CTET Paper 1 - 30th Dec 2021 (English-Hindi-Sanskrit) (Previous Year Paper)

Children grow and develop rapidly in their first five years across the four main areas of development.

• These areas are motor (physical), communication and language, cognitive, and social and emotional.
• Motor development means the physical growth and strengthening of a child’s bones, muscles, and ability to move and touch his/her surroundings.
• A child’s motor development falls into two categories: fine motor and gross motor.
• The development follows a definite predictable pattern.
• There are orderly patterns of physical, motor, speech, and intellectual development.
• Motor development means the physical growth and strengthening of a child’s bones, muscles, and ability to move and touch his/her surroundings.
• A child’s motor development falls into two categories: gross motor and fine motor.
• Gross motor skills involve the motor development of muscles that enable babies to hold up their heads, sit and crawl, and eventually walk, run, jump and skip.
• Fine motor skills refer to small movements in the hands, wrists, fingers, feet, toes, lips, and tongue.
• Typical motor skill development follows a predictable sequence.
• It starts from the inner body, including the head, neck, arms, and legs, and then moves to the outer body such as hands, feet, fingers, and toes.
• Motor development is important throughout a child’s early life because physical development is tied to other development areas.

For example, if a child is able to crawl or walk (gross motor skills), he/she can more easily explore their physical environment, which affects cognitive development. Social and emotional development progresses when a child can speak, eat and drink (fine motor skills).

A child learns to run and hop before she can skip.

 Additional Information-

• All domains of development are interrelated so that a child’s progress in one domain influences the progress in other domains of development.
• Development is continuous in nature because it is a lifelong process.
• Development is influenced by both maturation and experience
• A child learns to run and hop before she can skip is an example of a predictable pattern.

Hence, we can conclude that the right answer to this question is Development follows a predictable pattern.

Important Points

Growth: Growth is an increase in the size of the body as a whole or the size attained by different parts of the body by the multiplication of cells during the period starting from fertilization to physical maturity. 

• Growth refers to physical aspects only like height, weight, etc. and it stops at a certain period of life.
• The physical size is measured in terms of centimeters and kilograms in the body.
• We can measure growth, So, growth is quantitative.

Development: The term development refers to certain changes that occur in human beings between birth and death.

• Development refers to all aspects such as physical, cognitive language, emotional, social, etc.
• Aspects like social development, language development, emotional development, etc. can be assessed.
• So, development refers to qualitative change with quantitative.

Additional Information

• Quantitative changes and only physical changes in body size and structure refer to growth and qualitative changes refer only to development.

Hence we can conclude that the right answer to this question is both quantitative and qualitative changes.

A child learns so many things like social skills, language skills through their nature and nurture focuses on the role of environmental forces.

• It refers to all the environmental variables that impact who we are, including our early childhood experiences, how we were raised, our social relationships, and our surrounding culture.
• The physical and social world that influences a child's experience during the course of her development is called nurture.​ ​
• Along with genetics, nurture has a role in determining how a personality is developed.
• The second force is that shapes personality is nurtured.
• The nurture aspect encompasses outside influences such as environment, family life, and culture.

Important Points  Nature-Nurture debate in psychology: 

• In psychology, nature is defined as the biological factors that influence your psychological makeup. Your genetic code is the source of your nature. Your genes determine your brain structure and brain chemistry that ultimately shape your thought processing, emotions, and behaviors.
• The nurture side of the debate focuses on environment and learning. Nurture includes the type of parenting you received as an infant and child. You're also nurtured by teachers, the community, and the culture at large. Nurture continues throughout your life, as you learn from various teachers, role models, college instructors, and community leaders.
• Nature and nurture both play an important role in personality development.

Additional Information

• Nature refers to all of the genes, chromosomes, and hereditary factors that influence who we are—from our physical appearance to our personality characteristics.

Hence, we can conclude the right answer to this question is Nurture.

Socialization is the process where the child learns to associate and relate with others. It refers to the process which transforms a quite helpless human infant into a self-aware, knowledgeable person who is skilled in the ways of their society’s culture.

• Socialization is also considered as the passing of culture from one generation to the next.
• Watching children play together provides valuable insight into how socialization affects child development, and during their formative years, children will acquire most of their social skills through group interactions with other children.

Key Points

Types and Agents of Socialization:

Primary Socialization: It happens during infancy and childhood. It refers to the process where the child becomes socialized through the family or neighborhood in the early childhood years. 

• This highlights that the key agent in the process of primary socialization is the family or neighborhood.
• For example, a very young child in a family has little knowledge of his culture. He is unaware of the values, social norms, practices, etc. It is through the family that the child gets to know what is accepted and what is not in a particular society.

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 education and peer groups. 

• During this phase more than the family, some other agents of socialization like the school, peer group, and media begin to play a role in socializing the child.
• Friends and peer groups are some examples of secondary social agents.

Hence, from the above-mentioned points, it becomes clear family and neighbourhood are primary socializing agencies for children.

Lawrence Kohlberg's moral development theory: 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 a series of six stages. The theory also suggests that moral logic is primarily focused on seeking and maintaining justice.

Key PointsStages 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 for breaking the rules. There are two stages within this level:

• Stage 1 (Obedience and Punishment): The earliest stages of moral development. According to Kohlberg, people at this stage see rules as fixed and absolute. Obeying the rules is important because it is a way to avoid punishment.
• Stage 2 (Individualism and Exchange/Instrumental purpose orientation): 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. Reciprocity is possible at this point in moral development, but only if it serves one's own interests.
• The individualism and exchange stage of moral development, also known as Instrumental purpose orientation, is the second stage in Kohlberg's moral development theory.
• This stage comes at the pre-operational level which is the first level of Kohlberg's moral development theory.
• In this stage, children account for individual points of view and judge actions based on how they serve individual needs.
• The individual focuses on receiving rewards or satisfying personal needs. In this stage child's behavior is based on mutual exchange, like if you will do this for me, I will do this for you.
• Example: Kamal reasons that he will give a crayon to Tanu if she also gives her one so that it is an equal exchange of favors.​
• So, Kamal is in the instrumental purpose orientation stage of Lawrence Kohlberg's moral development theory.

Additional Information

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 (Developing Good Interpersonal Relationships): Often referred to as the "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 (Maintaining Social Order): This stage is focused on ensuring that social order is maintained. At this stage of moral development, people begin to consider society as a whole when making judgments. 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): The ideas of a social contract and individual rights cause people in the next stage to begin to account for the differing values, opinions, and beliefs of other people. Rules of law are important for maintaining a society, but members of society should agree upon these standards.
• Stage 6 (Universal 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 the right answer to this question is Instrumental purpose orientation.

Jean Piaget's theory of cognitive development suggests that children move through four different stages of mental development. His theory focuses not only on understanding how children acquire knowledge but also on understanding the nature of intelligence. Piaget's stages are:

1. The Sensorimotor Stage (Birth to 2 Years)

• The infant knows the world through their movements and sensations.
• Children learn about the world through basic actions such as sucking, grasping, looking, and listening
• Infants learn that things continue to exist even though they cannot be seen (object permanence)

Important Points

2. The Preoperational Stage (2 to 7 Years)

• Children begin to think symbolically and learn to use words and pictures to represent objects.
• Children at this stage tend to be egocentric and struggle to see things from the perspective of others.
• While they are getting better with language and thinking, they still tend to think about things in very concrete terms.
• During this stage, children begin to engage in symbolic play and learn to manipulate symbols.
• However, Piaget noted that they do not yet understand concrete logic.
• During the preoperational stage, children also become increasingly adept at using symbols, as evidenced by the increase in playing and pretending.

The key features of the preoperational stage include:

• Centration is the tendency to focus on only one aspect of a situation at one time. When a child can focus on more than one aspect of a situation at the same time they have the ability to decenter.
• Egocentrism refers to the child's inability to see a situation from another person's point of view.
• Play: At the beginning of this stage, you often find children engaging in parallel play. That is to say, they often play in the same room as other children but they play next to others rather than with them.
• Symbolic Representation: This is the ability to make one thing - a word or an object - stand for something other than itself. Language is perhaps the most obvious form of symbolism that young children display.
• Toddlers often pretend to be people they are not (e.g. superheroes, policemen), and may play these roles with props that symbolize real-life objects. Children may also invent an imaginary playmate.
• Animism: This is the belief that inanimate objects (such as toys and teddy bears) have human feelings and intentions.
• Irreversibility: This is the inability to reverse the direction of a sequence of events to their starting point.
• Lack of conservation: In this stage, there is a lack of conservation in children's thinking, they can not understand the concept of conservation; that the a

3. The Concrete Operational Stage(7 to 11 Years)

• During this stage, children begin to think logically about concrete events
• They begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass, for example
• Their thinking becomes more logical and organized, but still very concrete
• Children begin using inductive logic, or reasoning from specific information to a general principle.

4. The Formal Operational Stage( 12 and Up)

• At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical problems
• Abstract thought emerges
• Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning
• Begin to use deductive logic, or reasoning from a general principle to specific information.

Hence, we can conclude that the right answer to this question is The Preoperational Stage.

Important Points

In Piaget's theory of cognitive development, the third stage is called the Concrete Operational stage, where a child age 7-12 shows increased use of logic.

• One of the logical processes that develop is that of Decentering.
• Decentering (also known as Decentration) refers to the ability to consider multiple aspects of a situation.
• But when a child can't understand multiple aspects of a situation due to the child's inability to decentration.
• Example: A 6-year-old child reasons that a taller glass has more water than a shorter and wider container even though the liquid has been poured from the container to the glass in front of her eyes. This is showing the inability of decentration.
• The inability of decentration is found in Piaget's second stage which is known as the pre-operational stage.

Additional Information

Seriate: Seriation- In Piaget's theory of cognitive development, the third stage is called the Concrete Operational Stage.

• During this stage, which occurs from age 7-12, the child shows increased use of logic or reasoning.
• One of the important processes that develop is that of Seriation, which refers to the ability to sort objects or situations according to any characteristic, such as size, color, shape, or type. For example, the child would be able to look at his plate of mixed vegetables and eat everything except the brussels sprouts.

Perform hierarchical classification: Most children develop hierarchical classification abilities between the ages of 7 and 12.

• For example, kids who collect superhero trading cards might be able to sort their cards by good-guy/bad-guy status, gender, and particular category of superhero powers.
• The ability to perform hierarchical classification is very useful to children in school, as they begin to understand and appreciate science and social studies concepts which involve making just such comparisons, for instance, sorting living creatures into different groups based on whether they are animals or plants, etc.

Prepositional logic: Formal operational stage from the age of 12-15 years. At this stage the child can deal with propositional logic or hypothetical reasoning as opposed to real, hence concrete objects, the child can reason about the future here the thinking of child characterized by scientific reasoning where the child hence to observe the laws of cause and effects.

Hence, we can conclude that the right answer to this question is decenter.

Key Points -  

• Vygotsky's sociocultural theory: Lev Vygotsky has given the theory of socio-cultural development, According to which, the child learns by interacting with society. Vygotsky emphasizes reciprocal learning, participatory learning, collaborative learning, peer group learning. Playing is a social process through which many qualities such as sense of sociality, sense of responsibility, language, memory, reasoning, etc. develop in the child.
• Lev Semyonovich Vygotsky was a Soviet psychologist who developed the Social Development Theory at about the same time Jean Piaget developed his Theory of Cognitive Development.
• The first concept of Vygotsky’s theory is that “Social interaction plays a central role in cognitive development.”

Important Points

• MKO (More knowledgeable Other)- This refers to someone who has greater knowledge or a skill, that a child needs to learn. They are the more knowledgeable others.
• ZPD (Zone of Proximal Development): The zone of proximal development refers to the difference between what a child or new learner can already do on their own (actual development) and what they can do with encouragement and guidance from someone who has more skill (potential development).
• example: If a child wants to learn how to play checkers, someone who already knows how to play the game can guide and encourage them in learning how to move their checkers so that they defeat their opponent and win the game.
• Scaffolding: Scaffolding provides a special type of help that assists learners to move towards new concepts, skills, or understandings. Vygotsky himself never mentioned the term scaffolding.  Dr. Jerome Bruner coined the term "scaffolding".
• Social interaction is being highlighted in the above interaction and the above interaction teacher is helping the child to solve the puzzle.
• Working under the guidance of more knowledgeable is called scaffolding in Vygotsky's sociocultural theory.
• Scaffolding is a teaching method that helps students learn more by working with a teacher or a more advanced student to achieve their learning goals and involves providing resources and support to students as they learn new concepts.
• The term "scaffolding" was never actually used by Vygotsky, so the name for this method is a misnomer.
• It came from psychologist Jerome Bruner, who developed scaffolding psychology based on many of the same assumptions that Vygotsky's ideas were based on.

Educational implication of Lev Vygotsky's theory -

• reciprocal teaching
• peer group learning
• collaborative learning
• co-operative learning

According to Vygotsky, For the first two years, language and thought move separately from each other, after which language dominates thought.

• Social (External) Speech – from the age of 2 years
• Egocentric speech - 3 to 7 years
• Inner Speech 7+ Ages

Additional Information

• Observational learning: Observational learning is a major component of Bandura’s social learning theory. He also emphasized that four conditions were necessary for any form of observing and modeling behavior: attention, retention, reproduction, and motivation.
• Expository learning: Expository is often used when the new learning material is unfamiliar to the learner in any way. This is aimed to make unfamiliar material more plausible to learners. This theory has been given by Ausubel.
• Cognitive conflict: Cognitive conflict is a perceptual state where one notices the discrepancy between one’s cognitive structure and environment (external information) or between the components of one’s cognitive structure (i.e., one’s conceptions, beliefs, sub-structures and so on which are in cognitive structure).

Hence, we can conclude that the right answer to this question is Scaffolding.

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

• The word "culture" derives from a French term, which in turn derives from the Latin "colere" which means to tend to the earth and grow, or cultivation and nurture.
• Culture is the characteristics and knowledge of a particular group of people, encompassing language, religion, cuisine, social habits, music, and arts.

Key Points

• Lev Vygotsky's theory of cognitive development is situated in the socio-cultural perspective.
• Lev Vygotsky's social-cultural perspective of learning emphasizes the importance of cultural tools in the process of cognitive development.
• Cultural tools are the main determinant of cognitive development and learning. They play a significant role in human intellectual development and how humans perceive the world.
• Learning takes place through the interaction between the child and the culture. Different cultures play a vital role in shaping the abilities and behaviors of a child and work as a tool of intellectual adaptation.​
• The children’s cognitive abilities have been studied from a sociocultural perspective that originated with the work of Vygotsky.
• Vygotsky’s theory placed the idea of children’s participation in socio-cultural activities with the guidance of more skilled partners.

Hence, we conclude that Lev Vygotsky's theory of cognitive development is situated in the socio-cultural perspective.

Hint

• Psycho-sexual perspective is related to Freud as he has proposed five stages of psychosexual development which include the oral stage, anal stage, phallic stage, latency stage, and genital stage.
• Behaviouristic perspective is related to John B Watson as behaviorism was established with the publication of Watson's classic paper "Psychology as the Behaviourist Views It".

The constructivist classroom is related to the constructivist approach of education which gives primacy to collaborative learning by involving learners in discussions and projects. 

• "Jean Piaget", a swiss psychologist, belongs to the cognitivism school of psychology, is famous for his work on child development. He made a systematic study of cognitive development in his theory.

Key Points

In a constructivist classroom based on Piagetian principles, children learn through self-initiated activity as Piaget strongly believes that children are little scientists and they actively construct their understanding of the world.

• According to Piaget, there is no knowledge that is pre-existing in the world such that it can be ‘taught’ to a child. Nor does knowledge comes innately (on its own) to the child. Knowledge develops when a child acts in the world.
• His theory also helps in understanding how children ‘construct’ knowledge. Thus, it is also known as a theory in ‘Constructivism’.
• Jean Piaget stressed that children actively construct their understanding of the world. The information does not simply enter their minds from the environment.
• As children grow, additional information is acquired and they adapt their thinking to include new ideas, as this improves their understanding of the world.

Hence, it becomes clear that in a constructivist classroom based on Piagetian principles, children learn through self-initiated activity.

Hint

• Children learn by imitating adults is based on Bandura's principle.
• Children learn through explanations given by adults is based on Vygotsky's principle.
• Children learn by striving for rewards is based on Skinner's principle.

Gardner's Multiple intelligence: Gardner first outlined his theory in his 1983 book Frames of Mind. Gardner proposed that there are eight bits of intelligence, and has suggested the possible addition of a ninth known as "existentialist intelligence." 

Key Points

•Visual-Spatial Intelligence: People who are strong in visual-spatial intelligence are good at visualizing things. (Architect, Artist, Engineer, etc.)

•Linguistic-Verbal Intelligence: People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. (Writer/journalist, Lawyer, Teacher, etc.)

•Logical-Mathematical Intelligence: People who are strong in logical-mathematical intelligence are good at reasoning, recognizing patterns, and logically analyzing problems. (Scientist, Mathematician, Computer programmer, Engineer, Accountant, etc.)

•Bodily-Kinesthetic Intelligence: Those who have high bodily-kinesthetic intelligence are said to be good at body movement, performing actions, and physical control. (Dancer, Builder, Sculptor, Actor, etc.) 

•Musical Intelligence: People who have strong musical intelligence are good at thinking in patterns, rhythms, and sounds. (Musician, Composer, Singer, etc.) 

•Interpersonal Intelligence: Those who have strong interpersonal intelligence are good at understanding and interacting with other people. (Psychologist, Philosopher, Counselor, Salesperson, Politician, etc.) 

•Intrapersonal Intelligence: Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings, and motivations. ( Philosopher, Writer, Theorist, Scientist, etc.) 

•Naturalistic Intelligence: Naturalistic is the most recent addition to Gardner’s theory and has been met with more resistance than his original seven bits of intelligence. According to Gardner, individuals who are high in this type of intelligence are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species.  

Important Points

• The ability of a person to understand and interact with other people effectively is Interpersonal intelligence.
• Interpersonal intelligence refers to the ability of a person to relate well with people and manage relationships.
• It enables people to understand the needs and motivations of those around them, which helps strengthen their overall influence.
• People with interpersonal intelligence seem to stand out in a crowd as people with lots of friends and can easily adapt to social situations.
• They communicate effectively and enjoy participating in discussions and debates.
• Individuals with interpersonal intelligence are characterized by their sensitivity to other people’s moods, temperaments, motivations, and feelings.
• So, if a person has the skill of understanding the motives feelings, and behaviours of other people, she is said to have interpersonal intelligence. ​

Additional Information

• Experiential Intelligence: Experiential intelligence or creative intelligence is one component (experiential-creative) of the Triarchic theory of intelligence that was put forward by researcher Steinberg in 1985.
• Social intelligence is the capacity to know oneself and to know others. Social Intelligence develops from experience with people and learning from successes and failures in social settings.

Hence, we can conclude that the right answer to this question is Interpersonal Intelligence.

Important Points

• A man might say women aren't meant for combat, while a woman might say men do nothing but watch sports.
• Such expressions represent gender stereotypes, which are over-generalizations about the characteristics of an entire group based on gender.
• A gender stereotype is a generalized view or preconception about attributes or characteristics, or the roles that are or ought to be possessed by, or performed by, women and men.
• A gender stereotype is harmful when it limits women’s and men’s capacity to develop their personal abilities, pursue their professional careers, and/or make choices about their lives.
• Example: Girls should play with dolls and boys should play with trucks
• Boys should be directed to like blue and green; girls toward red and pink
• Boys should not wear dresses or other clothes typically associated with "girl's clothes"
• Women as nurses and teachers and men as doctors and pilots. This type of statement leads to gender stereotyping.

Additional Information

• Gender empowerment: More consideration and support given to a particular sex.
• Gender stereotype-flexibility:  flexibility in gender stereotyping linked to attribution of toys, socio-cognitive traits, and occupations in 160 Italian children aged 6 to 12 years. They used the gender Toys Choice, the Gender Traits Choice, and the Gender Jobs Choice, a selected set of colored cards containing masculine and feminine stimuli to assign to a male or female or both male and female silhouette (the flexible-choice technique).
• Gender equality is a human right which means that all human beings irrespective of their gender should be treated in an equal manner.

Hence, we can conclude that the right answer to this question is gender stereotyping.

(A) the print-rich environment in the classroom: 

• A print-rich environment is one where young children get many different opportunities to interact with many different forms of print.
• That is, in order to be truly print-rich, a classroom needs to display and use print meaningfully during teaching and learning.
• This exploration of print in meaningful contexts and observing adults around the use of print is critical for literacy development because it shows children that print carries meaning and that reading and writing serve real, everyday purposes.
• Over time, children become motivated to try to read and write themselves and they can develop language.
• “A print-rich environment is one in which “children interact with many forms of print, including signs, labeled centers, wall stories, word displays, labeled murals, bulletin boards, charts, poems, and other printed materials.
• **A print-rich environment in a primary classroom is essential for the language development of children.**​

(B) Emotions play an important role in learning: Emotions impact learning in four ways. 

• They impact our levels of motivation (motivational impact).
• Positive emotions can help a student engage with learning longer because they stay motivated.
• Emotions during learning also impact our feelings toward education (psychological impact).
• If we have positive experiences, we are more likely to enjoy our schooling and develop a love of learning.
• Emotions can also make group work run much more smoothly (social impact).
• However, we need to keep in mind that learning sometimes requires confusion and frustration when we are learning difficult but necessary concepts (cognitive impact).

Both statements, A print-rich environment in a primary classroom is essential for the language development of children and Emotions play an important role in learning are separate from each other.

Hence, we can conclude that the right answer to this question is Both (A) and (R) are true but (R) is not the correct explanation of (A).

Important Points

• Motivation is part of human behavior and being a student, motivation is an important element to justify quality learning.
• When we do something, not for the sake of inner fulfillment (because we want to), but to gain a reward or avoid punishment, it is external motivation.
• Harjot is doing their assignments to get stars from her teacher. She has an external motivation towards her assignment.
• So, when she did not find a star and get critical remarks on her work, she gets defensive.
• So, the teacher should give her lots of constructive feedback instead of critical remark and allow her to revise her work.
• She will feel encouraged and slowly she will develop internal motivation in her learning.

Additional Information

• If her teacher gives a 'star' on every assignment, to not make her upset, this behavior will develop external motivation in Harjot and external motivation not long-lasting.
• If the teacher does not give a 'star' or any other reward on any assignment so that she becomes used to it. Motivation is part of human behavior and being a student, motivation is an important element to justify quality learning.
• Teachers should always give their students feedback, It can keep us going and It unlocks change and innovation.

Hence, we can conclude that the right answer to this question is Giving her lots of constructive feedback and allowing her to revise her work.

Key Points

• A portfolio is a collection of students’ work over a period of time. It could be day-to-day work or a selection of the learner’s best piece of work.
• Using a portfolio teacher can assess a child.
• Portfolios collect work samples over time, reflecting development changes.
• Think of a file that contains whatever a child has written for one year. It would give a chronological picture of how a child has undergone the learning process.
• Learning is not a mystery. It is the sum total of the efforts put by the child and facilitated by the teacher.
• Portfolios promote self-regulation by involving students in the assessment of their own learning progress.
• Portfolios involve students in design, collection, and evaluation.

Briefly, a portfolio can include the following:

• the work done by the child
• the feedback is given by the teacher
• the observations made by the child on his/her own learning
• a record of activities undertaken by the child at home or out of classroom contexts
• observations of parents or other teachers.

Important Points

• Portfolios do not comprise disconnected tests and quizzes and do not help in ascertaining the product of learning because the portfolio is a tool of formative assessment, not summative assessment. So it's a process, not a product.

Hence, we can conclude that the right answer to this question is Portfolios comprise of disconnected tests and quizzes and help in ascertaining the product of learning.

Key Points

• Inclusive education is about how we develop and design our schools, classrooms, programs, and activities so that all students learn and participate together.
• Inclusive education is about ensuring access to quality education for all students by effectively meeting their diverse needs in a way that is responsive, accepting, respectful and supportive.
• In an inclusive classroom, students with special needs receive an Individual Education Plan (IEP) tailored to their unique learning goals.
• Teachers, parents, and other specialists can then work together to ensure that the student's IEP requirements are being met from within the classroom.

So, for children with special needs in a regular classroom the teacher should-

• Identify individual children's strengths, interests, and needs.
• Adopt assessment strategies to facilitate learning.
• Prepare individualized education plans.
• Individual differences should be respected and ensure special patterns to teach them according to their needs.

Additional Information

• A teacher should not disregard individual differences and not ensure uniformity because, in an inclusive classroom, there is the individual difference and this will not follow inclusive education, and doing this Children with special needs feel ignored.

Hence, we can conclude that the right answer to this question is (i), (iii), (iv) i.e option 3.

Key Points

• Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social communication and social interaction and the presence of restricted repetitive behaviours.
• Social communication deficits present in various ways and can include impairments in joint attention and social reciprocity as well as challenges using verbal and nonverbal communication behaviours for social interaction.
• Restricted, repetitive behaviours, interests, or activities are manifested by stereotyped, repetitive speech, motor movement, or use of objects; inflexible adherence to routines; restricted interests; and hyper- and/or hypo-sensitivity to sensory input.
• Sensitivity to light, sound, touch, and other sensory information; impaired verbal and non-verbal communication, over-dependency on routines, and avoidance of eye contact with others are primary characteristics of children dealing with Autism spectrum disorder.
• You really cannot prevent the neural causes of Autism but the above-given points can help you to prevent autism from secondary causes. 

Additional Information

Hearing impairment: Hearing impairment is a partial or total inability to hear. It is a disability that is subdivided into two categories deaf and hard of hearing.

• “Deaf” means persons having 70 dB hearing loss in speech frequencies in both ears.
• “Hard of hearing” means a person having 60 dB to 70 dB hearing loss in speech frequencies in both ears.

Intellectual disability: Intellectual disability involves problems with general mental abilities that affect functioning in two areas:

• intellectual functioning (such as learning, problem solving, and judgment)
• adaptive functioning (activities of daily life such as communication and independent living)

Visual impairment: A person's vision may drastically change throughout life due to several internal and external factors, such as genetics or stress. This results in problems known as visual impairment, which describes an abnormal level of eyesight even with the use of eyeglasses, medication, surgery, or contact lenses. 

• Hence, we can conclude that the right answer to this question is an autism spectrum disorder.

Inclusive education means all children in the same classrooms, in the same schools.

• It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities but speakers of minority languages too and deprived too. Every child should get an equal opportunity to learn and grow.

Key Points

Effective intervention to include children from marginalized groups in a classroom: 

• Providing opportunities for participation in classroom discussions.
• Ensuring participation of children in all the activities of the school.
• Regular monitoring of attendance and retention of children.
• Every student gets an opportunity to speak and express.
• Teachers should not biased towards any student.
• Teachers should not separate students on their abilities, this will discourage them.

Additional Information

• Segregating seating arrangements on the basis of group affiliation discourages marginalized groups in a classroom and they will feel ignored.

Hence, we can conclude that the right answer to this question is a Segregated seating arrangement on the basis of group affiliation.

Key Points

• Dysphasia: Dysphasia, also known as Specific Language Impairment (SLI), is a disorder of oral language acquisition caused by injury to specific areas of the brain of language. It manifests itself in an alteration in the expression and understanding of language.
• Dyspraxia: Dyspraxia is a brain-based motor disorder. It affects fine and gross motor skills, motor planning, and coordination. It’s not related to intelligence, but it can sometimes affect cognitive skills. Dyspraxia is sometimes used interchangeably with developmental coordination disorder. While some doctors may consider these separate conditions, due to a lack of formal definition, others consider them the same.
• Dyscalculia: The term Dyscalculia is derived from the Greek root ‘dys’ (difficulty) and Latin ‘calculia’ from the root word calculus - a small stone or pebble used for calculation. Dyscalculia is a disability resulting in difficulties such as difficulty in understanding numbers learning or comprehending arithmetic, learning how to manipulate numbers, performing mathematical calculations, and learning facts in mathematics. It is sometimes informally known as "math dyslexia",
• Dysgraphia: Dysgraphia is a deficiency in the ability to write, primarily handwriting, but also coherence. Dysgraphia is a specific learning disability (SLD) as well as a transcription disability, meaning that it is a writing disorder associated with impaired handwriting, orthographic coding, and finger sequencing (the movement of muscles required to write).​

Additional Information

Hence, we can conclude that the right answer to this question is (iv), (i), (iii), (ii)

Key Points

• Creativity is the ability to generate a thought or an idea that is completely new, appealing, and useful.
• Creative thinking is a skill that enables you to come up with original and unconventional ideas.
• Creative thinking expresses itself in a multitude of ways.
• Creative thinking encourages students to use a variety of approaches to solve problems, analyze multiple viewpoints, adapt ideas, and arrive at new solutions. Sometimes it is referred to as divergent thinking.

A teacher can foster creative thinking : 

• Allow for your student to make simple choices.
• Provide items in your child's environment to stimulate their imagination.
• Ask your child open-ended questions to stretch their understanding and help them to postulate ideas.
• By providing learners opportunities in different ways to problem-solving.
• By selecting easy activities for learners and providing them the flexibility to follow.
• By giving freedom to express ideas to learners.

Additional Information

• A teacher can not foster creative thinking in students, by keeping constant surveillance on learners, by expecting nothing less than perfection from every learner, or by selecting very difficult activities for learners and providing them rigid directions to follow.

Hence, we can conclude that the right answer to this question is By providing learners opportunities in different ways.

There are different kinds of teaching-learning approach to facilitate effective learning and Problem-solving is one of them. It is a learner-centered approach that emphasizes learner's active involvement in the learning process.

• In this approach, teachers create a problematic situation for students and then assist them in perceiving, defining, and stating the problems in a fear-free classroom environment.

Key Points

Problem-solving has the following steps:

• Identifying and defining the problem: The problem arises out of felt need and out of existing students’ activities and environmental activities. The students should be able to identify and clearly define the problem.
• Analysis of the problem: The problem should be properly analyzed.
• Stating clearly the relationships between different concepts.
• Formulating hypotheses: Possible solution may be formulated based on the nature of the problem
• Testing the hypotheses: Each hypothesis is to be tested to solve the problem.
• Verification of the result: The solution of the problem is to be verified number of times to test the validity of the hypotheses.

​Hence, it could be concluded that the sequence a child should adopt while solving a problem is defining the problem, analyzing the problem, hypothesizing, testing the hypothesis.

Additional Information

Aims of problem-solving method:

• To develop divergent thinking among students.
• To boost student's understanding of the concept.
• To promote the use of critical and imaginative thinking.
• To help students to gain the ability of scientific problem-solving.
• To make students able to utilize creativity in the decision-making process.

Key Points

• Children's success is based on their effort because students should have the readiness to learn.
• When a child improves his/her performance by studying more attributes this shows the child is doing efforts to learn.
• A teacher who believes that all students in her class are capable of improving their performance by studying more attributes the children's success to their efforts.

Additional Information

• Ability, effort, and genetic makeup are not related to improving their performance.

Hence, we can conclude that the right answer to this question is effort.

Key Points

• High expectations enable children to achieve the best possible outcomes in both their academic achievement and their well-being.
• Importance of High Expectations When teachers have high expectations for students and provide tasks that are engaging and of high interest, students build self-esteem, increase confidence and improve academic performance.
• When children understand what is expected of them, they are more likely to display appropriate behaviour.
• Behavior expectations and rules are important for young children because they explicitly describe how to behave.
• So, a teacher should have high expectations from all students irrespective of their gender and class, so that no one feels ignored or discouraged.

 Additional Information

• If a teacher has high expectations only from the bright students, or all students except those who belong to the 'special category' or from boys and girls in different areas such as-in mathematics from boys and in languages from girls, then this behavior is biased.
• A teacher should not biased towards their students.

Hence, we can conclude that the right answer to this question is from all students irrespective of their gender and class.

Key Points

• Social constructivism is a variety of cognitive constructivism that emphasizes the collaborative nature of much learning.
• Social constructivism was developed by post-revolutionary Soviet psychologist Lev Vygotsky.
• Social learning theories help us to understand how people learn in social contexts (learn from each other) and inform us on how we, as teachers, construct active learning communities.
• Lev Vygotsky (1962), a Russian teacher and psychologist, first stated that we learn through our interactions and communications with others.
• Vygotsky (1962) examined how our social environments influence the learning process.
• Consequently, teachers can create a learning environment that maximizes the learner's ability to interact with each other through discussion, collaboration, and feedback.
• Moreover, Vygotsky (1962) argues that culture is the primary determining factor for knowledge construction.
• We learn through this cultural lens by interacting with others and following the rules, skills, and abilities shaped by our culture.

So, according to Socio-constructivist, learning is active and social in nature. 

Additional Information

• Behaviorist: Behaviorism is a learning theory that studies observable and measurable behavioral changes, which result from stimulus-response associations made by the learner.
• Information-processing: Information processing theory discusses the mechanisms through which learning occurs. Specifically, it focuses on aspects of memory encoding and retrieval.
• Constructivist: Constructivism is ‘an approach to learning that holds that people actively construct or make their own knowledge and that reality is determined by the experiences of the learner.

Hence, we can conclude that the right answer to this question is Socio-constructivist.

The phenomenon of learned helplessness was given by Martin Seligman in the late 1960s while working on classical conditioning with dogs.

• He noticed that those dogs who received an unavoidable electric shock a number of times did not act to rescue themselves when they had an opportunity for it in the subsequent situations.
• Whereas, those dogs who received no inescapable shock, took action to save themselves from the electric shock.
• He termed the behavior of the first group as learned helplessness one’s learned response to not to take any appropriate action to avoid aversive stimuli.
• In other words, one’s tendency to avoid taking any action for a successful escape from an aversive or painful situation due to the history of failed attempts.
• The theory of learned helplessness has also been successfully applied to understand the problem of depression in human beings.

Key Points

• A student who’s repeatedly experiencing failure in school. As time goes by and they continue to fail, they start to put in less and less effort as they get the impression that no matter what they do and how much effort they put in, they’ll still fail. Then they accept that they can not succeed in anything and I will always fail.
• This is called learned helplessness.

Example: Peter says, 'I fail because I am stupid, and that means I will always fail'. This statement is showing peter's learned helplessness.

Additional Information

• Divergent thinking: Divergent thinking, often referred to as lateral thinking, is the process of creating multiple, unique ideas or solutions to a problem that you are trying to solve.
• Self-actualization: a person's desire to use all their abilities to achieve and be everything that they possibly can. The concept of self-actualization was originally discussed by Gestalt psychologist Kurt Goldstein, it is most often associated with humanistic psychology, particularly the humanistic psychologist Maslow, who used self-actualization as the pinnacle of his hierarchy of needs.
• Achievement motivation: Achievement Motivation, can be defined as an individual's need to meet realistic goals, receive feedback, and experience a sense of accomplishment.

Hence, we can conclude that the right answer to this question is learned helplessness.

New education Policy 2020 lays particular emphasis on the development of the creative potential of each individual.

• It is based on the principle that education must develop not only cognitive capacities - both the ‘foundational capacities ’of literacy and numeracy and ‘higher-order’ cognitive capacities, such as critical thinking and problem-solving – but also social, ethical, and emotional capacities and dispositions.
• Experiential learning is synchronous with critical thinking. Critical thinking is the intellectual process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information.
• National Education Policy 2020 proposes that experiential learning should be encouraged to promote critical thinking.

Important Points

• NEP 2020 is the 21^st Century’s first education policy in India. The development of the creative potential of each student is emphasized in the National Education Policy 2020.
• New Policy aims for Universalization of Education from pre-school to secondary level with 100 % GER in school education by 2030.
• NEP 2020 will bring 2 crores, out-of-school children, back into the mainstream. New 5+3+3+4 school curriculum with 12 years of schooling and 3 years of Anganwadi/ Pre-schooling.

Additional Information

• NEP 2020 does not focus on rote memorization or recall.

Hence, we can conclude that the right answer to this question is experiential learning; critical thinking.

Improving educational outcomes will require efforts on many fronts, but a central premise of this monograph is that one part of a solution involves helping students to better regulate their learning through the use of effective learning techniques.

Students' learning is likely to improve when: 

• Having compassion and empathy
• The study material is given to everyone taking into account the individual and cultural differences of learners
• study material is organized into conceptual structures.
• study material is divided into small units and related information.
• the study material consists of a list of definitions with any real-life examples

Additional Information

These features can not improve learning in students:

• The same study material is given to everyone without taking into account the individual and cultural differences of learners.
• study material is divided into small unrelated bits of information.
• the study material consists of a list of definitions without any examples.

​Hence, we can conclude that the right answer to this question is study material is organized into conceptual structures.

Time is a precious commodity for teachers. Most teachers would argue that they never have enough time to reach every student, particularly the ones that are below grade level. Therefore, every second a teacher has with their students should be a meaningful and productive second. 

Key Points

Teachers can utilize the following strategies to maximize student learning time and minimize downtime: 

• Better Planning and Preparation: Effective planning and preparation are essential in maximizing student learning time.
• Buffer the Distractions: Distractions run rampant during school hours. An announcement comes over the loudspeaker, an unexpected guest knocks on the classroom door, an argument breaks out between students during class time. So teachers make sure students do not distract.
• Example: A teacher who informs her students how long they will have to complete the activity and plays music during the time of transition.
• Create Efficient Procedures: Classroom procedures are an essential part of the learning environment. Those teachers who operate their classroom like a well-oiled machine maximize student learning time.
• Stay on Task: It is easy for teachers to get distracted and veer off-topic from time to time. There are some students who, frankly, are masters at making this happen. They are able to engage a teacher in a conversation about a personal interest or tell a funny story that captivates the class's attention but keeps them from completing the lessons and activities scheduled for the day.

Additional Information

​Doing below mentioned things in the classroom will not help maximize academic learning time. 

• A teacher, who focuses on classroom discipline. Her students are reprimanded every time she notices what she perceives to be off-task behavior.
• A teacher, who regularly starts one activity, stops it in favor of another, then returns to the first activity.
• A teacher, who requires his students to sit up straight and focus all the attention on copying from the blackboard.
• Doing above mentioned things in the classroom will not help maximize academic learning time. ​

Hence, we can conclude that the right answer to this question is A teacher who informs her students how long they will have to complete the activity and plays music during the time of transition.

Failure is the state or condition of not meeting a desirable aim and may be viewed as the opposite of success. There are many cognitive, physical, intellectual, scholastical, emotional, and cultural causes for the failure of students.

Important Points

A child's failure is a reflection on the school system and its inability to respond to the child as:

• children are like clay, the way the system molds it the shape they acquire.
• children fail because teaching is not done in a way that is meaningful to them
• every child has the potential to excel provided that they are given proper guidance.
• the school system does not take care of the needs and interests of every student.

Hence, it becomes clear that when a child 'fails', it means the system has failed.

Additional Information

Other Reasons for the Failure of Students in Schools are:

• lack of adequate practice
• Teaching through incorrect teaching methods
• Non-coordination between teaching and learning
• Not being compatible with the school environment

Children are encouraged to construct their own knowledge when the teacher plans for problem-solving; bases the framework for learning in problem-solving; and provides time, space, and materials.

• Children need to be provided opportunities such as manipulation of objects, experiments, brainstorming, and discussions to foster their inherent interest in meaning-making.
• Learning by experiments, brainstorming, and discussions can promote active and social learning in students.
• These methods are child-centered and the child is active in these methods.

Important Points

• Experiment Method: Classroom Experiments keep learners active in a number of ways depending on the nature of the particular experiment.
• Brainstorming method: Brainstorming is a group problem-solving method that involves the spontaneous contribution of creative ideas and solutions.
• Discussion method: Discussion methods are a variety of forums for the open-ended, collaborative exchange of ideas among a teacher and students or among students for the purpose of furthering students thinking, learning, problem-solving, understanding, or literary appreciation.

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

Given:

The cost of potatoes for 1 kg = Rs, 20

The cost of tomatoes for 500 gm = Rs. 20

The cost of onion for 250 gm = Rs. 12.25

Calculation: 

The cost for 1 kg potatoes = Rs. 20

⇒ The total cot for 2 kg potatoes = 20 × 2 = Rs. 40

⇒ The cost of tomatoes for 500 gm = Rs. 20

The cost of onion for 250 gm = Rs. 12.25

⇒ The cost of onion for 750 gm = 12.25 × 3 = Rs. 36.75

⇒ Total cost = 40 + 20 + 36.75 = Rs. 96.75

Rs. 1 = 100 paise

No. of coins of 25 paise in Rs. 1 = 4

⇒ Rs. 96.75 = 96.75 × 100 = 9675 paisa

⇒ No. of coins = (9675 × 4)/100 = 387

∴ 387 coins of 25 paisa to be needed.  

The correct option is 1 i.e. 387

Calculation:    

Option 1:

n ÷ 2

n = 1

⇒ 1 ÷ 2 = 0.5

n = 2 

⇒ 2 ÷ 2 = 1

n = 3 

⇒ 3 ÷ 2 = 1.5

Option 2:

n × 0.7

n = 1

⇒ 1 ×  0.7 = 0.7

n = 2 

⇒ 2 × 0.7 = 1.4

n = 3 

⇒ 3 × 0.7 = 2.1

Option 3:

n ÷ 1.2

n = 1

⇒ 1 ÷ 1.2 = 0.8333

n = 2 

⇒ 2 ÷  1.2 = 1.6666

n = 3 

⇒ 3 ÷ 1.2 = 2.5

Option 4:

n × 1.2

n = 1

⇒ 1 × 1.2 = 1.2

n = 2 

⇒ 2 × 1.2 = 2.4

n = 3 

⇒ 3 ×  1.2 = 3.6

∴ n ÷ 2 will give the smallest value, where n is natural number.

The correct option is 1 i.e. n ÷ 2

Solution:

The binary representation of 257 is 100000001

∴ The total number of the binary digit in 257 is 9

Calculation:   

Option 1: 

5 + n 

n = 2

⇒ 5 + 2 = 7

n = 3

⇒ 5 + 3 = 8

Option 2:

5n

n = 2

⇒ 5 × 2 = 10

n = 3

⇒ 5 × 3 = 15

Option 3:

n = 2

\(⇒ \frac{2 + 5}{5}\) = \(\frac{7}{5} = 1.4\)

n = 3

\(⇒ \frac{3 + 5}{5}\) = \(\frac{8}{5}\) = 1.6

Option 4:

5n – n

n = 2

⇒ 5 × 2 - 2

⇒ 10 - 2 = 8

n = 3

⇒ 5 × 3 - 3

⇒ 15 - 3 = 12 

Option 2 is correct.

The  correct option is 2 i.e. 5n

Given:

Points on red dot = 10 

Points on black point = 1

Calculation:     

Jaya's point:

Number of red dots = 3

⇒ Points = 3 × 10 = 30 

Number of black dots = 4 

⇒ Points = 4 × 1 = 4  

⇒ Total points = 30 + 4 = 34

Rani's point:

Number of red dots = 2

⇒ Points = 2 × 10 = 20 

Number of black dots = 12 

⇒ Points = 12 × 1 = 12  

⇒ Total points = 20 + 12 = 32

∴ Jaya is winner, because 34 > 32

The correct option is 1 i.e. Jaya, as she gets more points than Rani

Concept:

Least common multiple: The LCM of any two is the value that is evenly divisible by the two given numbers. 

Highest common factor: The HCF of two or more numbers is the greatest of all their common factors. 

Calculation:

Prime factorization of 36 = 2 × 2 × 3 × 3

Prime factorization of 54 = 2 × 3 × 3 × 3

Prime factorization of 60 = 2 × 2 × 3 × 5

⇒ Least common multiple of 36, 54 and 60 is 2 × 3 × 2 × 3 × 3 × 5 = 540

⇒ Highest common factor of 36, 54 and 60 is 2 × 3 = 6 

⇒ Difference of LCM and HCF = 540 - 6 = 534

∴ Difference of LCM and HCF is 534.

The correct option is 1 i.e. 534

Given:

Total strips = 10

Coloured strips painted in red = 6 

Calculation:    

Total strips = 10

Colored strips painted in red = 6 

⇒ Fraction of colored strips = 6/10 = 3/5 

if strips are divided into 100 equal parts 

⇒ Then, the fraction of colored strips = 60/100

∴ 2/5 is the fraction that does not represent the colored parts.

The correct option is 4 i.e. 2/5

Concept:

Multiples: A multiple of a number is defined as a number that is obtained by multiplying it by a natural number.

Calculation:

If 1, 2, 5 and 7 are not coloured then the remaining numbers are 12, 15, 18, 33 and 42

Option A:

7 doesn't come on standard dice

Option B:

Only 15 is a multiple of 5.

Option C:

12, 15, 18, 33 and 42 are multiples of 3

Option D:

12, 18 and 42 are multiples of 2.

∴ So, 12, 15, 18, 33 and 42 are multiples of 3

The correct option is 3 i.e. 3

Given:

Radius of circle 1 = 5 m

Radius of circle 2 = 3 m

Formula Used:

Area of circle =  πr²

Calculation: 

Area of circle 1 =  π(5)2  

⇒ Area of circle 1 =  25 π m²

Area of circle 2 =  π(3)2  

⇒ Area of circle 2 = 9 π m2

Area of circle 1 ∶ Area of circle 2 = 25 π ∶ 9 π

∴ Area of circle 1 ∶ Area of circle 2 = 25 ∶ 9

The correct option is 2 i.e. 25 ∶ 9

Given:  

Total students = 17

Formula used:

Position from right end = Total students - earlier position from left end + 1

Calculation:  

Current position = 7^th from left end

⇒ Earlier position = 7 + 3 = 10^th from left end

Rakesh's position from right according to earlier position = 17 - 10 + 1

∴ His earlier position was 8^th from right end.

Hence, The correct option is 2 i.e. 8^th .

Given:

Side of a square = 4 unit

Formula Used:

The perimeter of square = 4 × side

The perimeter of polygon = The sum of all sides

The area of square = Side × Side

Calculation:   

⇒ The perimeter of original shape = 4 × 4 = 16 units

⇒ The perimeter of new shape = 4 + 4 + 3 + 1 + 3 + 1 = 16 units

⇒ The area of original shape = 4 × 4 = 16 sq. units

The area of new shape = The area of original shape - The area of shape cut

⇒ The area of new shape = (4 × 4) - (1 × 1)

⇒ The area of new shape = 15 sq. units

∴ The perimeter of the original shape and the new shape is the same.

The correct option is 3 i.e. There is no change in perimeter

Given:

Total capacity of bucket = 15 L

Capacity of glasss1 = 100 ml

Capacity of glass 2 = 150 ml

Calculation:  

1 L = 1000 ml

15 L = 15 × 1000 =15000 ml      

Let assume that number of type of glass1 = x

Total quantity in glass 1 = 100x

Number of type of glass 2 = y

Total quantity in glass 2 = 150y

According to the question:

100x + 150y = 15000

(2x + 3y) × 50 = 300 × 50

2x + 3y = 300

Option 1:

x = 60, y = 60 

(2 × 60 + 3 × 60) = 300

300 = 300 

Option 2:

x = 15, y = 90 

(2 × 15 + 3 × 90) = 300

300 = 300 

Option 3:

x = 90, y = 40 

(2 × 90 + 3 × 40) = 300

300 = 300 

Option 4:

x = 50, y = 70 

(2 × 50 + 3 × 70) = 300

310 = 300 

(50, 70) is not possible number of glasses.

The correct option is 4 i.e. 50, 70

Given:

Bus starts at = 6:40 am

Time to reach bus stop from house = 10 minutes

Sleeping time = 7 hours

Time required to get ready = 1/2 hour 

Formula used:

Elapsed time = End time - Start time

Calculation:      

Total elapsed time = 10 min. + 7 hours + 1/2 hour = 7 hours 40 minutes

Sleeping time = Starting time of bus - Elapsed time

⇒ Sleeping time = 6:40 am - 7 hours 40 minutes

⇒ Sleeping time = 11:00 pm

∴ He wants to reach the bus stop on time he should go to sleep on the previous day at 11:00 pm

The correct option is 1 i.e. 11:00 pm

Calculation:

9 × 9 + 7 = 88

98 × 9 + 6 = 888

987 × 9 + 5 = 8888

9876 × 9 + 4 = 88888

98765 × 9 + 3 = 888888

∴ The value of 98765 × 9 + 3 is 888888.

The correct option is 1 i.e. 888888

Given:

Cycle used by students = 1/5 of the students

Private vehicle used by students = 1/4 of the students

School bus used by students = 1/3 of the students 

Walk by students = 1/5 of the students  

Other mode used by the students = 13

Calculation:

Total number of students = x

Cycle used by students = 1/5 of x = x/5

Private vehicle used by students = 1/4 of x = x/4

School bus used by students = 1/3 of x = x/3 

Walk by students = 1/5 of x = x/5

Other mode used by the students = 13

According to the question,

⇒ x/5 + x/4 + x/3 + x/5 + 13 = x

\(⇒ \frac{(12x + 15x + 20x + 12x)}{60}\) + 13 = x

\(⇒ \frac{59x}{60}\) + 13 = x

⇒ 13 = x - \(\frac{59x}{60}\)

⇒ 13 = x/60

⇒ x = 780

School bus used by the students = 1/3 of 780

⇒ School bus used by the students = 1/3 × 780 = 260

∴ 260 students use school bus.

The correct option is 3 i.e. 260

Zoltan Pal Dienes is a Hungarian mathematician who gives his ideas on education. He is a world-famous theorist and originator of " new mathematics ". His theory especially focuses on teaching mathematics.

• Zoltan Paul Dienes is one of the earliest representatives of both the embodied conception of learning and teaching mathematics.
• Dienes says that "Most of the time there is no substitute to do mathematics. You learn mathematics not out of a textbook, but engaging in mathematical activity. It is something like learning to swim or to skate".

Key Points

Dienes's theory states that by using manipulative materials, games, and stories, children can learn more complicated math at a younger age than had previously been thought.

Dienes Principle:

1. The Constructive Principle: In structuring activities, the construction of concepts should always precede analysis.
2. The Dynamic principle: Preliminary, structured activities using concrete materials should be provided to give necessary experiences from which mathematical concepts can be built eventually. Later on, mental activities can be used in the same way.
3. The Perceptual variability principle or multiple embodiment principle, which suggests that conceptual learning is maximized when children are exposed to a concept through a variety of physical contexts or embodiments (Dienes, 1971). The provision of multiple experiences (not the same experience many times), using a variety of materials, is designed to promote abstraction of the mathematical concept. For instance, when learning about the regrouping procedures used in the process of addition, a child might be presented with chips, counters, abacus, or with the Multibase Arithmetic Blocks (MAB, also called base-ten blocks). In this way, the child is more likely to perceive that the regrouping procedures are independent of the different types of materials used.
4. The Mathematical Variability Principle: Concepts involving variables should be learned by experiences involving the largest possible number of variables.

Hence, we can conclude that the teacher is referring to Perceptual variability principle in the above-mentioned scenario.

Mathematics is a science that deals with logical reasoning, quantitative calculation, practices of counting describing shapes, abstractions of subject matter, etc. Mathematics plays a vital role in daily life.

Important Points

Errors are the difference between the true value and an estimated value of a particular question.

Role of error in mathematics:

• Errors are not always bad. Error plays a crucial role in the teaching-learning process.
• It helps the teacher to understand the thought process of the learner and how well the learner has gained the particular topic.
• Errors allow the learner to experiment. Learners learn from their mistakes.
• Errors reflect the thinking process of the learner.

Thus**, Errors play an important role in mathematics they help teachers understand how children construct mathematical concepts.**

Additional Information

Teachers should not punish the students for doing an error. The error should be corrected without any criticism.

A fraction represents a number that expresses a part of the whole.

• Example: divide the whole pizza amongst friends, if there are a total of six friends then 1/6^th part of the pizza everyone would get. 1/6 is a fraction here that states one part among six parts.

Key PointsGeneralization in mathematics:

• Making generalizations is fundamental to mathematics.
• Generalization is a statement or something that is true for one thing and is true for a whole category. It is transferring knowledge from one setting to another.
• Overgeneralization of facts leads to errors and misconceptions. Students simply add the numerator with numerator and denominator with denominator, as they do in addition.

Thus, the Generalization of facts learned in addition to being applied to fractions is the possible reason for such a misconception.

Additional Information

• This can be corrected by teaching the concept behind additions of fractions.

Assessment: Teaching-learning process should be continuously evaluated. Assessment is the way to find, to which extent the objectives of the teaching-learning process are achieved.

Key PointsData Collection: It is the process of collecting data, measuring it, and analyzing it, to establish a system for answering relevant questions.

• The survey is a method of collecting data from a group to gain information.
• Survey-based projects deal with collecting data which helps the teacher to understand the knowledge of students on data collection.

Thus,  survey-based projects are the most appropriate task for formative assessment of students' understanding of data collection.

Additional Information There are two types of assessment :

1. Formative assessment: This assessment is in the process of evaluation of students' understanding, their needs, progress, etc. formative assessment is a for the learning process*.*
2. Summative assessment: This assessment is done at the end of the session. Summative assessment is of the learning process.

Mathematics is a science that deals with logical reasoning, quantitative calculation, practices of counting describing shapes, abstractions of subject matter, etc. Mathematics plays a vital role in daily life.

Key Points Mathematical activities:

• Mathematical activities include various games, experimentation, puzzles, guessing, visualizing, describing, etc.
• Mathematical activities encourage the learner to find different strategies for problem-solving.  It also strengthens their knowledge and understanding.
• Help students deepen their mathematical understanding and reasoning.
• Mathematical activities provide efficient learning experiences for learners. It also helps in exploring and learning new knowledge/concepts efficiently.
• Providing opportunities to children to explore many abstract concepts and learn computational strategies.
• These activities can be used for formative assessment (assessment for learning) but should not be used as a summative assessments. Give free space to the learners to explore.

Thus, These activities Help students deepen their mathematical understanding and reasoning and Provide opportunities for children to explore many abstract concepts and learn computational strategies.

Geometry is a branch of mathematics that deals with various shapes, angles, patterns, and dimensions of numerous things. “If algebra is the language of mathematics, geometry is the glue that connects it”

Key PointsGeometry in daily life:

• Geometry has various practical uses in daily life. Example: constructing houses, buildings, various tools; measuring area, volume, and distances. circumference of various shapes.
• It is also used in arts and architecture such as temples, palaces, bridges, etc. everything around us includes geometry in it.
• Studying geometry helps in building various skills and helps to build the thinking skills of logic, reasoning, and problem-solving. Geometry is about reasoning and analysis.

Thus, including geometry at the primary level is very important as it helps in strengthening their learning and visualizing mathematical ideas.

Approach: Approach is the way to go near to our target. It gives rise to methods. It is the way of looking at the teaching-learning process.

Key Points Approaches are used because-

• There are various multiple approaches used in the teaching-learning process to make the process easier.
• Using different approaches not only helps the teacher to reach their full potential but also engages & motivates the students.
• Offering various approaches helps the learner to think in various directions and it also clears the concepts of students effectively.
• It gives wider space for their thinking and understanding.

Thus, teachers try to offer various approaches to hearing students in solving problems.

Contextual Question is realistic mathematical questions. These questions are from an experientially real context.

Key PointsMain features:

• It helps in incorporating real-life applications into mathematical problems.
• These type of questions involves real-life situations as a mathematical problem.
• Firstly the students should comprehend the question. they should try to understand what the question is trying to say.
• Renu has x marbels  ,She lost 4 marbels=(x-4)
• She left with 7 marbles therefore, (x-4)=7
• x = 11   i.e. Renu has 11 marbles in the starting.

Thus, it is a contextual question on addition.

Additional Information

1. Open-ended question: An open-ended question is a question that cannot be answered with a "yes" or "no" response, or with a static response. Open-ended questions are phrased as a statement that requires a longer response.
2. Multiple choice question: The multiple-choice question type allows the respondent to choose one or multiple options from a list of possible answers.

The Sexagesimal system was developed around 3100BC.

Key Points

• Sexagesimal is a number system with sixty at its base rather than ten.
• It is an ancient system of counting, calculating, or measuring time, angles, and geographic coordinates.
• In Sexagesimal System, an angle is measured in degrees, minutes, and seconds.
• It is a system of base 60 i.e. 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30.
• It is used for angle measurement.

Thus**, a sexagesimal system is used for measuring angles.**

Additional Information

• Binary system: system of base 2 i.e. 0 & 1
• Decimal system: system of base 10 i.e.0,1,2,3,4,5,6,7,8,9.

The NCF (national curriculum framework)2005 is published by the NCERT in 2005. it provides guidelines for syllabus, textbooks, methods for the teaching-learning process, etc.

Key Points

• According to NCF 2005, mathematics should not be taught as a particular subject in classes I & II. It should be taught in an integrated manner with other subjects like language, EVS, arts, etc.
• The integration of math into other subjects makes students think about the “real world”. It also makes students start to think about why things happen, giving them a practical approach to learning and using mathematics.
• Language and maths have an important role to play in learning EVS, Arts, health and physical education, and all other disciplines.

Thus, Mathematics should be integrated with other subjects like language, arts, EVS, etc.

Additional Information

• The main goal of mathematics education is to mathematize the child's thought process.
• Connects the learning process with real-life situations.
• Focus on building concepts and understanding ideas rather than memorizing them.
• Another aim is to develop numeracy skills in the students.
• It focuses on child-centered education.

Activities-based learning is the process of doing by own hands practically. It encourages the students to participate in their own learning experiences.

• The materials which supplement teachers’ efforts and facilitate teaching-learning are known as teaching materials. These teaching aids may include audio, visual and audio-visual materials. Such materials, if presented properly at the appropriate time, may prove to be of great help in clarifying difficult concepts, making abstract things understandable, and arousing and maintaining pupils' interest in mathematical learning.

Key Points

• A grid is an equally divided square on a flat surface. It has horizontal and vertical lines. It can be used as a teaching aid to teach students the multiplication of decimals.

Use of Grid paper

• Grids are a very versatile and useful device for learning mathematics and are not used much in primary and middle schools. A number of activities with grid paper can be used to enhance understanding of concepts and operations on numbers, geometry and measurement, communication, and reasoning. Grids are another excellent tool. It allows students to visualize how a product is achieved when multiplying decimals.

Additional Information 

See the figure given below:

Therefore,  for introducing the multiplication of decimals using grids to represent decimals and then introducing multiplication of decimals.

Mathematics is a real-life subject. It plays a crucial role in daily life experiences.

Key Points

• The teaching should be connected with real life. The teachers should take examples from the daily life of students so that they feel connected and interested.
• The teacher should use teaching aids from their real environment, nothing is better than this.
• The main goal of mathematics education is to mathematize the child's thought process.
• Connects the learning process with real-life situations.
• Focus on building concepts and understanding ideas rather than memorizing them.
• Another aim is to develop numeracy skills in the students.
• It focuses on child-centered education.

Thus, A classroom discussion was initiated on the topic of 'Sale and Discount in festival season' while teaching the concept of 'Percentage' helps the students to connect classroom mathematics with the real world thus improving conceptual clarity.

Mathematics is a science that deals with logical reasoning, quantitative calculation, practices of counting describing shapes, abstraction of subject matter, etc. Mathematics plays a vital role in daily life.

Key Points According to NCF 2005 :

• The main goal of NCF 2005 is to Mathematize the child's mind.
• The NCF focuses on conceptual understanding of any topic. It discourages rote memorization.
• Mathematics increases logical thinking.
• The students should be taught in a way so that they will think mathematically and use their logical thinking in their daily life.
• The teaching-learning process should not focus on robotic learning of steps of solving any question.
• The questions which only check procedural learning, rote memorization,  and drill do not initiate the mathematical thinking of students.

Therefore, If we multiply 4.25 with the number between 0 and 1, the result will always be lesser than 4.25. This type of question initiates the student's mind to think logically and mathematically.

In the rest options, there is no requirement for logical thinking.

Activities-based learning is the process of doing my own hands practically. It encourages the students to participate in their own learning experiences.

Key PointsBenefits of Activity-based Learning-

• In class I & II mathematics is not taught as a separate subject, it is taught in an integrated manner with other subjects like language.
• The students in primary classes should be taught through various activities and hands-on experiences.
• The teacher teaches their students according to their needs and interest. Teaching should be child-centered.
• The teaching should be connected with real life. The teachers should take examples from the daily life of students so that they feel connected and interested.
• The teacher should use teaching aids from their real environment, nothing is better than this.
• For example, teachers should use pebbles to teach their students how to add and subtract.

Thus, Draw 6 dots and encircle 2 among them, and asks the children to count the remaining dots. Repeating some processes with similar examples is the activity teacher can use for class II children to teach about subtraction of one-digit numbers.

Mathematics teacher: A good mathematics teacher should have the ability to think logically, speaks clearly, have presentation skills, understand, knowledge, have patience, and have a scientific attitude.

Key Points  Other features:

• He should love and respect the students impartially and equally.
• The teacher is always respected by the social people. He should be culturally aware and should teach their students without difference on the basis of any social status, culture, religion, etc.
• Teacher should encourage themselves and their students for any type of work that seems to be difficult.
• A teacher should be open-minded and resourceful to teach their students efficiently by understanding their needs.

Thus, a good Mathematics teacher has a Conceptual understanding and the ability to relate the content of mathematics with real life.

Important Points

• Mathematics is a real-life subject. It plays a crucial role in daily life experiences.
• According to NCF 2005, the teacher should connect the teaching-learning process with real life.

Concept:

Time zone:

• A time zone is a geographical area, that follows a consistent time standard for commercial, social, and legal purposes.
• Two types of time zone are GMT and IST.

GMT:​

• The mean solar time at the Royal Observatory at Greenwich is known as Greenwich Mean Time (GMT).
• In London, it is measured at midnight.
• GMT is frequently used interchangeably with UTC in different countries.

IST:

• In India, the longitude of 82½° E (82° 30'E) is treated as the standard meridian.
• The local time at this meridian is taken as the standard time for the whole country.
• It is known as the Indian Standard Time (IST).

Explanation:

Abu Dhabi and India time difference:

• As the earth rotates from west to east, those places east of Greenwich will be ahead of Greenwich time and those to the west will be behind it.
• The rate of difference can be calculated as follows.
• The earth rotates 360° in about 24 hours, which means 15° an hour or 1° in four minutes.
• Thus, when it is 12 noon at Greenwich, the time at 15° east of Greenwich will be 15 × 4 = 60 minutes.
• 1 hour ahead of Greenwich time, which means 1 p.m.
• But at 15° west of Greenwich, the time will be behind Greenwich time by one hour, i.e., it will be 11.00 a.m.
• Similarly, at 180°, it will be midnight when it is 12 noon at Greenwich.

Calculation:

• According to this perspective, we can say that the Abu-Dhabi time zone=(GMT+4) and IST are 5:30 hours ahead of GMT.
• So, the difference between Abu Dhabi and the Indian time zone is 1 hour & 30 minutes.
• That means India is 1hour and 30 minutes ahead of the Abu-Dhabi time zone.

Thus, An EVS teacher has a student from Abu Dhabi, in her class. The teacher has her online class scheduled at 10:00 AM (IST). The time will the student attend her online class from his home in Abu Dhabi is 8:30 AM.

Additional InformationDifferent time zones of the world:

• There are at least two time zones in 23 nations.
• Because the North and South Poles have all lines of longitude.
• Antarctica and the Arctic technically have all time zones.
• There are 7 main time zones present in the world.
• These are 
• Atlantic Standard Time (AST).
• Eastern Standard Time (EST).
• Central Standard Time (CST).
• Mountain Standard Time (MST).
• Pacific Standard Time (PST).
• Alaskan Standard Time (AKST).
• Hawaii-Aleutian Standard Time (HST).
• Samoa standard time (UTC-11).
• Chamorro Standard Time (UTC+10).

Concept:

Food:

• Food can be defined as anything solid or liquid that when swallowed, digested and assimilated in the body provides it with essential substances called nutrients and keeps it well.
• It is the basic necessity of life.
• Food supplies energy and enables the growth and repair of tissues and organs.
• It also protects the body from disease and regulates body functions.

Cooking oils:

• Cooking oil is a liquid fat that comes from plants, animals, or synthetic sources.
• It is used in different kinds of cooking.
• It's also known as edible oil because it's used in non-heated food preparation and flavouring.

Explanation:

Palm oil:

• Palm oil is vegetable oil.
• That comes from the mesocarp of the oil palm fruit.
• The oil is utilised in food production, cosmetics, and as a biofuel.
• In 2014, palm oil accounted for over 33% of world oils produced from oil crops.
• It has a strong flavour and is sweet on the test.
• Palm oil has a high rate of saturated fat.
• It can increase the risk of heart diseases, it is not the healthiest oil for cooking.
• In India Andhra Pradesh,  Karnataka and Goa mainly produce Palm oil.
• It is the least-used oil in India.

Thus, Palm oil the following is the least used type of cooking oil in India.

 Additional InformationMustard Oil:

• Mustard oil is a pressed oil that is used in cooking.
• The oil is extracted by grinding mustard seeds, mixing them with water, and distilling the resulting volatile oil.
• The smoke point of pure mustard oil is around 480°F (250°C).
• A different side effect of mustard oil
• Contains Erucic Acid.
• Leads To Dropsy.
• May Increase Lung Cancer Risk.
• Influences Heart Health.
• It May Result In Skin Damage.
• Causes Irritation.
• Can Lead To Allergic Reactions.
• Gives External Eruptions.
• It is mainly used in Bangladesh, West Bengal the state of India, as a cooking oil.
• It is mainly produced in Rajasthan, and Haryana in India.

Groundnut oil:

• Groundnut oil is a naturally processed oil.
• Which is extracted from groundnuts using a cold squeezing method.
• The fragrant oil has numerous advantages and is high in essential elements.
• Gujrat has the highest production of groundnut oil in India.
• It helps improves the heart, control cholesterol, control diabetes etc.

Coconut oil:

• The wick, meat, and milk of the coconut palm fruit are used to make coconut oil.
• Coconut oil is white solid fat that melts at room temperatures of roughly 25°C.
• The perfume of unrefined varieties is strongly reminiscent of coconut.
• In the southern part of coastal areas in India (mainly Kerala), this oil is used for cooking purposes.

Indoor plants are those plants that are kept away from direct contact with sunlight, they are basically placed inside the house or in a shaded region.

• Example: snake plant, peace lily, spider plant, etc.

Key Points

• Aloe vera, money plant and croton are the plant that needs not much sunlight to grow, thats why these are indoor plants.
• ***So option (2) is the correct answer.*​

Additional Information

• Outdoor plants are those type of plants which need direct contact of sunlight and placed away from house.
• Example: Petunia, Geranium, Tulsi, etc.
• Mint plants can be grown indoors as well as in outdoor nature.

Explanation:

Winnowing:

• This method of separating components of a mixture is called winnowing.
• Winnowing is used to separate heavier and lighter components of a mixture by wind or by blowing air.
• This method is commonly used by farmers to separate lighter husk particles from heavier seeds of grain.
• In the household women also use this process for separating grain from the husk.
• The husk particles are carried away by the wind.
• The seeds of grain get separated and form a heap near the platform for winnowing.
• The separated husk is used for many purposes such as fodder for cattle.

Thus, in villages, it is common to observe how women at home remove the husk from the grain. This method is known as winnowing.

Additional InformationSieving:

• Sieving allows the fine flour particles to pass through the holes of the sieve while the bigger impurities remain on the sieve.
• In a flour mill, impurities like husk and stones are removed from wheat before grinding it.
• Usually, a bagful of wheat is poured into a slanting sieve.
• The sieving removes pieces of stones, stalk and husk that may still remain with wheat after threshing and winnowing.
• At the construction site sieving is used to separate pebbles and stones from sand.

Handpicking:

• This method of handpicking can be used for separating slightly larger sized impurities like pieces of dirt, stone, and husk from wheat, rice or pulses.
• The quantity of such impurities is usually not very large.
• In such situations, we find that handpicking is a convenient method of separating substances.

Threshing:

• The process that is used to separate the grain from stalks etc, is threshing.
• In this process, the stalks are beaten to free the grain seeds.
• Sometimes, threshing is done with the help of bullocks.
• Machines are also used to thresh large quantities of grain.

Concept:

Conservation:

• Conservation preserves the ecological diversity and our life support systems – water, air and soil.
• It also preserves the genetic diversity of plants and animals for better growth of species and breeding.
• So biodiversity conservation is a  type of protection and management technique for biodiversity so we can gain sustainable development from resources.

Explanation:

Endemic species:

• Endemic species are those species of plants and animals which are found exclusively in a particular area.
• They are not naturally found anywhere else.
• A particular type of animal or plant may be endemic to a zone, a state or a country.
• Examples of endemic species are-
• Wild Mango endemic flora of the Pachmarhi Biosphere Reserve.
• Bison, Indian giant squirrel and flying squirrel are endemic fauna of this area.
• The destruction of their habitat, increasing population and introduction of new species may affect the natural habitat of endemic species and endanger their existence.

Thus, endemic species are species found in a particular area.

Additional InformationRare Species:

• Specie with small populations that may move into the endangered or vulnerable category if the negative factors affecting them continue to operate is called rare specie.
• Examples of such species are the Himalayan brown bear, wild Asiatic buffalo, desert fox and hornbill, etc.

Endangered species:

• These are the species which are in danger of extinction.
• Animals whose numbers are diminishing to a level that they might face extinction are known as endangered animals.
• The survival of such species is difficult if the negative factors that have led to a decline in their population continue to operate.
• Examples of such species are blackbuck, crocodile, Indian wild ass, Indian rhino, and lion-tailed macaque.

Imported species:

• An invasive species or imported species is a non-native species that spread from a point of introduction to invade and negatively affect a new ecosystem.
• They're normally introduced for good reasons, yet they can cause environmental, ecological, and economic harm.
• They are a severe threat to the economy, society, and environment.
• As a result, they must be thoroughly researched and handled in the long run.

Concept:

Deforestation:

• Deforestation is the process of removing trees from forests (or other places) on a big scale in order to facilitate human actions.
• It is a major environmental issue.
• Some of the major causes of deforestation are:
• Agriculture.
• Logging.
• Mining and urban expansion.

Explanation:

Consequences of deforestation:

• ​Deforestation increases the temperature and pollution level on the earth as they absorb carbon dioxide from the atmosphere.
• It increases the level of carbon dioxide in the atmosphere.
• Groundwater level also gets lowered as there is more surface runoff and less percolation.
• Deforestation disturbs the balance in nature.
• Moreover, there will be increased chances of natural calamities such as floods and droughts.
• Deforestation leads to global warming due to increased CO₂ levels and less heat absorption.
• The increase in temperature on the earth disturbs the water cycle and may reduce rainfall, this could cause droughts.
• Deforestation also leads to a decrease in the water-holding capacity of the soil.

Thus, 

Options (a), (b) and (d) are consequence/s of deforestation.

The correct answer is (a), (b) and (c).

Desert:

• It is an arid region characterized by extremely high or low temperatures and has scarce vegetation.

Explanation:

Hot desert:

• The climate of the hot desert is scorching hot and parched dry.
• It has a short rainy season, it does not show a significant seasonal effect.
• The sky is cloudless and clear.
• Here, the moisture evaporates faster than it accumulates.
• Days are unbelievably hot.
• The temperatures during the day may soar as high as 50°C, heating up the sand and the bare rocks, which in turn radiates heat making everything around hot.
• Hot Desert sand is a very faint and slightly pigmented reddish-yellow colour that closely resembles the colours of sand, so we can say that hot deserts are red or orange in colour.
• The nights may be freezing cold with temperatures nearing zero degrees.
• An example of a hot desert is Sahara.
• There is a significant diurnal temperature change whereas the seasonal effect is less.

Cold desert:

• The climate is extremely cold and dry.
• The air at this altitude is so thin that the heat of the sun can be felt intensely.
• The day temperatures in summer are just above zero degrees and the night temperatures are well below –30°C.
• It is freezing cold in the winter when the temperatures may remain below –40°C for most of the time.
• There is little rainfall, as low as 10 cm every year showing no significant seasonal changes in rainfall.
• The area experiences freezing winds and burning hot sunlight.
• Its land is covered in sand, ice, or snow, and it seems grey in colour.
• Cold deserts experience significant seasonal effects.
• An example of a cold desert - is Ladakh.

Thus, the following statements are true regarding cold and hot deserts:

The correct option are (a), (b) and (c).

Concept:

National Park:

• These reserves are large and diverse enough to protect whole sets of ecosystems.
• They preserve flora, fauna, landscape and historic objects of an area.

Explanation:

Jim Corbet National Park:

• Hailey National Park or Jim Corbet National Park, India's first and oldest national park, was established on August 8, 1936 in Uttarakhand.
• The reserve was 324 square kilometres in size.
• It is also the first national park in Asia.
• Mammals, reptiles, and birds were barred from being hunted, killed, or captured soon after the park was founded.
• In 1954-55, it was renamed Ramganga National Park, then in 1955-56, it was renamed, Corbett National Park.

Thus, National Parks are important for the preservation of wildlife. Jim Corbet National Park is the oldest National Park in India.

Additional InformationKaziranga National Park:

• One of India's most important wildlife sanctuaries is the Kaziranga National Park.
• It is noted for its one-horned rhinoceros and is one of India's most well-known national parks.
• It also serves as a significant bird sanctuary.
• In 1905 Kaziranga was established as a reserve forest.
• In 1974 Indian government declared Kaziranga a National park.

Kanha National Park:

• It is located in Madhya Pradesh.
• It is known for its tiger reserve.
• It has been named one of the world's best wildlife reserves and is known for saving the Barasingha from extinction.
• The park was designated as a protected forest in 1879.
• It was designated as a wildlife sanctuary in 1952.
• The park was renamed the National Park in 1955.
• The Kanha Tiger Reserve has a total size of 1945 square kilometres.

Bandhavgarh National Park:

• It is located in the Vindhya hills of Madhya Pradesh's Umaria district.
• It was designated as a national park in 1968.
• This National park has an area of 450sq.km.

The Correct answer is:   (B), (E), (D), (C), (A)

Concept:

Germination:

• The essential procedure by which diverse plants emerge from a single seed into a plant is known as seed germination.
• Both crop productivity and quality are affected by this process.
• The sprouting of a seedling from an angiosperm or gymnosperm seed is a common example of seed germination.

Key Points

Step of the germination:

• First step
• Germination needs the presence of water.
• Most seeds only require adequate water to moisten them, not to soak them.
• Imbibition is the process of seeds absorbing water, which causes the seed coat to enlarge and rupture.
• Second step:
• It is one of the most essential stages of germination when the seed begins to take water from the ground.
• The radicle emerges to form a primary root.
• The activated enzymes are the ones who start the process.
• The root grows downwards.
• Third step:
• ​Most plants retain food storage with their seeds.
• Such as carbohydrates, proteins, or oils.
• The growing embryo receives nutrients from this food store.
• Hydrolytic enzymes are activated when the seed absorbs water.
• These stored food resources are broken down into metabolically usable molecules.
• Fourth stage:
• ​During the stage, by rupturing the seed covering, the plumule produces a sprout.
• The shoot rises upwards towards the soil's surface.
• Fifth stage:
• ​The cotyledons spread out and unfold.
• It leads to the development of the first leaves.
• After that, the plant is now ready to begin the photosynthesis process.

 

Thus, the sequence of seed germination from the steps given below:

 

The correct sequence are (b), (e), (d), (c), (a).

Concept:

Bajra seeds:

• Bajra is an important millet grown in India.
• Though these are known as coarse grains, they have very high nutritional value.
• It is a rain-fed crop mostly grown in moist areas which hardly need irrigation.
• Bajra grows well on sandy soils and shallow black soil.
• Major Bajra producing States are Rajasthan, Uttar Pradesh, Maharashtra, Gujarat and Haryana.
• It uses to make chapatis.

Explanation:

Journey of a Bajra seed from field to plate:

Harvesting:

• ​Harvesting is the cutting of a crop after it is matured.
• The Bajra seeds peak from the field during harvesting.

Threshing:

• ​After harvesting Bajra seeds threshing process is done.
• This process is used to separate the Bajra grain from stalks.
• In this process, the stalks are beaten to free the Bajra grain seeds.

Winnowing:

• ​The next process is winnowing.
• In this method, components are separated from the mixture.
• Winnowing is used to separate heavier grain and lighter husk components of a mixture by wind or by blowing air.

Grinding:

• ​After the grain is separated from the husk, the grinding process is done.
• In this process, grains are put in a Chakki for grinding for making powder.

Kneading:

• The next process is called kneading.
• Where water is mixed with powder grain for making dough.

Rolling and Roasting:

• ​In the next process, small balls are taken from the dough.
• Then they are rolled for making Chapaties.
• After that, the Chapaties are put on Tawa for roasting.
• Finally, these Chapaties are ready for the plate.

Thus, the correct journey of a Bajra seed from field to plate is Harvesting, Threshing, Winnowing, Grinding, Kneading, Rolling, and Roasting.

Explanation:

Red data book:

• Red Data Book is the sourcebook which keeps a record of all the endangered animals and plants.
• Red Data Book is maintained internationally by an organisation.
• India also maintains Red Data Book for plants and animals found in India.
• Advantages of Red data book:
• It aids in the identification of all animals, birds, and other species, as well as the conservation status of each.
• We can assess the danger of taxa becoming globally extinct with the help of this book.
• Provides a framework or set of recommendations for undertaking endangered species protection efforts.
• Examples of some fauna present in the Red Data Book:
• Himalayan Brown/Red Bear.
• Pygmy Hog.
• Andaman White-toothed Shrew.
• Kondana Rat.

Thus, the Red data book keeps records of endangered plants and animals.

Additional InformationEndangered species:

• These are the species which are in danger of extinction.
• Animals whose numbers are diminishing to a level that they might face extinction are known as endangered animals.
• The survival of such species is difficult if the negative factors that have led to a decline in their population continue to operate.
• Examples of such species are blackbuck, crocodile, Indian wild ass, Indian rhino, and lion-tailed macaque.

Concept:

Mountaineering:

• Mountaineering, often known as mountain climbing is a sport.
• It involves reaching or attempting to reach high points in mountainous areas, primarily for the pleasure of the climb.
• There are mainly two types of mountaineering namely Alpine and Expedition.

Explanation:

​Nehru Institute of Mountaineering:

• NIM was founded on November 14, 1965, in Uttarkashi, Uttarakhand.
• It celebrates the tremendous ambition of Pt Jawahar Lal Nehru, India's first Prime Minister and fervent mountain enthusiast.​
• Nehru Institute of Mountaineering (NIM) is regarded as one of India's premier mountaineering institutes and Asia's most respected mountaineering institute.
• The International Federation for Climbing and Mountaineering (UIAA) has recognised NIM as the sole mountaineering institute in India.
• Through its many Mountaineering and Adventure courses, the Institute aims to acquaint and initiate young men, women, and school children to the mountains and nature.
• Environmental awareness and conservation are mainly prioritised hare.

Thus, the Nehru Institute of Mountaineering is situated in Uttarkashi.

Concept:

Costal area of India:

• The coast of India stretches for 7,516.6 kilometres.
• It connects the mainland and islands to the Bay of Bengal in the east, the Indian Ocean in the south, and the Arabian Sea in the west.

Explanation:

States have sea on one side:

• Gujarat
• Maharashtra
• Goa
• Karnataka
• Kerala
• Tamil Nadu
• Andhra Pradesh
• West Bengal
• Odisha.

Thus, the following states have the sea on ONE side Gujarat, Maharashtra, Goa, Karnataka, Kerala, Tamil Nadu, Andhra Pradesh, West Bengal and Odisha.

Mistake PointsAndaman and Nicobar Islands is surrounded by sea on all sides, hence it is incorrect. 

 Additional Information

Gujarat:

• This state is present in the western part of India.
• The area of this state is 196024 sq. km.
• Gujarat has the longest coastline in India, according to local preference.
• It is located in the state's Kathiawar area and is surrounded by the Arabian Sea.
• It shares the largest cost line area after Andaman and Nicobar iland.
• Only in Gujrat does the coast of the Gulf of Kachchh lies.

West Bengal:

• West Bengal is an Indian state located between the Himalayas and the Bay of Bengal in eastern India.
• The total area of West Bengal is 88,752 km².
• The total cost line of this state is 157 km.

Concept:

Harvest festival:

• After three or four months of hard work there comes the day of the harvest.
• The sight of golden fields of standing crops, laden with grain, fills the hearts of farmers with joy and a sense of well-being.
• The efforts of the past season have borne fruit and it is time to relax and enjoy a little.
• The period of harvest is, thus, of great joy and happiness in all parts of India.
• Men and women celebrate it with great enthusiasm.
• Special festivals associated with the harvest season are Pongal, Baisakhi, Holi, Diwali, Nabanya and Bihu.

Explanation:

Til Sankranti- Uttar Pradesh, Bihar and Madhya Pradesh:

• Makar Sankranti or til Shankranti is India's oldest and most colourful harvest festival, which is observed throughout the country.
• This festival is known as til Shankranti in the state of Uttar Pradesh, Bihar and Madhya Pradesh.
• Makar Sankranti commemorates the sun's passage through the zodiac sign of Makara (Capricorn) as it passes through the heavens.

Gudipadwa-Maharastra:

• Gudi Padwa is a major event in Maharashtra that celebrates the beginning of a prosperous New Year.
• Gudi Padwa is also known as the harvest festival, as it marks the end of the rabi agricultural season.
• At the entrance of their homes, they make rangoli designs and decorate them with flowers and a homemade doll.
• Gudi (bamboo dolls) are made from mango and neem leaves and hung at the entrance.

Bihu-Assam:

• The entire state of Assam celebrates Bohag Bihu with fervour and excitement every year in April.
• It marks the start of the Assamese calendar year.
• This harvest festival in India is also known as Magh Bihu.
• Farmers in Assam rejoice and reap the results of their harvesting labour.
• The mejis, or clay and hay pavilions, are burned on Bihu.
• The Brahmaputra River is said to be as old as Bihu.

Nabanna-West Bengal:

• Nobanno (Bengali: New Feast) is a Bengali harvest festival celebrated in the Indian states of West Bengal, and Tripura.
• This festival brings joy, and happiness with food, dance, and music.
• It is a gastronomic festival, with numerous native Bengali dishes such as Pitha being prepared.

Thus, Harvest festivals are major occasions of joy and gaiety. The correct statement is

The correct options are (a) and (d).

Additional Information

Uttarayan in Gujarat:

• It is a harvest festival in Gujarat.
• It is also an International Kite Festival which is celebrated since 1989.
• It is a part of the official celebration of ‘Uttarayan’.

Onam-Kerala:

• It is a traditional harvest festival in Kerala that is celebrated with great passion throughout the state.
• The event lasts ten days with the arrival of Mahabali.
• People decorate their house entry with flower rangoli, don new traditional costumes.

Pongal-Tamil Nadu:

• It is another name for Makar Sankranti, which is observed simultaneously in various places across Tamil Nadu.
• Pongal denotes 'overflowing' or 'overheating.'
• This is a thanksgiving celebration in which people express their gratitude to Mother Nature for the rice harvest that year.
• This four-day festival is one of India's most colourful harvest celebrations.

Sohrai-Jharkhand:

• It is the harvest festival of Jharkhand.
• This festival is also known as the Cattle Festival.
• Mainly tribal Indian Santal, Munda and Oraons celebrate this festival.

The area or the land where a large number of waste materials are buried in the soil is called a landfill.

• Examples: Sanitary landfills, Municipality waste landfills, etc.

Key Points

• These types of activities help students to explore their own world and enjoy their surroundings.
• These types of activities generate curiosity to learn or think about the situation and they think divergently by covering all the aspects to mitigate the problem.
• Visits are necessary for a student's curriculum which helps the student to know our surroundings.

So by all these references, we can conclude that (c) and (d) are correct.

Additional Information

Effects of landfills are:

• Water supply contamination.
• Increase soil pollution, air pollution, and water pollution.
• Increase the level of CO2** .**
• Negative impact on health.

Environmental problems are those problems that are related to the environment and can make a negative impact on nature and on the life of the living organism.

• **Examples: Pollution, greenhouse effect, global warming, etc.**​

Key Points

• Model is a project which helps to understand the topics by visualization.
• The qualities developed by the model creation are:
• Helps students to find out the information by searching from different sources.
• Make the thought process of the student Divergent.
• Emphasis on students to think critically.
• Develops the skills of presentation.
• understand the related topic by concepts.
• making the environment of the classroom interesting.
• Emphasis on the students towards teamwork.

So, option (3) is the correct answer.

Additional Information National Exhibition: This is the program in which students represent their projects as models based on their learning.

Process skills are the type of phenomenon that leads to understanding ideas and concepts, and new ways to solve a given problem. There are basically five types of process skills such as: communicating, classifying, measuring, inferring, and predicting.

Key Points

• Gardening is the activities in which the impairment of different process skills takes place such as classification, measurement and predicting, etc.
• ​In singing, dancing and recitation there is no impairment of all the process skills such as measuring and predicting, so these options are irrelevant according to the question.

Hence, we can conclude that Gardening is the correct answer.

Additional Information  

• Communicating is a skill in which students can connect through their ideas, feelings, etc.
• Classifying skills are the skills in which systematic grouping of items takes place.
• Measuring is that type of skill in which measurement of the stimulus takes place, measurement either in size, growth, etc.
• Inferring skills are defined as results that should be concluded on the basis of previous knowledge (based on proof and evidence).
• Predicting refers to a conclusive statement about a future event.

Observation skill is the ability to use all five senses to recognize, recall and analyze our surroundings.

Key Points

• According to the question, Radha has to see which seed grows fast, which plant is more healthy, which one consumes more water, etc.
• In this process she has to observe all the aspects related to both the plants, so through this activity, she is developing her observation skills.

So, option (2) is the correct answer.

Hint 

• Confidence can be enhanced by having complete knowledge related to the concepts.
• Punctuality means that the tasks can be done at a regular time.
• Doing things in a proper manner is said to be "discipline"

Environmental study is a combination of subjects as Science, social studies, and the environment, The EVS is the subject for the students of class 3^rd to class 5^th.

Key Points

• Plant caretaking is a good way to make the earth green. So the teacher should make students a caretaker of a plant.
• Students are able to know about the plants and the life of plants through these types of responsibilities.
• This type of responsibility also promotes learning.

**So, making students plant caretakers is the best way to make interaction with nature. **​

Hint

• Developing new resources is irrelevant because it is hard to develop new resources for the student and not impact a much better on the environment.
• Recycling and reducing are the best way but teachers should not only ask, but they should also have to involve in the activity.
• Not harming nature is not a perfect way to save the environment. the environment can be saved by disposing of less garbage and using things as much as they can be used.​

Learning through enquiry involves the teacher posing the problems and giving students, but making it possible for students to achieve discoveries collectively for themselves is called enquiry-based learning.

• Example: In a whole-class students took to enhance the size and quality of flowers in the school garden.

Key Points

• When the students are involved in enquiry based learning, They may connect with each other to solve the problem.
• When the student participates actively in enquiring then the  Enhancement in curiosity and engagement in learning of the student is shown.
• High-order thinking skills are promoted by enquiry-based learning, so the student is engaged in learning actively.

So**, option (4) is the correct answer.** 

Hint 

• ​Enquiry-based learning improves high-order thinking skills, there is not much impact on lower cognitive processes of enquiry based learning.

Experiential learning is the learning in which students can learn by doing experiments, activities, hands-on experiences, etc.

Key Points

• By doing experimental learning student engages in experiments, and activities, which helps to enhance their sensory experiences, and concrete experiences and also improve in process skill of the student.

So, option (1) is the correct answer.

Important Points

• Sensory experiences are those types of experiences in which the involvement of the five senses is present are known as a sensory experience.
• Example: touch, taste, smell, etc.
• Concrete experiences: In concrete experience, each learner is engaged in the task, in this experience the learning may be new or reimagined.
• Process skills are the type of phenomenon that leads to understanding ideas and concepts.

Hint

There is no motive to get good marks/grades in experimental learning, that's why option (c) is irrelevant.

Inclusive education makes it possible for all students to study in schools in age-appropriate, regular classes. In this situation, they are supported to learn, contribute and participate in all aspects of the life of the school. 

Key Points

• According to Inclusive education, every child irrespective of abilities, disabilities, socioeconomic background, gender, religious and regional belongingness are able to learn contribute and participate in a school.

So. option (1) is the correct answer.

Additional Information

• Main objectives of inclusive education:
• all students together in one classroom and school, regardless of their strengths or weaknesses in any area, and it seeks to maximize the potential of all students.
• Develops unity in diversity.
• Enhancement of the well-being of every member of the community.
• Those who are with disabilities, different languages and cultures, and different interests and ways of learning –are taught using teaching-learning strategies adapted to individual learning needs.

Classroom management is an ingredient of successful teaching. The skill of classroom management is one of the most important skills which to manage his/her classroom effectively.

Key Points

• A garden in a school helps the student to learn about nature, and plants, and also a place to do some interesting activities which capture the interest of the student towards curriculum, garden helps the EVS teacher to make their classroom/school effective.
• Example: EVS teacher teaches the student about the sowing of seeds, but if there is a garden in school then the teacher can also teach this topic through live activities which makes the study interesting and effective.
• ​Informational and communication technology, makes the students learn better and catch the attraction of the students by teaching with the help of technology.
• Example: Projector, Smartboard, etc.

So, option (1) is the correct answer.​

Additional Information

• Communication Technology: The devices which help in communication with each other or one another are known as communication technology, these devices are basically used when the persons are far away from each other, so that's why they can not be used to make the classroom effective.
• Example: Bluetooth device, Telephone, etc.
• Electronics and TV are not relevant for the classroom, smart board is a good option for the classrooms in the place of electronics and TV.

Interpersonal qualities are defined as the qualities which help students to connect with others effectively in their family, peer groups, society, friends, etc. Interpersonal qualities are an effective type of social qualities.

There are many types of interpersonal qualities are there such as communication, active listening, empathy, etc.

Key Points

• Interpersonal qualities can be modified by the social activities in which the involvement of others is present, such as group activities, discussions, teamwork, etc.

So, option (1) is the correct answer.

Important Points

• The major objectives of interpersonal qualities are**-**
• To make self-confidence.
• Enhancement in verbal communications.
• helps in building a positive attitude.
• Improves listening skills.

Additional Information

• Assessment can be defined as in simple words, the action of making a judgment about something is called assessment.
• In psychology, assessment are mainly classified into two types-
• Intelligence & achievement tests
• Personality tests.