CTET Paper 1 - 1st Feb 2023 (English-Hindi) (Previous Year Paper)

The correct answer is (4) (i), (ii) and (iii).

Key Points

Development is a complex process that is influenced by a variety of factors, including the student's personal factors, the school climate, and social-familial influences.

• Student's personal factors include the student's genetics, personality, and prior experiences. These factors can influence the student's learning style, motivation, and ability to cope with challenges.
• School climate refers to the overall environment of the school, including the physical environment, the relationships between students and teachers, and the school's policies and practices. A positive school climate can promote learning and development, while a negative school climate can have a negative impact on students.
• Social-familial influences include the student's family, friends, and community. These relationships can provide the student with emotional support, encouragement, and role models. They can also help the student learn about different cultures and perspectives.

All of these factors can play a role in a student's development. The extent to which each factor influences development will vary depending on the individual student. However, it is clear that development is a complex process that is influenced by a variety of factors.

The correct option is 1) Both (A) and (R) are true and (R) is the correct explanation of (A).

Key Points

Assertion (A) is true because childhood is a critical period for development, and positive experiences can have a lasting impact on a child's well-being.

Reason (R) is also true, and it provides a clear explanation for why parents and teachers should ensure positive childhood experiences for all students.

Without positive experiences, children may struggle to develop emotionally, socially, and academically. They may also be more likely to experience mental health problems later in life. By providing positive experiences, parents and teachers can help children reach their full potential.

Here are some examples of positive childhood experiences:

• Feeling loved and supported by parents and caregivers
• Having opportunities to play and explore
• Learning new things
• Making friends
• Feeling safe and secure

These experiences can help children develop a sense of self-worth, resilience, and optimism. They can also help children learn how to interact with others, solve problems, and manage their emotions.

Important Points

It is important to note that not all children will have the same positive childhood experiences. Some children may experience trauma or neglect, which can have a lasting impact on their development. However, even children who have experienced adversity can benefit from positive experiences later in life.

• By working together, parents and teachers can create a positive environment for all children. This environment will provide children with the foundation they need to thrive in school and in life.

The correct statement is 2) Family is the primary agency of socialization.

Key Points

The family is the first and most important agent of socialization for young children. It is through the family that children learn about the world around them, including their culture, values, and beliefs. The family also provides children with their first social experiences, such as learning how to interact with others and how to follow rules.

School, peer group, and print media are also important agents of socialization, but they play a less significant role in the early years. School begins to have a greater impact on children's socialization as they get older, and peer group and print media become more important in adolescence.

Additional Information

Here are some of the ways that the family socializes young children:

• Teaching children about the world around them. Parents and other family members teach children about their culture, values, and beliefs. They also teach children about the physical world, such as how to interact with objects and how to take care of themselves.
• Providing children with social experiences. The family provides children with their first social experiences. They teach children how to interact with others, how to follow rules, and how to resolve conflicts.
• Modeling appropriate behavior. Children learn a lot by watching the adults in their lives. When parents and other family members model appropriate behavior, children are more likely to adopt those behaviors themselves.

The family is the primary agent of socialization for young children. It is through the family that children learn about the world around them and how to interact with others. The family provides children with their first social experiences and models appropriate behavior.

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

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

Key Points

• Object permanence developed in the sensorimotor stage of Piaget's theory.
• Object permanence is the concept that things do not vanish from existence if they are no longer in plain sight.
• By understanding the concept of object permanence, children develop the understanding that objects continue to exist even when they can't be seen and touched.
• In the sensorimotor stage, infants explore the world through sensory and motor activity. They experience, perceive, recognize, feel, and understand the environment through their senses.

Additional Information

Rest Stages of Cognitive Development:

Hence, it could be concluded that during Sensorimotor is correct answer.

The answer is 1) Conservation.

Key Points

Conservation is the understanding that the quantity of a substance remains the same even if its appearance changes.

• **In this case, the child understands that the total number of pebbles is still 4 even though they are arranged in two different sets.**​

Therefore, the correct answer is 1).

Additional Information

Centration is the tendency to focus on one aspect of a situation and ignore others. In this case, the child might focus on the size of the sets of pebbles and ignore the number of pebbles in each set.

Egocentricism is the tendency to see the world from one's own perspective and to have difficulty understanding the perspectives of others. In this case, the child might not be able to understand that another person might see the two sets of pebbles as being different even though they have the same number of pebbles.

Object permanence is the understanding that objects continue to exist even when they are out of sight. This is a concept that is developed in the sensorimotor stage of cognitive development, which is before the age of 2.

The answer is 2) Conventional.

Key Points

In Kohlberg's theory of moral development, the conventional level is characterized by a focus on social norms and expectations. People at this level typically want to be seen as good and to conform to the expectations of their community. They may also be motivated by a desire to avoid punishment or disapproval.

In the scenario described, Nisha is motivated to finish her homework by a desire to avoid the shame that she may be subjected to by her teacher for not doing her homework. This is a classic example of conventional moral reasoning.

Therefore, the correct answer is 2).

Additional Information

• The pre-conventional level is characterized by a focus on self-interest and avoiding punishment. People at this level may do what is right because they fear the consequences of doing wrong.

• The post-conventional level is characterized by a focus on individual rights and principles. People at this level may do what is right even if it goes against the expectations of their community.

Hint

The formal conventional level is not a stage in Kohlberg's theory.

The answer is 3) Cultural tools, cognitive.

Key Points

Lev Vygotsky's theory of cognitive development emphasizes the role of social interaction and culture in shaping children's thinking. He argued that children learn through a process of guided participation, in which they are helped by more experienced members of their culture to master new skills and concepts.

Vygotsky believed that cultural tools, such as language, symbols, and tools, play a critical role in cognitive development. These tools allow children to think about and represent the world in new ways.

For example, a child who is learning to count can use the cultural tool of language to represent numbers and to solve problems. The child might say "one, two, three" as they count objects, or they might use the word "more" to ask for more of something.

Vygotsky's theory has had a significant impact on the field of education. It has led to the development of scaffolding techniques, in which teachers provide support to children as they learn new skills. Scaffolding can help children to reach their full potential by providing them with the tools and support they need to succeed.

Therefore, the correct answer is 3).

The answer is 1) Provide appropriate scaffolding to students by giving hints and cues.

Key Points

Lev Vygotsky's theory of cognitive development emphasizes the importance of social interaction and collaboration in learning. He believed that children learn best when they are challenged to work within their zone of proximal development, which is the range of tasks that they can do with the help of a more experienced partner.

Scaffolding is a teaching technique that involves providing students with the support they need to complete a task that is just beyond their current level of understanding. This support can be in the form of hints, cues, or modeling. By providing scaffolding, teachers can help students to reach their full potential and to learn new skills more effectively.

Additional Information

​The other options are not consistent with Vygotsky's theory.

• Restricting collaboration and discussions among students would prevent them from learning from each other and from working within their zone of proximal development.
• Practicing total non-interference of adults in students' process of learning would not provide them with the support they need to succeed.
• Frequently using negative reinforcement to condition students' behavior would be counterproductive and could lead to anxiety and stress.

Therefore, the correct answer is 1).

The answer is 4) Students' opinions and experiences.

Key Points

Progressive classrooms are student-centered, meaning that the focus is on the students' learning and development. Teachers in progressive classrooms use a variety of teaching methods, such as inquiry-based learning, project-based learning, and collaborative learning, that allow students to explore their interests and learn at their own pace.

In progressive classrooms, students are encouraged to share their opinions and experiences, and their voices are valued. Teachers in progressive classrooms also work to create a positive and supportive learning environment where students feel safe to take risks and learn from their mistakes.

Therefore, the correct answer is (4).

Additional Information

The other options are not consistent with the philosophy of progressive education.

• Teacher's preferred style of teaching may not be the best way for all students to learn, and completion of the syllabus may not be the most important goal of education.
• Exam-centered pedagogies can be stressful for students and may not lead to deep learning.

The correct answer is 3) Individuals possess different levels of different kind of intelligences.

Key Points

Howard Gardner's theory of multiple intelligences is a model of intelligence that recognizes eight different intelligences:

• Linguistic intelligence: The ability to use language effectively.
• Logical-mathematical intelligence: The ability to think logically and solve problems.
• Spatial intelligence: The ability to think in images and visualize spatial relationships.
• Bodily-kinesthetic intelligence: The ability to use one's body to solve problems or create products.
• Musical intelligence: The ability to understand and create music.
• Interpersonal intelligence: The ability to understand and interact effectively with others.
• Intrapersonal intelligence: The ability to understand one's own thoughts and feelings.
• Naturalist intelligence: The ability to understand the natural world.

Gardner argues that individuals possess different levels of different intelligences, and that these intelligences are not necessarily correlated with each other.

For example, someone might be very good at math but not very good at music.

Therefore, the correct answer is (3).

Additional Information

The other options are not consistent with Gardner's theory of multiple intelligences.

• Intelligence quotient (IQ) tests are only one measure of intelligence, and they do not measure all of the different intelligences that Gardner has identified.
• Environmental factors, such as education and culture, can also have a significant impact on intelligence.
• And group tests of intelligence are not always the best measure of intelligence levels, as they can be biased against certain groups of people.

Key Points

• Contemporary theories of cognition emphasize the importance of a print-rich and resourceful environment for learning.
• This means that classrooms should be stocked with a variety of print materials, such as books, magazines, newspapers, and posters. These materials should be accessible to all students, regardless of their reading level or interests.
• A print-rich environment also provides students with opportunities to interact with text in different ways. They can read independently, collaborate with peers, or listen to texts being read aloud.
• This variety of experiences helps students to develop their reading comprehension skills and become more engaged in learning.

Additional Information

• A fearful and threatening environment can create stress and anxiety, which can inhibit learning.
• An inaccessible and exclusionary environment can prevent students from accessing the resources they need to learn.
• A didactic and textbook-centric environment can be limiting and stifle creativity.

Key Points

• Gender is a social construct, which means that it is created and maintained by society. Gender roles, expectations, and norms are all shaped by the social structures in which we live.
• For example, in many cultures, men are expected to be strong and stoic, while women are expected to be nurturing and caring. These expectations are not innate, but are learned through social interactions.
• Heredity factors and genetic characteristics do play a role in gender, but they are not the only factor. There is a lot of variation in how people express their gender, and this variation is not always explained by biological factors.
• For example, some people who are born with male genitalia may identify as female, and some people who are born with female genitalia may identify as male.

Gender is a complex and multifaceted concept, and it is shaped by a variety of factors. Social structures are one of the most important factors that shape gender, and they play a significant role in determining how we think about and express our gender.

Key Points

• The semiotic function is the ability to use symbols to represent objects or ideas that are not present.
• It is a key cognitive development that allows children to engage in symbolic play, use language, and think abstractly.
• Accommodation is the process of adjusting one's existing knowledge or schemata to accommodate new information.
• Reversible thinking is the ability to think about an object or event from multiple perspectives and to understand that changes can be undone.
• Conservation is the understanding that the quantity of an object remains the same even if its appearance changes.

Hence, in Jean Piaget's theory, the ability to work with symbols to represent an object that is not present is called Semiotic function.

Key Points

• Formative assessment is a process of gathering information about student learning during the learning process.
• This information is used to inform instruction and to provide feedback to students. The goal of formative assessment is to help students learn more effectively.
• Formative assessment is not effective in inducing continuous threat of failure among students, comparing performance of students with each other, or labeling, categorization, and referral of students of special school.

Additional InformationHere are some of the benefits of formative assessment:

• It helps teachers to identify students' learning needs.
• It helps teachers to adjust instruction to meet those needs.
• It helps students to track their own learning.
• It helps students to identify areas where they need to improve.
• It can motivate students to learn.

Key Points

Assertion (A) is true because, verbalizing thoughts, discussions, and debates among students can help them to develop their language skills, critical thinking skills, and problem-solving skills. These skills are all important for cognitive development.

Reason (R) is false because, language development and cognitive development are closely related. Language is a tool that we use to think and to communicate. As our language skills develop, so do our cognitive skills.

Additional InformationSome of the ways in which verbalizing thoughts, discussions, and debates can help to promote cognitive development:

• It can help students to clarify their thinking. When students have to verbalize their thoughts, they are forced to think more clearly about what they know and what they don't know.
• It can help students to develop their critical thinking skills. When students are engaged in discussions and debates, they are forced to consider different perspectives and to come up with their own arguments.
• It can help students to develop their problem-solving skills. When students are faced with a problem, they can use their language skills to brainstorm solutions and to communicate their ideas to others.

In conclusion, verbalizing thoughts, discussions, and debates are important for cognitive development. Teachers should promote these activities in their classrooms to help students to develop their language skills, critical thinking skills, and problem-solving skills.

Key Points

• ADHD is a neurodevelopmental disorder that is characterized by inattention, hyperactivity, and impulsivity.
• People with ADHD often have difficulty paying attention, following instructions, and staying organized. They may also be restless, fidgety, and have difficulty sitting still.
• Being focused for long periods of time, slow activity levels, and high levels of task organization are not typical characteristics of ADHD.

Additional InformationSome other symptoms of ADHD:

• Inattention: Difficulty paying attention to details, making careless mistakes, difficulty sustaining attention in tasks or play, not listening when spoken to directly, not following through on instructions, difficulty organizing tasks and activities, avoidance of tasks that require sustained mental effort, losing things needed for tasks or activities, being easily distracted, being forgetful in daily activities.
• Hyperactivity: Fidgeting with hands or feet or squirming in seat, leaving seat when remaining seated is expected, running or climbing in situations where it is not appropriate, difficulty playing or engaging in leisure activities quietly, being "on the go" or acting as if "driven by a motor," talking excessively, blurting out answers before questions have been completed, difficulty waiting for turn, interrupting or intruding on others.

Key Points

• Learning disabilities are complex conditions that are influenced by a combination of factors, including genetics, brain development, and environmental factors.
• There is no single cause of learning disabilities, and each person's experience is unique.​
• Students with learning disabilities are not all alike. They may have different strengths and weaknesses, and they may need different types of support.
• It is important to tailor instruction to the individual needs of each student.

Additional InformationSome other factors that can influence learning disabilities:

Genetics: Learning disabilities can run in families, suggesting that there is a genetic component to these conditions.

Brain development: Learning disabilities are often associated with differences in brain structure or function. For example, people with dyslexia may have differences in the way their brains process language.

Environmental factors: Environmental factors such as exposure to lead or other toxins, or early childhood trauma, can also contribute to the development of learning disabilities.

Key Points

• Lectures primarily rely on auditory instruction, which may not be accessible or effective for students with hearing impairment.
• Students with hearing impairment often experience difficulties in processing spoken language through auditory channels.
• Reliance solely on lectures can create barriers to learning and limited understanding for these students.

Additional InformationTo ensure successful inclusion of students with hearing impairment, it is important to utilize teaching methods that cater to their specific needs. Here are some effective methods:

• Visual-Kinesthetic: This method incorporates visual aids and hands-on activities to enhance understanding and engagement. It helps students with hearing impairment by providing visual representations, gestures, and physical involvement in the learning process.
• Activity-based: Activity-based methods encourage interactive and experiential learning. Students engage in various hands-on activities, group work, and practical tasks that facilitate their understanding and application of concepts.
• Multisensory: Multisensory teaching approaches integrate multiple senses (visual, auditory, tactile, etc.) to reinforce learning. This method allows students to receive information through various modalities, making the learning experience more engaging and accessible for students with hearing impairment.

Overall, incorporating teaching methods that utilize visual aids, physical involvement, interactive activities, and multiple senses can support the successful inclusion and learning of students with hearing impairment.

Key Points

• Implementing a standardized curriculum may not be suitable for students with giftedness as it typically follows a uniform pace and level of instruction.
• Students with giftedness often display advanced abilities and may require more challenging and differentiated learning experiences.
• A standardized curriculum may not adequately engage or meet their academic needs, potentially leading to boredom, underachievement, and disengagement.

Additional InformationTo support students with giftedness effectively, it is important to consider alternative approaches that allow for flexibility, differentiation, and individualized instruction. This includes options such as:

• Providing stimulating enrichment activities: Engaging students with intellectually stimulating activities that go beyond the regular curriculum can help them explore their interests and extend their knowledge and skills in areas of strength.
• Allowing students to pursue independent projects: Encouraging students to undertake independent projects allows them to delve deeper into subjects of interest, take ownership of their learning, and develop higher-level thinking and research skills.
• Considering flexibility for curriculum acceleration: Offering flexible options to accelerate the curriculum, such as grade-skipping, subject acceleration, or advanced coursework, allows gifted students to progress at a faster pace and be appropriately challenged.

Key Points

• Students with autism often thrive in environments with predictable routines and consistent approaches to teaching.
• Being consistent in the approach of teaching helps create a structured and supportive learning environment for students with autism.
• Consistency provides clear expectations, reduces anxiety, and supports their understanding and engagement in the learning process.

For students with autism, consistency can be beneficial in the following ways:

• Maintaining consistent routines and schedules: Establishing consistent daily routines and schedules helps students with autism know what to expect, reduces anxiety, and promotes a sense of security.
• Using consistent visual supports: Visual supports, such as schedules, charts, and visual cues, can help students with autism understand and follow instructions, transitions, and expectations.
• Employing consistent teaching strategies: Consistently using teaching strategies that have proven effective for students with autism, such as visual aids, explicit instruction, and prompting techniques, can support their learning and comprehension.

Social Cognitive Theory, developed by Albert Bandura, emphasizes the ways in which individuals learn from observing others within the context of social interactions, experiences, and outside media influences. 

Key Points

• Social Cognitive Theory emphasizes active engagement, observation, interaction, and the processing of information within the context of the environment.
• While imitation is a part of social learning, it's not passive. The learner actively processes and applies what is observed.
• Overt conditioning of behavior is more related to behaviorist theories, where learning is shaped through reinforcement and punishment, not the social cognitive perspective.
• Social Cognitive theory, emphasizes understanding and applying information within a social and environmental context, rather than rote memorization.

Hence, we can conclude that according to Social Cognitive views of learning, students learn best by actively engaging with their environment.

Students are more likely to quickly forget information that is not related to their existing knowledge or experiences, is not presented within a meaningful context, and does not engage their understanding or interest.

Key Points

• Related to their lives: Information that is related to students' lives is generally more memorable because it has personal relevance.
• Presented with relevant context: Context helps to make information meaningful and connected, aiding in retention.
• Elaborated through the use of examples: Examples can help to clarify and illustrate concepts, making them more understandable and memorable.
• Presented in disconnected chunks: When information is presented in isolated, disconnected pieces without a unifying context or theme, it can be more difficult to remember.
• Without connections to existing knowledge or a coherent structure, the information is less likely to be retained.

Hence, we can conclude that the students tend to quickly forget information that is presented in disconnected chunks.

Procedural knowledge refers to the understanding of a process or procedure, or "how to" knowledge. It involves knowing the series of steps or actions required to perform a specific task.

Key Points

• How do we prepare soil for plantation: This is the correct answer. It involves a series of steps or a procedure for preparing the soil, which is an example of procedural knowledge.
• What is the formula of  (a + b)²: This is a mathematical formula and represents declarative knowledge, not procedural knowledge.
• When did India get independence?: This is a fact and represents declarative knowledge, not procedural knowledge.
• Which is the next leap year?: This is also a fact or a question that can be answered with declarative knowledge, not procedural knowledge.

Hence, we can conclude that "How do we prepare the soil for plantation?" is an example of Procedural knowledge.

To facilitate learning effectively, teachers should create an environment that encourages understanding, connection, and active participation from students.

Key Points

Here are some strategies that teachers and educators might use to facilitate learning:

• Understanding Learner Needs: Tailoring instruction to the needs, interests, and abilities of the learners helps in making the content more relevant and engaging.
• Give opportunities to students to construct knowledge: Encouraging students to actively engage with content, ask questions, and construct their own understanding can greatly facilitate learning, aligning with constructivist educational philosophy.
• Use of Real-world Examples: Connecting content to real-world situations helps students see the relevance of what they're learning.
• Incorporating Technology: Technology, such as multimedia presentations or educational software, can make learning more interactive and engaging.
• Providing Timely and Constructive Feedback: Feedback helps learners understand where they are succeeding and where they need improvement, guiding their further learning.

Hence, we can conclude that a teacher should give opportunities to students for constructing knowledge.

When students are struggling to solve a problem, it is important to help them to understand why they are struggling. One way to do this is to ask them to reflect on similar problems which they have solved earlier.

Key Points

Here are some other ways to support students who are struggling to solve a problem:

• Break the problem down into smaller steps. This can make the problem seem less daunting and more manageable.
• Provide hints or clues. This can help students to get started on the problem or to see a new way of approaching it.
• Work with the student to brainstorm solutions. This can help students to generate new ideas and to see the problem from different perspectives.
• Provide scaffolding. This means providing support to students as they work on the problem. This can be done by providing them with resources, such as books or websites, or by providing them with individual help.
• Encouraging students to reflect on similar problems they have solved can help them recognize patterns, apply previously learned concepts, and develop problem-solving skills.

Hence, we can conclude that to suggest to them to reflect on the similar problems which they solved earlier is the correct answer.

Misconceptions are incorrect or misguided understandings or beliefs about a specific topic or concept.

Key Points

• Assertion (A): Encouraging an environment where students can freely express their misconceptions allows for the identification and correction of those misconceptions.
• It creates an open dialogue where students can learn from their mistakes.
• Reason (R): Discussing misconceptions indeed plays a crucial role in the learning process. By openly addressing misconceptions, teachers can guide students to the correct understanding of a concept.
• This dialogue helps students refine their thinking, foster critical thinking skills, and deepen their understanding of the subject matter.

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

Intrinsic motivation refers to the drive to engage in an activity because it is inherently satisfying, interesting, or enjoyable, rather than for some external reward or pressure.

Key Points

• When students experience joy in the learning process, they are more likely to be intrinsically motivated.
• The emotion of joy can foster a positive attitude towards learning, enhance engagement, and stimulate curiosity.
• On the other hand, feelings of hopelessness, shame, or frustration are more likely to demotivate students and hinder their desire to learn.

Hence, we can conclude that the students will feel more intrinsically motivated to learn if they experience the emotion of joy.

Mastery-oriented goals focus on the understanding and mastering of a subject or skill. 

Key Points

• These goals emphasize personal growth, development, and a deep understanding of content rather than a comparison with others or the mere completion of a task.
• Encouraging mastery-oriented goals can lead to more intrinsic motivation, persistence, and a positive attitude toward learning.
• It helps students to value the process of learning and improvement rather than solely focusing on external rewards or comparisons with others.
• Performance-oriented goals, on the other hand, often focus on outperforming others or achieving a particular grade or score, which might not always foster a deep understanding or love for learning.
• Work-avoidant goals refer to the desire to complete tasks with minimal effort, and competition-directed goals are primarily focused on winning or being better than others.

Hence, we can conclude that Students should be encouraged to formulate Master-oriented goals.

Learning is a multifaceted process that involves acquiring new knowledge, skills, values, beliefs, or abilities.

Key Points

• Collaboration among students encourages teamwork, fosters a supportive learning environment, and allows students to learn from one another.
• It often enhances understanding and problem-solving skills.
• Metacognition refers to the understanding and control of one's own learning process.
• It involves self-awareness, self-regulation, and the ability to think about how one thinks. This promotes deeper understanding and retention of material.
• Punishment can lead to resentment, fear, or a lack of motivation, which can negatively affect learning.
• Malnutrition often negatively impacts learning as it can hinder physical development, cognitive function, and concentration.

Hence, we can conclude that statements (ii) and (iv) influence learning positively.

In many modern educational theories and practices, students are considered active participants in the learning process.

Key Points

• An active role means that students are not just passively absorbing information.
• Instead, they are actively engaged, asking questions, participating in discussions, working on projects, and applying their critical thinking skills.
• They are constructing their knowledge by connecting new information to prior experiences, analyzing, synthesizing, and reflecting on what they have learned.
• This approach aligns with constructivist theories, where learning is seen as a process where learners actively construct their understanding.

Hence, we can conclude that the students play an active role in the process of knowledge construction.

Calculation:

The greatest three digit number 999.

The greatest two digit number 99.

The  number of all three digit numbers = 999 - 99 = 900

∴ The correct answer is 900.

Calculation:

According to question,

⇒ 98989898/98 = 1010101

∴ The correct answer is 1010101.

Given:

Bells ring at 12 min, 20 min and 36 min.

Calculation:

LCM of (12 min, 20 min, 36 min) = 3 × 2², 5 × 2², 3² × 2²

LCM of (12 min, 20 min, 36 min) =  2² × 3² × 5 = 180 min

According to question,

All of these bells ring together at 7 ∶ 15 am,

Now, Time for bells to ring again = 7 : 15 am + 3 hr = 10 : 15 am

∴ The correct answer is 10 : 15 am.

Calculation:

The quotient cannot be determined when a number is divided by 0.

Division by 0 is undefined, meaning that there is no answer that makes sense.

If the divisor is 0, then it is not possible to fit any number into it, so the quotient is undefined.

∴ The correct answer is option 2.

Calculation : 

If sum of digits in a number is multiple of 3 then the number will be divisible by 3.

∴ The correct answer is option 2.

Concept used:

Equivalent fractions are the fractions that have different numerators and denominators but are equal to the same value.

For eg : 1/2 = 2/4 = 4/8 are equivalent fractions.

Calculation:

Out of 4 options given only 4^th option satisfies the definition of equivalent fractions.

⇒ ​4/3 and 8/6​​

∴ The correct answer is option 4.

Calculation:

Statement I : 

Cost of each article = Rs. 350

Cost of 25 dozens article = 350 × 25 × 12 = Rs. 105000

Statement II : 

Cost of each packet = Rs. 350

Cost of 250 packets = 350 × 250 = Rs. 87500

We can see that Statement I > Statement II.

∴ The correct answer is option 1.

Calculation:

We know, 1 L = 1000 mL

So, 2750 mL = 2000 mL + 750 mL

⇒ 2 L + 750 mL = 2 L 750 mL

∴ The correct answer is 2 L 750 mL.

Given : 

Train starts from Bhopal at 16 : 35 hr on 28 Aug

Train reaches ernakulam on 30 Aug at 7 : 30 hr

Calculation : 

Total time taken = 16 : 35  + 16 : 35 + 4 : 35 + 5 : 35 + 6 : 35 + 55 min

⇒ 38 hr 55 min

∴ The correct answer is option 3.

Given:

Area of Square  = 484 cm²

Formula used:

Area of square = (side)²

Circumference of circle = 2πr

Calculation:

According to question,

⇒ (side)² = 484 cm²

⇒ side = 22 cm

Since, the wire is bent in the form of circle 

Perimeter of square = Perimeter of Circle

⇒ 4 × 22 = 2 × π × r

⇒ 88 = 2 × 22/7 × r

⇒ r = 14 cm

∴ The correct answer is 14 cm.

Calculation : 

Digits are 0, 1, 2, 3, 4, 5, 6, 7, 8, 9

On giving half a turn only 0 and 8 will be same.

∴ The correct answer is 0 and 8.

Calculation:

According to question,

⇒ \(5\dfrac{1}{3}\) × 90° = 16/3 × 90° = 16 × 30° = 480° 

∴ The correct answer is 480°

Calculation:

The pattern is to add consecutive odd numbers to the previous number.

So, the next number in the pattern is 15 + 13 = 28.

⇒ 1 + 5 = 6

⇒ 6 + 9 = 15

⇒ 15 + 13 = 28

⇒ 28 + 17 = 45

⇒ 45 + 21 = 66

⇒ 66 + 25 = 91

Therefore, the missing number is 28.

Calculation:

According to question,

Fare from A to D Rs. 49.50 per person

So, for three persons 

⇒ 49.50 × 3

⇒ 148.5

∴ The correct answer is 148.50.

Given:

109.0 cm, 114.7 cm, 102.9 cm, 99.7 cm, 109.5 cm, 112.2 cm

Formula used:

Average = Sum of all observations/Number of observations

Calculation:

According to question,

Avg = (109.0 cm + 114.7 cm + 102.9 cm + 99.7 cm + 109.5 cm + 112.2 cm)/6

⇒ 648/6

⇒ 108

∴ The correct answer is 108 cm.

Mathematics, often abbreviated as "maths," is a field of study that involves the exploration, analysis, and understanding of numbers, quantities, patterns, structures, and relationships.

• It is a systematic and logical discipline that deals with various mathematical concepts, operations, and methods for solving problems and making predictions

Key Points

• The quote "It is more useful to know how to mathematise than to know a lot of mathematics" is attributed to David Wheeler.
• David Wheeler was a British computer scientist known for his work on early computer systems and programming languages.
• He made significant contributions to the development of computer science and computing education.

Hence, "It is more useful to know how to mathematise than to know a lot of mathematics" are the words of David Wheeler.

By asking these questions, the teacher encourages the student to articulate their thought process, identify any misconceptions, and explore their understanding of place value and subtraction.

Key Points

• Based on the student's response and explanation, the teacher can assess the student's understanding and plan a remedial strategy accordingly.
• The strategy may involve providing additional examples, using concrete manipulatives to demonstrate the subtraction process, or introducing visual representations to help the student grasp the concept of subtracting tens from hundreds.
• The teacher can address the student's misconceptions by providing clear explanations, guiding them through step-by-step processes, and offering opportunities for practice and reinforcement.
• It may also be beneficial to engage the student in activities that involve hands-on exploration and discovery, helping them develop a deeper understanding of place value and subtraction.

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

In this case, the student has used an alternate strategy to solve the questions which exhibits the student's conceptual understanding.

Key Points

• Instead of subtracting 135 from 200, the student is provided a series of random guesses (140, 145, 150) and eventually arrives at the correct answer of 65 by using addition (200 - 135 = 65).
• The student is not limited to a single approach but can adapt and use a different strategy than the standard subtraction algorithm.
• The student can readily manipulate numbers and identify potential answers within a reasonable range.
• The student justifies their final answer by providing a clear explanation of their steps, demonstrating logical thinking.

Hence, it can be concluded that the most appropriate statement is 1) The student has used an alternate strategy to solve the questions which exhibits the student's conceptual understanding.

While the concepts of proportionality and place value are important in mathematics, they are not directly addressed or emphasized by the given question.

Key Points

• The concept of equality is fundamental in mathematics. In the given question, the teacher sets up an equation with the same expression on both sides: 37 + ______ + 9 = 42 + 9 + _____.
• By presenting this equation, the teacher emphasizes that both sides of the equation are equal.
• This concept helps students understand the balance and equivalence between different mathematical expressions. It introduces the notion that both sides of the equation have the same value.
• The associative law of addition states that changing the grouping of numbers being added does not change the sum. In the given question, the teacher provides an opportunity to demonstrate this property.
• The given question involves a pattern that students can observe and analyze. By looking at the numbers in the equation (37, 42, 9), students can identify a pattern and make generalizations.

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

Level 2 of Van Hiele's geometric thinking, which is the level of relationships, involves understanding the connections and relationships between different geometric concepts.

Key Points 

• In the case of Harjyot realizing that a square is both a rhombus and a rectangle, he demonstrates an understanding of these relationships. Let's delve into the specific relationships involved:
• Square as a rhombus: By recognizing that a square meets the criteria of a rhombus, Harjyot understands the relationship between these two shapes. He realizes that a square possesses the properties of a rhombus but with the additional requirement of right angles.
• Square as a rectangle: In this case, he acknowledges that a square possesses the properties of a rectangle, such as having all interior angles equal to 90 degrees, while also having the added requirement of all sides being equal in length.

Hence, it can be concluded that Hariyot is in the level 2 (realization) stage.

Foundational Numeracy refers to the essential mathematical skills and concepts that children need to acquire in the early years of education.

 Key Points

• It encompasses building a strong foundation in number sense, operations, measurement, geometry, and patterns.
• However, the broader aim of Foundational Numeracy goes beyond the acquisition of these specific skills.
• It emphasizes the development of mathematical thinking, which includes the ability to reason, problem-solve, analyze, and apply mathematical concepts and strategies.
• By focusing on the development of mathematical thinking, the NIPUN Bharat Mission aims to enable children to think critically, make connections, and apply mathematical knowledge to real-life situations.
• This broader aim emphasizes the importance of nurturing students' ability to understand and think mathematically, rather than solely focusing on rote memorization or procedural fluency.

Hence, it can be concluded that According to the NIPUN Bharat Mission, the broader aim of Foundational numeracy is development of mathematical thinking.

The aesthetic aim of teaching mathematics focuses on appreciating the beauty and elegance inherent in mathematical concepts, structures, and patterns.

Key Points

• It emphasizes the aesthetic aspects of mathematics, such as the elegance of mathematical proofs, the symmetry in geometric shapes, the harmony in numerical relationships, and the aesthetic appeal of mathematical patterns and arrangements.
• By highlighting the beauty of mathematics, the teacher aims to inspire students to develop an appreciation for the subject beyond its practical utility.
• This approach encourages students to engage with mathematics in a more creative and imaginative way, fostering a sense of wonder and enjoyment in exploring mathematical ideas.
• The aesthetic aim of teaching mathematics goes beyond the utilitarian or practical aspects and aims to instill an appreciation for the intrinsic beauty and elegance that mathematics offers as a discipline.

Hence, it can be concluded that "Mathematics, rightly viewed, possesses not only truth but supreme beauty is related to aesthetic aims.

Including anecdotes, puzzles, and pictures in a primary class mathematics textbook can make the learning experience more engaging, interactive, and enjoyable for young learners.

Key Points

• Anecdotes provide real-life contexts or stories that make mathematical concepts relatable and meaningful to students.
• Puzzles and games can stimulate critical thinking, problem-solving, and logical reasoning skills while making mathematics enjoyable.
• Pictures, diagrams, and visual representations help in developing a visual understanding of mathematical concepts and aid in communication and comprehension.

Hence, it can be concluded that Anecdotes, Puzzles and Pictures to present various concepts is most appropriate to be included in a primary class mathematics textbook.

The student has used the Commutative Property and the Associative Property of addition in solving the problem.

Key Points

• The Commutative Property of addition states that the order of the numbers being added does not affect the sum.
• In the given solution, the student rearranges the numbers within parentheses, demonstrating the application of the Commutative Property.
• For example, they interchange the positions of 6 and 4 in the expression (6 + 4) to obtain (4 + 6).
• The Associative Property of addition states that the grouping of numbers being added does not affect the sum. In the given solution, the student regroups the numbers within parentheses, showing the application of the Associative Property.
• For example, they group 4 and 6 first to obtain (4 + 6), and then group (4 + 6) with 14 to obtain ((4 + 6) + 14).

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

Playing mathematical games with children is a highly effective way to develop their mathematical thinking skills. Mathematical games offer a fun and interactive environment where children can actively engage in problem-solving, logical reasoning, and mathematical exploration.

Key Points

• Mathematical games provide an opportunity for children to actively participate in their own learning.
• Rather than passively receiving information, they become actively involved in the game, making decisions, strategizing, and applying mathematical concepts and skills.
• Mathematical games often involve challenges and puzzles that require children to think critically and find solutions.
• Mathematical games often provide a concrete and tangible context for children to explore mathematical concepts.
• By engaging in discussions, explaining their reasoning, and working together to solve problems, children develop their communication skills and learn from their peers.

Hence, it can be concluded that Mathematical thinking can be developed through playing mathematical games with children.

Mathematics is often considered a challenging subject, and students may feel intimidated by its complexity, abstract nature, or the pressure to perform well.

Key Points

• Assertion (A) states that many students feel a sense of fear and failure in mathematics.
• This assertion is generally true and supported by the experiences of educators, researchers, and students themselves.
• These feelings of fear can hinder students' confidence, engagement, and overall performance in mathematics.
• The reason (R) provided states that gender differences are responsible for the fear of mathematics.
• However, it is important to note that (R) is not the correct reason for (A).
• While it is true that there can be differences in performance and attitudes towards mathematics between genders in some cases, attributing the fear and failure in mathematics solely to gender differences is an oversimplification.

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

In the given solution, the student mistakenly applies the concept of addition of zero to subtraction. This error suggests the student may have misunderstood or overgeneralized a rule or idea related to arithmetic operations.

Key Points

• Subtracting a smaller number from a larger number typically involves regrouping or borrowing in order to perform the subtraction correctly.
• However, in this case, the student mistakenly subtracts the smaller number (30) from the more significant number (301) without performing any regrouping or borrowing.
• This incorrect application of the addition of zero rule leads to an erroneous result of 331.

Hence, it can be concluded that the student has over-generalized the concept of the addition of zero to subtraction.

Solving open-ended mathematical problems develops both creative thinking and divergent thinking.

 Key Points

• Open-ended mathematical problems are those that have multiple possible solutions and allow for various approaches and interpretations.
• They require students to think critically, analyze information, make connections, and apply problem-solving strategies creatively.
• Creative thinking: Creative thinking involves generating innovative ideas, making connections between different concepts, and approaching problems from unconventional angles.
• Open-ended mathematical problems provide an opportunity for students to think creatively by exploring different solution paths, considering multiple strategies, and applying their own unique approaches.
• Divergent thinking: Divergent thinking refers to the ability to generate multiple solutions, ideas, or possibilities in response to a problem or task.
• Open-ended mathematical problems encourage students to explore various solution paths, think flexibly, and consider different approaches to solving the problem.
• This promotes divergent thinking and helps students develop a broader range of problem-solving skills.

 Hence, it can be concluded that creative thinking and divergent thinking are the correct options.

According to the National Curriculum Framework (NCF) 2005, school mathematics must take place in a situation where children learn to 'Enjoy Mathematics'.

Key Points

• By acknowledging that mathematics is used in different contexts and situations, the NCF encourages students to develop a deep understanding of mathematical concepts and their applications.
• This understanding enables them to appreciate the utility and value of mathematics in solving real-world problems, making informed decisions, and engaging with quantitative aspects of various fields, such as science, technology, finance, and even personal finance management.

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

Pedagogical content knowledge (PCK) is an essential component of a mathematics teacher's expertise. It encompasses the understanding of how to effectively teach mathematical concepts to students.

Key Points

• Use of activity-based methods of teaching:
• This refers to the ability to engage students in hands-on activities, group work, discussions, and other interactive learning experiences.
• By using activity-based methods, teachers can make mathematics more accessible and meaningful to students.
• Such methods encourage active participation, problem-solving, critical thinking, and the application of mathematical concepts to real-world situations.
• Use of various types of tests and assessment strategies: Assessments play a crucial role in measuring students' understanding and progress.
• A mathematics teacher needs to be familiar with different types of assessments, such as formative assessments (e.g., quizzes, class discussions), summative assessments (e.g., exams), and other evaluation strategies.
• Subject-specific knowledge: One of the key components of PCK is having a deep understanding of the subject matter itself.
• A mathematics teacher needs to possess subject-specific knowledge, which includes a comprehensive understanding of mathematical concepts, procedures, problem-solving strategies, and their applications.

Hence, it can be concluded that statements a, b and d are correct.

The correct answer is a, c and e. 

Key Points

• The question is asking about the responsibilities of a group leader in mountaineering.
• Option 1 - The responsibility of helping others in carrying their bags is not specifically mentioned as a responsibility of a group leader in mountaineering.
• Option 2 - This option includes the responsibilities of finding a good place to stop for rest, arranging food for the group, and looking after those who are not well, which are important responsibilities of a group leader in mountaineering.
• Option 3 - Asking those who cannot climb properly to stay back may not necessarily be the responsibility of a group leader in mountaineering.
• It may be more appropriate for a guide or medical professional to make that decision.
• Option 4 - Keeping oneself at the front and letting the group follow is not necessarily a responsibility of a group leader in mountaineering.
• The leader may need to be at the front to navigate, but they should also be checking on the group and ensuring everyone is safe.
• Based on the analysis of the options, the correct answer is option 2.
• Responsibilities of a group leader in mountaineering: -
• Finding a good place to stop for rest is important for the group's safety and well-being.
• Arranging food for the group is necessary to ensure everyone has the energy to continue the climb.
• Looking after those who are not well is crucial to prevent any health issues from escalating.
• Leading the group and ensuring their safety should be the top priority for the group leader.

Additional Information

• While helping others in carrying their bags may be a kind gesture, it is not necessarily a responsibility of a group leader in mountaineering.
• Asking those who cannot climb properly to stay back may be more appropriate for a guide or medical professional to decide.
• Keeping oneself at the front and letting the group follow may not be the best approach for ensuring everyone's safety.
• The group leader should be checking on the group and ensuring everyone is safe.

The correct answer is 1.078 kilometre.

Key Points

In the given question,

Distance between Fateh Darwaza and The Jamali Darwaza =9.8 c.m.

If 1 c.m.=110 meter 

then 9.8 cm= 9.8* 110= 1078.0 meter 

we know that,

1 kilometer= 1000 meter

then 1078 meter = 1.078 kilometer

Additional Information

• The scale of a map is used to convert distances on the map to actual distances on the ground.
• To calculate the actual distance between two places on a map, we need to multiply the measured distance on the map with the scale of the map.
• It is important to use the correct unit of measurement when converting distances on a map to actual distances on the ground.
• In this question, the correct unit of measurement to use is kilometers as the options given are all in kilometers.

The correct answer is Puducherry is on the Coast of Bay of Bengal whereas Goa is on the Arabian Sea Coast.

Key Points

• Indian States/ Union territories with the coast on the Arabian Sea
• Gujrat
• Maharashtra
• Goa
• Daman and Diu
• Karnataka
• Kerela
• Lakshwadeep
• Dadra and Nagar Haveli
• Indian States / Union Territories with the coast on the Bay of Bengal:
• West Bengal
• Odisha
• Andhra Pradesh
• Tamil Nadu
• Puducherry
• Andaman and Nicobar Islands

Additional Information

• Goa is located on the Arabian Sea Coast.
• Puducherry is located on the Bay of Bengal Coast.
• The two places are on opposite coasts of India.
• The Arabian Sea is located on the western coast of India, while the Bay of Bengal is located on the eastern coast of India.

The correct answer is It is related to women's issues. 

Key Points

• Gender issues cover an extensive range of difficulties and disparities that individuals face due to their gender identities and societal expectations related to them.
• Women's issues, such as gender inequality, reproductive rights, wage gaps, and more, are crucial facets of gender issues.
• These issues demand significant attention and remedial action due to the historical and ongoing disparities faced by women across the world.
• Gender issues refers to the diverse array of challenges individuals face due to their gender identity. This covers clear disparities regarding access to resources, opportunities, representation, and rights.
• These are not limited to any specific gender; it includes men, women, and people who identify as non-binary or transgender.

Additional Information

• According to various researches, a spectrum of gender issues primarily impacting women - such as gaps in education access, economic inequality, and food security - is evident. These are certainly aspects of gender issues, but the term itself encompasses so much more.

For example, men's issues might include societal pressures that encourage unhealthy behaviors or attitudes, such as suppressing emotions which could potentially lead to mental health issues. Also, challenges faced by the LGBTQ+ community, like discrimination or lack of acceptance, are included under the umbrella of gender issues.

The correct answer is Assam, Gujarat, Maharashtra, Andhra Pradesh.

Key Points

Additional Information

• Assam is the largest oil-producing state of India.
• Gujarat is also a major oil-producing state and India's largest oil refinery is also located in Gujarat.
• Maharashtra and Andhra Pradesh also have significant oil reserves.
• India's oil production meets only about 20% of its domestic demand, the rest is imported.

The correct answer is A and C.

Key Points

• The question is about the housing patterns in different regions of India.
• The correct option is option 4, which means that statements A and C are correct.
• Statement A:
• ​In Leh, two floor houses are made with flat roof. Ground floor is for the animals and storing necessary items.
• This is a traditional style of architecture in the region.
• Statement B: 
• In Himachal Pradesh houses are made on bamboo pillars which is wrong. The Houses of Himachal Pradesh are made of wood and stone.
• The houses of Assam are made of Bamboo and made on Bamboo pillars.
• Statement C: In the villages of Rajasthan, people live in mud houses with roofs made of thorny bushes.
• This is also a traditional style of architecture in the region.
• Statement D: In Srinagar, most people live on houseboats.
• This statement is not correct.
• Option 1 is incorrect as only statement A cannot be the correct one.
• Option 2 is incorrect as only statement D cannot be the correct one.
• Option 3 is incorrect as statement B is not correct

The correct answer is Karnam Malleswari.

Key Points

• Option 1: Bachendri Pal is the first Indian woman to climb Mount Everest in 1984.
• Option 2: Afsana Mansuri is not a weightlifter and has not won any Olympic medal.
• Option 3: Sunita Williams is an American astronaut of Indian origin and has not won any Olympic medal.
• Option 4: Karnam Malleswari is the correct answer.
• She won a bronze medal in weightlifting at the 2000 Summer Olympics in Sydney.
• She is the first Indian woman to win an Olympic medal in weightlifting.
• She is also the first Indian woman to win an Olympic medal in an individual event.
• Malleswari was awarded the Rajiv Gandhi Khel Ratna, India's highest sporting honor, in 1995-96.

The correct answer is A and D.

Key Points

(A) Tribal people have been using bronze since thousands of years.

• This statement is true.
• They use it for tools like weapons and cookware etc, but also for cool ceremonial stuff like statues and instruments.
• Even today, they're making modern art and earning a living with this ancient metal, all while keeping their traditions alive.

(B) The colour of bronze is shining yellow.

• This statement is false.
• While bronze has a warm golden hue, it's not "shining yellow" like polished gold.
• It has a distinct reddish-brown tone compared to the pure yellow of gold.

(C) Bronze is made by melting a mixture of copper and zinc.

• This statement is false.
• Bronze is primarily an alloy of copper and tin, not zinc.
• Though some modern alloys might include zinc, the traditional and most common composition utilizes tin.

(D) The elements (metals) used in making bronze are obtained from deep mines.

• This statement is partially true.
• Bronze is an alloy of basically copper and tin. Sometimes zinc was also added although most of the component is copper.
• Copper and tin are often found in ore deposits deep underground, they can also be mined from surface deposits and even extracted from recycled materials.

Additional Information

• Bronze is an alloy made by mixing copper and tin or zinc.
• Bronze was first created around 3500 BC in the Middle East.
• Copper and zinc can be obtained from both surface and deep mines.
• Bronze was widely used in ancient times for making weapons, tools, and sculptures.

The correct answer is An ideal family can mean different things to different people.

Key Points

• An ideal family can mean different things to different people and there is no one definition of what a perfect family should be.
• An ideal family can be defined differently by different people.
• A family can consist of both blood-related and non-blood-related persons.
• A family can consist of single parents and their children.
• Family is not limited to only traditional structures.

The correct answer is Transhumance.

Key Points

• Transhumance is a seasonal movement of people along with their livestock to new pastures in search of better grazing lands.
• This movement is usually done during the dry season when the availability of food and water is scarce.
• Transhumance is a traditional practice that has been followed by many pastoral communities around the world.
• Displacement refers to forced migration due to conflict, natural disasters, or other reasons.
• Migration is the movement of people from one place to another in search of better opportunities or quality of life.
• Nomads are people who do not have a permanent settlement and keep moving from one place to another in search of food and water.

Additional Information

• Displacement can also refer to the forced movement of people from their homes due to development projects or government policies.
• Migration can be either internal (within a country) or international (between countries).
• Nomads may or may not practice transhumance depending on their lifestyle and cultural practices.
• Transhumance is an important practice for sustainable livestock management as it allows for the regeneration of pastures and prevents overgrazing.

The correct answer is Pigeon.

Key Points

• Pigeons have pink claws and grey feathers.
• They are known for making cooing noises, which could be interpreted as "Guter Goon - Gutar Goon" in the riddle.
• Pigeons often make their homes in houses or other man-made structures.
• Pigeons are a common bird species found in many parts of the world.

 Additional Information

• Doves are similar in appearance to pigeons and belong to the same family.
• However, they are typically smaller and have a more delicate appearance.
• Koels are a type of cuckoo bird found in Asia and Australia.
• They are known for their distinctive calls and behavior of laying their eggs in other bird species' nests.
• Barbets are a group of tropical birds known for their colorful feathers and distinctive beaks.
• They are not typically found in urban environments like the one described in the riddle.

The correct answer is A and B only.

Key Points

• Option 1 is the correct answer as statements A and B are true, while statements C and D are false.
• Statement A is true.
• In a beehive, there are only a few male honeybees called drones.
• Their primary role is to mate with the queen bee, and they do not collect nectar or pollen or participate in hive maintenance.
• Statement B is also true.
• A beehive has one queen bee, whose sole responsibility is to lay eggs and maintain the hive's population.
• Statement C is false.
• Male bees (drones) do not make hives.
• The female bees (worker bees) are responsible for constructing and maintaining the hive.
• Statement D is false.
• Female bees collect nectar from flowers for honey, while male bees do not participate in this process.

Additional Information

• Option 2 is incorrect as statement C is false.
• Option 3 is incorrect as statement D is false.
• Option 4 is incorrect as statement C is false and statement A is not mentioned.

The correct answer is Winning.

Key Points

• The question is asking about the objective of games and sports.
• Option 1, Winning, is not the objective of games and sports.
• This is because the objective is to promote physical fitness, mental alertness, emotional maturity, and constructive social abilities.
• Focusing solely on winning can lead to negative behaviors such as cheating and unsportsmanlike conduct.
• Games and sports can also be used as a tool for personal growth and development, rather than just a means to an end.
• Encouraging participation and effort, rather than just winning, can create a more positive and inclusive environment for everyone involved.​

Additional Information

• Option 2, Constructive social abilities, is an objective of games and sports.
• This includes teamwork, communication, and sportsmanship.
• Option 3, Mental alertness, is an objective of games and sports.
• This includes improving focus, concentration, and decision-making skills which can be beneficial in both athletic and non-athletic pursuits.
• Option 4, Emotional maturity, is an objective of games and sports.
• This includes learning how to deal with success and failure, managing emotions, and developing resilience which can be useful in both sports and everyday life.

The correct answer is 2.7%.

Key Points

• The three-fourth of the earth surface is covered by water.

Additional Information

• The majority of Earth's freshwater is locked up in glaciers and ice caps, and only a small percentage is available for human use.
• The availability of freshwater varies greatly by region and can be affected by factors such as climate change, pollution, and overuse.
• It is important to conserve and manage freshwater resources to ensure their sustainability for future generations.
• Some sources of freshwater include rivers, lakes, and underground aquifers.

The correct answer is Gourd.

Key Points

• The question is about two musical instruments - Been and Tumba.
• The correct answer is option 1 - Gourd.
• Gourd is a fruit that is used as a vegetable.
• Gourds can be dried and used to make various musical instruments.
• The use of gourds for musical instruments is common in many cultures around the world.
• Gourds are lightweight and produce a unique sound that is suitable for many types of music.

Additional Information

• Pumpkin can also be used to make musical instruments but it is not commonly used for Been and Tumba.
• Jackfruit and Artichoke are not commonly used to make musical instruments.

Assessment as learning is one of the three main categories of assessment in education, along with assessment for learning and assessment of learning. It involves the active involvement of students in the assessment process, where they not only receive feedback but also engage in self-assessment and reflection.

 Key PointsThe opportunities provided by assessment as learning include:

• Self-reflection: Students have the chance to reflect on their own learning progress, strengths, weaknesses, and areas for improvement. This helps them become more aware of their learning strategies and goals.
• Peer assessment: Students may be involved in assessing and providing feedback to their peers' work. This encourages active learning, a deeper understanding of the subject matter, and the development of critical thinking skills.
• Constructive feedback: Through assessment as learning, students receive constructive feedback from teachers, peers, or even themselves. This feedback helps them understand how to enhance their learning and make progress toward achieving their learning objectives.

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

Hint

• Summative assessment is not part of the opportunities provided by assessment as learning. Summative assessments are typically used for evaluating learning outcomes at the end of a period of instruction, while assessment as learning focuses on the ongoing involvement of students in their own learning process.

Key Points

• The curriculum of EVS for class V students should indeed include contexts related to the neighborhood and the community at large.
• This enables students to learn about the environment and the social interactions beyond their immediate surroundings, fostering a broader understanding of their impact on the community and the community's influence on them.
• By studying the neighborhood and the community, students can make direct connections between what they learn in the classroom and the real world. This practical approach helps them see how the concepts they learn are relevant and applicable to their everyday lives.
• Students learn about the diverse elements that make up their community, such as people, local businesses, landmarks, parks, and institutions. They understand the interdependence of these elements and how they work together to create a functional community.

Thus, it is concluded that For class V students, the curriculum of EVS should include contexts related to neighbourhood and the community at large.

Key Points

• A portfolio is an assessment tool that collects not just the best, but all kinds of a child's work or activities done over a period of time.
• It provides a comprehensive and holistic view of the child's progress and development across various areas.
• Portfolios typically include a collection of samples of the child's work, such as drawings, written assignments, projects, photos, videos, and other artifacts.
• The purpose of a portfolio is to showcase the child's growth and learning journey, allowing teachers, parents, and the child themselves to reflect on achievements and areas for improvement.

Thus, it is concluded that An assessment tool which collects not just the best but all kinds of a child's work or activities done over a period of time is Portfolio.

Hint 

• An anecdotal record is an assessment tool used by educators to document specific behaviors, skills, or incidents observed in a child's natural environment
• Rubrics are assessment tools that provide clear criteria and performance levels for evaluating a child's work or performance.
• A cumulative record, also known as a cumulative folder or a student's academic record, is a comprehensive and cumulative collection of a student's academic and behavioral information throughout their educational journey.

Key Points

• EVS is considered an integrated subject because it draws insights from the sciences, social sciences, and environmental education.
• It combines insights from the natural sciences (biology, geology, ecology, etc.), the social sciences (geography, sociology, anthropology, etc.), and environmental education.
• This interdisciplinary approach helps students develop a holistic understanding of the environment, society, and the intricate connections between human actions and the natural world.

Thus, it is concluded that option 1 is the correct answer.

EVS stands for Environmental Studies, which is an interdisciplinary academic field that systematically studies human interaction with the environment. It involves learning about the physical, biological, and social aspects of the environment and their impact on the world.

Key Points

• While teachers, students, and parents play an important role in the learning process, the environment itself serves as the major medium in the process of learning EVS.
• This is because it provides the context, case studies, examples, and practical applications for the theories that students learn.
• The environment allows for experiential learning, where students can observe and interact with the environmental issues they're studying, making the learning process more effective and impactful.

Thus, it is concluded that Environment should become the major medium in the process of learning EVS.

Introducing EVS at a young age can instill an understanding and appreciation of the interconnectedness of all life forms and their dependency on the environment.

 Key Points

• EVS helps children recognize the intrinsic value of the environment beyond its utility to humans.
• Furthermore, by understanding the importance of maintaining a healthy environment for all life forms, children are more likely to grow into environmentally conscious adults, making sustainable choices and potentially contributing to environmental problem-solving.

Thus, it is concluded that Option1 is the correct answer.

Taking students on a field trip to a park after teaching them about plants allows them to see the plants they have learned about in their natural environment.

 Key Points

• This helps students bridge the gap between theoretical knowledge and real-world application, making learning more meaningful and engaging.
• This correlation strengthens understanding and reinforces learning.
• They might also recognize specific plants in the park  but the overall aim is to enable them to connect what they've learned in class to real-world situations.

Thus, it is concluded that After teaching the theme 'plants', Meena conducted a field visit of students to the park. This would support the students to correlate classroom learning to real-life situations.

Jayanti's question touches upon several aspects of learning, which makes it applicable to more than one of the options you have provided.  

Key Points

• She is applying higher order thinking to the classroom activity. Jayanti is not just passively absorbing the information presented on the map, she is questioning it and trying to make sense of it based on her own experiences.
• She is reflecting upon an observation and applying logic. Jayanti's question reflects that she has observed something (the lack of visible dividing lines between her village and the town), and she is applying logic to understand this discrepancy.

So, option B and D is the correct answer.

Cognitive development refers to how we perceive, think, and gain understanding of our world through the interaction and influence of genetic and learned factors.

 Key Points

• Among the core cognitive developments are information processing, intelligence, reasoning, language development, and memory.
• In this scenario, the children are applying their knowledge and understanding to form analogies between the moon and objects they are familiar with.
• They are comparing, identifying similarities, and presenting their views, all of which fall under cognitive skills.

Thus, it is concluded that the explanation given by children indicates the development of cognitive objective.

EVS is an interdisciplinary field of study that involves learning about the environment in a comprehensive manner.

 Key Points

• EVS not only includes theoretical knowledge about various environmental issues and concepts but also emphasizes practical, real-world experiences.
• The nature of Environmental Studies (EVS) is experiential, meaning that it emphasizes learning through direct experiences and active engagement with the environment and real-world situations.
• Through field visits, experiments, observations, and interactions with the environment, learners are able to better understand and connect with the concepts taught in EVS.

Thus, it is concluded that Experiential term best describes nature of EVS.

Key Points

• In classical conditioning, an unconditioned response (UR) refers to a natural and automatic reaction that occurs without any prior learning.
• In this scenario, Jaya's mouth watering when she saw sweets is an unconditioned response.
• It is an innate, reflexive reaction to the presence of appetizing food (unconditioned stimulus) that naturally causes salivation (unconditioned response).
• This response is not learned; it happens involuntarily in response to the sight or smell of food.

Thus, it is concluded that Unconditioned response term is the correct description of this process.

Hint

• Conditioned response: A conditioned response (CR) is a learned response that occurs as a result of a conditioned stimulus being paired with an unconditioned stimulus in classical conditioning. It is not applicable in this scenario because the mouth-watering response described in the situation is not a learned response.
• Conditioned stimulus: A conditioned stimulus (CS) is a neutral stimulus that, through association with an unconditioned stimulus (US), acquires the ability to elicit a conditioned response (CR). In this scenario, the sweets brought by the teacher could potentially become a conditioned stimulus if they were repeatedly presented in association with something that naturally elicits a response, such as the smell of the sweets or the ringing of a bell.
• Unconditioned stimulus: An unconditioned stimulus (US) is a stimulus that naturally and automatically triggers an unconditioned response (UR) without any prior learning. In this scenario, the sweets brought by the teacher are acting as the unconditioned stimulus because they naturally lead to Jaya's mouth watering (unconditioned response). The sweets are the unconditioned stimulus that elicits the automatic response of mouth watering without any need for prior conditioning.

Key Points

• To acquaint students with the characteristics of plants around them through play: This game directly relates to the goal of EVS, which is to familiarize students with their environment. By playing the game, students are learning about different plant characteristics in a hands-on, engaging way.
• To develop the feeling of joy and group cohesiveness through games among children: Playing games not only makes learning fun, but also promotes social skills such as teamwork, cooperation, and a sense of community among children.

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

EVS is introduced early in primary education to help children develop an understanding of their immediate environment and to instill in them a sense of care and responsibility towards nature and the community.

Key Points

• The National Curriculum Framework (NCF) 2005, Environmental Studies (EVS) is a part of the curriculum for classes III to V in Indian schools.
• The EVS curriculum at this level focuses on experiential learning, exploration, and observation of the environment.
• In alignment with the principles of NCF 2005, the curriculum for classes I and II emphasizes a play-based and activity-oriented learning approach.
• While textbooks can be used, the primary focus is on providing a contextually relevant learning environment for young learners.
• This means that instead of relying solely on traditional textbooks, teachers are encouraged to use a wide range of resources, such as nature walks, interactive activities, storytelling, and real-life experiences, to facilitate meaningful learning experiences.

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

Hint

• For classes I and II, EVS is taught through Science and Social Science: This statement is not accurate. It is expected that in Classes I-II the two subjects of Language and Mathematics will incorporate some themes for the development of concepts and skills in areas broadly related to EVS.
• EVS is not limited to classes IV and V: As stated, it is a part of the curriculum from classes III to V.

Key Points

• By Class III, children have developed sufficient spatial awareness and cognitive abilities to grasp the basic principles of mapping.
• They can understand the relationship between objects in space and represent them in a two-dimensional format.
• Most national and international curriculum frameworks recommend introducing map reading and drawing skills around Class III.
• This allows students to build upon their developing spatial skills and apply them to real-world contexts.
• Engaging activities like drawing classroom maps, treasure hunts with simple maps, and exploring neighborhood maps become more effective at this stage, allowing students to actively participate and learn.

Hence, we can conclude that the concept of mapping begins through a basic two - dimensional representation of the classroom in Class III.

Key Points

• Highlighting how humans share a close relationship with them: The theme 'Family and Friends' in the context of EVS seeks to enhance the understanding of interconnectedness between humans, plants, and animals. It fosters an appreciation of the relationships and dependencies we have with these life forms.
• Providing a holistic and integrated scientific and social perspective to them:  EVS is about providing a comprehensive understanding of the environment. By incorporating 'Plants' and 'Animals' under the theme 'Family and Friends', it emphasizes an integrated approach, connecting the scientific understanding of these entities with the social and cultural aspects.
• Locating them in a social and cultural context: Including 'Plants' and 'Animals' under the theme 'Family and Friends' allows students to understand the importance of these life forms in their own social and cultural contexts. It can help students appreciate the role these entities play in their lives beyond their biological existence.

So, A, B, and C all contribute to the goal of providing a holistic understanding of the environment and our place within it. This aligns with the teaching approach advocated by EVS.

The correct answer is 'Both political advocacy and women's rights activist​.'

Key Points

• Let's have a look at the first paragraph:
• "Bhikaiji Cama (Bhikaiji Patel), also spelt as Bhikaji, known as Madame Cama, Indian political activist and advocate of women's rights who had the unique distinction of unfurling the first version of the Indian national flag a tricolour of green, saffron, and red stripes - at the International Socialist Congress held at Stuttgart, Germany, in 1907.​"
• This sentence suggests that Bhikaiji Cama (Bhikaiji Patel) is an Indian political activist and advocate for women's rights.
• Therefore, the correct answer is **Option 3.**​

The correct answer is 'She had divorced her husband.'

Key Points

• Let's have a look at these sentences from the second paragraph:
• " In 1885 she married Rustomji Cama, a well-known lawyer, but her involvement with socio-political issues led to differences between the couple. Because of marital problems and her poor health, which required medical attention, Cama left India for London.​"
• These sentences suggest that she married Rustomji Cama, a well-known lawyer, in 1885, but her interest in socio-political concerns caused disagreements in the marriage.
• Cama left India for London due to marital issues and ill health, which need medical attention.
• But there is no mention that she had divorced her husband.
• So, option 4 is not true.
• Therefore, the correct answer is Option 4.

​

Additional Information

• Let's have a look at these sentences from the last paragraph:
• " She maintained active contacts with Indian, Irish and Egyptian revolutionaries and liaised with French Socialists and Russian leadership. In 1935, at the age of 75, she was allowed to return to India, where she died the following year.​"
• So, options 1 and 2 are true.
• Let's have a look at the first paragraph:
• "Bhikaiji Cama (Bhikaiji Patel), also spelt as Bhikaji, known as Madame Cama, Indian political activist and advocate of women's rights who had the unique distinction of unfurling the first version of the Indian national flag a tricolour of green, saffron, and red stripes - at the International Socialist Congress held at Stuttgart, Germany, in 1907.​"
• So, option 3 is true.​

The correct answer is '(i), (ii), (v), (iii), (iv).'

Key Points

• After reading the whole passage, we can say that Bhikaiji Cama (Bhikaiji Patel) Married Rustomji Cama in 1885.
• Then she left for London, and during her stay there, she met Dadabhai Naoroji.
• In 1907, she attended a conference in Stuttgart.
• When reports spread that she might be deported from England, she relocated to Paris in 1909.
• In 1935, at the age of 75, she was allowed to return to India, where she died the following year.
• Therefore, the correct answer is **Option 4.**​

The correct answer is 'Both (A) and (R) are true and (R) is the correct explanation of (A).'

Key Points

• Let's have a look at the last sentence of the second paragraph:
• " Because of marital problems and her poor health, which required medical attention, Cama left India for London.​"
• This sentence suggests that Cama left India for London due to marital issues and ill health, which need medical attention.
• So both (A) and (R) are true and (R) is the correct explanation of (A).
• Therefore, the correct answer is **Option 1.**​

The correct answer is 'Advocate​.'

Key Points

• The word "Supporter" means a person who supports a political party, sports team, etc. (राजनीतिक दल, क्रीड़ा-दल आदि का समर्थक)
• Example: He is a strong supporter of states' rights.
• Advocate means a person who supports or speaks in favour of somebody or of a public plan or action. ((किसी व्‍यक्ति, योजना या कार्रवाही का) समर्थक))
• Example: He advocates the return of capital punishment.
• So, in para 1, the word which means the same as 'supporter' is "advocate."
• Therefore, the correct answer is Option 2.​

Additional Information  

• Let us see the meanings of the other words:
• Activist: a person who takes action to cause political or social change, usually as a member of a group. (किसी राजनैतिक या सामाजिक व्‍यवस्‍था में परिवर्तन लाने वाले दल का सदस्य; उत्‍साही कार्यकर्ता)
• Socialist: a person who advocates or practises socialism. (समाजवादी)
• Congress: a large formal meeting or series of meetings. (बड़ा व औपचारिक सम्‍मेलन या अनेक छोटे सम्‍मेलन)

The correct answer is 'Her deep involvement with Indian revolutionaries​.'

Key Points

• Let's have a look at the fourth paragraph:
• "After the 1907 conference in Stuttgart, Cama travelled abroad on an extended lecture tour to mobilize public opinion against British rule in India, especially among expatriate Indians; she also spoke in favour of women's rights. When rumours began that she would be deported from England, she moved in 1909 to Paris, where her home became headquarters for those agitating for Indian independence.​"
• These sentences suggest that after the Stuttgart conference in 1907, Cama went on an extensive lecture tour to mobilise public opinion against British rule in India, particularly among expatriate Indians; she also spoke in favour of women's rights.
• When suspicions spread that she might be deported from England, she relocated to Paris in 1909, where her residence became the headquarters for those fighting for Indian independence.
• So, the probable reason for the possibility of deportation of Bhikaji Cama from England was her deep involvement with Indian revolutionaries​.
• Therefore, the correct answer is **Option 3.**​

The correct answer is 'Smuggled​​.'

Key Points

• The word "Trafficked" means deal or trade in something illegal. (अवैध व्‍यापार चलना या करना)
• Example: He trafficked drugs to his dealers.
• "Smuggled" means to take things into or out of a country secretly in a way that is not allowed by the law; to take a person or a thing secretly into or out of a place. (माल की तस्‍करी करना, माल को गै़र-क़ानूनी ढंग से चोरी-चोरी देश के अंदर लाना (या देश से बाहर ले जाना); मानव की तस्‍करी करना)
• Example: The drugs had been smuggled through customs.
• So, the word that is closest in meaning to 'trafficked' is "smuggled."
• Therefore, the correct answer is Option 3.​