Development is the study of the way people change, from the first moments of conception right through the life span to old age and death. Development begins from the moment conception occurs. The definition emphasizes that development is an ongoing process, right through life until the moment of death. This definition also states that development is about a person changing in some way.

Key Points 

Changes within the development can be examined in two ways:

• Quantitative changes look at measurable changes in a person’s development. It occurs when individuals acquire novel information and experiences like, the individuals become stronger, bigger, gain more weight or height.
• Qualitative changes reflect a new stage that is different, in quality, from what was happening before. Examples would be going from crawling to walking stage or beginning to talk using words from a babbling stage. These examples show a change in the quality of movement and the quality of communication.

Hence, we can conclude that in the context of children, 'development' includes both qualitative and quantitative changes.

Development refers to all aspects such as physical, cognitive, language, emotional, social, etc. There are different types of development i.e. physical, motor, social, emotional, cognitive, and moral development.

• Motor skills: A motor skill is a function, which involves the precise movement of muscles with the intent to perform a specific act. Motor skill learning is defined as the process by which movements are executed more quickly and accurately with practice.

Key PointsPhysical & Motor development:

• Understanding physical and motor development is extremely important as it provides the basis for the development of a child’s personality.
• It helps to gain mastery over the child’s own body and movements. Physical development is the most recognized and observable change in the life of a child.
• It is divided into two parts, i.e., Gross motor skills and Fine motor skills.
• Gross motor skills are involved in the movement and coordination of the arms, legs, and other large body parts. They involve actions such as running, jumping, crawling, and swimming.
• Fine motor skills refer to the small movements of the hands, wrists, fingers, feet, toes, lips, and tongue and they involve the coordination of smaller muscles. They involve actions such as drawing, writing, buttoning, eating, etc.

Thus, it is concluded that writing is an example of use of fine motor skills.

There are some periods in the life of a child that are crucial for development and learning. During these periods if the child has favourable experiences, her development will be fostered. If in these periods experiences are unfavourable, development suffers.

• At times, the damage done because of unfavourable experiences may be irreversible. These periods when a child is particularly sensitive to the conditions in her environment are referred to as critical periods or sensitive periods.
• A critical or sensitive period is that time period in life when an environmental influence has its greatest impact on the development of the child.

Key Points

• The 'sensitive period' in child development represents the optimal period for particular capacities to emerge in an individual.
• It is the period for the child to develop particular capabilities. It is the time when the brain of a child is most receptive to a certain type of stimuli.
• A sensitive period is one when the child is maturationally ready to acquire a skill. During this period the child must have favourable experiences which will help her to acquire the skill.
• If the favourable experiences come after the sensitive period is over, the child finds it difficult to learn.
• During this period, specific experiences affect the development of the child more than they do at other times. Such periods are sensitive for development because during these periods the child is ready to leam a particular skill.
• For example, a child begins to speak only when she is able to control the movements of the tongue, lips and vocal cords and the brain has developed further. That is, the child must be biologically ready to speak.

Hence, the 'sensitive period' in child development represents the optimal period for particular capacities to emerge in an individual.

Socialization is the process through which communities transact or educate their members about the norms and values of society to be socially acceptable.

• It simply refers to acquiring the socially approved ways of behavior and taking ideal expectations seriously.
• Socialization is the continuous process of negotiating identities and shaping one’s concept of self, identity, various attitudes, and behaviors.
• Socialization has 4 major agents namely family, school, peers, and mass media.

Key Points

Types of Socialization: There are mainly two types of socialization including primary and secondary socialization.

Secondary Socialization: 

• It occurs once the infant passes into the childhood phase and continues into maturity. It refers to the process that begins in the later years through agencies such as school and peer groups.
• During this phase more than the family, some other agents of socialization like the school and peers’ group begin to play a role in socializing the child.
• For example, Schools and peers help children in learning the importance of social cohesion and unity and inculcating the informal cues about social roles through interaction.

Hence, it could be concluded that the Peer group has a significant role in the secondary socialization of childhood.

Additional Information

Primary Socialization: 

• It happens during infancy and childhood. It refers to the process where the child becomes socialized through the family in the early childhood years.
• This highlights that primary socialization occurs within the family when children first learn their individual identity, acquire language and develop initial cognitive skills.
• For example, a very young child in a family has little knowledge of his culture. It is through the family that the child gets to know what is accepted and what is not in a particular society.

Kohlberg's Theory of Moral Development is a theory that focuses on how children develop "morality" and "moral reasoning". Kohlberg's theory suggests that moral development occurs in three-level and each level has two stages

• The theory also suggests that moral logic is primarily focused on seeking and maintaining justice. It is based on the idea of Jean Piaget about children's righteous judgment.

Key Points

Stages of Moral Development: Kohlberg's theory is broken down into three primary levels. At each level of moral development, there are two stages.

Level 1. Preconventional Morality (4 to 10 years): Preconventional morality is the earliest period of moral development. At this age, children's decisions are primarily shaped by the expectations of adults and the consequences of breaking the rules. There are two stages within this level:

• Stage 1 (Obedience and Punishment): Children at this stage see "rules as fixed and absolute". Obeying the rules is important because it is a way to avoid punishment. In this children ignore the intention of others and instead focus on the fear of authority and negative consequences.
• Stage 2 (Instrumental purpose and exchange): At the individualism and exchange stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs.

Level 2. Conventional Morality (10 to 13 years): The next period of moral development is marked by the acceptance of social rules regarding what is good and moral. During this time, adolescents and adults internalize the moral standards they have learned from their role models and from society.

• Stage 3 (Good-Boy Good-girl orientation): This stage of the interpersonal relationship of moral development is focused on living up to social expectations and roles. There is an emphasis on conformity, being "nice" and consideration of how choices influence relationships.
• Stage 4 (Social concern and conscience): This stage is focused on ensuring that social order is maintained. The focus is on maintaining law and order by following the rules, doing one’s duty, and respecting authority.

Level 3. Postconventional Morality (13 to 16 years): At this level of moral development, people develop an understanding of abstract principles of morality. The two stages at this level are:

• Stage 5 (Social Contract and Individual Rights): At this stage, the people believe that rules of law are important for maintaining a society, but members of society should agree upon these standards.
• Stage 6 (Universal Ethical Principles): Kohlberg’s final level of moral reasoning is based on universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.

Hence, we can conclude that social concern and conscience is a sub-stage in Kohlberg's 'conventional stage' of Moral Development.

According to Piaget's Theory of Cognitive Development, assimilation, accommodation, and equilibrium are the ways through which children integrate new experiences into already existing cognition structures (schema). 

Key Points

According to Piaget's Cognitive Development Theory, accommodation is referred to: 

• modifying existing schemas to make sense of new experiences.
• altering existing ideas or schemas as a result of new experiences.
• adjusting to new ways of thinking and behaving by making modifications in one's existing cognitive structures.

Therefore, it becomes clear that accommodation occurs when the children modify their schemas to make sense of new experiences.

Additional Information 

• Schema: Schema is already existing mental models in the mind to represent anything. It is a building block of knowledge and is also called a room or packet of information in our minds.
• Assimilation: It is the addition of a new concept or experience into an existing schema. For example, the baby's sucking of the thumb is an initial schema.
• Equilibrium: The cognitive stability or balance arrived by the processes of assimilation and accommodation is the equilibrium obtained.  Equilibration is the balancing act between ‘old’ and ‘new’ perceptions and experiences.

Jean Piaget's theory of cognitive development suggests that children grow and move through four different stages of intellectual development. Four stages of Piaget's cognitive development theory:

• Sensory-motor stage ( Birth to 2 years)
• Pr-operational stage ( 2 years to 7 years)
• Concrete operational stage (7 years) to 11 years)
• Formal operational stage ( 11 years +)

Key Points 

• According to Jean Piaget's theory, the reason for the above-mentioned phenomenon is that the child is yet to master hierarchical classification.
• It is the process of organizing things in groups by comparing on the basis of similarities and differences.
• Preoperational children cannot organize objects on the basis of classes and subclasses by differentiating them on the basis of their similarities and differences. They fail the class inclusion problem of Piaget.
• For example, If children are shown 12 pencils, 4 of which are red and 8 are yellow and when asked “if there are more yellow pencils or total pencils?” they respond “more yellow pencils” completely failing to realize that both yellow and red pencils are under the category of pencils.

Hence, it is clear that according to Jean Piaget's theory, the reason for the above-mentioned phenomenon is that the child is yet to master hierarchical classification. 

Additional Information

• Seriation: It is the ability to order items along a particular dimension such as length or weight. For instance, arranging pencils from shortest to longest
• Transitive inference: It is the process of finding unknown relationships between objects by using multiple previous information. If stick A is longer than stick B and stick B is longer than stick C, children can draw the mental inference that stick A is longer than stick C.
• We think either in words or mental images. The thought we “hear” in our mind in the form of statements or words is known as propositional thought.

There are many theories in psychology that are related to different schools of psychology such as cognitive, humanistic, behavioristic, etc. These theories are propounded by eminent psychologists to provide a framework to understand different aspects of human behavior.

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

Important Points

• From the above-mentioned information, it is clear that the teaching-learning process is based on Lev Vygotsky's Socio-cultural Theory.
• According to Vygotsky, social interaction is the primary cause of learners' development as his theory emphasizes that children learn through interaction and collaboration with skilled peers and knowledgeable people.

Key Points 

Lev Vygotsky emphasizes the importance of more skilled peers to support and guide the other students by introducing three concepts which are as follows:

Hence, we can conclude that the teaching-learning process is based on Lev Vygotsky's Socio-cultural Theory.

Additional Information

• Lawrence Kohlberg's development theory: Lawrence Kohlberg, an American psychologist, has propounded the 'Theory of Moral Development'. He has made a systematic study of moral development in his theory that is categorized into 3 levels and 6 stages.
• Jean Piaget's cognitive development theory: Jean Piaget, a Swiss psychologist, has made a systematic study of cognitive development in his theory that is categorized into four stages.
• Howard Gardener's multiple intelligence theory: The Theory of Multiple Intelligence which consists of eight different kinds of intelligence is propounded by an American psychologist 'Howard Gardner'.

A curriculum is all of the experiences that individual learners have in a program of education whose purpose is to achieve broad goals and related specific objectives.

• Progressive education refers to the education that values experiential learning. It focuses on learning by doing, hands-on experiences, critical thinking, problem-solving, etc.

Key Points

• Curricular goals in progressive education emphasize critical thinking as progressive education focused on developing critical thinking and problem-solving skills among the learners by enabling them to think or analyze the concepts beyond traditional ways.
• Critical thinking is a skill that focuses on the analysis, evaluation and synthesizing of various available facts through experience, reflection, reasoning, communication, and arguments that allow us to make the best decision that could be possible.
• As progressive education gives opportunities to the children to think critically and analyze, the children observe their surroundings i.e., their family, community, and society, and think upon the evils of society i.e., biases regarding gender, caste, religion, etc.

Hence, it is clear that curricular goals in progressive education emphasize critical thinking.

Howard Gardner, an American psychologist, proposed the Theory of Multiple Intelligences. In his book ‘Frames of Mind’, he pointed out that he did not believe there was "one form of cognition which cuts across all human thinking." There are multiple intelligences with autonomous intelligence capacities. " So, intelligence cannot be viewed as a single entity.

• Gardner initially proposed eight types of intelligence, which later on he increased to nine. Thus, Gardner views each individual as a unique combination of various intelligences; hence, we cannot say that one is more intelligent and another is less intelligent.

Key Points

According to Howard Gardener's theory of multiple intelligence, intrapersonal intelligence refers to the ability to discriminate complex inner feelings and to use them to guide one's own behavior, as "intrapersonal intelligence" refers to the

• capacity to understand one's own feelings, fears, and desires.
• ability to understand oneself, including motivation and emotions.
• One has the potential to plan, regulate, and manage one's own life effectively.

Hence, it could be concluded that, according to Howard Gardener's theory of multiple intelligence, intrapersonal intelligence refers to the ability to discriminate complex inner feelings and to use them to guide one's own behavior.

Additional Information 

The nine types of intelligence, as given by Gardner, are:

• Linguistic intelligence refers to the ability to use language. It is the capacity to use spoken and written words in a skilled way.
• Logical-mathematical intelligence is the ability to use logical reasoning and mathematical ability. Individuals high on this intelligence have good abstract reasoning, critical thinking, and are good at dealing with numbers.
• Musical intelligence is the ability to use rhythms, sounds, and patterns to create, compose, and perform music. It involves sensitivity to music and the ability to recognise and manipulate musical patterns.
• Bodily-kinesthetic intelligence is the ability to use and control one’s body movements and actions. Dancers and sportspeople are usually high in such intelligence.
• Spatial intelligence is the capacity to perceive, understand, and use spatial and visual information effectively. Such people are good at spatial orientation and forming visual images and patterns.
• Interpersonal intelligence refers to the ability to understand others and social interactions. They can understand the emotions and perspectives of others and relate well to others.
• Intrapersonal intelligence is the ability to understand oneself and know one’s thoughts, emotions, feelings, motives, and desires and how these influence one's behavior.
• Naturalistic intelligence is the ability to recognise and understand the various patterns in nature. It includes sensitivity to nature with all its features, including flora, fauna, and all biodiversity.
• Existential Intelligence: Gardner added existential intelligence as the ninth intelligence, which refers to the sensitivity and capacity to tackle deep questions beyond sensory data and about human existence. It concerns the "big picture" in life and the ultimate truth of life. Cosmologists and philosophers are high on this aspect of intelligence.

Language teaching refers to a process whereby a child gains communicative comprehension or fluency over a language. It involves practice by learners where facilitation is provided by a teacher.

• Language development is a process that starts early in life by which children begin to understand and express feelings through languages.

Key Points

• For effective language development, it is very important to create a print-rich environment in the classroom as it refers to the classroom environment in which different forms of print such as labels, instructions, pictures, etc. are used as teaching aids.
• A conducive environment such as a print riched and linguistically riched environment plays a meaningful role in language development as they consist of context-based relevant material for children such as pictures, rhymes, etc, and provide visual cues to learners which are required to complete a language task.
• These context-based printed materials are very helpful in literacy and language development as they allow children to talk about things and people.

Hence, we conclude that it is very important to create a print-rich environment in the classroom as a conducive environment plays a meaningful role in language. So, Both (A) and (R) are true and (R) is the correct explanation of (A).

Gender is the primary category that comes to our minds when we attempt to imagine any social/cultural life. We organize the world in terms of gender- the work people do, the clothes they wear, their behavior, their social groups, their tastes, and likes and dislikes.

Key Points

• The word gender is used as a conceptual category. This refers to traits and behaviors that a particular culture deems appropriate for men and women.
• So in a society, there are different roles that men and women undertake. For instance, men become breadwinners for the family and women become the nurturers.
• Men are associated with aggressive and powerful roles like the head of the state, or in the military. Contrary to this, women are assigned roles of taking care of young children or the sick.
• Sex refers to the biological and physiological differences between male and female bodies, while gender refers to everything else that goes into making us “men” and “women” – social and cultural processes, economic and political structures.
• While our biological birth defines us as a man or a woman, society has differentiated the roles based on genders. Many people have broken this belief and taken up roles in society that have conventionally been reserved for the other gender.

Thus, it is concluded that the term sex refers to biological differences whereas gender refers to traits and behaviors that a particular culture deems appropriate for men and women.

The multilingual approach of education refers to the approach in which learners can interact in their own language and can be a mix of words from more than one language.

Key Points 

• A multilingual class is a class where different languages of culturally different learners are respected. It connects various communities together.
• It helps learners to know about the different cultures. It creates a democratic environment for the learners to learn freely without hesitation.
• Learners are allowed to communicate in a language which they are comfortable to speak.
• It is mainly helpful in countering the ill-effect of losing one's own language as the multilingual approach aims at making use of the languages of learners for teaching-learning.
• Communicating in own language increases the better innate understanding of how language works. It enhances creativity, divergent thinking, and appreciation of local languages.

Hence, it is clear that 'teachers should respect all languages and encourage students to communicate in a language which they are comfortable to speak' will be the most appropriate statement for a multicultural/multilingual classroom.

Standardized tests are constructed by test construction specialists, usually with the assistance of curriculum experts, teachers, and school administrators for the purpose of determining a student's level of performance relative to the performance of other students of similar age and grade. 

Key Points

• Standardized tests are designed, administered, and scored in a standard or consistent manner.
• This test is based on rigid structures of evaluation as it is prepared in a manner that grades are given in the same manner to all the students.
• The same answer which is correct for one must be correct for other students also.
• They are concerned with the whole field of knowledge or ability tested. These tests are made by experts to compare the achievement of individual groups.
• It refers to the test that is composed of multiple-choice and true-false questions and can be administered on a large population at once.
• It is a reliable test that is used to measure students' achievement, personality, intelligence, capabilities, knowledge, cognitive skills, aptitude, etc.

Hence, standardized tests of assessment are based on rigid structures of evaluation.

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

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

Key Points

Formative Assessment (Assessment for Learning) :

• It is also known as Assessment for Learning, used to evaluate student learning progress and achievement.
• It helps teachers to identify problem-facing areas and to understand the learning needs of students to ensure their academic growth.
• It is considered an Informal Method of assessment as it can be conducted at any time or during teaching also.
• Regular documentation of children's conceptual progress is a suitable method for the purpose of 'assessment for learning' as the goal is to collect detailed information like strengths, weaknesses, knowledge, skills, etc., and then plan the next lesson in a way to improve the performance of the students.

Hence, regular documentation of children's conceptual progress is a suitable method for the purpose of 'assessment for learning'.

Additional Information 

Summative Assessment (Assessment of Learning):  

• It evaluates student learning by comparing it against some standard or level.
• It ‘Sums-up’ how much a student has learned over a period of time.
• The main objective is to rank, grade, classify and compare students periodically that indicate their level of performance.
• It is considered a Formal method of Assessment as it is conducted at a specific time.
• Example: Mid-term Exams, unit tests, final projects, semester exams, etc.

Assessment as Learning:

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

Understanding the learning process is one of the most important areas of study in educational psychology. The process of learning continues throughout life. There are various learning processes through which we acquire beliefs, attitudes, and skills.

Important Points

• In the context of the process of learning, the above-mentioned strategy helps in the development of cognitive skills.
• If the student describes the process of every mathematical problem, his mind gets trained and it helps to achieve a new developmental skill by practicing it.
• The students came to know the process of doing something. It leads to both conceptual and procedural knowledge in the mind of students rather than rote memorization.

Hence, it is clear that in the context of the process of learning, the above-mentioned strategy helps in the development of cognitive skills.

Inclusive Education means education for all children in school as It refers to the inclusion of all children in the education system, regardless of their differences and disabilities.

Key Points

Inclusive Education maintains appropriate standards of learning for all exceptional students. Exceptional students refer to deviated students as they are the ones:

• who deviate significantly from the normal children in respect to social, mental, physical, and emotional characteristics.
• who show deviations falling far above or extremely below from the average which limits their participation in normal activities.
• Exceptional students include children who are gifted, backward, creative, learning disabled, intellectually challenged, etc.

Important Points

• In inclusive schools or classrooms, teachers create diverse and meaningful learning experiences by maintaining appropriate standards of learning for students with giftedness, autism, learning disorder, and intellectually challenged as inclusive school values the diversity, each child brings to the classroom and facilitates all with equal opportunities to learn and grow.
• In inclusive schools, learning difficulties are seen as a need to reform the curriculum and teaching and learning processes and there is a common curriculum for all students.
• Inclusive education improves the quality and makes provisions of education for all. It welcomes and celebrates diversity. Highlights the learning potential of each student to be discovered and stimulated.
• It provides a provision to include disabled children along with normal children in a regular classroom environment. It accommodates all children regardless of their physical, intellectual, social, emotional, linguistic, or other conditions.

Hence, it could be concluded that (i), (ii), (iii) and (iv) is the correct answer.

Additional Information

• Giftedness is a characteristic  of children t hat refers to performing a task extraordinarily when compared with others of their age.
• Autism Spectrum Disorder (ASD is a developmental disorder that impairs the communication, self-regulation, and social interaction skills of an individual.
• Learning disorder refers to a neurological disorder that causes cognitive impairment. Dyslexia, dysgraphia, dyscalculia, etc. are the most common learning disorders.
• Intellectually challenged are those whose normal intellectual growth is arrested before birth, during the birth process, or in the early years of development.

Learning disabilities are diagnosed particularly when children start going to school and are engaged in academic activities with other children in the school. It may be caused due to premature birth, low birth weight, and malnutrition.

• The differently-abled children feel difficulty in performing the basic processes required in understanding or using language, spoken or written. It may be seen as the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

Key Points

Dyslexia: 

• Dyslexia is a condition in which a child frequently omits substitutes or reverses the letters and words while reading.
• Dyslexia is generally categorized as a spectrum of learning disorders that affect the ability to speak, read, write, and pronouncing words. The children might read some words wrong and may be unable to read at all.
• It includes reading skills like reading comprehension, word recognition, oral reading skills, and even impairment in skills that require reading.
• When they face difficulty in reading, they can not spell the words properly and are unable to write them accurately as well.
• Children can get confused between similar words, sounds of alphabets, and the same shapes of letters.
• Also, they will have problems in interpreting and understanding the letters and words. For example, the students can get confused between "69" and "96", and also they may read "saw" as "was".

Hence, it could be concluded that a condition in which a child frequently omits substitutes or reverses the letters and words while reading is called dyslexia.

Additional Information

• Autism Spectrum Disorder (ASD) is a developmental disorder that impairs the communication, self-regulation, and social interaction skills of an individual.
• Attended Deficit Hyperactivity Disorder, also known as ADHD is a disorder that leads to hyperactivity and impulsivity in a child's behavior.
• Learned helplessness refers to the expectation, based on previous experience, that one’s actions cannot possibly lead to success.

Creativity is the ability possessed by people who are creative, persistent, and imaginative. It is goal-directed thinking which is unusual, novel, and useful and includes brainstorming and out-of-the-box thinking in it.

Key Points

Creative children: 

• Bindu is very enthusiastic to do projects on her own and she comes up with original and divergent solutions. These are characteristics of creativity as creative children are those who have cognitive ability to produce something original by offering a fresh perspective.
• Creative children are those who show high-performance capability in several areas such as artistic and creative work, leadership quality, keen power of observation, etc.
• These children have divergent thinking and are very curious in nature that's why sometimes the classroom seems monotonous to them because they grab things fastly than of their age-peers.

Trait (ability) of a creative child:

• Enthusiastic
• Abstracting ability
• Divergent thinker
• Fluency & Flexibility
• Originality & Novelty
• Independencey in thought

Hence, it could be concluded that if Bindu is very enthusiastic to do projects on her own and she comes up with original and divergent solutions, these are characteristics of creativity.

Additional Information 

• Egocentrism refers to the child's inability to infer the perspective of other people or to see a situation from others' points of view.
• Extrinsic motivation refers to the behavior which is guided by external rewards and fear of punishment.

Characteristics of Creative Children:

• Perceive relation between impossible things.
• Curious, extrovert, and ambitious in nature.
• Think quickly and solve problems in a novel way.
• Convert imaginative and original ideas into reality.
• Try new things and risk failure in executing innovative ideas.

Students come to the classroom with a range of abilities, experiences, and backgrounds.

Some students will have special needs and disabilities, while others will have additional learning needs and/or elements of educational disadvantage which are not formally recognized.

• In the teaching-learning process, partially sighted learners suffer from an issue with sight or vision but when they are facilitated with the right training and tools, they develop a good literacy ability.

Key Points

Set of learning materials suitable for students who are partially sighted include:

• Use of large-print books.
• Use of a lot of touches and feel materials.
• Use of three-dimensional maps and charts.
• Use of software that converts text to speech.
• Give verbal clues to create opportunities to imagine.
• Introduce tactile materials such as felt books and felt boards.
• Speak clearly, explicitly, and loudly with appropriate pauses and reiterations.
• Provide learning with the help of auditory systems such as an audio CD of the textbook, radio, etc.
• Use a braille system to make them read-write as its raised dots will help the child to study the words through the pattern.

Hint 

• A teacher should not use small-print worksheets for partially sighted learners as it will not cater to their needs and could lead to low self-esteem and feeling of failure in them.

Hence, it could be concluded that (i), (ii), and (iv) are correct in the context of the question.

Learning is a comprehensive process that refers to a change in behavior, knowledge, and skill as a result of practice and experience.

• Learning is an active process that takes into account the information children learn outside of school.

Key Points

Effective strategies to support children's learning in the classroom:

Helping students develop concept maps: 

• Concepts maps include graphical and diagrammatical representations to illustrate the meaningful acquisition of various sub-topics of a concept.
• It helps the learners to draw an outline of the topic/concept or briefly explain the concept or to link any two concepts of any subject by summarizing it.

Teaching students the use of mnemonics and chunking:

• Mnemonics is a method or technique of enhancing memory. Chunking is the process of remembering a large number in a group of smaller numbers that are easy to remember.
• For example, it helps children memorize phone numbers by dividing 10 digits of phone numbers into 3 - 4 smaller units and then the remainder.

Encouraging children to sit and learn with peers:

• Peer relations are those which a child makes outside of his family such as friends and classmates. If the peer group of the child is motivated then the child will also display interest in learning.
• When children sit and learn with peers in a group, the bright children who have gained mastery over some concepts in a subject may act as tutors and teach the other children in the group.

Hence, it is clear that asking students to passively copy the solution of question is NOT an effective strategy to support children's learning in the classroom rather it will hinder learning by making leaner a passive recipient of knowledge.

Knowledge is often considered synonymous with terms like familiarity, understanding, wisdom, education, awareness, etc. Knowledge can be expressed in the form of data, scientific formulae, product specifications, manuals, universal principles, and so forth.

• There are two broad categories, conceptual knowledge, and procedural knowledge, in which we can divide mathematical knowledge. In order to make sense of these categories, we need to understand concepts and use of procedures, or algorithms that we come across as we do mathematics.

Key Points

• Procedural knowledge: We need procedural knowledge for making use of concepts. It relates to knowing the procedure for doing a certain task.
• For example, when we add 2 two-digit numbers, we must start from the unit’s column; carryover if the total is more than 9; then add the second column; finally use the hundred’s column in case the total exceeds 9.
• For being able to learn this task first of all we need to observe that steps need to be carried out in the order they have been specified. However, for remembering the steps it is necessary that the learner understands the logic behind each step and the concept behind that step.
• For example, if the learner is not comfortable with the concept of place value, she will find it difficult to appreciate the importance of the step of ‘carrying’.
• "What is the method of adding 3 - digit numbers?" - is related to procedural knowledge as the student can describe the method of addition of 3 digit numbers only if, he knows the procedure and steps of how to do that sum.
• example: 213

             +423

               636

Hence, we can conclude that "What is the method of adding 3 - digit numbers?" - is related to procedural knowledge.

Additional Information

• Conceptual knowledge relates to the formation and development of concepts (abstract ideas) in the mind of the learner. Concepts are results of observation of different situations which allow us to recognize patterns (underlying similarities) in those situations.

National Education Policy 2020 is the first education policy of the 21^st century and aims to address the many growing developmental imperatives of our country. The development of the creative potential of each student is emphasized in the National Education Policy 2020.

**Key PointsNational Education Policy 2020 proposes that education should:**​

• be aligned with the aspirational goals of the 21^st century.
• develop good human beings capable of rational thought and action.​
• be inquiry-driven, discovery-oriented, learner-centered, discussion-based, flexible, and, of course, enjoyable.
• focus on problem-solving, critical thinking, scientific temper, and creative imagination, with sound ethical moorings and values.
• adopt experiential learning including hands-on learning, arts-integrated and sports-integrated education, story-telling-based pedagogy, etc.

Hint 

• NEP 2020 does not focus on drills and practice and doesn't promote textbook and teacher-centric education and learning for exams rather NEP 2020 emphasizes learning by real-life experience.

Hence, we can conclude that National Education Policy 2020 proposes that education should be inquiry-driven and discovery-oriented.

Learning is a comprehensive process that refers to a change in behavior, knowledge, and skill as a result of practice and experience.

• Meaningful learning refers to the process of acquiring information actively and properly with complete understanding.
• It takes place only when learners are actively engaged in tasks and activities.

Key Points

• Learning is an active process that takes into account the information children learn outside and inside of school.
• The process of meaningful learning needs to be mediated by the personal philosophy and perspective of the learner.
• Meaningful learning occurs when the learners actively interact in meaningful ways with the world around them.
• Encouraging multiple ways of working on a problem outside and inside of school will also result in the facilitation of meaningful learning.

Hence, "learning is an active process that takes into account the information children learn outside of school" is the statement that best defines meaningful learning.

​Problem-solving is the process of finding permanent solutions to a particular problem. This process begins with defining the problem correctly and identifying all the possible root causes that can create the problem.

• Eliminating the root cause which is non-effective for a particular problem. Simulating various scenarios to realize problem generation and finally working out a permanent solution to eliminate the root cause is the step to solve a problem.

Key Points

• In the context of problem-solving, getting stuck on one way of representing a problem is called a response set.
• Response set comes when the solver relies heavily on the rule of thumb or common sense rather than making efforts to look for the best solution.
• A response set is a human tendency to answer questions in ways that are the most complimentary, or flattering, to the respondent rather than telling the absolute truth.
• Good problem solvers tend to have a lack of response set as they will think divergently and try to analyze every possible outcome of the given problem before responding or solving a problem.

Hence, in the context of problem-solving, getting stuck on one way of representing a problem is called a response set.

Hint

• In verbalization, students verbalize their thoughts while solving a problem. Students are first instructed on how to use a strategy and are asked to verbalize their thoughts as they solve problems.
• In the means-end analysis, a problem is solved by dividing the in into a number of sub-goals. It is an example of an effective problem-solving strategy.
• Analogical thinking or argument by analogy can be defined as a specific way of thinking, based on the idea that because two or more things are similar in some respects, they are probably also similar in some further respect.

Approaches to learning describe and explain the conditions under which learning does and does not take place. This movement is towards theorizing the process of learning. It attempts to provide a definite coherence to one particular subset of experimental findings in the field of learning.

Key Points

• Constructivistic/Constructivism is centered on the idea that human knowledge and learning are actively constructed by the teacher, not passively received from the environment.
• Knowledge is always someone's knowledge. It is created or constructed by the experiencing individual.
• The learner is not a passive entity but an active cognizing subject. He\she plays an important role in the learning and development of knowledge.
• Learners have to construct knowledge themselves or by working in small groups in which the teacher facilitates each group.
• Knowledge is not passively received or absorbed by the learner but actively built by him\her. What more this implies is that knowledge cannot be transmitted from one learner to another.

Thus, it is concluded that the Constructivistic approach is being followed in the classroom.

Hint 

• The behaviouristic approach to learning emphasizes that behavior begins with reflexes, i.e., natural responses, and new behavior results from the acquisition of new bonds of stimulus and response through experiences.
• Psychoanalytic (or Freudian psychology) is a body of ideas developed by Austrian neurologist Sigmund Freud. The Psychoanalytic Method includes three main components namely id, ego, and superego.
• In expository teaching, the input is directly provided by the teacher who communicates the new information or process. In this approach, the teacher communicates maximum information to the students in minimum time.

Problem-solving is an important part of thinking processes. In general, a problem is any kind of conflict or difference between one situation and another that one wishes to produce, that which is the goal. 

• Problem-solving can be done either with or without insight and utilizes analytical, synthetic thinking along with metacognition.
• An individual uses various kinds of methods or strategies to solve problems.
• Some strategies when used take a long time but definitely give an answer. On the other hand, there are some other strategies that take lesser time but do not always guarantee success.

Key Points

• The problem-solving strategy in which one begins from the goal and moves back sequentially to figure out the solution is called working backward strategy.
• With the backward search heuristic, the problem solver starts at the goal state. Sometimes it is useful to start at the goal state of a problem and attempt to work backward to the initial state.
• In solving a paper-pencil maze, it may be easier to see the correct path by starting at the end. Working backward can be a very useful heuristic, particularly for problems that contain a uniquely specified goal state.
• For example, a backward search would be ideal for a maze with many paths out of the beginning point yet only one path leading form the goal.
• The reason working backward helps lies in the subgoals that one begins to see Stages of Problem Solving by starting with the final goal.
• Once the problem solver can envision a string of subgoals projecting backward from the goal state, then going about solving the subgoals in a forward direction can be readily accomplished.

Additional Information

• Analogy: In analogy, a solution to an earlier problem is used in order to help with an original problem. The current problem is solved on the basis of past experience of solving similar problems.
• Algorithm: It is a procedure of steps that does guarantee a solution if one follows the steps correctly. The rules of multiplication constitute an algorithm because a correct answer is guaranteed if one follows the rules.
• Mnemonics: These are like tools or technique that helps to remember or retain certain amount of fact or data in the human memory.

All learners make mistakes. As someone has said: "You can't learn without goofing". Whether you are learning how to ride a bicycle, how to fly a kite or learn a language, everyone does make mistakes.

Key Points

• An error is an incorrect form and a sure indication that the learner has not mastered the core of the selective topic in a learning process.
• When children make errors, the teacher should have discussions with the child to gain an understanding about the child's thinking.
• Understanding the errors made by learners is important for a teacher as it will help her to understand the learners' thought processes since they are a window to children's thinking.
• Errors are necessary for the learning process to give insight into children's thinking. It helps the teacher to be aware of learners' learning styles and to cater to them according to their needs.
• Making such an error cannot be just due to negligence and carelessness. It may be so that students are thinking about it in a different manner other than what is the right process.
• To understand this, a teacher should analyze what mistake the students are doing, how the mistake is generated, and where exactly they tend to make mistakes.​

Hence, we can conclude that when children make errors, the teacher should have discussions with the child to gain an understanding about the child's thinking.

Motivation encourages a learner to work in a specific direction to achieve a particular goal. It helps in channelizing the focus of the student to achieve the target.

• There are many methods of motivating the learners which can either be categorized into extrinsic or intrinsic types of motivation.
• Extrinsic motivation refers to the performance of an activity in order to attain an outcome and comes from outside of the individual.
• Intrinsic motivation refers to motivation that is driven by an interest in the task itself and exists within the individual.

Key Points

• A teacher can encourage her students to remain intrinsically motivated for learning by supporting them in setting individual mastery goals for themselves and as per their interests.
• Setting individual goals give primacy to children's understanding, experiences, and needs and will provide ample opportunities to the children to foster their own strategy of learning.
• Intrinsic motivation is the drive to achieve something in life that satisfies one’s needs and when children work at their own pace to achieve their individual goals they develop their fullest potential.

Hence, a teacher can encourage her students to remain intrinsically motivated for learning by supporting them in setting individual mastery goals for themselves and as per their interests.

Hint

• Giving rewards is related to extrinsic motivation.
• Inducing anxiety and fear and giving competitive tests could lead to low self-esteem and anxiety in low achievers.

Metacognition refers to an individual's awareness of his/her cognition and knowledge.

Key Points

• It refers to the knowledge about one's own cognitive processes and the way they function.
• It involves self-awareness and control of cognitive abilities, e.g., planning, reviewing and revising, etc.
• It refers to a student's ability to plan, monitor, evaluate and modify their own learning.
• It deals with the individual's awareness of the self as a knower and processor of information.
• It pertains to the student’s capability of setting goals for learning, estimating the success with which the goals are being met, and selecting alternative strategies to meet the goals.

Hence, it becomes clear that a student's ability to plan, monitor, evaluate and modify her own learning is known as metacognition.

Additional Information

Characteristics of Metacognition:

• Relatively independent of age - age doesn't influence it.
• Late developing - mostly in the last stage of development.
• Largely procedural and subconscious processes - need active regulation.

Given:

The numbers are written from 1 to 200.

Chang jumps on every 7^th number.

Sneha jumps on every 5^th number.

Salim jumps on every 4^th number.

Calculation:

Chang is on 83 and he jumps on every 7^th number. He will jump on 83, 90, 97, 104, 111, 118, 125, 132, 139, 146, 153, 160, 167, 174, 181, 188, 195.

Sneha is on 94 and she jumps on every 5^th number. She will jump on 94, 99, 104, 109, 114, 119, 124, 129, 134, 139, 144, 149, 154, 159, 164, 169, 174, 179, 184, 189, 194, 199.

Salim is on 106 and he jumps on every 4^th number. He will jumps on 106, 110, 114, 118, 122, 126, 130, 134, 138, 142, 146, 150, 154, 158, 162, 166, 170, 174, 178, 182, 186, 190, 194, 198.

Here, the number 174 is common where everyone will jump.

∴​ The common number on which all of them jump will be 174.

Shortcut Trick Given Fraction = 2/7

Total Students = 7 units

Girls = 2 units

Boys = 7 - 2 = 5 units

Also Given, there are 111 more boys than girls

According to the fraction, 

More Number = 5 - 2 = 3 units

3 units = 111

1 unit = 37

Number of boys = 5 units = 5 × 37 = 185

Given:

Total number of girls = 2/7 of total students

The total number of boys is 111 more than girls.

Calculation:

Suppose, the total number of girls in the school auditorium = x

Then, total number of boys in the school auditorium = (x + 111)

Total students in the school auditorium = x + (x + 111) = 2x + 111

Therefore, x = 2/7 × (2x + 111)

⇒ x = (4x + 222)/7

⇒ 7x = 4x + 222

⇒ 7x - 4x = 222

⇒ 3x = 222

⇒ x = 222/3 = 74

Total number of boys = 74 + 111 = 185

∴ Total of 185 boys are there in the school auditorium.

Given:

The given number = 97

Calculation:

Ones = 1

Total number of ones = 97/1 = 97

∴ The number of ones there in the number 97 is 97.

Shortcut Trick
Divisor = 2 × 6 = 12
Quotient = 12 ÷ 6 = 2
Number = (12 × 2) + 6 = 30
∴ The correct answer is 30.

Alternate Method
Given:
Remainder = 6
Divisor = 6 × Quotient
Divisor = 2 × Remainder
Formula Used:
Dividend = (Divisor × Quotient) + Remainder
Calculations:
⇒ Divisor = 2 × 6 = 12
⇒ 12 = 6 × Quotient
⇒ Quotient = 12 ÷ 6 = 2
⇒ Dividend = (12 × 2) + 6
⇒ Dividend = 24 + 6 = 30
∴ The correct answer is 30.

Additional Information
Division Algorithm
The foundational rule of division states that Dividend = (Divisor × Quotient) + Remainder.
Condition for Remainder
In any valid division operation, the remainder must always be strictly less than the divisor (0 ≤ Remainder < Divisor).
Divisibility Rules
Rules to check if a number is divisible by another without performing the actual division operation. For example, a number is completely divisible by 3 if the sum of its digits is divisible by 3.

Calculation:

The smallest 4 digit number = 1000

The largest 2 digit number = 99

Difference = 1000 - 99 = 901

Given:

There is a price list of six vegetables given on the table.

Price of amla = ₹ 120/kg

Price of brinjal = ₹ 60/kg

Price of lady finger = ₹ 45/kg

Price of potato = ₹ 38/kg

Price of tomato = ₹ 42/kg

Price of onion = ₹ 22/kg

Calculation:

Price of 250 g amla = Price of 0.25 kg amla = ₹ 120 × 0.25 = ₹ 30

Price of 3/4 kg brinjal = ₹ 60 × 3/4 = ₹ 45

Price of 1 kg lady finger = ₹ 45 × 1 = ₹ 45

Price of \(2 \frac {1}{2}\) kg potato = Price of 2.5 kg potato = ₹ 38 × 2.5 = ₹ 95

Price of \(1\frac{1}{2}\) kg tomato = Price of 1.5 kg tomato = ₹ 42 × 1.5 = ₹ 63

Price of \(1\frac{1}{2}\) kg onion = Price of 1.5 kg onion = ₹ 22 × 1.5 = ₹ 33

Total price of vegetables = 30 + 45 + 45 + 95 + 63 + 33 = ₹ 311

Ramu gave ₹ 400 to the shopkeeper.

The shopkeeper will return = 400 - 311 = ₹ 89

∴​ Ramu will get back ₹ 89.

Given:

There are four words in the given options ZOOM, SWIMS, HOW, and SIX.

Calculation:

Half turn means to turn 180º of an object.

Here, the 'SWIMS' word will be the same after half turn.

The word 'SWIMS' will read exactly the same on half a turn.

Given:

The height of the world's tallest building = 828 m

The number of Jagath's classrooms can cover the height of the world's tallest building horizontally = 120

Calculation:

According to the question, the height of Jagath's classroom × 120 = 828

Suppose, the height of Jagath's classroom = x

Therefore, x × 120 = 828

⇒ x = 828/120 = 6.9 m

∴ The height of Jagath's classroom is 6.9 meters.

Given:

Rita's longest jump = 3 m 40 cm

Formula used:

1 m = 100 cm

Calculation:

Rita's longest jump = 3 m 40 cm = (3 × 100) + 40 = 340 cm

Tanu's  jump is 20 cm less than Rita's.

Then, Tanu's jump = 340 - 20 = 320 cm

Rihana's jump is only 5 cm less than Tanu's jump.

Rihana's jump = 320 - 5 = 315 cm

Difference between Rita's jump and Rihana's jump = 340 - 315 = 25 cm

∴​ Rihana could not secure the first rank for 25 cm.

Given:

Each side of the square = 2 cm

Length of the rectangle = 8 cm

Breadth of the rectangle = 6 cm

Formula used:

Area of a square = s²

Where, s = Each side of the square.

Area of the rectangle = l × b

Where, l = Length of the rectangle

b = Breadth of the rectangle

Calculation:

Each side of the square = 2 cm

Area of the square = 2² = 4 cm²

Length of the rectangle = 8 cm

Breadth of the rectangle = 6 cm

Area of the rectangle = 8 × 6 = 48 cm²

Total number of square required = 48/4 = 12

∴ Total number of 12 squares are needed to make the rectangle.

Concept used:

1 meter = 100 cm 

Calculation:

Three-fourth of a meter = (3/4) × 100 cm

⇒ 75 cm

Given:

Rinku's speed = 6 km/h

Time is taken to reach school from home = 13 minutes

Formula used:

Distance = Speed × Time

1 km = 1000 m

1 hour = 60 minutes

Calculation:

Rinku's speed = 6 km/h

= 6 × (1000/60) meter/minutes

= 100 meter/minutes

Distance between school and home = 100 × 13 = 1300 m

∴ The distance between Rinku's school and home is 1300 m

Solution:

2 = 2

2 - 2 = 0 

2 - 2 + 2 = 2

2 - 2 + 2 - 2 = 0

From this observation, we come to know that, Result will be 0 when n is even

The result will be 2 when n is odd

∴ The correct answer is 0 when n is even

Given:

The total amount of lemon drinks contain in bucket = 20 litres

The total amount of lemon drinks contain in a small glass = 250 ml

The total amount of lemon drinks contain in a large glass = 400 ml

Formula used:

1 litre = 1000 ml

Calculation:

Total amount of lemon drinks contain by bucket = 20 litres = (20 × 1000) ml = 20000 ml

Aneesh has sold 45 small glasses.

The total amount of lemon drinks contain in a small glass = 250 ml

Total amount sold in small glasses = (45 × 250) = 11250 ml

He has sold 21 large glasses.

The total amount of lemon drinks contain in a large glass = 400 ml

Total amount sold in large glasses = (21 × 400) ml = 8400 ml

Total amount of lemon drinks sold = (11250 + 8400) ml = 19650 ml

The remaining amount of lemon drinks = (20000 - 19650) ml = 350 ml

∴​ The total amount of 350 ml lemon drink has been left in the bucket.

Shortcut Trick

Ratio of Manisha's age (6 years ago : 10 years after) = 1 : 5

Total time gap = 6 + 10 = 16 years

Difference in ratio parts = 5 − 1 = 4 units

4 units = 16 years ⇒ 1 unit = 4 years

Present age = (Age 6 years ago) + 6 = (1 × 4) + 6 = 10 years

∴ The correct answer is 10 years.

Alternate Method

Given:

Age after 10 years = 5 × (Age 6 years ago)

Formula Used:

Age (Future) = Present Age + Time | Age (Past) = Present Age − Time

 6 years ago (x − 6) Present x 10 years hence (x + 10)  Gap = 16 years

Let the present age of Manisha be x years.

⇒ Age 6 years ago = (x − 6) years

⇒ Age 10 years later = (x + 10) years

⇒ According to the question: (x + 10) = 5 × (x − 6)

⇒ x + 10 = 5x − 30

⇒ 5x − x = 30 + 10

⇒ 4x = 40

⇒ x = 40/4

⇒ x = 10 years

∴ The correct answer is 10 years.

Additional Information

Constant Age Difference

The difference between the ages of two people remains constant throughout their lives, regardless of the years passed.

Ratio Balancing

If ratios for different years are given, equate the difference between ratio parts to the actual time gap in years.

Linear Equations in Ages

Always define the variable as the 'Present Age' to simplify the transition between past and future calculations.

Jean Piaget believed that knowledge acquisition is a self constructive process. He believed that knowledge lies within the individual and it is not out there. He emphasized that children construct their knowledge from their surroundings.

 Key Points

• He suggested three areas or types of knowledge, (social, physical, and logico-mathematical) to development, and to theories of learning.
• It is argued that instruction can be more specific in some ways, as in the teaching of social knowledge, and in the structuring of cognitive processes that will eventually result in logical thinking.
• Numbers come under logico-mathematical knowledge as numbers are the relationships a child creates mentally and in the logico-mathematical realm, the child's knowledge is based on his own reasoning rather than on external sources.
• Piaget believed that social and physical knowledge is built from sources that are external to the child, but logico-mathematical knowledge is structured from the internal consistency of the system that the child has already built.
• For example, If I take out 10 cups and 10 saucers, there will be as many cups as saucers even if their spatial arrangement is changed.

Hint

• Physical Knowledge: This type of knowledge is also called empirical knowledge, it mainly deals with knowledge acquired through interaction with the world and through the perception of the objects.
• Social Knowledge: This is related to one's culture and can be acquired through interaction with their own community. The ultimate source of social knowledge is people and the child

can acquire it only from people.

Hence, from the above discussion, it is clear that numbers come under logico-mathematical knowledge as numbers are the relationships a child creates mentally is the correct answer in the context of the question.

Various methods of teaching are used for teaching mathematics. The teacher should not stick to one method but rather should change methods according to the needs of the students.

Key Points From the above-mentioned information, it could be interpreted that the Inductive Method is being used by the teacher.

• The inductive approach is based on the process of induction. It is a method of constructing a formula with the help of a sufficient number of concrete examples.
• Induction means to provide a universal truth by showing, that if it is true for a particular case.
• It starts from examples and reaches toward generalizations.
• Example: The child can be asked to measure, manipulate, and assess in order to deduce the law or a hypothesis using the same
• The inductive method proceeds from-
• Particular to general
• Known to unknown
• Simple to complex
• Example to formula

Additional Information

• Lecture Method - As the name says, it is a teacher-oriented method. The teacher speaks throughout the lesson and students listen passively. This method is better for introducing a lesson, best for the introduction of a topic that includes previous knowledge or facts.
• Play-way method - Play is the natural instinct of the children. With this method, children are well learned and they learn better in a free environment. It helps in the development of mutual cooperation and in obtaining better learning results.
• Deductive method: It is based on deduction. At first, the rules are given and then students are asked to apply these rules to solve more problems. It begins with general premises and through logical argument, comes to a specific conclusion.

Hence, from the above points, it can be concluded that the Inductive Method is being used by the teacher.

Technology has seen a wider scope in recent years. It has influenced each and every field including the medical, infrastructural as well as educational. 

• The teaching of mathematics must develop attitudes to think, reason, analyze, and articulate logically. The nature of mathematics highly influences the nature of the teaching-learning process in mathematics.

Key Points

• The use of technology makes learning mathematics an easy, interesting, and fun process. Like, GeoGebra is a mathematical software used to teach geometry through the web.
• So, the clever use of such technology and aids in mathematics can help the teacher in increasing the engagement of students in the teaching-learning process.
• Technology is not mathematics, it is simply a way of doing mathematics to make mathematical learning enlivening and effective.
• Using technology-based games involving factorization of numbers or formation of new shapes by joining 2D shapes, etc. enhances students' ability to understand the concepts better as they are able to explore, observe and infer at their own pace.

Hence, from the above points, we can conclude that technology is not mathematics, it is simply a way of doing mathematics is true about the use of technology in teaching and learning of mathematics.

Mathematics deals with data analysis, integration of various fields of knowledge, involves proofs, deductive and inductive reasoning, and generalizations.

• At the primary level, the teacher must focus on the development of the abilities to perform basic mathematical operations (addition, subtraction, multiplication, and division).

Key Points

• The purpose of asking the above two word problems is to make students able to understand the mathematical structure of addition and identify the use of the concept of addition in a variety of situations.
• Students should have a sense of counting and place value of numbers and the four fundamental rules of mathematics.
• The given problems should be related to the real-life world which should be aimed to provide real experiences to students.
• The teacher should make students familiar with the topic and should assess their topical understanding through various means.
• Mathematical operations like addition, subtraction, multiplication, division, and so on, should be used in the daily activities of students. The teacher should provide students with more opportunities to solve challenging problems of mathematics in a variety of situations.

Hence, it is clear that the purpose of asking the above two word problems is to make students able to understand the mathematical structure of addition and identify the use of the concept of addition in a variety of situations.

NCF-2005 is the national curriculum framework published in 2005, by the national council of education, research, and training (NCERT). It is an official document that states that the curriculum must be student-centric and beyond the textbooks.

Key Points

• 'National Curriculum Framework' 2005 envisions that the school mathematics takes place in a situation where students see mathematics as part of their life experiences and pose and solve meaningful problems.
• It also states that mathematics should be taught in a way that children learn to enjoy mathematics rather than fear it.
• The teacher should engage every student in the class so that everyone can learn mathematics and enrich them with examples of achievements and contributions of mathematicians from different regions and different social groups. It will arouse the interest of students in learning mathematics.​
• The curriculum should be designed to ensure that children could build a solid foundation in mathematics by connecting and applying mathematical concepts in a variety of ways and situations by connecting mathematical problems to real-world situations.
• The teaching of mathematics should be done in the way, in which a student learns the best i.e., following the child-centered approach by posing and solving meaningful problems.
• The teacher should provide students more opportunities to experience typical processes of mathematical activity like looking for patterns, making quizzes, puzzles, proving arguments, etc.​

Hence, from the above points, it becomes clear that 'National Curriculum Framework' 2005 envisions that the school mathematics takes place in a situation where students see mathematics as part of their life experiences and pose and solve meaningful problems.

Mathematics education helps learners to develop a certain way of thinking and reasoning. It is a subject matter of complex abstractions and mainly deals with patterns, shapes, sizes, figures, and data analysis.

• The teacher should use his teaching-learning strategies according to the children's level and must be flexible while using teaching methods to encourage the participation of children in the teaching-learning process.​

Key Points 

• A good mathematics teacher must use appropriate approaches as per the needs of learners, to make learning a joyful experience and also to make them comfortable in learning.
• Such as using the play way method in the form of puzzles and mathematical games i.e., playing with blocks, solving Sudoku, playing with Rubik's cubes, etc.
• Mathematical games and puzzles help in making connections between mathematics and everyday thinking and develop mathematical thinking and problem-solving skills in children.
• It enables children to develop a positive attitude towards mathematics. Mathematical games involve numbers and shapes to help the learners to internalize the fundamentals of mathematical concepts which facilitates and enhances their learning.

Hence, from the above points, it can be concluded that **statements

(i) and (ii)** are the correct answers in the content of the question.

Virtually all mathematics is based on pattern and structure. The power of mathematics lies in relations and transformations which give rise to patterns and generalizations. Abstracting patterns is the basis of structural knowledge, the goal of mathematics learning. 

Key Points

• A pattern is any regularity that might be spatial, logical, or numerical.
• The ability to recognize and create patterns helps us make predictions.
• Understanding patterns helps children learn complex operations of mathematics easily.
• Patterns are the foundation of our numeracy skills. Looking for a pattern is a strategy that can be used to solve problems.
• Patterns develop the basic concepts of algebra among learners. Rules and number sequences are there in algebra, which is also a pattern.
• If the child is stuck with some numerical algebraic problem take the child to the basics which include patterns of colors, patterns of numbers, patterns of shapes, and such other concrete stuff.
• In Primary classes, children need to build on their mathematical knowledge of experiences by constructing and recognizing patterns in a variety of situations.
• It promotes creativity amongst students and helps them to understand the properties of numbers and operations.​

​From the above points, we can conclude that 'Patterns' are an important mathematical concept at the primary level because patterns develop the basic concepts of algebra among learners.

Logical thinking is based on certain premises and if premises have mathematical nature, it can be said that mathematical logic is working. The study of mathematics provides meaningful understanding when understood through the use of reasoning. Logical Thinking is a continuous process of using one's reasoning consistently to conclude.

Key Points

• Mathematics includes the reasoning capability of an individual to make a rational conclusion on how to proceed.
• Mathematics improves the problem-solving skills of an individual.
• It demands abstract and concrete thinking.
• Logical thinking is not a genetic process but a learned process.
• Foundation of mathematics, to understand fraction knowledge of division is required and to use that knowledge efficiently is reasoning and logical thinking.
• To solve the above-mentioned question, student needs to think logically to arrive at the correct answer.

From the above points, it can be concluded that solving the above mathematical problem requires logical thinking.

Additional Information

• It is an example of a close-ended question.
• The data given in the question is sufficient to solve it.
• Such questions should be asked in class as such questions promote logical thinking.

Math journals, or problem solving notebooks as they are sometimes referred to, are books in which students are often asked to record their strategy and thought processes, as well as solutions. While students learn how to "do" math, they must also learn how to articulate what they are learning. It is important to provide many opportunities for students to organize and record their work without the structure of a worksheet. Math journals support students' learning because, in order to get their ideas on paper, children must organize, clarify, and reflect on their thinking.

Key Points

• In the teaching of mathematics, it is important to individually assess the performance of children to know how they are perceiving the mathematical concepts and their abilities along with their weaknesses.
• Journal writing by students as a ‘Mathematics Assessment Tool’ focuses on encouraging students to reflect on the problems related to mathematics teaching and learning.
• When a teacher uses the same assessment tool to assess all students regardless of children's needs and abilities then, in this case, students could write journals by recording their insights, perceptions, experiences, etc. on that specific topic.
• It helps them in organizing their thoughts and allows them to reflect on the problems related to mathematical assessment and the teaching and learning process.

From the above points, it is clear that journal writing by students as a ‘Mathematics Assessment Tool’ focuses on encouraging students to reflect on the problems related to mathematics teaching and learning.

Mathematics is not just the study of numbers and statistical data but also studies the different types of shapes, figures, and patterns.

• In early schooling, the learners began to learn about shapes and try to differentiate various shapes from each other.
• The students learn according to their level of experience and their individual differences, the age can be different in each stage as they learn at their own pace.
• Van Heile's theory provides an insight to the teacher about how the students learn geometry at different levels. It was originated in 1957 given by Pierre Van Hiele and his wife from the Utrecht University in the Netherlands.
• It helps in describing how the students learn at each level and pass to another level and shapes their learning of geometry at each level of learning.

Key Points 

Van Hiele levels: The Van Hiele levels are described below:

Hence, it is concluded that the teacher is assessing his students on the Analysis level of Van Hiele's geometric reasoning.

Number Sense or Number Concepts: The term "number sense" refers to a well-organized conceptual framework of number information that enables a person to understand numbers and number relationships and to solve mathematical problems that are not bound by traditional algorithms.

• Development of Number Sense or Number Concepts: Usually counting is considered the first step in introducing number concepts. And in most of the children admitted to class I know the number names, at least up to 10 mostly through rote methods. But, for effective learning of number concepts, the children need to acquire some preliminary concepts called the pre-number concepts.
• Pre-number concepts: These concepts can be developed in children during the preschool years. i.e. before attaining 7 years of age(before the concrete operation stage).

Important Points

• Number Concepts: Counting, recognizing, and using numerals correctly, comparing numbers, and operations on numbers are considered important milestones in the development of number concepts.
• Counting: The common use of numbers is counting. The process of counting involves two steps – first assigning a number to a particular object which forms one of a sequence of objects is known as the ordinal aspect of a number. Second and the final step of counting is of knowing the number of objects in a collection (‘manyness’, or ‘numerosity’) i.e. the cardinal aspect
• Use of numerals: Numerals are the symbols used to represent numbers like 1, 2, 3,… are used for the numbers one, two, three, …, and so on. While the concept of numbers is learned through the manipulation of objects and interactions with others, one has to introduce the child to the structure of numerals used for different numbers.
• Operations on numbers: Addition and its reverse process subtraction are observed to be performed by children at a very early age even before age 6. Adding and taking away with concrete objects are quite familiar to those who never visit the schools. But the real understanding of the structure and operations comes around the age of 9 to 11.
• Development of Measurement Concepts: The work of Piaget has made a significant contribution to our understanding of the development of measurement concepts in the child. Piaget identifies two processes i.e. conservation and transitivity upon which the measurement process is dependent.

Hence, we can conclude that from the given steps the last step would be learning to read and write numerals in sequence, counting and before/after can be learned during counting.

Mathematical education aims to provide the ability to mathematize the thought process of children i.e., the use of mathematical knowledge in everyday life using various strategies.

Key Points

• The purpose of giving such kind of task in mathematics is to know the students' understanding of the concept taught as the way the student will explain the concepts to his friend, it will give insight into children's thinking.
• It will give the teacher an idea about the student's understanding of the concept.
• Such a task will also enhance students' mathematical communication as while explaining the difference between the two concepts students will make connections with mathematical ideas and will develop mathematical communication skills.
• Mathematical communication refers to the language used to express mathematical thought and ideas. It makes learners able to assimilate mathematical terms, reason logically, and recognize and employ patterns of mathematical thought.

Hence, from the above points, it can be concluded that (i) and (iv) are the correct answer.

Mathematics deals with data analysis, integration of various fields of knowledge, involves proofs, deductive and inductive reasoning, and generalizations.

• Mathematical education aims to provide the ability to mathematize the thought process of children i.e., the use of mathematical knowledge in everyday life using various strategies.
• Algorithm is a step-by-step procedure made to achieve a certain objective in a finite time. The most used are addition, subtraction, division, and multiplication, which were used in elementary grade.

Key Points

• In the above-mentioned situation, an informal algorithm strategy was used by the student and it reflects student's mathematical thinking process.
• An informal algorithm is a strategy in which problems are solved using basic rules and processes used in daily life which have no historical significance.
• The problem can be solved using basic techniques which we use in our daily life. It helps in developing the mathematical and logical thinking of an individual.
• Through this process, math is done in the mind quickly and efficiently and also helps in doing math instantly without the effort put into operations and processes.
• Using these strategies will help the teacher to know the children's process of understanding concepts.​

Hence, from the above points, it can be concluded that in the above-mentioned situation, an informal algorithm strategy was used by the student and it reflects student's mathematical thinking process.

Assessment is a process that is intended to measure knowledge, skill, and aptitude. It includes various types of tests and each is specialized for a particular type of function. Assessment is a broad term that includes testing.

 Key Points

• The above-mentioned example is related to Norm-Reference Test as it is conducted to know the relative position rank of the students in a well-defined population or group.
• Norm-Referenced is the traditional class-based assignment of numerals to the attribute being measured. 

It is an attempt to interpret the test results in terms of the performance of a certain group. This group is a norms group because it serves as a referent of the norm for making the judgment.

• It is used to ascertain an individual’s status with respect to the performance of other individuals on that test.
• The purpose is to produce response variance, i.e., to see the extent to which an individual varies or differs from the performance of the group to which she/he belongs or does not belong.
• Almost all our classroom tests, standardized tests, and public examinations are NRT as they are interpreted in terms of a particular class, and judgments are formed with reference to the class which is considered as a type.​

From the above points, it is clear that the above-mentioned example is related to Norm-Reference Test.

Hint

• Criterion-Referenced Test refers to the test which compares a learner with a predetermined standard or cut score rather than comparing him/her with other learners. CTET, UGC NET, NEET, etc are examples of the Criterion-Referenced Test.
• A diagnostic test refers to the test which helps the teachers to know the learning difficulties or gaps in learners' understanding and identify learners' strengths, weaknesses, skills, etc.
• Aptitude Test: It is used to determine the student's cognitive ability and personality. It aims at measuring the potential of a person in a particular field and are mainly designed and used for career and employment decisions.

Mathematics deals with various types of geometrical figures, shapes, and patterns. It studies in depth their correlation and dependency on each other.

• It involves the quantity, measurements, and spatial relationships of various components of mathematics.

Key Points

The sequence of activities for conceptual development of 3-D shapes among children includes:

• Constructing 3-D shapes with play-dough: Make students play with dough and help them make 3-D shapes using that play-dough. This will be learning by doing, it mainly involves students in doing activities.
• Comparing two shapes and identifying the similarities and differences: Then the children should be asked to compare the shapes and identify and recognize the differences and similarities in the shapes made using dough.
• Making shapes using nets: Now, the teacher could ask the students to draw shapes using nets. By using various nets and rubber bands of different sizes, different types of geometrical shapes(both 2D and 3D) can be formed.
• Constructing shapes using geometrical tools such as compass, and ruler: Now that children could be allowed to construct shapes using geometrical tools as they have learned and practiced the basics of constructing 3-D shapes.

Hence, from the above points, it is clear that the (ii), (i), (iii), (iv) is the correct sequence of activities for the conceptual development of 3-D shapes.

The Correct answer is:  Vitamin A

Concept: 

Deficiency diseases:

• Deficiency diseases are diseases that are caused by the lack of certain essential nutrients, especially vitamins and minerals, in one's diet over a prolonged period of time.
• A balanced diet is extremely important for the good health of a person. Any imbalance in the diet might lead to an excess of insufficient intake of certain nutrients.
• Insufficient intake of a particular nutrient can lead to deficiency diseases.

Vitamins:

• Vitamins are the essential nutrients that the body needs to function, grow and develop.
• The term vitamin was coined by Casimir Funk.
• Vitamin is the nutrient which is also known as co-enzyme.
• As the body does not produce vitamins itself, it must be acquired through the food we eat or in some cases through supplements.
• There are 13 vitamins - A, C, D, E, K, and B vitamins (thiamine, riboflavin, niacin, pantothenic acid, biotin, B6, B12, and folate), each of them have a different job.
• Vitamin A, D, E, K are fat-Soluble vitamins and are stored in fat cells while Vitamin B and C are water-soluble vitamins that are not stored in your body.

Key Points

As Radha is unable to see the blackboard clearly, she is suffering from eyesight health issues.

• Vitamin A plays a major role in maintaining eye health by consuming Vitamin-A rich foods.
• Here are some foods that her doctor can suggest including milk, egg, cheese, fish, etc.
• Vitamin C helps in reducing the risk of cataracts. Cataracts are common in adult groups of people.

Vitamin A generally helps in maintaining healthy eyesight. So, option 2 is the correct answer. 

Additional Information

Concept: 

• The wildlife sanctuary is a type of ex-situ conservation plan, in which the threatened and endangered animals are brought from their natural habitat and are protected in a particular area.

Explanation:

• The wildlife sanctuary famous for Hangul deer or Kashmir Stag is situated in Srinagar, named Dachigam National Park.
• As the Sariska Tiger reserve is clear by the name itself, it is a tiger reserve.

The Hangul deer is found in Dachigam National Park.

Explanation:

The Montreal Protocol:

• The Montreal Protocol on Substances that Deplete the Ozone Layer (the Montreal Protocol) is an international agreement made in 1987.
• The Montreal Protocol is widely considered as the most successful environment protection agreement. It sets out a mandatory timetable for the phase-out of ozone-depleting substances like CFC's (Chlorofluorocarbons).

Additional Information

The Kyoto Protocol is an international treaty to the United Nations Framework Convention on Climate Change.

• It is an international treaty that aims to reduce greenhouse gas emissions.
• Kyoto Protocol was adopted in Kyoto, Japan.
• It was adopted on 11^th December 1997 and came into force on 16^th February 2005.
• Its first commitment period was between 2008 and 2012.
• The second commitment period of the Kyoto Protocol was agreed on in 2012 (ends in 2020).

Tokyo Convention:

• This convention acts on on-board aircraft.
• This convention is applicable to offences against penal law and to any acts jeopardizing the safety of the persons or property on board civilian aircraft while in flight and engaging in international air navigation.

Cartagena Protocol:

• The Cartagena Protocol on Biosafety to the Convention on Biological Diversity is an international treaty governing the movements of living modified organisms (LMOs) resulting from modern biotechnology from one country to another.
• It was adopted on 29 January 2000 as a supplementary agreement to the Convention on Biological Diversity and entered into force on 11 September 2003.
• The Protocol also establishes a Biosafety Clearing-House to facilitate the exchange of information on living modified organisms and to assist countries in the implementation of the Protocol.

The Correct Answer is: Sparrow

Key Points

• Delhi's former Chief Minister Sheila Dixit raised her concern about the decreasing number of Humble house sparrows in Delhi.
• Due to urbanization on a large scale, the birds lost their natural habitat and fails to build nests. Causing them to disappear.
• Mobile radiation and Telecom towers are enemies of Sparrows.
• They navigate by sensing the earth's magnetic field but the Tv towers and telephone towers disturb the earth's magnetic field and thus they are unable to locate their home.
• Thus, the Chief Minister of Delhi declared the Humble home sparrow as the state bird of Delhi to raise awareness about it.

Explanation:

The bird was a common sight in Delhi but now a special day is observed to raise awareness about the bird as it has become rare due to the urbanization. The bird is a sparrow.

Additional Information

Concept:

• Different means of transport have been used by humans throughout ages.
• Using these reduces the travel time considerably compared to walking.
• Tongas, chariots, boats etc are traditional means of transport.
• Cars, ships, and aeroplanes are all modern means of transport.

Waterways

Inland waterways

• ​Navigable rivers and lakes are used as inland waterways.
• Boat transport is a type of water transportation.
• It is used at places where people have to cross a river or lake.
• It also helps to transport goods from one place to another.

Seaways

• ​These are the oceanic routes and used for transporting goods from one country to another.
• These routes are connected with the ports.

Explanation:

Vallam:

• Vallam is a small or large wooden boat.
• It is used in Kerala as a means of transport by people to travel from one place to another.
• In some parts of Kerala, a vallam is used by children to reach school.
• It is also known as a snake boat and is most popular for the famous snake boat race of Kerala.

Shikara:

• Shikara is a type of wooden boat.
• The boat is found in the Dal lake of Srinagar.
• It is the main tourist attraction of Kashmir.
• The festival is organized by the Kashmir tourism department to promote tourism in the region.
• The motorboat race is organized during the festival.
• Shikaras are used for multiple purposes including transportation of people.

Thus, in Kashmir and Kerala, we can see boat being used as a mode of transport.

The correct answer is Ageratum.

Concept:

• Carnivorous plants obtain the essential nutrients from the heterotrophs.
• These plants trap insects and obtain the nutrients which they do not get from the soil as they grow in nitrogen-deficient soils.
• They are not called heterotrophs or consumers, because they only derive nutrients from insects.
• These plants get energy from the process of photosynthesis.
• Hence they are both producers and carnivores.
• Some of the examples of insectivorous plants are - Drosera, Venus Flytrap (Doinea), Nepenthes, Pinguicula, Genlisea.

Key Points

Ageratum:

• Ageratum, (genus Ageratum), also called whiteweed, any of about 40 species of herbs in the genus Ageratum (family Asteraceae).
• Native to the Americas, but primarily in Mexico and tropical South America, Ageratum species can be annuals or perennials.
• They have toothed ovate leaves arranged oppositely along the stem.
• Similar to most members of Asteraceae, they feature composite flower heads composed of blue, pink, lilac, or white discoid flowers.
• These flowers produce small dry fruits with minute seeds.

​Here, Ageratum is not a carnivorous plant

Additional Information

The correct answer is Polyester

Concept:

• Cloth is a piece of fabric made with wool, cotton, or similar fibres.
• Polyester is a kind of synthetic fiber that is mainly derived from polyethylene.
• It is used in clothing manufacturing.

Explanation:

Polyester:

• It is much stronger and more durable than any other type of fabric material. Its colour-absorbing capacity is high, and the colour does not fade away easily.
• Because the material used to make this type of fabric has few pores, air does not easily pass through it, making it a barely breathable fabric.
• Because polyester's made from polyethene, it burns quickly and produces a chemical-type smell.
• This fabric does not absorb sweat from our bodies and can sometimes cause high allergic reactions, so we cannot wear it in all weather conditions.

Above mentioned point, describe that Rani found a polyester cloth.

So the answer is polyester. 

Additional Information

Silk

• It is strong and flexible.
• It is comfortable to wear in all weather. It holds between 11% and 12% humidity during winter and summer sessions.
• It also creates a paper-burning smell during burning.
• Silk is a bright, colorful cloth.

So, silk is not the answer.

Cotton

• It has enough pores.
• Its discoloration level is low.
• It is breathable and good for all weather.

So cotton is not the answer.

Rayon

• It is shinny.
• It is a breathable fabric.
• It burned slowly, leaving black ash.

So rayon is also not the correct answer.

The correct answer is 'Sulphur dioxide'

Key Points

• Greenhouse gases:
• Greenhouse gases (GHGs) trap heat in the Earth’s atmosphere and contribute to the greenhouse effect, leading to global warming.
• The most important greenhouse gases include carbon dioxide (CO₂), methane (CH₄), nitrous oxide (N₂O), and water vapour (H₂O).
• Sulphur dioxide (SO₂) is primarily an air pollutant rather than a greenhouse gas. It leads to acid rain and has a cooling effect by forming aerosols that reflect sunlight.
• While sulphur dioxide affects air quality and visibility, it does not contribute significantly to the greenhouse effect.

Additional Information

• Methane:
• A potent greenhouse gas with a much higher heat-trapping ability than carbon dioxide over a short timescale.
• It is released from wetlands, livestock, landfills, and fossil fuel extraction.
• Carbon dioxide:
• The most abundant anthropogenic greenhouse gas, primarily emitted from burning fossil fuels and deforestation.
• It remains in the atmosphere for a long time, significantly contributing to long-term global warming.
• Carbon monoxide:
• Though not a direct greenhouse gas, carbon monoxide affects atmospheric chemistry by influencing the concentration of methane and ozone, indirectly impacting global warming.
• It is mainly produced from incomplete combustion of fossil fuels and biomass.

The Correct answer is:  Bamboo

Concept:

• Giant bamboos are the largest members of the grass family.
• The bamboos are evergreen perennial flowering plants in the subfamily Bambusoideae of the grass family Poaceae.
• In bamboo, as in other grasses, the intermodal regions of the stem are usually hollow and the vascular bundles in the cross section are scattered throughout the stem instead of in a cylindrical arrangement.

Key Points

Use of bamboo plant:

• Bamboo is used for building roads.
• bamboo is used for medicinal purposes.
• Bamboo is used to promote fertility in cows.
• Bamboo is used to build houses and schools.
• Bamboo is used to make clothes.
• Bamboo is used to make accessories.
• Bamboo is used for scaffolding.
• Bamboo is used to make furniture.
• Bamboo is used to make durable utensils and containers.
• Bamboo is used to make musical instruments.

Thus, bamboo is used for making containers and in making houses.

Additional Information

Use of maize plant:

• Maize is consumed directly by humans.
• Is also used for corn ethanol, and animal feed.
• Other maize products, such as corn starch and corn syrup.
• The grain of maize is used for industrial products including biodegradable foams, plastics, and adhesives.
• Maize stover, the leaves, and stalk of the maize plant are used for forage, biofuel production, and chemical production.

Use of sugarcane plant:

• It is the source for the manufacture of sugar.
• Sugar crops are used to produce alcohol and ethanol.
• In certain countries, sugar cane is eaten raw in minor quantities.
• It also is used in the preparation of juices and for animal feed.
• Sugarcane provides a juice, which is used for making white sugar, and jaggery (gur).
• Many by-products like bagasse and molasses.
• Bagasse is used as a fuel, for the production of fiberboard, papers, plastics, and furfural

Use of grass:

• Grasses provide forage for grazing animals.
• As a shelter for wildlife.
• Some as construction materials, furniture, and utensils.
• Some as food for humans.
• Some species are grown as garden ornamentals.
• Some are cultivated as turf for lawns and recreational areas.
• Some are used as cover plants for erosion control.

The correct answer is Eating local grown food.

Concept:

• The concept of a carbon footprint was first recognized in 1990.
• A carbon footprint describes how much greenhouse gas (CO₂, methane) is released into our environment by various types of events, products, and locations.

Explanation

Eating local food:

• Consuming sessional food products help to reduce carbon footprint.
• Every year it helps to reduce at least 7% to 9% of the footprint.

Hence, eating local-grown food can reduce the level of carbon footprint.

Additional Information

Eating meat and fish:

• Meat consumption has a 5-7% increase in carbon footprint every year.

Consuming preserved food like canned beans:

• Avoid consuming preserved food materials such as preserved meat, fish, and beans because refrigeration systems emit a large number of greenhouse gases into our environment, causing a carbon footprint.

Consuming dairy products:

• This industry releases approximately 14.5% of greenhouse gases every year.

All these emissions mainly happen because of the fermentation process.

**Eating meat and fish, consuming preserved food like canned beans, and consuming dairy products **is not the correct answer.

The correct answer is Gujarat, Rajasthan, Madhya Pradesh, Chattisgarh, Jharkhand, West Bengal, Tripura and Mizoram

Key Points

Tropic of cancer: 

• Tropic of Cancer is an imaginary line that is at an angle of 23.50º.
• It is North of the Equator, which passes through the middle of India.
• There are 17 countries (Including Taiwan) through which the tropic of cancer passes.
• North America Bahamas (Archipelago), Mexico Africa Egypt, Libya, Niger, Algeria, Mali, Western Sahara, Mauritania Asia Taiwan, China, Myanmar, Bangladesh, India, Oman, United Arab Emirates, Saudi Arabia.
• Water Bodies: Indian Ocean, Atlantic Ocean, Pacific Ocean, Taiwan Strait, Red Sea, Gulf of Mexico.

Important Points

Tropic of Cancer and India:

The Tropic of Cancer passes through eight states in India:

• Gujarat (Jasdan)
• Rajasthan (Kalinjarh)
• Madhya Pradesh (Shajapur)
• Chhattisgarh (Sonhat)
• Jharkhand (Lohardaga)
• West Bengal (Krishnanagar)
• Tripura (Udaipur)
• Mizoram (Champhai)
• Tropic of Cancer crosses Mahi River twice, first in Madhya Pradesh from where it flows towards Rajasthan and enters Gujarat where it cuts for the second time.
• The city nearest to the tropic of cancer in India is Udaipur city in Tripura.

Thus, the tropic of Cancer passes through Gujarat, Rajasthan, Madhya Pradesh, Chattisgarh, Jharkhand, West Bengal, Tripura and Mizoram

Concept:

Food preservation:

• Food preservation is a method by which food is kept from spoilage after harvest or slaughter.
• Such practices date to prehistoric times.
• Among the oldest methods of preservation are drying, refrigeration, and fermentation.

Explanation:

• Usually, when a farmer is scared that his items will get bad (since vegetables get bad easily) they try to sell them even at low prices to get some money out of it, if not they will bear a loss in business.

Thus, In an urban setting, a vegetable vendor cannot retain the product for a long time and decides to sell it immediately at low prices. This is because of distress as items are perishable.

Additional Information

Cold Storage:

• Cold storage is a facility that primarily stores food items that are short-lived and highly likely to get spoilt under normal conditions.
• These may include fruits, vegetables, fish, meat, etc.
• These food items are stored under optimum temperature(primarily low) and humid environment as required for individual items.

The right answer is flamingoes.

Concept:

Filtering system

• It is a kind of feeding system for birds.
• This system is mainly present on their beaks.
• It helps to separate food material from water by filtering.
• This filtering system is mainly present in birds that feed on bodies of water.
• For filtering purposes, the beaks of the birds are mainly flat and wide.
• These are some examples of birds that have a filtering system in their beaks: flamingoes, swans, ducks, etc.

Key Points

Flamingoes

• Flamingoes have flat and wide beaks.
• They feed on water bodies.
• They mainly feed on algae and small crustaceans.
• So, the filtering system that is present on their beaks helps to filter this kind of food from the water for feeding purposes.

Hence, flamingoes have a filtering system in their beaks. Flamingoes is the correct answer.

Additional Information

Robin:

• Its beaks are mainly thin and straight.
• They feed on insects.
• So, they do not need any filtering system for their feeding purposes.

Macaw

• This type of species has short and curved beaks.
• It helps to break nuts and fruits for their feeding purposes.
• So, they also don't need a filtering system.

Sparrow

• This species has short cone-shaped beaks.
• They mainly feed on seeds.
• Filtering system is absent in this species.

Robins, macaws, and sparrows are incorrect answers.

The answer is caterpillars and maggots.

Concept:

Insect:

An insect is a species of the phylum arthropod.

• The body is divided into 3 parts: head, thorax, and abdomen.
• 3 pairs of thoracic legs are present.
• It is the adult stage of the larvae.
• Examples: butterflies, beetles, flies.

Larvae:

This is a stage in many animals' development that occurs after birth or hatching but before they reach adulthood.

• This stage comes before pupa/cocoon after egg.
• It is the 2^nd stage of the life cycle.
• Most larvae are soft and white or grey.
• Example-  caterpillar, maggots, grubs.

Explanation-

Caterpillar:

• Caterpillar body is divided into multiple segments.
• Body is cylindrical shaped.
• Fleshy abdomen present
• External layer mainly thin and soft.
• It is the larval stage of the butterfly.

​

Maggots:

• It is the larval stage of a fly.
• No leg present
• The outer body part is soft
• Its colour is mainly white or sometimes light brown.
• For feeding, they have a hook-like part in their mouth.

Maggots and Caterpillar both are in the larval stage.

Hence, the Maggots and Caterpillar are the right pair of examples of insect larvae.

Additional Information

• In this question, the first option is maggots and beetles, where a maggot is a larva of a fly, but beetles are insects.
• In the second option, a caterpillar is a larva of a butterfly, but a fly is an insect.
• The third option there is beetles and flies. These are both insects, not larvae.

Maggots and beetles- Incorrect answer

Caterpillar and flies- Incorrect answer

Beetles and flies- Incorrect answer

All the factors such as physical, geographical, chemical, biological, and ecological which affect human life and its existence on this planet are called environment. Environmental studies describe the interrelationships among organisms, the environment, and all the factors, which influence life on earth, including atmospheric conditions, food chains, the water cycle, etc.

Key Points EVS, at the primary stage, is an integrated subject area that draws upon insights from sciences (physical, chemical, and biological), social studies (history, geography, political science, sociology, etc), and environmental education (protection and conservation).

• It is aimed at developing in children a holistic or integrated perspective of the environment where he/she lives in. Hence the syllabus of EVS based on the NCF 2005 is designed to provide an integrated perspective that draws upon insights from sciences, social sciences, and environmental education.
• It is important to be acquainted with the organization of the syllabus in order to better understand and use the textbooks.​
• In classes 1 and 2, the environment subject should be taught as a composite subject.
• Developing skills like Observation skills, Classification skills, Survey skills, Mapping skills, and communication skills are developed in students with the help of the integrated nature of E.V.S.
• Development of scientific attitude in students.
• Development of moral value.

Hence we conclude that the nature of EVS is Integrated.

Additional Information 

• Disciplinary is not included in the nature of EVS because the nature of evs is multi-disciplinary, not disciplinary.
• Interrelated is part of EVS but not the nature of EVS.
• Static is also not included in the nature of EVS.

There are 6 main themes and 4 sub-theme of E.V.S

Key Points 

The reason behind the EVS curriculum is based on different themes-

• to develop curiosity
• to make learning nurture curiosity and creativity
• acquire cognitive skill
• to teach self-evaluation
• to develop a connected and interrelated understanding
• to make content more lively for students

 Hence we conclude that the EVS curriculum is based on themes because themes allow a connected and inter-related understanding of the environment of students.

Additional Information 

• Students can learn EVS easily is not the reason behind the EVS curriculum based on themes.
• EVS can be learned by the students through their involvement in the teaching-learning process but the teaching-learning process is not enough to learn EVS, EVS can be learned from themes and learning by doing.
• Teachers can facilitate students' learning easily but themes-based learning makes children aware of all areas.

The National Curriculum Committee had recommended in the 1975 policy document “The Curriculum for the Ten-year School: A Framework”, that a single subject ‘Environmental Studies’be taught at the primary stage. It had proposed that in the first two years (Class I-II) Environmental Studies will look at both the natural and the social environment, while in Classes III-V there would be separate portions for social studies and general science termed as EVS Part I and Part II.

Key PointsNCF-2005 and Objectives of Environmental Studies-

The present syllabus is designed to forge an integrated perspective for the primary stage of schooling that draws upon insights from Sciences, Social Sciences, and Environmental Education. The National Curriculum Framework 2005 indicates some of the objectives of teaching science and Social Sciences at the primary stage as follows:

• to train children to locate and comprehend relationships between the natural, social and cultural environment;
• to develop an understanding based on observation and illustration, drawn from lived experiences and physical, biological, social, and cultural aspects of life,   rather than abstractions;
• to create cognitive capacity and resourcefulness to make the child curious about social phenomena, starting with the family and moving on to wider spaces;
• to nurture the curiosity and creativity of the child, particularly in relation to the natural environment (including artifacts and people);
• to develop an awareness about environmental issues;
• to engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc

Hence we conclude that EVS for class III to V as a subject, integrates science, social science and environmental education as per the recommendation of NCF-2005.

India is Multi-Lingual, Multi-Cultural, and Multi-Religion. It means the classroom environment should also be Multi-Cultural.

 Key PointsAddressing diverse groups of students is most challenging for an EVS teacher but she could do it-

• by giving examples or concepts depending on the different religions and cultures.
• to give equal opportunity to every student to share their views in any language or on any topic.

Hence we conclude that the most challenging for an EVS teacher is to address a diverse group of students.

Important Points 

• As a teacher, while addressing the needs of diverse learners you need to be aware what are the areas of diversity and how they overlap and affect Child’s learning.
• Teachers need to prepare for lessons that accommodate and facilitate learning, irrespective of the child’s socio-cultural background or learning style.
• Having diverse learners needs to be viewed in a positive way for all children, including children with disabilities and especially neuro-typical children who benefit from being in such an inclusive environment.
• They learn mutual respect and develop empathy and a more inclusive and supportive attitude.
• Diverse learners are a true reflection of society.
• They learn to grow up together and as adults, they will learn to relate better as colleagues, employers, employees, neighbors, and friends.

Hint 

• The geographical location of the school, Big schools in metro cities, and the Gender of the students are not challenging for evs teacher or any teacher.

There are many ways of learning in EVS class.

Key Points 

1. Learning by observation- One of the ways children learn is through observation, seeing things around, analyzing them, and learning from that observation is the core of building and reconstructing knowledge based on one's own experiences.
2. Learning by story method-This method is very important for teaching subjects with a wide curriculum in schools through the story method, through this method the teaching of young children is made more effective. Most important the story should try to connect with the real life of the students.
3. Learning by doing-This is the more effective method of learning. when students hear anything they forget, when they see anything they remember but when they do anything they learn and understand.
4. By Discouraging rote learning-  Rote learners never learn to question and explore. Their minds are trained to receive information and recall it at the right time. These people develop their listening and writing skills, but not their thinking and questioning skills. Taken out of their comfort zone, passive learners will be quiet and disinterested in the proceedings around them. These are the reasons why we discourage rote learning.

Hence we conclude children learn EVS in many ways like learning by doing and discouraging rote learning.

Hint 

Learning descriptions, Learning definitions are not the ways of learning in EVS class as they will promote rote learning.

The syllabus for Classes III-V is woven around six common themes given below;  the predominant theme on ‘Family and Friends’ encompasses four sub-themes.

Key Points 1. Family and Friends:

      4 sub-theme of Family and Friends

• 1.1 Relationships;
• 1.2 Work and Play;
• 1.3 Animals;
• 1.4 Plants

2. Food;

3. Shelter;

4. Water;

5. Travel;

6. Things We Make and Do 

So we conclude that the 'Things We Make and Do' is one of the six themes in the EVS curriculum as per NCF 2005.

Environmental study is an interdisciplinary subject examining the interplay between the social, legal, management, and scientific aspects of environmental issues.

Key Points

• Stories and narratives are strategies for sensitizing the students on the issue of the protection of animals.
• Stories and narrative is the more effective way to explain any topic and also any sensitive topic like the issue of the protection of animals.
• Children learn any topic very easily if it is based on narrative and story.
• Comic strips and poems are also helpful for sensitizing the students on the issue of protection of animals as through this they can learn in fun way.
• Poems and comic strips creates interest among learners and they can understand the concept better.

Hence, we conclude that A, C and D is the correct answer.

 Hint

• Teachers cannot do experiments on strategies for sensitizing the students on the issue of the protection of animals.

Environmental studies is an interdisciplinary subject examining the interplay between the social, legal, management, and scientific aspects of environmental issues.

Key Points  According to NCF-2005 objectives of teaching activities in EVS classes-

• To develop an awareness about an environmental issue.
• To nurture curiosity and creativity.
• Development of the right attitudes and values.
• Develop psychomotor skills of students.
• Develop aesthetic sensibility of the students.
• Provide opportunities to the students to explore and observe.
• To enhance children's learning capabilities by providing a concrete learning experience.
• To help children to explore and connect to their surroundings.

Hence we conclude that  Develop the psychomotor skills of students, Developing the aesthetic sensibility of the students, Provide opportunities for the students to explore and observe is the objective of teaching EVS as per NCF-2005.

Questions are often asked by the students when they understand the concept very well and also when they don't understand the concept. In both circumstances, one thing common is that student has the curiosity and he is trying to understand the concept. 

Key Points

• Questions help to assess a student's knowledge because his/her level of understanding can be calculated by the type of question a student asks. The teacher will be able to decide whether the student is proficient or a beginner in that particular concept according to the question asked to him easily.
• Questions without any doubt provide an opportunity for the students to express themselves because when a teacher completes any concept or lesson a student's mind will be filled with several doubts that he/she wishes to discuss with the teacher. So students asking doubts should always be encouraged by the teacher.
• Questions also indicate the curiosity of the students towards the topic, as soon as a student gets any urge or doubt he/she will be very curious to clarify that one by their teacher to check that whatever was there in their mind is right or not.

Hence, we can conclude that A, B, and C only is the correct answer.

Additional Information

• Psychomotor skills are demonstrated by physical skills such as movement, speed, hand-eye coordination, etc. This has a zero relation with the questions asked by the student. So the ability to ask questions doesn't evaluate the psychomotor skills of students.

Analysis involves examining and breaking the information into parts to understand it better. Creative thinking and problem-solving begin with analytical thinking. When information gathered is broken down into its constituent elements or parts, such that the relationship among parts becomes clear, we say that the information is being analyzed. The analysis is a process skill and cognitive process as well.

 Key Points

• The analysis is considered to be a process skill because there are some steps in analyzing any problem like breaking the problem into components, understanding the relationship between them, and finally concluding. So this indicates the process of analysis.
• The analysis is also considered to be a cognitive process because it involves mentally taking something apart to understand better the relationship of the parts to each other and the whole.

​Hence, we can conclude that analysis is a process skill, and cognitive process.

Additional Information

• ​A product skill is the one that delivers the final output which can be called a product. Since analysis involves the process of breaking down the problem it can't be considered a product skill.
• Psychological skill involves critical thinking, goal setting, drawing conclusions, and solving problems. This will be developed at the elementary level.

Anything through which a student can learn and gain knowledge is considered to be a learning resource even if it is not a textbook. 

Key Points

• Newspaper can be considered as one of the good learning resources for EVS because it contains a lot of information about various EVS topics which may sometimes not be available in the textbook also. It gives that beyond-the-book experience for curious students.
• Members of the community provide practical knowledge to the students in various topics of EVS when they get only theoretical knowledge in textbooks. So community members also prove to be valuable resources for learning.

Hence, we conclude that A, B only is the correct answer.

 Hint

• Poems are majorly a part of textbooks ( in the above question, resources other than textbook has been asked) and can't be considered a source of learning for EVS because poems play an important role in English but not in EVS. The topics of EVS can't be taught through poems because it may feel boring for learners.
• Activities are the most fun way of learning where the student will be actively performing his/her activity with a lot of curiosity and interest but they are not the resource of learning. While doing activities, what we use can be called resource not the activity.

Any topic associated with the environment that comes under the EVS like animals, water, plants, and their parts, etc. can be discussed in the EVS class too. 

Key Points

• Animals are an important part of the environment, so anything related to animals can be undoubtedly discussed in EVS class and one of the topics about animals is 'protection of animals'.
• The same applies to water also. As all the plants and animals in the environment rely on water for survival 'water crisis' can also be discussed in the EVS class.
• The 'petrol prices' issue discussed in the EVS class in the chapter what if it finishes?

​Hence, we can conclude that the protection of animals, the water crisis, and petrol prices are the issues that will be discussed in the EVS class.

Additional Information

• The concentration of carbon dioxide in the germination of seeds comes under the science topic rather than an EVS one.

A social skill refers to the competency of interaction, communication, cooperation, and collaboration with each other. These skills motivate the student to extend help to others and share his problems with other students. Teamwork is an important social skill where students help and work together.

Key Points 

• Sharing and working together is a clear indicator of social skills for assessment in EVS because here the socialization of the student can be observed and assessed when he works in the team as a team player with others.
• Here his decision-making, self-management, and peer relation abilities can be assessed thoroughly.

Hence, we can conclude that sharing and working together can be indicator of social skills for assessment in EVS.

Additional InformationClassification, Analysis, and Creativity can't be considered indicators of social skills as:

• Classification is done by the student individually by critically thinking and arranging the components to be classified, so this can't be a social skill.
• The analysis is breaking down a problem into several components to conclude. Analysis can't be done as teamwork or shared with others because the final output may arrive wrong.
• Creativity involves divergent thinking and it requires students a lot of patience and their own space where creative ideas may strike his mind. This is also not a part of social skills.

Learning objectives are the tasks students know or will be able to do at the end of a lesson or unit. Learning objectives are specific and measurable.

• Learning objectives are referred to by action verbs like recognize, categorize, justify, compare or identify.

So the above sentence starting with "categorize" comes under learning objectives.

Additional Information

• A general objective is bigger and more general than a learning objective. For example, knowing about the earth may become the general objective whereas knowing about different layers of the earth may become specific.
• Learning competency is considered to be an overall objective of the course, this may indicate the ability of students to apply the knowledge they acquired in the real world like a student learning about fishing through the textbook and fishing in the pond.
• The learning process is a never-ending phenomenon as a student is a learner forever. The learning process can't be fulfilled or completed by achieving a single objective or competency.

School-based assessment refers to the process of assessing students regularly by their teachers in the school.

Key Points FEATURES OF SCHOOL-BASED ASSESSMENT :

• Multiple resources are used to collect information.
• Based on multiple pieces of evidence.
• Multiple aspects of learning are assessed.
• Takes care of the all-round development of learners.
• Repeated many times as assessment for learning, assessment as learning, assessment of learning.
• Provides timely feedback to the learners.
• Collective learning among all concerned - learner, teacher, parents, and school.

Important Points 

As in the above question, the teacher is assessing the learners in many ways including 

• observation
• peer assessment
• unit test
• involvement in drawing

So this becomes a school-based assessment. 

Additional Information

• Observation is carried out by a teacher while the student is involved in any activity or performing any task assigned by the teacher
• Summative assessment is done at the last of the academic year to obtain the overall or final results of the student for his performance throughout the year, Once this is done there will be no chance for the learner to correct his mistakes or improve his learning for that particular year.
• The peer assessment technique is nothing but an assessment done by a student's peers rather than a teacher. Peers only assess and provide feedback on a student's performance.

The correct answer is 'the journey did not have a religious purpose'.

Key Points

• As we can see in the first paragraph of the passage, it is clearly mentioned that "In the first week of June 1982, I began a secular pilgrimage deep into the Alakananda valley. My destination was Gopeshwar, a town that clings to a hill somewhat short of Badrinath, and the living deity I wished to pay tribute to was Chandi Prasad Bhatt, founder of the Chipko movement".
• Thus, it can be concluded that the narrator calls his journey a 'secular pilgrimage' because the journey did not have a religious purpose.
• It has a social purpose.

Hence, the correct answer is option 4.

The correct answer is 'He focused on importance of local school education to save nature'.

Key Points

• By referring to the lines:-
• *"*As a boy, Chandi Prasad went up often to the family shrine, the journey also alerting him to local traditions of folk ecology".
• "He joined the Garhwal Motor Owners Union(GMOU) as a booking clerk. With the GMOU he was posted up and down the Alakananda villages. He says, his years selling bus tickets alerted him to the social diversity of India".
• "But, the offender quickly added, he had broken off the plant with his mouth, like a sheep, so that the deity would think it nature's natural order rather than the hand of man at work. He acquired such informal education in ecology".
• Thus, it can be concluded that statement (B) is not true about Chandi Prasad Bhatt.

Hence, the correct answer is option 2.

The correct answer is 'Indians value the divinity of nature'.

Key Points

• As we can see in the third paragraph of the passage, it is clearly mentioned that "But, the offender quickly added, he had broken off the plant with his mouth, like a sheep, so that the deity would think it nature's natural order rather than the hand of man at work".
• Thus, it can be concluded that Indians value the divinity of nature.

Hence, the correct answer is option 4.