CTET Paper 1 - 21st Jan 2022 (English-Hindi-Sanskrit) (Previous Year Paper)

Overall changes in shape, form, or structure that results in improved working or functioning are referred to as development. It denotes qualitative or character changes rather than quantitative aspects.

Key Points

• Principles of child development-
• The development follows a pattern- In proximodistal progression, the growth begins from the central parts of the body towards the peripheries or extremities.
• Development is integrated or correlated- All kinds of development i.e. physical, mental, social, and emotional are interrelated. Each domain of development is interdependent on the other and has an impact on them.
• Interaction between heredity and environment- Both environment and heredity influence the development of a child.
• The process of development is qualitative as well as quantitative. Physical development is accompanied by the development of qualitative characteristics of the child's personality. These two features are inextricably linked.
• Individuals' patterns and rates of development differ from one another.

Hence, we conclude that the correct statement about principles of child development is that development occurs from the central part of the body towards the peripheries.

Language development is a process that begins early in a person's life when he or she begins to learn a language by mimicking it and learning it as it is spoken. Language development in children progresses from simple to complex.

Key Points

• Factors affecting language development-
• Social- A child's language development directly depends on the environment in which he lives, social interaction with his parents, peers, siblings, etc. Language development is also influenced by socio-economic factors, as children from low-income homes speak fewer words than children from higher-income families of the same age.
• Biological-  Some children's language and speech development are delayed due to medical problems such as autism, ADHD, birth accident, etc. Children may struggle to utilize words in a coherent manner, have trouble talking with others, building relationships, or employing complex concepts and language. Hence genetics also influences language development.

​​Hence, we conclude that language development among children gets influenced by genetics as well as the environment.

A progressive classroom refers to a classroom that actively involves children in the learning process. It focuses more on experience than formal teaching and learning.

Key Points

• Characteristics of a progressive classroom-
• Experiential learning- It allows children to develop their own understanding and knowledge of the world based on their own experiences and reflections. It does not give importance to silent listening only.
• It respects the individual differences among learners as it helps in planning course material and training programs and also matching teaching and learning styles for better academic results.
• Collaborative learning- It teaches children the emotional intelligence and social skills they will need to operate in groups, have healthy relationships, and live happy and successful lives.
• It focuses on experiential learning, not on marks.
• It gives a strong emphasis on problem-solving and critical thinking.

Hence, we conclude that a progressive classroom respects individual differences among learners.

Additional InformationIndividual differences refer to the extent and type of differences or similarities among people on some of the most important psychological aspects such as intelligence, personality, interest, and aptitude as well as the distinctiveness and variations among people's characteristics and behavior patterns.

Lawrence Kohlberg, an American psychologist, has propounded the 'Theory of Moral Development. He has made a systematic study of moral development in his theory that is categorised into 3 levels and 6 stages.  

Important PointsThe above-mentioned stage is related to the 'pre-moral' and 'pre-conventional level' of Kohlberg's moral development as according to Kohlberg, in the pre-conventional level of moral development:

• the child shows no internalization of moral values.
• moral reasoning of the child is controlled externally.
• child's morality is influenced by rewards and punishment.

Hence, it could be concluded that the stage 'obedience for avoiding punishment' is related to the 'pre-moral' and 'pre-conventional' levels of Kohlberg's moral development theory.

 Additional InformationRefer to the table to be familiar with all the levels of Kohlberg's theory.

Teaching strategies are the methods adopted by the teacher to assist children throughout the learning process.

Key PointsCharacteristics of a good teaching strategy-

• The teacher should emphasize the primacy of divergent thinking to encourage children to develop critical thinking which will help them to explore ideas and think out of the box.
• The progression of concepts should be from simple to complex. Simpler topics are introduced first, followed by the more difficult ones.
• A good teaching strategy emphasizes exploring the relationships between different concepts which helps children to develop understanding by interconnection.
• It should actively involve children in the learning process through discussion, brainstorming, hands-on activities, etc.
• It should not create a competitive culture among students as it causes anxiety in the children which makes it difficult for them to concentrate.

Hence, we conclude that in order to facilitate the learning process a teacher should use strategies that emphasize exploring the relationships between different concepts.

The "Sociocultural theory" was proposed by Lev Vygotsky, a Soviet psychologist. This theory proposes that social interaction is important in the development of a learner's cognitive abilities.

Key PointsLev Vygotsky's  theory of sociocultural development:

• ​The sociocultural approach to learning advocated by Lev Vygotsky emphasizes the role of cultural tools in the development of cognitive abilities.
• The fundamental determinant of cognitive development and learning is culture. It has a big impact on Child's intellectual development and how they see the world.
• Learning occurs as a result of the child's engagement with the culture. The way children interact with others and the culture shapes their mental abilities.
• Different cultures are important in molding a child's talents and behaviors as well as serving as a tool for intellectual adaptation.
• The idea of children participating in socio-cultural activities with the guidance of more trained partners was central to Vygotsky's theory.

Hence, we conclude that Lev Vygotsky's theory mainly focuses on explaining the role of cultural tools in cognitive development.

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

Key Points

• Gender bias- It refers to the view when one gender is more prioritized than the other.
• It occurs when one person or group of individuals is assigned particular attitudes or stereotypes. It is a bias or preference towards one gender over the other, such as favoring males over females during an event.
• For example- teachers' expectations of boys are that they are academically rational.

Hence, we conclude that this act of the teacher is an example of gender bias.

Additional Information

• Gender empowerment- It generally means the empowerment of people of any gender.
• Gender relevance- gender is a significant factor in development. It's a way of looking at how social norms in power structures affect the lives and opportunities of men and women from diverse backgrounds.

A child-centered classroom implies creating and executing a curriculum in a way that allows for flexibility in pace and learning style keeping in mind that each child in the classroom is unique.

Key PointsA child-centered classroom focuses on-

• Collaborative and peer learning.
• Making learning productive by actively involving the children in the process of knowledge construction.
• Engaging children in exploring, observing, and discovering the world around them which helps in the construction of knowledge.
• Positive discipline is the goal of a child-centered classroom. While enforcing discipline rules, the dignity and individuality of a child must be respected. The punishments should not be incompatible with basic human values i.e. no strict punishments should be given.
• It allows the child to learn from his or her own experiences and ensures that a child's normal growth is not hindered.

Hence, we conclude that in a child-centered classroom teacher gives importance to the active knowledge construction process.

Hint

• Frequent exams should not be taken in a child-centered as they can lead to too much pressure on students.
• The teacher should not only concentrate on the completion of the syllabus but also give individual attention to all children.

​​Socialization refers to the process by which a child learns to interact with others around them. they get skills to communicate with others and process their action as they mature and see their own identity within their group.

Key Points

• Primary agents of socialization- The most important socialization forces in a person's life are the primary agents of socialization. They have the largest impact during childhood when children are still learning how to interact with the environment. it is influenced most by the immediate family and friends.
• The family- For most people, especially those in their first 5 years of life, it is the primary agent of socialization. It is the child's first social encounter with the outside world. Learning takes place informally and good and bad behavior is approved or rejected based on reward and punishment.
• Peer group- peer group members are typically children of the same age and similar status. However, as a child grows older, it begins to form its own peer group based on the same interests, similar income levels, and social status. This peer group has an impact on the individual in areas such as appearance, lifestyle, social activities, etc.

Hence, we conclude that the immediate family is the primary agent of socialization for children.

HintBooks and magazines, parents' workplaces, and staff at hospitals are not primary agents of socialization as they do not provide children with their first social contact with the world. They can be considered secondary agents of socialization.

Additional InformationSecondary socialization- It happens once the infant enters the childhood stage and continues until adulthood. It takes place outside the home. For example schools, parents' workplaces, colleges, etc.

Cognitive development involves cognitive processes such as knowing, thinking, remembering, recognizing, categorizing, imagining, reasoning, decision-making, and so forth.

• According to Piaget, children’s understanding of the world expands as they experience new ideas and challenges. Children construct their own knowledge through interaction with their surroundings.
• Cognitive development proceeds as children mature. Piaget divided cognitive development into four stages.
• Sensorimotor (Birth – 2 years) & Preoperational (2-7 years)
• Concrete Operational (7-11 years) & Formal Operational (11 years and above)

Key PointsThe Concrete Operational Stage (7 to 11 Years) is the third stage in Piaget's cognitive development theory. Major Characteristics and Developmental Changes of this stages:

• During this stage, children begin to think logically about concrete events.
• Their thinking becomes more logical and organized, but still very concrete.
• Children begin using inductive logic, or reasoning from specific information to a general principle.
• They begin to understand the concept of conservation, for example, that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass.
• One of the important processes that develop is that of reversibility, which refers to the ability to recognize that numbers or objects can be changed and returned to their original condition.​

Hence, the concrete operational stage in Jean Piaget's theory of cognitive development corresponds to the age group 7 - 11 years.

Additional InformationThe other 3 Stages of Cognitive Development Theory:

• Sensorimotor Stage (Birth to 2 Years)
• The infant knows the world through their movements and sensations.
• Infants learn that things continue to exist even though they cannot be seen (object permanence).
• Preoperational Stage (2 to 7 Years)
• Children begin to think symbolically and learn to use words and pictures to represent objects.
• Children at this stage tend to be egocentric and struggle to see things from the perspective of others.
• ​Formal Operational Stage (12 and Up)
• At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical problems.
• Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical, abstract, and propositional reasoning.

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

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

Key PointsAssessment in the classroom-

• Assessment tasks should engage students and help them participate in performing activities that are meaningful and engaging. It will help them acquire and apply knowledge, practice skills, and develop independent and collaborative work habits.
• The teacher must evaluate the entire performance of the student in the context in which it is accomplished.
• Assessment informs children about what they did well, where they struggled, and what they need to do differently to improve their learning.
• Different methods of assessment should be used in the classroom to assess various areas of students learning. With the correct combination of methods, a variety of skills can be tested.
• Same assessment techniques should not be used for all students as it will not help to accommodate all different student's learning styles and give them an opportunity for choice.

Hence, we conclude that the teacher will plan an assessment that is based on different methods of assessment.

• Only objective-type questions should not be included in the assessment as they will not help children to develop critical and divergent thinking.

Lev Vygotsky was a seminal Russian psychologist best known for his sociocultural theory. He believed that social interaction plays a critical role in children's learning a continuous process that is profoundly influenced by culture. 

Key Points

• Vygotsky scaffolding is a theory that focuses on a student's ability to learn information through the help of a more informed individual.
• When used effectively, scaffolding can help a student learn content they wouldn't have been able to process on their own.
• Here the teacher acts as a facilitator and provides hints and cues if children are stuck at some point while solving the problem.
• Vygotsky outlined scaffolding as a tool for growth. Learners complete small, manageable steps in order to reach the goal. Working in collaboration with a skilled instructor or more knowledgeable peers helps students make connections between concepts.

Hence option 3 is the correct option. 

Additional Information

• On the other hand providing rigid step-by-step instructions to solve problems, punishing the children for incorrect answers and complete non-interference of the teacher in the process are not a part of the scaffolding theory of Vygotsky.

Intelligence refers to the ability to retain knowledge, utilize logic to solve problems or have above-average brainpower.

Key PointsCharacteristics of intelligence-

• Genetics plays an important role in creating individual differences in intelligence. It varies from person to person.
• Intelligence enables learning and plays an important role in individuals' success in life.
• According to Howard Gardner's theory of multiple intelligence, intelligence is of several kinds. Each individual has his or her own unique abilities and intelligence in one domain does not ensure intelligence in another domain also.
• Intelligence is much more than the ability to perform well in school as it is the ability to comprehend the world, reason rationally, and effectively employ resources to deal with the challenges of life.
• As there are many forms of intelligence, intelligence quotient (IQ) tests are not able to measure all kinds of intelligence.

Hence, we conclude that the correct statement about intelligence is that intelligence is more than the ability to perform well in school.

Jean Piaget was a Swiss psychologist who proposed his theory of cognitive development.

Key PointsPiaget observed children's and adolescents' intellectual skills and discovered that children and adolescents think differently than adults. Piaget was fascinated by how children arrange data and he identified two basic response stimuli: assimilation and accommodation of information.

• Assimilation-  When learner encounters a new idea they must fit it into what they already know which is called assimilation of information. It generally means absorbing something into the present schemas. For example- when a child learns about dogs he starts to call all four-legged animals dogs which is assimilation (calling a horse as a dog).
• Accommodation- It means changing the ways of thinking in response to new information and experiences. For example, after being corrected by the parent the child will distinguish between a dog and a horse.

Hence, we conclude that the response by the child is an example of assimilation.

Additional Information

• Object permanence is the belief that items or objects exist even when they are not visible.
• Make-believe means pretending that something is true or real even if it is not.
• Deferred imitation means a child mimicking or imitating something which they have seen or witnessed earlier.

For Vygotsky, thought and language are initially separate systems from the beginning of life, merging at around three years of age, producing verbal thought (inner speech). For Vygotsky, cognitive development results from an internalization of language. 

Key Points

• Vygotsky analyzes the relationship between words and consciousness, arguing that speech is social in its origins and that only as children develop does it become internalized verbal thought.
• According to him, language guides cognitive development.
• He believed that when a child interacts with more knowledgeable others using language his cognitive abilities are improved.
• Enhancing language abilities in children should be on top priority because cognitive development follows language development in children.

​Hence according to Vygotsky language guides cognitive development. 

Additional Information

• On the other hand, Piaget's claim is that language depends on the thought for its development which is a totally contrasting theory to the one proposed by Vygotsky.

The ability to develop or recognize ideas, alternatives, or possibilities that may be useful in solving problems, interacting with others, or entertaining ourselves and others is referred to as creativity.

Key PointsCreativity among children can be fostered through-

• Imagination- Imagination helps in the application of information to situations and is essential for the integration of experience and the learning process. It fosters cognitive and social development.
• Encouraging exploration- Allowing children to explore their ideas and come up with unique solutions will help them to develop creativity.
• Brainstorming- It helps in developing creativity by sharing ideas openly.
• Emphasizing divergent thinking- It allows children to think outside the box, explore many ideas and approaches, and come up with creative solutions to problems.

Hence, we conclude that creativity among children can be facilitated by encouraging exploration.

Hint

• Imitation refers to copying someone else's actions and it does not help in developing creative thinking.
• Teacher-centric pedagogy doesn't develop creativity as students are not actively involved in the learning process.
• Drill and repetition or memorization when used as the only method of instruction, it neglects the development of a child's extensive thinking skills, resulting in a diminished ability to think creatively.

Learning disability refers to a neurological disorder that causes cognitive impairment. Dyslexia, dysgraphia, dyscalculia, etc. are the most common learning disability.

Learning disability:

• Learning disability is intrinsic and due to central nervous system dysfunction.
• It is a variable state which can be addressed by appropriate comprehensible input.

Key PointsDyscalculia' is associated with Mathematical disorders which:

• hinders learners' basic understanding of numbers.
• affects learners' ability to perform mathematical calculations.
• makes learners unable in identifying mathematical symbols like +, ×,>, etc.

Hence it could be concluded that 'Dyscalculia' is associated with difficulty in learning mathematical concepts. 

Additional InformationOther Disabilities in Brief:

The Right of children to free and compulsory Education Act (RTE), 2009, provides that all children aged 6 to 14 years get free and compulsory education in a neighborhood school until they complete elementary school.

• In the act, there is also a reference to children with impairments receiving elementary education between the ages of  6 to 18 years.

Key Points

• Provisions in RTE, 2009 for EWS
• The Supreme Court upheld the constitutional validity of RTE, 2009 which mandates a minimum of 25% free seats for students from economically weaker sections (EWS) and disadvantaged groups in all the private unaided primary schools to provide them equal and fair opportunities.
• Section 12 (1) (c) of the RTE act mandates that a 25% reservation be established when children are admitted to schools first class.
• The RTE Act, of 2009 has a number of benefits, one of which is that it provides impartiality, fairness, and justice (equity) for all individuals. It provides equal educational opportunities to children from diverse backgrounds.

Hence, we conclude that a teacher should use pedagogy based on equity.

Hint

• The term 'equality' refers to balance, symmetry, and evenness or 'same in all respects' while 'equity' refers to the principle of fairness.
• Discrimination is when a person or group is mistreated because of their color, gender, age, sexual orientation, or disability.
• Segregation means separating a person from a group of people.

Inclusion refers to all children having equal access to education and learning opportunities.

 Key Points

• Activities for inclusion-
• The teaching methodology, assessment, and evolution procedures should also be made flexible.
• The information should be presented in multiple forms to address the needs of children with different habits of learning. The teacher should use concrete concepts whenever possible.
• The environment of the school must be barrier-free and adapted to accommodate all children with diverse needs.
• The student's ideas and views should be listened to and taken seriously and equal opportunities should be provided to all children.
• Activities should be planned to ensure learning cooperation and sharing. Age appropriateness of activities is to be ensured by the teacher.

Hence, we conclude that in an inclusive classroom, information should be presented in multiple forms.

HintInformation should not be presented in visual, textual or verbal forms only because some children are visual learners, while others may benefit from knowledge provided in writing or spoken orally. So, to address the different learning habits of children the information should be provided in multiple forms.

Inclusive education is defined as a learning environment that encourages all students to reach their full potential in terms of personal, academic, and professional growth regardless of race, class, color, gender, disability, or language.

Key PointsPrinciples of inclusive education-

• Inclusive education allows students to form friendships with their peers and experience less social anxiety as a result of their backgrounds or disabilities.
• It provides equal educational benefits for all types of students.
• It emphasizes no discrimination between students.
• Individual differences among children are a source of variety and diversity, rather than a source of conflict.
• Children with special educational needs (SEN) having visual, hearing locomotor, or intellectual disabilities, a learner from disadvantaged and deprived communities learn more in a regular classroom environment with the help of inclusive education.

Hence, we conclude that according to contemporary policies of education, inclusive education is the most suggested model of schooling for children with disabilities.

Additional Information

• Vocational education refers to the education that prepares people to work as technicians, tradespeople, or artisans in a skilled craft or trade.
• Separate education refers to the practice of instructing children with special education needs in separate buildings or schools.

Learning is a continuous process that does not has an end. A continuous learner can construct a lot of knowledge that is needed for him in the future. Learning is based on personal and environmental factors. Learning takes place in a spiral manner. 

Key Points

• Errors committed by students play the role of the source of information for the teacher to understand the cognitive abilities and learning difficulties of students to design teaching strategies accordingly.
• Errors made by students are not only useful for assessment but also indicate the level of understanding of the children.
• Explaining the reason for errors in children and giving chance to them for rectifying the errors results in authentic learning.
• Misconceptions of students can be identified and cleared by the teacher based on errors made by the students.

Hence the statement errors and mistakes are irrelevant in the process of learning is wrong.

Motivation plays an important role in the learning and knowledge construction of children. Mistakes made by the children should be taken as a source of information to identify their learning difficulties and design the strategies accordingly but not for scolding the children. 

Key PointsRepeatedly telling the child that he is not capable of learning may:

• stop children trying to find the answer in a fear that they may get the wrong answer.
• reduce the confidence of children and increase the distance between children and knowledge.
• decrease the interest and curiosity of the children towards learning and knowledge construction.
• make students depend only on memorization without trying new ways and enhancing creativity in a fear that they may commit mistakes.

Hence repeatedly telling the child that he is not capable of learning may demotivate them.

 Additional Information

• On the other hand, repeatedly telling students that they are not capable of learning will not motivate them and fasten the pace of learning but have a negative impact on their learning and knowledge construction.

Problem-solving is the ability to identify and solve problems by applying appropriate skills systematically. Problem-solving is a process and an ongoing activity in which we take what we know to discover what we don't know. The teachers need to focus on the problem-solving skills and develop this in the students to make them learn effectively and apply their knowledge in the real world. 

Key PointsProblem-solving skills can be enhanced by:

• Allowing children to choose activities and games based on his/her interests.
• Encouraging students to use analogies.
• Providing students with more and more activities that involve creativity and divergent thinking and considering alternative ways of solutions.
• After every theoretical class, an activity should be given to the student to apply the knowledge learned theoretically.

Hence problem-solving skills can be enhanced by considering alternative ways of solutions.  

Additional Information

• On the other hand, presenting the problems in a standard form and encouraging memorization will not enhance problem-solving skills in the students but make them less creative and just depend upon the textbook matter.

Children in the primary classes have fewer cognitive abilities than the other children who are in the upper primary and secondary stages. So the content delivery for the children in primary classes should be done according to their cognitive abilities and learning difficulties. The presentation of the content for these children should be in a proper sequence that flows from simple to complex. 

Key Points

• First, the students should be introduced to the concept of using concrete materials. The concept should flow from concrete to abstract as the children can't grasp abstract concepts in their initial stages. So first they should be guided using concrete materials and then slowly progressed towards abstract ones.
• Once the students are introduced to the concept using concrete materials then it will become easy for them to grasp the concept from pictures. So pictures come second in the sequence of content delivery to the children after concrete materials.
• Then going through concrete materials and pictures students finally get and grasp the ability to understand the concept using symbols. So symbols should be placed the last in this sequence.

​Hence the correct sequence will be concrete materials, pictures, and symbols.

The classroom environment is one of the important factors which is responsible for meaningful learning and also learning for mastery. The classroom environment decides the interest and curiosity of the student towards learning and concept. If the classroom environment is bad and not supportive of the teaching-learning process automatically the students lose interest and a learning gap may occur. 

Key PointsThe classroom environment should be:

• focusing on high Student engagement and involvement.
• cooperative and collaborative.
• providing enough freedom for the students to explore and learn.
• giving more importance to the whole process than only to the product.
• facilitating and free.

Thus, option 4 is the correct answer.

Hint

• Performance-oriented, teacher-dominated and competitive, and individualistic classroom environments do not support authentic and meaningful learning because here the student cannot explore the topic and engage in the activities with extra scope and freedom.

The behaviour of an individual is changed through experiences. This change in behaviour brought about by experiences is commonly known as learning. Thus, Learning means a change in behaviour or behaviour potential that occurs as a result of experience. Learning can result from both vicarious and direct experiences. 

Key PointsNature of learning :

• Learning is defined as “any relatively permanent change in behaviour that occurs as a result of practice and experience”.
• Learning is an active, social process.
• Learning is a change in behaviour, influenced by previous behaviour.
• Learning is a complex process which requires the active engagement of learners.
• Social constructivist scholars view learning as an active process where learners should learn to discover principles, concepts and facts for themselves, hence the importance of encouraging guesswork and intuitive thinking in learners. 

Additional Information

• On the other hand, the remaining all the three options are not correct regarding learning because examinations or not the ultimate goal of learning, learning is not a passive process and emotions have their effect on the learning process.

Socio constructivism explains that the construction of true knowledge happens only through interaction. When interaction happens between two human beings they share a lot of knowledge and experience with each other as a result of which knowledge construction happens. Communication and interaction between teacher and students and also between student and student are considered very important for a real and authentic learning process as per socio constructivism. 

Key PointsSocio constructivist view of learning emphasizes the importance of interaction in the learning process as:

• The passive nature in the classroom where the student stays as a passive recipient of knowledge shared by the teacher can be changed to active through interaction.
• During the interaction, each student gets a chance to share his views and opinions regarding the topic.
• Here the teacher gets a chance to access the cognitive abilities and understanding abilities of the student according to his knowledge shared on the topic.
• Many doubts and misconceptions of the students can be cleared through interaction as per socio-constructivism.

​Hence the socio-constructivist view of learning emphasizes the importance of interaction in the learning process.

 Additional Information

• On the other hand, socio-constructivism doesn't give importance to heredity, rewards, punishments, and flexible pedagogical approaches because here sharing of knowledge and experiences don't happen in the classroom.

Motivation: Motivation is a word derived from the Latin word movere which means to move or to move. It is a process that initiates, guides continue, and maintain a certain behavior.

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

Key PointsVarious types of motivations can influence a person. These include achievement, affiliation, self-enhancement, socialization, competence, power, change, curiosity, attitude, incentive, fear, and aggression motivation. 

Motivation is of two types intrinsic or extrinsic.

Intrinsic motivation: Intrinsic motivation refers to motivation that comes from inside an individual rather than from any external or outside rewards, such as money or grades.

• The motivation comes from the pleasure one gets from the task itself or from the sense of satisfaction in completing or even working on a task.
• Curiosity is the motivation that comes from the soul of the learner, learners are eager to learn concepts as soon as possible.
• An intrinsically motivated person will work on a math equation,
• for example, because it is enjoyable. Or an intrinsically motivated person will work on a solution to a problem because the challenge of finding a solution provides a sense of pleasure.
• Thus, Curiosity – Intrinsic motivation is a correctly matched pair of influencers and a source of motivation.

Additional Information

Extrinsic Motivation: Extrinsic motivation refers to motivation that comes from outside an individual. The motivating factors are external, or outside, rewards such as money or grades. These rewards provide satisfaction and pleasure that the task itself may not provide.

• An extrinsically motivated person will work on a task even when they have little interest in it because of the anticipated satisfaction they will get from some reward. The rewards can be something as minor as a smiley face to something major like fame or fortune.
• For example, an extrinsically motivated person who dislikes math may work hard on a math equation because he wants the reward for completing it. In the case of a student, the reward would be a good grade on an assignment or in the class.

Conceptual understanding and meaning-making processes are very important in the teaching-learning process. It is not enough if the child just remembers or memorizes the concept, he should understand the concept and be able to answer the questions which are not in the textbook but relatable to the concept.  

Key Points

• Totally avoid rote memorization and focus on more activities to initiate learning by doing.
• Make students be active for a long time in the class so that they learn through their experiences and remember the concept for a long time.
• Provide opportunities to make connections between what has been presented and what they know already.
• Take students' errors as a source of information to identify the cognitive abilities and understanding level of the students and accordingly design the remedial action for them.
• Should not depend on only the term-end examinations to assess the students. Many more assessment tools like observations, portfolios, anecdotal records and case studies should be used as a tool of assessment for learning.

Hence option 3 is the correct one. 

Additional Information

• On the other hand encouraging students to memorize the concepts, giving examples and non-examples to discuss the topic and only following the lecture method do not facilitate conceptual understanding but here the students will become passive recipients of knowledge from the teacher.

Acquiring and constructing one's own knowledge through various means and experiences is called learning. Learning is also influenced by many factors, those factors make the learning process fast or slow and also successful or unsuccessful. 

Key Points

• Motivation is the process that initiates, guides, and maintains goal-oriented behaviors. It is one of the factors which influences learning. When a student is motivated positively he runs toward the goal and goal-directed behavior. Motivation is two types intrinsic and extrinsic in these intrinsic motivation is better because here the student learns only to construct knowledge, not for any reward.
• Emotion is a conscious mental reaction (such as anger or fear) subjectively experienced as a strong feeling usually directed towards a specific object and typically accompanied by physiological and behavioral changes in the body. This also influences learning in many ways. When a child has a positive emotion toward the subject and the teacher learning happens in a progressive and successful way, if the child has negative emotion the opposite result may happen.
• Pedagogical approaches play an important role in the learning process of students because if the pedagogical approaches are according to the cognitive abilities and real-life experience of students then students get familiarized easily and the chance of authentic and meaningful learning increases.
• Social content is also one of the factors influencing learning because students get influenced by many incidents and issues happening in the society they live in. This also creates an impact on their learning.

Hence (i), (ii), (iii), (iv) are correct options.

Given:

Ashish needs to buy 5 kg of rice, 5 kg of wheat flour, 250 g of coriander powder, 250 g of chilli powder, 2 kg of black gram and Some packets of biscuit with remaining money. If he is having Rs. 1000.

Calculation:

He buys some groceries:

 

Total rupees have = Rs 1000

Total spent on items = Rs 855

Remaining money = Rs 145

Cost of one packet of biscuit = Rs.20

Number of packet he can purchase = 145 / 20 = 7 packets

Remaining Amount = Rs 5

∴ Option 2 is correct.

Given:

 I am a two digit number

The digit at ten's place is multiple of 2 and digit at units place is multiple of 3. 

The sum of the two digit is a prime number which is a factor of 52. 

Calculation:

Let two digit no. = 10 n + m

According To Question,

Tens place is multiple of 2 and ones place is multiple of 3.

The number is (n + m) = prime number

n can be 2,4,6,8

And m can be 3,6,9.

Sum of digit is prime number and factor of 52(given)

Lets check, 

⇒ 2 + 3 = 5

⇒ 4 + 3 = 7 

⇒ 6 + 6 = 12 

⇒ 8 + 3 = 11

⇒ 4 + 9 = 13

In all of these 5, 7, 11, 13 are prime number.

In all only 13 is factor of 52.

∴ The number is 49.

∴ Option 3 is correct.

Given:

The rates of hiring a rental car are as follows:

Rs. 800 per 8 hours up to 80 km

Rs. 100 per extra hour and Rs. 10 per extra km. 

Sunil travels from city A to B which is 250 km.

He starts at 7:00 am and reaches at 4:00 pm on the same day.

Calculation:

Sunil travel 250km from A to B.

Total time he took = 9 Hrs

Rates of hiring car are:

⇒8hr up to 80Km = Rs.800

Per extra Hour = Rs.100

Per extra Km = Rs.10

 

Sunil' s total distance is 250Km.

For first 80km he pay = Rs.800----(i)

Left (250 - 80 = 170Km)

He pay according to Km = 170 × 10 = 1700---(ii)

But, He use extra 1hr for this he pay = Rs.100-----(iii)

Total money he pay = Rs.800 + Rs.1700 + Rs.100 = Rs.2600

In complete travelling he pay = Rs.2600.

∴ Option 2 is correct.

Given:

⇒9.09, 9.009, 9.990, 9.909, 9.099 

Calculation:

We write these number as,

\( {909 \over 100}\), \({9009 \over 1000}\), \({9990 \over 1000}\), \( {9909 \over 1000}\), \({9099 \over 1000}\)

\({9090 \over1000}\) \({9009 \over 1000}\), \({9990 \over 1000}\), \( {9909 \over 1000}\), \({9099 \over 1000}\)

∴\({9990 \over 1000}\)<\( {9909 \over 1000}\)<\({9099 \over 1000}\)<\({9090 \over1000}\)< \({9009 \over 1000}\)

⇒9.990, 9.909 ,9.099 ,9.09, 9.009

∴ The number is in third place is 9.099

∴ The correct option is 2.

Given:

In a four digit number,

The digit at hundreds place is 0 

The digit at tens place is twice that of units place

The digit at thousands place is thrice that of units place.

If the digit at units place is 2.

Calculation: 

The digit at hundreds place is 0.

Fill hundreds place. 

Digit at unit place is 2.

Digit at tens place is twice that of unit place; 4

Thousand place is thrice of unit place is 6.

The number is 6042.

∴ Option 3 is correct.

CALCULATION:

Let the two-digit be x and y

Two-digit number = 10x + y

Two numbers formed by reversing the digits = 10y + x

Now, The sum of two digit number and the number formed by reversing its digits is equal to 88.

⇒ (10x + y) + (10y + x) = 88

⇒ x + y = 88/11 = 8 

At x = 7, y = 1 ; x = 6, y = 2 and at x = 5, y = 3,x = 8, y = 0 The sum of two digit number and the number formed by reversing its digits will be equal to 88.

∴ (71), (62), (53), (80) There exist 4 numbers in which the tens digit is greater than the units digit.

CALCULATION:

When we divide the rectangle into  4 equal rectangles, then the lengths and breadths of the new rectangles will be 1/2 an of the big rectangle.

The length of rectangle = 8 cm 

The breadth of rectangle = 10 cm 

So ,The length of small  rectangle  = 4 cm

The breadth of  small rectangle  = 5 cm 

 ∴ The Perimeter of the rectangle = 2(l + b)

⇒ 2 (l + b ) = 18 

So, the perimeter of the new rectangle is 18 cm

CONCEPT :

Prime Number: A number that can be divided exactly only by itself and 1. 

Example 2, 3, 5, 7,..... 

CALCULATION:

Option 1: A prime number when added to another prime number always gives a prime number. 

Ex. 3 + 5 = 8 (Not a prime number.)

So the option is incorrect

Option 2: A prime number when multiplied by another prime number always gives a prime number

Ex. 3 × 5 = 15 (Not a prime number.)

So the option is incorrect

Option 3: Prime numbers do not have factors 

Ex. 17 = 1, 17 is the factor of  17.

So the option is incorrect

Option 4: There are infinitely prime no. 

2, 3, 5, 7, 11..... Infinite

∴ There are infinitely many prime numbers 

So the option is correct

CALCULATION:

Let the number x when 88 divide by x then remainder 3

So, (88 - 3) completely divided by x . 

Similiary, 160 divide by x then remainder 7

So, (160 - 7) completely divided by x . 

HCF(88 - 3 ,160 - 7 )

85 =  17 × 5

153 = 17 × 3 × 3

HCF ( 85 ,153 ) = 17

17 is the number that  divides 88 and 160 leaving remainders 3 and 7 .

CALCULATION:

Let the number of coins of Rs.2 be x

Number of coins of Rs.5 is (36 - x)

Total amount is 105

Now, 2x + 5(36 - x) = 105

⇒ 3x = 75

⇒ x = 25 

∴ Number of coins of Rs.2 is 25

Number of coins of Rs.5 = 36 - 25 = 11

Hence, the number of Rs. 2 and Rs. 5 coins with her are 25 and 11 respectively.

CALCULATION:

14.5 × 3 + 18 ÷ 3 - 3 × 12.5

⇒ 14.5 × 3 + 6 - 3 × 12.5

⇒ 43.5 + 6 - 37.5

⇒ 49.5 - 37.5

⇒ 12

CALCULATION:

Let the total number of trees be x

Number of Jamun tress = x ÷ 6

Number of Eucalyptus trees = x ÷ 2

Number of Peepal trees = x - x/6 - x/2 

⇒ ( 12x - 2x - 6x )/12 = x/3

According to the question

⇒ x/6 = 6 

⇒ x = 36 

Number of peepal trees  = 36/3 = 12

The number of Jamun tress is 6 and  one-sixth of the trees in a garden are jamun trees.

∴  Total number of trees = 6 × 6 = 36

So , Number of Eucalyptus trees  = 36/2 = 18

The Number are Peepal trees  = 36 - 18 - 6 = 12

CALCULATION:

The required time from 1^st September 2019 at 04:48 hours to 2^nd September 2019 at 04:48 hours will be 24 hours.

Now 04:48 hours to 17:37 hours

= 17:37 - 04:48 = 12 hours 49 minutes.

Total time = 24 hours + 12 hours + 49 minutes

= 36 hours 49 minutes

CONCEPT: 

1 m = 100 cm

1 cm = 10 mm 

1 km = 1000 m

1 m = 10 dm 

mm means Millimetre, cm means Centimeter, m means Meter

CALCULATION:

change all units into meters 

5500 cm 50 mm =  55 .05 m

500 dm 30 cm  = 50 .3 m

55000 mm = 55 m

50 m = 50 m

Ascending Order:

 50 m, 500 dm 30 cm, 55000 mm, 5500 cm 50 mm

CONCEPT:

Perimeter of the rectangle = 2 × (l + b)

CALCULATION:

The total length of the wire  is 270 cm

The width of the rectangle  is 50 cm

Let the length of the rectangle is  l

Perimeter of the rectangle = 2 × (l + b)

⇒ 2 × (l + b) = 270

⇒ (l + 50) = 135

⇒ l = 85 cm 

∴ length of the rectangle is  85 cm

Mathematics is a subject of logic and understanding without which students can't arrive at a proper solution. Due to a lack of conceptual understanding students make a lot of errors so the teacher has to take that errors as steps to learn and make students realize and correct their errors. 

Key PointsThe above problem should be addressed by explaining the principle of exchange through concrete material because

• As mathematical learning moves from concrete to abstract maximum concrete objects should be used in the initial stage.
• The error made by the student was due to a lack of understanding of the principle of exchange which is basic in mathematics.
• The teacher must ensure that all the students have a proper understanding of basic mathematical concepts before they get promoted to the next grade.
• The teacher has to adapt the strategies according to the student's abilities and make them understand.
• Students of grade ll don't have the cognitive ability to grasp the concept when explained in abstract form, so the use of concrete materials is a must.

Hence, the above problem should be addressed by explaining the principle of exchange through concrete material.

 Additional InformationOn the other hand, directly writing the answer on the blackboard or asking the student to write it ten times won't make the students understand the concept.

Mapping is the creative process of organizing content and can be used in planning lessons, learning, and developing mathematical literacy and spatial thinking. With the help of mapping concepts at the primary level, we can also promote reasoning thinking and solving power in children. 

Key Points

• Map interpretation is an aspect of mapping because a map should be properly interpreted before it is used as a tool in the teaching-learning process.
• Unscaled drawing of maps is also a part of the primary curriculum because children first get familiarized with mapping without scale and gradually they learn about scale and axis in the further stages.
• Using symbols makes the method of problem-solving easy where the usage of sentences is minimized and symbols are used in place of them. Every symbol indicates a particular action, so symbols should be included in such a way that whenever they come across the action should be applied.

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

Additional Information

Scaled drawing is not considered an aspect of mapping in the mathematics curriculum because the scale is something the children need time to understand. Children first get familiarized with the mapping without scale and they get to know about the scale in the upper primary stages.

Concepts of mathematics are arranged in a pre-defined order in the mathematics curriculum. They are arranged according to the cognitive ability of students. The level of concepts increases as the students get promoted from one grade to another. 

Key Points

Integers are not a part of the primary school mathematics curriculum as per NCF 2005.

• Students in the primary stage do not have enough cognitive ability to understand the concept of integers.
• Students are introduced to the concept of numbers in the primary stage which builds a basic idea in students.
• Integers topic is introduced to the students just after the primary stage as they get enough maturity to understand the concept then.
• Introducing the concept of integers in the primary stage itself may lead to ambiguous learning in students which does not lead to authentic learning in the further stages.

Hence, integers are not a part of the primary school mathematics curriculum as per NCF 2005. 

Additional Information

All these are a part of the primary school mathematics curriculum as per NCF 2005.

Beads are mathematics resources that usually consist of 10, 20, or 100 beads on a string, grouped by color. They allow children to move the beads whilst counting and visualizing groups of ten. They are perfect for both group and individual-led work, encouraging problem-solving, number exploration, and familiarity with multiples of ten. 

Key Points

• Beads can be used to develop the idea of number sense, a number can be introduced by moving each bead.
• Students can be given activities by placing the bars of beads randomly in front of the student.
• The concept of fractions can also be taught by using the beads as taking a single bead from a group of 4 beads can indicate the fraction 1/4.
• Pattern concepts can also be taught using beads as the beads can be arranged into various patterns and children also love doing this activity.
• Basic mathematical operations can also be taught by using beads as a learning resource.

Hence, option A is the correct answer. 

Additional Information

On the other hand, beads can't be used to teach volume and tessellations because the beads and abacus tool doesn't support making tile on a surface or filling space through which tessellations and volume can be taught.

The teacher plays an important role in the teaching-learning process as he/she is the first and primary resource of learning for the students. Teachers can make a vast difference in the learning process through effective teaching. 

Key PointsTeacher's beliefs impact learner's performance in mathematics:

• Students highly follow the teacher as he is their role model.
• They may get or lose confidence depending on the teacher and his relationship with the students.
• If the teacher believes that his/her students can do it he/she designs appropriate strategies and takes students toward success.
• Students learn what the teacher teaches them their performance depends on what the teacher delivers to them and what he expects from them.

​Hence, teachers' beliefs impact learners' performance in mathematics.

 Additional InformationOn the other hand, the statements children coming from rural backgrounds find mathematics difficult and boys are better than girls in problem-solving are just myths and stereotypes which may hurt students.

Data handling is one of the important topics which is included in the primary mathematics curriculum. This should be properly thought out to the students to make sure that they understand data collection and interpretation which they can apply in their daily life. 

Key Points

Asking students to conduct surveys is the most appropriate strategy to teach data collection and interpretation to primary class students:

• When the students do the survey learning by doing happens which creates a great impact on their knowledge of students.
• When students conduct a survey they learn various steps like collecting organizing, analyzing, and interpreting the data.
• Students will be able to differentiate between the important data and the data which is less useful for them and the topic is given for the survey.
• In the survey, students get hands-on experience of dealing with the data and data interpretation which they remember for a long time.

Hence, asking students to conduct surveys is the most appropriate strategy to teach data collection and interpretation to primary class students.

 Additional information Providing a lot of practice questions while planning group discussions or quizzes does not help students learn data collection and interpretation because they don't learn by experience in the above methods.

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

Key Points

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

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

Hence, if A student tells that the shape of a samosa is in a triangle. He is at Level 0 Visualization as per Van Hiele's level.

Constructivist classrooms focus on student questions and interests, build on what students already know, focus on interactive learning, and are student-centered, teachers have a dialogue with students to help them construct their knowledge, they root in negotiation, and students work primarily in groups. 

Key Points

Features of the constructivist mathematics classroom

• Students are considered to be the central part of the classroom and primary focus.
• All the teaching-learning strategies in the classroom are designed according to the needs and cognitive abilities of students.
• Students' errors are considered to be a source of information to provide effective feedback and design remedial teaching accordingly.
• Students always remain active in the classroom performing activities with a lot of interest and curiosity.
• The teacher just acts as a facilitator and assists the students only when required providing the students with the full scope to explore and learn.

Hence, student errors are considered an important source of information and may be considered a feature of a constructivist mathematics classroom.

 Additional InformationAll the other options are wrong as they indicate memorization and concentrating on the correct answers which is not a characteristic of constructivism or the constructivist classroom.

Mathematics is the science of measurement, quantity, and magnitude. Mathematics is a systematized, Organized, and exact branch of science. It deals with quantitative facts and relationships. It is the abstract form of science. 

Key PointsNature of mathematics:

• Mathematics involves abstraction and visualization.
• mathematics relies on logic rather than on observation.
• Math helps us understand the world and we use the world to understand math.
• Mathematics is pursued both for a variety of practical purposes and for its intrinsic interest.
• Mathematics involves the study of patterns and relationships.
• Mathematics connects to the real world.

Hence, the statement "Mathematics is limited to the study of numbers" is wrong in accordance with the nature of mathematics

HintThe statement "Mathematics is limited to the study of numbers" is wrong because mathematics is very vast and contains many topics like algebra, probability, symmetry, geometry, and trigonometry and it is not limited to the study of numbers.

The term "spatial" comes from the Latin word "spatium" which deals with space and its perception of objects in space.

• The person with spatial understanding can easily observe, understand, and visualize the world with the mind's eye, modify the surrounding based on their perception, and recreate aspects of their visual experience.
• The individual who is good at spatial understanding will be able to remember places, images, faces, and fine details, and also able to visualize things from all the different possible perspectives.

Important Points

Calculating the distance between different cities on the map of India may not be associated with the development of spatial understanding among children because

• The actual distance between the cities and the distance between them on the map of India will be different.
• The important point to be understood by the students is that a map is built or drawn according to a particular scale which is very minimal compared to real distance.
• So the students have to decide the actual distance based on the scale and the distance between the places on the map.
• They can't decide or finalize that the distance between two cities on the map is the actual distance between them.
• It is considered an ordinary task that may not require a spatial understanding from children.

Hence, calculating the distance between different cities on the map of India may NOT be associated with the development of spatial understanding among children.​

Additional Information

All the other points given in the options indicate a spatial understanding of children because it uses his ability to visualize the things in his mind by using his creativity and imagination which is a part of spatial understanding.

Teaching how to calculate the area of different plane figures is an important task in teaching-learning of mensuration. Students need to be taught in such a way that without rote memorization of formulas they should be able to deduce the formula themselves even if they can't recall or remember it. 

Key PointsUsing a formula for area measurement should be taught before the estimation of areas is not correct in the context of teaching area measurement of plane figures because 

• introducing the formula first may make the students always depend upon the formula and there will be a chance for rote memorization.
• directly familiarizing the students with formulas may reduce the scope of thinking in children.
• as they have a readymade formula they may not think of any other method to calculate the area which may not lead to meaningful learning.
• introducing estimation before the formula may lead to meaningful learning as students will be engaged in divergent thinking to estimate the actual area of the plane figures as they don't know the formula.

Hence,  using a formula for area measurement should be taught before the estimation of areas is not correct in the context of teaching area measurement of plane figures.

 Additional InformationAll the other approaches given in other options are correct because here the students have been given enough freedom and scope to explore and learn mathematics in their ways without depending upon a particular method which leads to discovery and learning by doing.

Open-ended questions are the ones that do not have a fixed answer or a fixed method to find out the answer. This question enhances creativity and divergent thinking in students. 

Key Points

Advantages of open-ended questions:

• The thinking capacity of students will be enhanced and students think beyond the textbook.
• A variety of answers can be expected from students which is not possible in close-ended questions.
• Rote memorization is avoided as the student has a chance to choose any method to solve the problem with which he is comfortable.
• True knowledge of the students can be assessed by the teacher as the students use their total creativity to arrive at the solution.
• New talents and competencies of the students can be discovered through open-ended questions.
• Option 3 can be considered an open-ended question because it may have many answers like 12x40, 10x48, 6x80, etc.

Hence, option 3 is an example of an open-ended question. 

Additional Information

• On the other hand, all the remaining questions or not open-ended as they are restricted to one fixed answer.

The mathematical concepts are hierarchical which adds on the practical and conceptual knowledge from one class to the next class so that the mathematical concepts are taught in a pre-defined order like first the teaching of arithmetic and then the algebra, trigonometry, and calculus are taught. 

Key PointsFractions built on the concepts of decimals are not correct in the context of a hierarchy of mathematical concepts because fractions are a basic concept and children first learn fractions and then they proceed to decimals.

• If children are taught decimals first then they may face problems understanding because they don't have a basic idea about fractions.
• The correct hierarchical order of mathematical concepts is first teaching fractions and then proceeding toward decimals.
• When students have first introduced to fractions then they have a basic understanding of numerators and denominators which may lead to the idea of decimal fractions.

Hence , fractions built on the concepts of decimals are not correct in the context of a hierarchy of mathematical concepts. 

Additional InformationAll the remaining options are correct as they follow the correct hierarchical order regarding the concepts in mathematics.

Fractions is an important topic in mathematics at the primary level. This should be introduced and developed properly in the minds of students as fractions play an important role in the mathematics of higher classes as well. 

Key Points

Demonstrating concepts of fractions in multiple situations is a desirable practice for teaching mathematics at the primary level because

• Teaching the concept of fractions in only one way or according to only one situation may not develop conceptual understanding in students.
• Students need to be taught in multiple situations to provide them with enough scope of learning.
• As students have individual differences each student may grasp the concept in a different situation so providing as many situations as possible is better.
• Students learn better when they are taught from their previous experience so providing some situations which may relate to their previous experiences may lead to meaningful learning of fractions.

Hence, demonstrating concepts of fractions in multiple situations is a desirable practice for teaching mathematics at the primary level.

Additional Information

• All the other strategies may not work to introduce fractions to students as they do not indicate meaningful learning because they are incomplete as compared to the strategy in the third option.

Assessment plays an important role in the primary level regarding mathematics because here the teacher cannot only award marks to the students but also know about the understanding and cognitive abilities of the children and try to adopt teaching strategies according to their abilities and provide them effective feedback. 

Key Points

Main points to be considered during assessment in mathematics at the primary level:

• Errors should be considered as a source of information for remedial teaching and not as a mistake of children.
• Emphasis should be on assessing the conceptual understanding of children but not the rote memorization of formulas that the children may recall even if they don't understand.
• Assessment should focus on both strong and weak points of students where strong points can be further improved and diagnostic and remedial teaching may be applied to the weak points.
• Assessment should be sensitive to the context of students.
• All students should be challenged according to their mathematical taste as some high achievers may get uninterested if they are given the same problems which they may finish very early.
• On the other hand following a unique test pattern consistently is not desirable for assessment in mathematics at the primary level because this may mislead the actual curriculum designed and the objectives to be achieved by the children.

​Hence, the statement "A unique test pattern should be consistently followed" is not desirable for assessment in mathematics at the primary level.

Concept:

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

Key Points

Food in different places:

Kerala:- They like to eat especially two things, tapioca and coconut. Both of these foods grow in their courtyard. Boiled tapioca with any curry made using coconut is popular in Kerala.

 

Andhra Pradesh:- It is situated in Southern India. The cuisine of Andhra Pradesh consists of many vegetarian and non-vegetarian dishes. Andhra cuisine is considered spicy.

The popular vegetarian dishes are idli, vada and dosa that are served with sambar and many varieties of pachadi or chutney.

Assam:- It is situated in North-East India. Rice is consumed with different non-vegetarian side dishes like meat, chicken, and pork. The people like to eat rice, bamboo shoot, piike piilla (pickle), Apong (millet or rice beer) is a commonly consumed popular drink.

Goa:- Goa is situated on the West coast of India. Goa has a high yield of coconut oil and sea fish. Sea fish cooked in coconut oil is popular in Goa.

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

Concept:

• Birds build nests to lay their eggs and incubate their younger ones.
• Different birds build nests at different places, some on ground level, some high up on the tree.
• Different birds use different techniques and different materials to build their nests.

Explanation:

Weaverbird:

• Weaverbird is a small finch-like bird.
• They are noted for their nest-building techniques using grass stems and other plant fibres.
• They are particularly well-known for their roofed nests forming complex, hanging woven chambers.
• Many species of weavers are highly gregarious.
• The male weaver bird make beautifully woven nests.
• The female looks at all the nests and chooses the one that she likes the best and decides in which to lay her eggs.

Thus, the above description is of Weaverbird.

Additional Information

• The dove makes its nest among the thorns of a cactus plant or a Mehendi hedge.
• The sparrow and pigeon make their nest anywhere on top of a cupboard, behind a mirror, on a ledge.
• The barbet or coppersmith bird makes its nest in a hole, in a tree trunk.
• The tailorbird uses its sharp beak to make its nest by stitching together two leaves on a bush. It lays its eggs in the fold of the leaf that it has made.
• The sunbird makes a nest that hangs from the branch of a small tree or a bush.
• The robin makes its nest with soft twigs, roots, wool, hair and cotton wool at ground level, lower branches of a tree or sometimes at the top.

Concept:

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

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

Explanation: 

Hence we can conclude that the minimum distance toward the father's shop direction will be 150m west.

Concept:

• Proper food and diet are necessary for fast recovery from any diseases.
• A doctor advises different types of food during different diseases.

Explanation:

Diseases and their treatment:

Thus, this patient must be suffering from Anaemia.

Key Points

A combination of a metal with another metal or any other element is called an alloy.

• Copper is a metal and not an alloy whereas bronze, steel, and brass are alloys.
• Steel = Carbon + Iron
• Bronze = Copper + Tin
• Brass = Copper + Zinc

Concept:

Alloy:

• An alloy is a homogeneous mixture of two or more metals, or a metal and a non-metal.
• Properties of alloys are different from the constituent elements. 
• They are harder than their constituent metals.
• They are more resistant to corrosion than pure metals.
• They are more durable than the metals they are made from.
• They have less electrical conductivity and melting point than the constituent metals.
• Some of the properties of constituent elements are retained in the alloy.

Explanation:

List of some important alloys:

Brass

• It is composed of copper and zinc (Cu + Zn).
• It is used in making utensils.

Bronze

• It is composed of copper and tin (Cu + Sn).
• It is used in making coins, bells, and utensils.

Solder

• It is composed of lead and tin (Pb + Sn).
• It is used for soldering (welding electrical wires together).

Stainless steel

• It is composed of iron, chromium, nickel, and carbon (Fe + Cr + Ni + C).
• It is used for making utensils and surgical cutlery.

Concept:

• Clothes, or clothing, is a collective term for the various types of materials worn on the human body.
• Clothes protect our bodies from cold, rain and other weather conditions.
• Natural fibres derived from both plant and animal sources are used to make clothing.
• Cotton, flax, wool, leather, silk, and other natural fibres are examples.

Explanation:

• Pashmina is a Persian word Pašmina which means “ Made from Wool”.
• The Iranians, who came to Kashmir through the Ladakh route, gave the fabric its name, ‘Pashmina’.
• The wool comes from a Changthangi goat or a Pashmina goat which is a special breed of goats found in the high-altitude regions of Nepal and India.
• The Changpa tribe, from the Changthang region of Ladakh, are the traditional producers of Pashmina Wool.
• The fine hair cannot be woven on machines and so weavers of Kashmir make these shawls by hand.
• A pashmina shawl is very thin yet very warm.It is believed that a pashmina shawl is as warm as six sweaters
• The goats from which the soft pashmina wool is collected, are found at very high altitudes of 5000 metres.
• In winter, the temperature here drops below 0° C (–40°C).
• A coat of warm hair grows on the goat’s body which protects it from extreme cold.
• The goats shed some of their hair(fur) in summer.
• This hair is so fine that six of these would be as thick as one hair.
• After almost 250 hours of weaving, one plain pashmina shawl is made.

Therefore,

• A pashmina shawl is as warm as six sweaters - Correct
• The goats from which the soft pashmina wool is collected are found on very high mountains of 5000 m - Correct
• A coat of warm hair grows on the goat's body which protects it from extreme cold - Correct
• The fine hair after cutting from the goat's body is woven on machines - Incorrect

Hence Statement A, B and C are correct​

The correct answer is 2001.

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

Concept-

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

Explanation-

 Earthquake

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

Concept:

• A map is a representation or a drawing of the earth’s surface or a part of it drawn on a flat surface according to a scale.
• There are three components of Maps – distance, direction and symbol.
• There are four major directions, North, South, East and West. They are called cardinal points.
• The other four intermediate directions are north-east (NE), southeast(SE), south-west (SW) and north-west (NW).
• We can locate any place more accurately with the help of these intermediate directions.
• We can find out the direction of a place with the help of a compass

Explanation:

Hence with respect to the National capital Delhi, the direction of Shima and Bhopal will be North and South

Mistake Points

• The most appropriate answer is north and south in the given options.

Concept:

• A map is a representation or a drawing of the earth’s surface or a part of it drawn on a flat surface according to a scale.
• There are three components of Maps – distance, direction and symbol.
• There are four major directions, North, South, East and West. They are called cardinal points.
• The other four intermediate directions are north-east (NE), southeast(SE), south-west (SW) and north-west (NW).
• We can locate any place more accurately with the help of these intermediate directions.
• We can find out the direction of a place with the help of a compass

Explanation:

The direction of the journey towards Bhopal and then towards Gandhi Nagar

Hence the correct option is South and then toward West

The correct option is Karnataka.

Concept:

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

Explanation:

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

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

Additional Information

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

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

The correct answer is Mizoram.

Key Points

Explanation:

Cheraw dance is the traditional dance form of Mizoram.

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

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

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

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

Additional Information

Some other common folk Dances are - 

Concept:

• A map is a representation or a drawing of the earth’s surface or a part of it drawn on a flat surface according to a scale.
• There are three components of Maps – distance, direction and symbol.
• There are four major directions, North, South, East and West. They are called cardinal points.
• The other four intermediate directions are north-east (NE), southeast(SE), south-west (SW) and north-west (NW).
• We can locate any place more accurately with the help of these intermediate directions.
• We can find out the direction of a place with the help of a compass.

Explanation:

The direction of Kolkata with respect to Puducherry

Hence the direction of Kolkata with respect to Puducherry is North East

Concept:

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

Explanation:

Karnam Malleswari:

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

Hence the correct answer is Karnam Malleswari 

Additional InformationSunita Williams:

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

Bachendri Pal:

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

Concept:

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

Calculation:

The total distance between the two cities is 1896 Km

Time is taken for the complete journey:

• From 10^th November 2021 at 22:40 hours to 11^th November 2021 at 22:40 hours = 24 hours
• From 11^th November 2021 at22:40 hours to 12^th November 2021 14:10 hours =  15 hours 30 min
• Total time is taken = 39.5 hours

Average Speed = (Total distance covered / Total time taken) = 1896km/39.5 hrs = 48 km/hr

The average speed of the train during the journey was 48km/hr

Additional Information Conversion of units of speed:

• From km/hr to m/s = multiply by 5/18
• From m/s to km/hr = multiply by 18/5

The correct answer is Tejpatta, black pepper, cardamon

Explanation:

• Kerala:
• Kerala is known as the spice garden of India as it has a variety of spices and which is popular for its taste in the whole world.
• Idukki and Wayanad are the major districts for the cultivation of spices in the entire state.
• Kerala is home to a variety of spices: pepper, vanilla, tejpatta cardamom, clove, cinnamon, nutmeg, ginger and black pepper

Key Points 

• Kerala is the largest producer of cardamom and pepper in India.
• Cardamom is called the queen of spices.
• The commercial part of cardamom is the fruit (capsule) of the plant that is used as a spice and a flavouring agent.
• Kerala’s reputation as the land of spices goes back at least 3,000 years.
• Kerala is known as the spice garden of India.
• Traders from ancient Phoenicia made tours to Kerala to carry back spices to Mediterranean lands.
• In the case of pepper, ginger, turmeric, nutmeg and cardamom, there has been a decrease in productivity in the state due to adverse weather conditions like long dry spells and short periods of intense rainfall.
• For cardamom, tropical, hot and humid climates are suitable. The ideal humidity level is 75%. For the past few years, Kerala has been receiving only 40% of its share of summer rainfall.
• Idukki and Wayanad are the two major pepper producer districts in Kerala.
• In 2008- 09 Kerala became the largest pepper producer state with over 41,000 tonnes on 1.75 lakh hectares.
• Presently, Kerala accounts for over 50 per cent of India's total output.

Environment plays an important role in the development of children in every aspect. As the child remains connected to the environment in and also outside the classroom environment makes many changes in the child may be positive or negative depending on the environment. 

Key Points

About the EVS, the child holistically looks at his environment because

• a child's development and environment are interconnected with each other.
• the child applies the knowledge he gained in the classroom to the environment and enhances his learning.
• a child's physical, cognitive, and also motor development is associated with his environment.
• the holistic nature of the environment ensures the development and learning of the child in every required aspect.

​Hence About EVS, the child holistically looks at his environment.  

Additional Information

• On the other hand, a simple & segregated form doesn't indicate the environment as it cannot be separated from the child and his development.

EVS is a subject that is based on themes. Themes are taken from the child's perspective and his daily life so that he could relate the classroom learning to his daily life. The curriculum of EVS has been designed based on themes. 

Key Points

The syllabus of EVS consists of six themes

(1) Family and friends, which consists of four subthemes

          (1.1) relationships

          (1.2) work and play

          (1.3) animals  

          (1.4) Plants.

(2) food

(3)Water

(4) Shelter

(5) Travel

(6) Things we make and do

Each and every lesson in the textbook is based on these themes and the subthemes. Hence curriculum of EVS has been designed and developed on themes.

Additional Information

On the other hand topics, syllabi, and curriculum everything is designed based on themes so themes play an important role in curriculum designing.

According to the NCF-2005 objective of teaching EVS at the primary level: To develop an awareness of environmental issues. To nurture the curiosity and creativity of the child, particularly about the natural environment. 

Key PointsNCF-2005 views EVS in classes III to V as a subject that integrates the concepts and issues of science, social science, and environmental education :

• Science, social science, and environmental education are interconnected and interrelated with each other.
• The child needs to have the knowledge and understanding of science, social science, and environmental education.
• All these three have many topics in common but also have separate topics which can be found in that subject only.
• So excluding the concepts and issues of any one of these three results in incomplete learning and understanding of the concept.

​Hence NCF-2005 views EVS in classes III to V as a subject that integrates the concepts and issues of science, social science, and environmental education.

 Additional Information

On the other hand, including only one of these or excluding anyone, may lead to a learning gap in the children's conceptual understanding.

The teaching task is a challenging one in itself. A teacher faces many challenges in transacting the curriculum and delivering the proper content to the children in a comprehensible manner. 

Key Points

• Multicultural dimensions of his/her class are a challenge to the teacher as every student will be coming from different culture and his/her level of understanding will be different when compared to others.
• The feeling of every student is also a factor and needs to be taken into consideration because students reflect what they feel, if they feel bad about the topic being taught making them feel comfortable is also a challenge for the teacher.
• Everyone's community, culture, and way of life will be different and their adaptability to other cultures may also be weak, the teacher must take this challenge positively and follow appropriate measures to overcome it.

​Hence A, B, and C only is the correct option.

 Additional InformationOn the other hand Classroom discipline and its management is not a challenge because it is managed by the teacher himself. He/She can try to change the strategy and maintain classroom discipline.

According to the NCF-2005 objective of teaching EVS at the primary level is to develop an awareness of environmental issues. To nurture the curiosity and creativity of the child, particularly about the natural environment. 

Key PointsThe most appropriate objective of teaching EVS at the primary stage is to provide a lot of space for students to explore/her environment because if the children are restricted and do not provided freedom to explore the environment meaningful learning doesn't happen.

• When the child is provided enough scope to explore the environment children learn on their own through experiences.
• Rote memorization is avoided and learning takes place in a meaningful manner.
• Abilities of the children can also be assessed properly if they get enough chance to go beyond the classroom for learning.

Hence The most appropriate objective of teaching EVS at primary stage is to provide lot of space to students to explore his/her environment.

Additional Information

On the other hand all the other practices are wrong as they make child a passive recipient of knowledge and kill the interest and curiosity of learning in children.

EVS is a subject that is based on themes. Themes are taken from the child's perspective and his daily life so that he could relate the classroom learning to his daily life. Family and friends are also one of the themes. 

Key PointsThe syllabus of EVS consists of six themes

(1) Family and friends, which consists of four subthemes

          (1.1) relationships

          (1.2) work and play

          (1.3) animals  

          (1.4) Plants.

(2) food

(3)Water

(4) Shelter

(5) Travel

(6) Things we make and do

Hence family and friends are a theme. 

Additional Information

Children enter the school with a lot of existing knowledge and experience they gain in their daily life when they interact with the environment. These need to be given importance and used in learning. 

Key Points

• Knowledge of students needs to be developed and enhanced in a meaningful manner where they understand every concept clearly.
• This can only happen when the previous experiences of children are taken into consideration.
• Knowledge should be constructed on the previous experiences of children which makes them easy to progress step by step.
• When these experiences are interrelated students apply that knowledge in their daily lives which leads to integrated learning and understanding.

Hence Meaningful EVS learning can only be made possible if students' local experiences are related to school experiences. 

Additional Information

On the other hand, using only teacher experiences and not giving importance to the student's experiences doesn't lead to meaningful learning because here students can't relate the knowledge they get in the school and it seems new to them.

EVS is a subject that is constructed on a lot of themes that are taken from children's daily life or environment. A lot of activities are planned by the teacher to initiate learning by doing. 

Key PointsIn the learning of EVS, activities conducted by the teachers should be followed by discussion because

• children can clear their doubts if aroused during the activity.
• children can do self and peer assessments of their learning during the discussion.
• the discussion makes every student share their views regarding the topic and the activity.

Moreover, teachers can also assess the understanding and the application of knowledge of children through discussion.

• Activity seems to be incomplete without discussion as the doubts of students may remain uncleared and this may lead to the development of misconceptions.

Hence In the learning of EVS, activities conducted by the teachers should be followed by discussion for authentic and meaningful learning. 

Additional Information

On the other hand, repeating and recapitulating the steps in the activity may not lead to authentic learning because this may look uninteresting to the children and they don't get a chance to share their views.

Peer and group learning is the process of students learning with and from each other. This is usually facilitated through teaching and learning activities such as student-led workshops, study groups, peer-to-peer learning partnerships, and group work. 

• This encourages social interaction and social skills like leadership and collaborative learning.
• As every type of student is included in the group like top achievers and also slow learners, they discuss and learn from each other.
• Students get a chance to share their views and understanding on the topic in the group freely without any fear.
• Peer assessment also happens where the children get a chance to clear their misconceptions and rectify their mistakes.
• Activities done in the peer group are done in an interactive manner where the child remains active.

Hence Learning through group activities is performed in EVS classes because it provides and improves peers and social learning among students.

 Additional Information​On the other hand, all the remaining options are wrong as they don't indicate the importance of group learning according to the need of children.

The method of arranging the organisms into groups is called classification. When we classify things, we put them into groups based on their characteristics. This is a very important skill achieved regarding EVS.

Key PointsClassification indicates the skills process in the learning EVS as:

• EVS learning at the primary stage mainly focuses on exposing children to their surroundings and environment.
• So that this would help them to be connected to and be aware of environmental issues.
• Classification makes students apply the knowledge they learned in the classroom in real-life situations or in the field.
• When students get the capacity to classify the issues, resources, and many more according to their category this would indicate successful learning of EVS.

​Hence classification indicates the skills process in learning EVS.

Additional Information

All of these don't indicate the skills process in learning EVS.

Community is considered to be one of the important teaching-learning resources because children coming from different communities already come with many learning experiences. Moreover many resource persons from the community come to the school and share their experiences and help children to enhance their learning.

Important PointsThe most appropriate objective of promoting parent's and community's participation in the learning of EVS by students is to provide an opportunity for teachers to know the student's socio-cultural background as:

• When the parents and community people participate in the learning process the teacher can know about the student's socio-cultural background.
• This helps the teacher to design the teaching-learning strategies according to the socio-cultural background of the student.
• Meaningful and authentic learning happens as the students feel familiar with the strategies used for the learning process.
• Interest and curiosity will be arranged in children towards the concepts and also topics because they are been taught with the reference to the socio-cultural background of children.

Hence the most appropriate objective of promoting parents' and community's participation in the learning of EVS by students is to provide an opportunity for teachers to know the student's socio-cultural background.

 Additional InformationOn the other hand following the recommendation of national policies maintaining discipline in the school and guiding the students is not an appropriate objective of including the community in the learning process because this may decrease the freedom of children and decrease their scope to explore and learn.

Debate is a process that involves formal discourse on a particular topic, often including a moderator and audience. In a debate, arguments are put forward for often opposing viewpoints. Some speak in the favour of the topic and some are against the topic. 

Key Points

• In debate, children argue on the topic according to the knowledge and understanding they have regarding the topic.
• During the debate, students get a chance to explore all the aspects of the topic if they don't know about them. Children provide the supporting points or proofs in favor of the point they arise.
• Finally when the debate is over and followed by discussion students get a chance for assessment.
• In discussion, children clear their misunderstandings and rectify errors.

Hence, challenges and issues in EVS class at the primary level can be very well addressed by debate followed by discussion.

Additional InformationOn the other hand in lectures and demonstrations, the teacher takes the whole control of the classroom, and students should just listen to the lecture as passive recipients.

Learning of EVS in children and conceptual understanding happens when the child involves the environment in learning and interacts with the environment in an effective manner. 

Key Points

• Record of children's ideas, and observation reports leads to qualitative assessment in EVS because here the teacher knows about the cognitive abilities and the views children have regarding the topic of EVS. Through observation, teachers can record the abilities of children beyond the classroom also.
• Observing process skills like communicating, classifying, measuring, inferring, and predicting also leads to qualitative assessment because here various abilities of children according to their knowledge can be properly assessed.

Hence Qualitative assessment of children's learning in EVS can be done by A & B only.

 Additional Information

Formative assessment is a range of formal and informal assessment procedures employed by teachers during the learning process to modify teaching and learning activities to improve student attainment. It is an ongoing process usually carried out by the teacher to continuously monitor students’ progress in a non-threatening and supportive environment. 

Key PointsCharacteristics of formative assessment:

• To provide feedback (knowledge of the results of assessment) to students, their parents, and another teacher.
• To modify subsequent teaching-learning activities and experiences.
• To identify and remediate group or individual deficiencies .teacher can identify weak areas to take some remedial actions. Teachers can also design some support materials for the students falling behind.
• To recognize the potential of the students and facilities for enriching their capabilities. The feedback from the formative assessment may reveal the areas of strength, and creative potentials of several students Tools facilitating formative assessment.

Important Points

• | Portfolio | A student portfolio is a compilation of academic work and other forms of educational evidence assembled to evaluate coursework quality, learning progress, and academic achievement, determining whether students have met learning standards or other academic requirements for courses, and grade level. | | --- | --- | | Anecdotal record | Anecdotal records inform teachers as they plan learning experiences, provide information to families, and give insights into identifying possible developmental delays. | | Rating scale | A rating scale is a set of categories designed to elicit information about a quantitative or a qualitative attribute. | | Observation and recording | The teacher observes and records the behavior and learning of children. |

All these are the tools of formative assessment.

Hence options A, B & C are correct.

 Additional InformationOn the other hand "  X is content and Y is the verb' would be wrong because there is no content type of sentence given in x and no verb type of sentence is given in Y.

The correct answer is 'every twenty-four months.'

Key Points 

• Refer to the lines from the passage:
• ​**'Out of a total geographical area of 55,673 square kilometers, the state has recorded a forest cover of 27.72 percent (15,433.52 square kilometers), according to The State of Forest Report (ISFR), a biennial publication of the Forest Survey of India, released last month.'**
• Upon the perusal of the above lines, it can be concluded that the State of Forest Report (ISFR) is a biennial publication which means that the publication happened once every two years.
• Therefore, the ISFR report published every twenty-four months is correct.

Hence, option 4 is the correct answer.

The correct answer is 'rising trend.'

Key Points     

• Refer to the lines from the passage:
• 'The total forest cover of Himachal Pradesh increased nearly by 25 percent and by more than 1000 percent in Lahaul and Spiti district between 1991 and 2015 due to plantations initiatives, according to an analysis report by the State Centre on Climate Change.'
• Upon the perusal of the above lines, it can be concluded that the total forest cover of Himachal Pradesh increased nearly by 25 percent and by more than 1000 percent in Lahaul and Spiti districts between 1991 and 2015 due to plantations initiatives according to the report by the State Centre on Climate Change.
• So, we can infer that plantation activities in the entire state of Himachal Pradesh have shown a rising trend.

Hence, option 2 is the correct answer.

The correct answer is 'B is false and C is true.'

Key Points 

• Refer to the lines from the passage:
• **'It is said that 'dense forest cover' in Kinnaur decreased from 565 sq. km to 344 sq. km during this period, a decrease of 39 percent. Hamirpur, Kullu, Shimla, and Sirmaur districts **also witnessed a declining trend in the dense forest cover.'
• **'**Except Una and Kangra districts, the State witnessed an increasing trend of '**open forest cover' with Lahaul and Spiti registering an increase of 770 percent.'
• 'It further said that as per FSI's data, some of the forest areas in Una district were found to be highly vulnerable to forest fires while a substantial area of different forest classes in Sirmaur and Solan districts was also found to be moderately vulnerable to fires due to preponderance of Chir Pine forests in those areas.'
• Upon the perusal of the above lines, it can be concluded that Point B is false as it is given that Kullu witnessed a declining trend in the dense forest cover in Kullu but there is nothing given that forest cover is increased by 40%.
• Point C is true as it is given that open forest cover with Lahaul and Spiti registered an increase of 770% which is less than an increase of 800%.

Hence, option 2 is the correct answer.

Additional Information 

Let's discuss other points:

• Point A is false as the dense forest cover in Kinnaur decreased by 39% given not the forest cover in Lahaul and Spiti decreased by 39 percent.
• Point D is true as some of the forest areas in the Una district were found to be highly vulnerable to forest fires is given. So, it is correct.

The correct answer is 'Both A and B are true.'

Key Points 

• Refer to the lines from the passage:
• ​**'It further said that as per FSI's data, some of the forest areas in Una district were found to be highly vulnerable to forest fires while a substantial area of different forest classes in Sirmaur and Solan districts was also found to be moderately vulnerable to fires due to preponderance of Chir Pine forests in those areas.'**
• Upon the perusal of the above lines, it can be concluded that some areas of Sirmaur district and Solan district were found vulnerable to forest fires because of the importance of Chir Pine forests in those areas.
• So, both A and B are correct options as given in the above mentioned lines.

Hence, option 4 is the correct answer.