.

Using multimedia to teach a concept in EVS assists learning because it activates the learners' senses.

Key Points

• Multimedia resources, such as videos, images, and interactive presentations, can engage students visually and audibly, making the learning experience more dynamic and interactive.
• This sensory engagement can enhance understanding, retention, and overall comprehension of the concept being taught.

Thus, it is concluded that B only is the correct answer.

The content of Environmental Studies (EVS) is organized in themes instead of topics for the following reasons:

Key Points

• To develop a connected and interrelated understanding: Organizing the content in themes allows for a more integrated and comprehensive understanding of the environment. Themes in EVS often cover multiple topics that are interconnected and interrelated. This approach helps students see the relationships and connections between different aspects of the environment, promoting a deeper understanding of the subject matter.
• To develop a holistic perspective of the environment in students: By organizing content in themes, EVS aims to develop a holistic perspective of the environment in students. Instead of studying isolated topics, students explore themes that encompass various dimensions of the environment, including natural, social, cultural, and economic aspects. This holistic approach helps students develop a broader understanding of the environment and its complex interactions.

Thus, it is concluded that B and D only is the correct answer.

The science process skills being addressed by the teacher through this discussion are:

Key Points

• Experimentation: The teacher is engaging in a form of experimentation by asking Nadiya if she has ploughed in the field to test the hypothesis that ploughing will prevent rain. This encourages students to think critically, explore cause-and-effect relationships, and conduct experiments to verify their ideas.
• Logical reasoning: The teacher is using logical reasoning by questioning Nadiya's statement and prompting her to think about the validity of her claim. This encourages students to analyze their ideas, evaluate evidence, and apply logical thinking to support or challenge their assertions.

Thus, it is concluded that A and C only is the correct answer.

CCE is a Continuous and Comprehensive Evaluation.

Key Points

• CCE is an assessment and evaluation system that focuses on the overall development of students.
• It involves continuous assessment of student's learning progress throughout the academic year, considering various aspects such as knowledge, skills, attitudes, and values.
• The evaluation process in CCE aims to measure the extent of desired changes in all these aspects of learning, providing feedback to students and teachers for improvement.

Thus, it is concluded that Evaluation according to CCE approach is a process of finding out extent of desired changes in all aspects of learning of students.

Environmental Studies (EVS) can be defined by the following statements:

Key Points

• Multidisciplinary and Integrated Subject: EVS is a multidisciplinary subject that draws insights and concepts from various disciplines such as science, social studies, geography, ecology, and more. It integrates knowledge from these different disciplines to provide a comprehensive understanding of the environment and its interconnections.
• An interaction between natural and social-cultural environment of the child: EVS focuses on the interaction between the natural environment (including ecosystems, natural resources, climate, etc.) and the social-cultural environment in which the child lives. It explores the relationship between humans and their environment, including social, cultural, and economic dimensions.

Thus, it is concluded that A and C only is the correct answer.

Key Points

• The subject of Environmental Studies (EVS) has been recommended for classes III to V instead of Environment Education for the purpose of providing students with a holistic understanding of the environment around them.
• EVS aims to familiarize students with various aspects of the environment, including natural, social, cultural, and economic dimensions.
• It goes beyond simply educating students about the environment and encourages them to develop a deeper connection and appreciation for their surroundings.

Thus, it is concluded that Option 3 is the correct answer.

Key Points 

Joy has applied the following process skills for his classification:

• Observation: Joy observed the groundnut plant during the field trip and noticed that the flowers are found outside the soil and the fruit grows under the soil. This observation formed the basis for his classification.
• Hypothesis formation: Based on his observation, Joy formed a hypothesis or a tentative explanation that classified the groundnut fruit as a root. This hypothesis was derived from his observation and understanding of the plant structure.
• Classification: Joy classified the groundnut fruit as a root based on his observation and hypothesis. He categorized it into a specific group based on his understanding of the plant and its characteristics.

Thus, it is concluded that Observation, Hypothesis formation, Classification is the correct answer.

The correct answer is 'Education should be given to children not merely to educate them but to prepare them for life.'

Key Points

• The passage states "Education is not an end, but a means to an end. In other words, we do not educate children only for the purpose of educating them; our purpose is to fit them for life."
• This suggests that education is a tool, a means to prepare children for life, not merely to impart knowledge for its own sake.
• The other options suggest career preparation, good citizenship, or status attainment as the ends of education, but the passage focuses on preparation for life in general.
• Therefore, the correct answer is Option 1.

The correct answer is 'Children should study in schools which help them to prepare for life.'

Key Points

• The passage states "our purpose is to fit them for life," and further emphasizes the need for a system of education that "will really prepare children for life."
• This means the goal of education should be to prepare children for real-life situations and challenges, rather than just imparting knowledge or following an unexamined system.
• The other options do not capture this emphasis on preparation for life.
• Therefore, the correct answer is Option 3.

The correct answer is 'Free education leads to a situation where more people have degrees than the number of jobs.'

Key Points

• The passage states "we find in such countries a far larger number of people with university degrees than there are jobs for them to fill."
• The writer is suggesting that free education for all leads to an overproduction of degree holders, leading to unemployment and dissatisfaction.
• The other options do not reflect the writer's concerns expressed in the passage.
• Therefore, the correct answer is Option 3.

The correct answer is 'people with degrees.'

Key Points

• The passage states "Because of their degrees, they refuse to do what they think 'low work', and, in fact, work with hands is thought to be dirty and shameful in such countries."
• This indicates that people with degrees, perhaps because they believe they are qualified for "higher" work, tend to look down on manual labor.
• The other options are not directly addressed in the passage.
• Therefore, the correct answer is Option 1.

The correct answer is 'If the farmer does not work, we will have nothing to eat.'

Key Points

• The passage states "we can live without education but we die if we have no food."
• This suggests that the writer sees the farmer's work as more critical to survival than the professor's, as food is a fundamental need.
• The other options do not capture this essential role of the farmer as expressed in the passage.
• Therefore, the correct answer is Option 1.

The correct answer is 'Cleanliness'.

Key Points

• The noun form of the verb 'cleaned' is 'cleanliness,' which represents the state or quality of being clean.
• The other options are not correct as 'cleansed' and 'cleanse' are verb forms, and 'cleanly' is an adverb.
• Therefore, the correct answer is Option 2.

The correct answer is 'work which does not require higher education.'

Key Points

• The passage uses the term 'low work' to refer to jobs that people with degrees tend to refuse, suggesting that these are jobs seen as not requiring higher education.
• Although the term could also apply to work done by the working class, the context in the passage focuses on the lack of need for higher education in such jobs.
• Therefore, the correct answer is Option 4.

The correct answer is 'Servants do not like to work in professors' houses.'

Key Points

• The passage states "In countries where there are no servants because everyone is ashamed to do such work."
• This suggests that the work of servants is looked down upon as dirty or low, causing people to avoid such roles, and thus professors have to do their own housework.
• The other options do not directly reflect the reasons given in the passage.
• Therefore, the correct answer is Option 2.

The correct answer is Adverb.

Key Points

• An adverbial clause, or adverb clause, is a group of words that functions as an adverb in a sentence. That means it can modify a verb, an adjective, or an adverb, just like a single-word adverb can.
• The clause "because everyone is ashamed to do such work" is modifying the verb 'are' (in "there are no servants"), explaining why there are no servants. Therefore, it functions as an adverbial clause.
• Noun, adjective, and principal clauses serve different functions and do not apply in this case.
• Therefore, the correct answer is Option 2.

The correct answer is "hypocritical modern social behaviour."

Key Points

• The poem discusses the personas or "faces" the speaker has learned to put on in different social situations, such as at home, in the office, on the street, and at parties.
• The speaker has learned to hide his true feelings, showing a smile even when he does not feel like smiling and saying polite phrases that he does not mean.
• All these points to the societal norms and pretensions in modern social behaviour.
• Therefore, the correct answer is Option 2.