CTET Paper 1 - 30th Jan 2023 (English-Hindi) (Previous Year Paper)

The domains of development are the different areas of growth and change that occur in individuals throughout their lifespan. The major domains of development such as physical, cognitive, social, and emotional are developed in an integrated and holistic process.

Key Points

• Emotional development refers to the development of the ability to experience, express, and regulate emotions.
• It encompasses the ways in which individuals learn to understand and manage their own emotions, as well as how they learn to understand and respond to the emotions of others.

Thus, it is concluded that the domain of development that specifically attempts to study the progression of 'feelings' about self and others is Emotional Development.

Additional Information

• Moral development: This domain includes changes in an individual's sense of right and wrong and the development of moral reasoning and decision-making abilities.
• Language development: This domain includes the acquisition and use of language, including speaking, listening, reading, and writing.
• Physical development: This domain includes changes in body structure and function, such as growth in height and weight, changes in motor skills and coordination, and the development of the body's various systems.

Principles of development define the basic process of human development. It will assess the role and importance of growth processes and levels and the principles of growth and behavior in the total life span. 

Key Points

• The Principle of Integration suggests that some specific responses get combined in the later process of development to form a whole.
• This principle emphasizes that development involves the integration of various skills and abilities into more complex behaviors and patterns.
• For example, infants first develop the ability to grasp objects, and later they integrate this ability with their developing visual and cognitive abilities to reach for and manipulate objects in more complex ways.

Thus, it is concluded that Principle of Integration is the correct answer.

Additional Information

• Principle of Continuity: This principle suggests that development is a continuous process that occurs gradually over time, rather than in distinct stages.
• Cephalocaudal Principle: This principle suggests that development proceeds from the head downward, meaning that skills and abilities develop in a head-to-toe direction.
• Proximodistal Principle: This principle suggests that development proceeds from the center of the body outward, meaning that skills and abilities develop from the torso outward to the limbs.

Socio-cultural factors are external influences on development that include cultural values, social norms, and expectations.

Key Points

• School climate refers to the social and emotional environment of a school, including the relationships between students, teachers, and administrators, and the overall culture of the school.
• A positive school climate can have a significant impact on the academic and social-emotional development of students.

Thus, it is concluded that the School climate factor comes under the category of sociocultural factors having an influence on development.

Additional Information

• Neurological deficits: This refers to impairments in the functioning of the nervous system, which can have a significant impact on development.
• Biological dispositions: These refer to inherent traits or characteristics that are genetically determined and can influence development, such as temperament or personality.
• Genetic makeup: This refers to the genetic material that an individual inherits from their parents, which can influence the development of physical, cognitive, and behavioral traits.

Jean Piaget was a Swiss psychologist who is best known for his theory of cognitive development. Piaget's theory suggests that children progress through four distinct stages of cognitive development, each characterized by unique cognitive abilities and limitations.

Key Points

• Reversible thinking refers to the ability to mentally reverse a sequence of events or operations.
• According to Piaget's theory, children in the concrete operational stage (ages 7-11) have developed the ability to think logically about concrete events and can perform mental operations on concrete objects, including reversible thinking.
• Tasks that require reversible thinking could include puzzles, games that involve strategy and planning, and activities that involve sorting or categorizing objects based on multiple criteria.
• These types of tasks can help children to develop their cognitive abilities and problem-solving skills, while also promoting independence and self-directed learning.

​Thus, it is concluded that in accordance to Jean Piaget's theory of cognitive development, a teacher should give tasks requiring reversible thinking to students in the age group 7-11 years for working independently.

Additional Information

• Passive imitation: According to Piaget's theory, passive imitation is a behavior exhibited by children in the first two years of life during the sensorimotor stage. This behavior involves copying the actions of others without understanding the purpose or meaning behind the actions.
• Object permanence: Object permanence refers to the understanding that objects continue to exist even when they cannot be seen or heard.
• Hypothetical-deductive reasoning: It is the ability to make and test hypotheses based on logical principles.

Jean Piaget was a Swiss psychologist who is best known for his theory of cognitive development. Piaget's theory suggests that children progress through four distinct stages of cognitive development, each characterized by unique cognitive abilities and limitations.

Key Points

• According to Jean Piaget's theory of cognitive development, most children become capable of solving abstract problems in a logical fashion during the formal operational stage, which typically begins around age 12 and continues through adulthood.
• During this stage, individuals develop the ability to think abstractly, reason logically, and engage in hypothetical-deductive reasoning.
• They can also think about possibilities and hypothetical situations, understand metaphors and analogies, and consider multiple perspectives on an issue.

Therefore, it is during the formal operational stage that individuals develop the ability to solve abstract problems in a logical fashion.

 Additional Information

• Sensorimotor Stage (birth to 2 years): During this stage, infants and toddlers learn about the world through their senses and motor actions.
• Preoperational Stage (2 to 7 years): During this stage, children develop symbolic representation and language, but they still struggle with logical reasoning and understanding cause-and-effect relationships.
• Concrete Operational Stage (7 to 11 years): During this stage, children become capable of logical reasoning and mental operations, but they still have difficulty with abstract concepts and hypothetical situations.

The theory of a child's moral development is proposed by Lawrence Kohlberg in 1958. he describes the theory on 3 different levels and these 3 levels are further classified into 6 stages.

Key Points

• Noori's moral reasoning can be placed in the conventional stage of Lawrence Kohlberg's theory.
• In the conventional stage, individuals make moral judgments based on societal norms and values, and they seek to maintain social order and harmony.
• Noori's argument that "we have some duties towards society and we should obey rules for that sake" reflects a concern for social order and following societal rules.

Thus it is concluded that As per Lawrence Kohlberg, at the Conventional stage of moral reasoning is Noori at present.

Hint Individuals in the pre-conventional stage of Kohlberg's theory make moral judgments based on self-interest and the avoidance of punishment or consequences, while those in the post-conventional stage base their judgments on universal principles of justice and human rights.

Lev Vygotsky, a Soviet Psychologist, has propounded the Socio-Cultural Theory. According to this theory, social interaction plays an important role in the development of a learner's cognitive ability.

Key Points

• Vygotsky believed that social interactions, particularly those with more knowledgeable others, can promote cognitive growth and development.
• He emphasized that learning occurs through interactions with others who have more knowledge and experience, which he referred to as the "zone of proximal development."
• Vygotsky's theory suggests that children's cognitive development is shaped by the social and cultural context in which they live and that their learning is influenced by interactions with parents, peers, and teachers.

Therefore, the teacher's decision to give assignments that involve social interactions with significant others in the family is consistent with Vygotsky's emphasis on the importance of social interactions in cognitive development.

Lev Vygotsky, a Soviet Psychologist, has propounded the Socio-Cultural Theory. 

Key Points

• In accordance with Lev Vygotsky's ideas, a teacher should encourage discussions and debates among students. This is because Vygotsky's theory of sociocultural development emphasizes the importance of social interactions and collaborative learning in promoting cognitive development.
• Vygotsky believed that learning occurs through interactions with others who have more knowledge and experience and that such interactions can promote cognitive growth and development.
• He emphasized the importance of social interactions in cognitive development and introduced the concept of the "zone of proximal development" (ZPD) to explain how social interactions can promote learning.
• Vygotsky's ideas would encourage discussions and debates among students, as these activities can provide opportunities for students to interact with each other and learn from each other.

Thus, it is concluded that In accordance with Lev Vygotsky's ideas, a teacher should encourage discussions and debates among students.

Lev Vygotsky, a Soviet Psychologist, has propounded the Socio-Cultural Theory. According to this theory, social interaction plays an important role in the development of a learner's cognitive ability.

Key Points

• Vygotsky believed that the use of psychological tools, such as language, symbols, and cultural artifacts, allows individuals to develop more advanced forms of thinking and problem-solving.
• According to Vygotsky, psychological tools serve as a bridge between an individual's current level of development and his or her potential level of development.
• As individuals use these tools, they can gradually internalize them and use them independently, leading to higher levels of cognitive functioning.
• Language is one of the most important psychological tools in Vygotsky's theory. He believed that language plays a critical role in cognitive development, allowing individuals to communicate with others
• Other psychological tools that Vygotsky identified include symbols, diagrams, maps, and other cultural artifacts. These tools allow individuals to represent and manipulate information in more abstract and sophisticated ways, promoting higher levels of cognitive functioning.

Thus, it is concluded that Vygotsky believed that higher-order mental processes are mediated by psychological tools.

Howard Gardner is a developmental psychologist who proposed the theory of multiple intelligence. This theory stated that intelligence is not confined to a particular domain, but rather consists of a variety of factors rather than being dominated by a single factor.

Key Points

• Interpersonal intelligence refers to the ability to understand and interact effectively with others.
• People who possess this type of intelligence are skilled at reading the emotions, motivations, and intentions of others, and they are able to use this understanding to build positive relationships and influence others.
• Interpersonal intelligence is often associated with careers in teaching, counseling, social work, and other fields that involve working closely with others.

Thus, it is concluded that As per Howard Gardner's theory of multiple intelligences, students who are good at understanding other's feelings, moods, and intentions possess higher level of Interpersonal kind of intelligence.

Additional Information

• Spatial intelligence refers to the ability to visualize spatial relationships. People with high spatial intelligence are good at visualizing objects and manipulating them mentally.
• Musical intelligence refers to the ability to perceive, create, and appreciate music. People with high musical intelligence are skilled at recognizing patterns and rhythms in music and may have a good sense of pitch and melody.
• Intrapersonal intelligence refers to the ability to understand and regulate one's own emotions and thoughts. People with high intrapersonal intelligence are self-aware and introspective and are able to accurately assess their own strengths, weaknesses, and emotions.

Lev Vygotsky, a Soviet psychologist, has propounded the Socio-cultural Theory.

 Key Points

• According to Lev Vygotsky's ideas, the correct relation between language and thought is that inner-speech of children represents an internal plane of verbal thinking.
• This means that language plays a significant role in the development of thought processes, and that children's self-directed talk reflects their thought processes as they learn to regulate their own behavior and problem-solving strategies.
• Vygotsky believed that language and thought are closely intertwined and that they develop in parallel, with language playing an important role in cognitive development.

Therefore, option 3 is the correct statement.

Gender refers to the socially constructed differences between men and women. It refers to the masculine and feminine qualities, behavior, roles, and responsibilities that society upholds.

Key Points

• A gender stereotype is a generalization about the attributes, characteristics, or behaviors of men and women that are typically based on cultural or social norms.
• It is a generalized view of people regarding the characteristics that should be present in a particular gender. For example, all-girl like pink color is a form of gender stereotyping.
• Gender stereotyping can have negative and positive effects on the development of a child.
• The above statement represents a typical stereotype that suggests that males are better at science and females are better at music, which is not necessarily true.

Thus, it is concluded that 'Boys are always good in science and girls are always good in music', this statement reflects gender stereotypes.

Additional Information

• Gender equity refers to fairness and impartiality in treatment and opportunities for all genders.
• Gender parity refers to equal representation and participation of men and women in all spheres of life.
• Gender identity refers to an individual's sense of their own gender, which may or may not conform to societal expectations or norms.

Diversity in terms of the socio-cultural context of students in a classroom should be considered an asset and utilized in teaching a concept.

Key Points

• Diversity in the classroom can enrich the learning experience for all students and can provide a range of perspectives and ideas.
• Acknowledging and valuing students' diverse backgrounds and experiences can help create an inclusive and welcoming learning environment, and can also help students develop a more nuanced understanding of the world around them.
• By incorporating diverse perspectives into teaching, educators can help students develop critical thinking skills and empathy towards others.

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

Hint Dividing students based on their context or ignoring diversity can lead to further marginalization and reinforce stereotypes, which is not conducive to an inclusive and effective learning environment.

Critical thinking is characterized by a questioning attitude, open-mindedness, and a willingness to challenge assumptions and consider alternative perspectives.

Key Points

• In order to promote critical thinking among students, a teacher should present open-ended questions requiring divergent thinking.
• Open-ended questions encourage students to think deeply, analyze information, and consider multiple perspectives.
• These types of questions do not have a single "right" answer and allow for a range of responses and interpretations. By asking open-ended questions, teachers can promote divergent thinking, which is the ability to generate multiple solutions or ideas in response to a problem or question.

Therefore, option 1 is the correct answer.

Hint

• Close-ended questions require convergent thinking, which is the ability to identify a single correct answer. These types of questions may be useful for assessing declarative knowledge, but they do not necessarily promote critical thinking.
• Problems from real-life contexts can be useful in promoting critical thinking, but they should be presented in a way that encourages divergent thinking rather than convergent thinking.
• Decontextualized scenarios may be helpful for assessing declarative knowledge, but they do not necessarily promote critical thinking or the application of knowledge in real-world contexts.

Formative assessment is an ongoing process that involves collecting evidence of student learning and using it to inform and improve instruction. It is typically done during the learning process to provide feedback to both teachers and students, with the goal of improving student learning and achievement.

Key Points

• Collaboration with students is a key component of formative assessment.
• By involving students in the assessment process, teachers can help them understand their own learning goals and progress and can encourage them to take ownership of their own learning.
• This can also help teachers better understand their students' strengths and weaknesses, and tailor their instruction to better meet individual student needs.

Thus, it is concluded that Formative assessment should be done regularly in collaboration with students.

Hint

• Standardized group tests are not typically used for formative assessment, as they do not provide the detailed information on individual student learning needed to inform instruction.
• Special educators may be involved in formative assessment for students with special needs, but formative assessment should be a regular part of instruction for all students.
• Formative assessment should be an ongoing process throughout the learning session, not just at the beginning and end.

Inclusive education is an approach to education that aims to provide equal opportunities and access to education for all students, regardless of their background, abilities, or any other factors that could potentially exclude them from participating in the learning process.

Key Points

• In order to achieve this goal, inclusive education promotes the use of principles of equity, which means ensuring that every student receives the support they need to achieve their full potential.
• Principles of equity in education may include providing equal access to resources, services, and opportunities, regardless of a student's individual circumstances.
• For example, this might involve providing extra support for students with disabilities, ensuring that students from diverse cultural and linguistic backgrounds have access to resources that are relevant to their needs, and creating an environment that is free from discrimination and bias.
• Inclusive education also involves creating a learning environment that is flexible and responsive to the needs of all students, including those who may require additional support or accommodations.
• This may involve adapting teaching methods and materials to meet the needs of individual learners, as well as providing opportunities for collaborative and group learning that encourage social interaction and mutual support.

Thus, it is concluded that Inclusive education suggests that principles of equity should be practiced to ensure that all students achieve their best potential.

Dyspraxia is a complex condition that can affect individuals in different ways, and the specific challenges experienced by each person with dyspraxia can vary.

Key Points

• Dyspraxia is primarily related to difficulties with the physical coordination of body parts.
• It is a neurological disorder that affects motor planning and coordination and can impact a person's ability to carry out physical tasks with accuracy and efficiency.
• People with dyspraxia may have difficulty with tasks that require coordination, such as tying shoelaces, buttoning clothes, or using cutlery. They may also have trouble with fine motor skills, such as writing, drawing, or using tools.
• Dyspraxia can also affect a person's gross motor skills, such as running, jumping, or catching a ball. People with dyspraxia may struggle with balance, spatial awareness, and physical fitness.

Thus, it is concluded that Dyspraxia is directly related to difficulties in the Physical coordination of body parts.

Inclusion refers to the act of creating an environment that welcomes and values the diversity of all individuals, regardless of their differences such as race, ethnicity, gender, sexuality, ability, religion, socio-economic status, and more.

Key Points

• (A) is correct. Multiple modes of representation of information in the classroom is a well-established practice to ensure that all students are included in the learning process, regardless of their learning style, abilities, or disabilities.
• By providing information in different formats such as visual aids, audio clips, written texts, or hands-on activities, teachers can create a diverse and engaging learning environment that caters to the needs of all students.
• However, the reason given in option (R) is incorrect. The concept of inclusion aims to provide equal opportunities and access to education for all students, regardless of their abilities or disabilities, including emotional difficulties. Inclusion is a comprehensive approach that promotes diversity, equity, and social justice in education.

Therefore, it is concluded that (A) is true but (R) is false.

Autism is a neurodevelopmental disorder that affects communication, social interaction, and behavior. It is usually diagnosed in early childhood and is considered a spectrum disorder, meaning that it can manifest in a wide range of ways and severity levels.

Key Points

• Retaining extensive factual information is a common trait seen in many individuals with Autism.
• People with Autism often have intense interests in specific subjects and may spend a lot of time learning about them.
• They can often remember detailed information about their interests and may be able to recall this information with great accuracy.
• However, it's important to remember that not all individuals with Autism have this ability, and each person is unique in their strengths and challenges.

​Thus, it is concluded that While the condition of Autism varies considerably, yet students with Autism are often good at retaining extensive factual information.

Creative children are those who demonstrate a natural ability to think in innovative and imaginative ways, and who have a strong inclination towards creative expressions.

Key Points

• Creative children often exhibit independent thinking, which means they are not limited by pre-existing ideas and are willing to explore new possibilities.
• They are often curious, imaginative, and open to new experiences, which allows them to think outside the box and come up with innovative ideas.
• This independent thinking also makes them less likely to conform to norms, as they are not bound by traditional or conventional ways of thinking.

Thus, it is concluded that An identifying characteristic feature of creative children is that they are independent in their thinking.

Ideas are mental representations or concepts that we create in our minds to understand and make sense of the world around us. They are abstract notions that we use to organize and categorize our experiences, thoughts, and beliefs. 

Key Points

• When introducing a new concept or topic to children, it is helpful to start with a broad overview or general idea and then gradually move towards more specific details or examples.
• This approach can help children to build a solid foundation of understanding before delving into the finer points of a topic.
• For example, if teaching about animals, it would be beneficial to start with a general overview of what an animal is, what types of animals exist, and how they are classified. This provides a broad framework for children to understand and relate to. Once they have a general understanding, you can start to introduce more specific details such as the characteristics of different animal groups, their habitats, and their behaviors.
• Starting with the general concepts also helps to spark children's curiosity and interest in the topic, making them more receptive to learning more in-depth information later on.

Thus, it is concluded that the correct sequence of presenting ideas to children is from general to specific.

Memory is the cognitive process of encoding, storing, and retrieving information.

Key Points

• Mixing irrelevant information with relevant information can lead to confusion and cognitive overload, which can hinder students' understanding and memory of the knowledge.
• This interference can make it difficult for students to discern which information is important and relevant to the topic at hand.

Therefore, Mixing irrelevant information with relevant information is not an effective strategy to mix irrelevant information with relevant information when trying to deepen understanding and memory of knowledge constructed by students.

 Hint

• Creating a metaphor, applying the information to new problems, and acting out the relations between sub-concepts are all effective strategies that can help students deepen their understanding and memory of the knowledge constructed.
• These strategies can help students make connections between different concepts and apply their learning in new and meaningful ways.

Thinking is the cognitive process of using mental activity to process information and make sense of the world around us. It involves the use of mental processes such as perception, attention, memory, and reasoning to analyze and interpret sensory information and experiences.

Key Points

• Metacognition is the ability to think about one's own thinking processes and ways of learning.
• When a teacher encourages students to reflect on their own thinking and learning, they are helping them develop metacognitive skills.
• This involves becoming aware of one's own thinking, planning and monitoring one's own cognitive processes, and evaluating one's own performance.
• Metacognition is an essential component of learning and is closely linked to the development of higher-order cognitive skills such as critical thinking, problem-solving, and decision-making.

Thus, it is concluded that Both (A) and (R) are true and (R) is the correct explanation of (A).

Thinking is the cognitive process of using mental activity to process information and make sense of the world around us. It involves the use of mental processes such as perception, attention, memory, and reasoning to analyze and interpret sensory information and experiences.

Key Points

• Divergent thinking is a type of thinking that involves generating multiple ideas, possibilities, or solutions to a problem. It is characterized by a free-flowing and open-ended approach that seeks to explore different perspectives and alternatives.
• Divergent thinking involves breaking away from conventional or traditional thinking patterns and embracing creativity, originality, and spontaneity.
• In the given statement, Karan is described as someone who considers more than one solution to any problem and often comes up with innovative solutions.
• This suggests that he is using a divergent thinking approach, where he is generating multiple possibilities or ideas in order to find the best solution.

Thus, it is concluded that the given statement exemplifies Divergent thinking.

Additional Information

• Convergent thinking involves focusing on a single solution or answer to a problem.
• Negative thinking is a pattern of thinking that focuses on the negative aspects of a situation and can lead to pessimism or a lack of motivation.
• Irrational thinking refers to thinking that is illogical, inconsistent, or lacks evidence to support it.

Meaningful learning is a type of learning that involves the active construction of new knowledge based on prior experiences, knowledge, and understanding. 

Key Points

• Learning is most effective and meaningful when it is relevant and applicable to real-life situations. When students can see the connection between what they are learning in school and how it applies to their daily lives, they are more engaged and motivated to learn. This can help to deepen their understanding and retention of the material being taught.
• Establishing connections between learning in school and life outside school can also help students to develop critical thinking skills and problem-solving abilities.
• When students can apply their knowledge to real-world situations, they are better able to analyze and evaluate information, make informed decisions, and communicate effectively.

Thus, it is concluded that For learning to be effective and meaningful, it is important to establish connections between learning in school and life outside school.

Hint

• Delivering content without encouraging students to apply it in everyday life can lead to passive learning and a lack of motivation.
• Teaching concepts without establishing connections between different sub-concepts can lead to fragmented and superficial learning.
• Focusing solely on the reception of knowledge and minimizing the urge for understanding can lead to rote memorization without real comprehension or retention of the material.

Classroom climate refers to the social and emotional atmosphere of a classroom, which can greatly affect student learning and well-being.

Key Points

• Curiosity is an important driver of learning, and it is essential that the classroom environment is conducive to promoting curiosity among students.
• When students are curious, they are more engaged and motivated to learn, and they are more likely to actively seek out new knowledge and ideas.
• To promote curiosity in the classroom, educators can use a variety of strategies, such as encouraging students to ask questions, providing opportunities for exploration and discovery, and allowing students to pursue their own interests and passion

Thus, it is concluded that Classroom climate, pedagogies, and assessment methods should be chosen in ways that ensure promotion of curiosity among the students. 

Hint

• Disinterest is the opposite of curiosity and can lead to apathy and a lack of motivation.
• Competition can create a stressful and anxiety-inducing environment that can inhibit curiosity and creativity.
• Rote memorization is a passive form of learning that does not promote curiosity or a deep understanding of the material.

When students make errors, it is important for teachers to respond in a way that promotes learning and growth. This may involve a range of strategies, including searching for patterns in the errors, exploring the learning gaps causing the errors, and scaffolding the students to rectify the errors.

Key Points

• Telling the correct answers without discussion with students is not a helpful approach to dealing with errors.
• This approach does not help students to understand their mistakes or develop strategies for avoiding them in the future.
• Instead, it may lead to a reliance on the teacher to provide the correct answers, rather than promoting independent thinking and problem-solving skills.

Thus, it is concluded that Telling the correct answers without discussion with students is not a correct approach for a teacher to deal with errors made by students.

HintSearching for patterns in the errors, exploring the learning gaps causing errors, and scaffolding the students to rectify errors are all effective strategies for helping students to learn from their mistakes and improve their performance over time.

Promoting an incremental view of ability and mastery-oriented goals can help students to develop a growth mindset and become more motivated, engaged learners.

Key Points

• An incremental view of ability is the belief that one's intelligence and abilities can be developed over time through hard work, learning, and practice. By contrast, an entity view of ability is the belief that one's intelligence and abilities are fixed and unchangeable.
• Mastery-oriented goals focus on learning and developing competence in a particular area, rather than on performance outcomes such as grades or test scores. By contrast, performance-oriented goals prioritize achieving specific outcomes, often at the expense of deeper learning and understanding.
• By focusing on learning and improvement rather than fixed ability and performance outcomes, students are more likely to persist in the face of challenges and take risks in their learning.

Thus, it is concluded that A teacher should promote incremental view of ability and mastery-oriented goals among students.

Emotion and cognition are two interrelated processes in the human brain that work together to shape our thoughts, behavior, and experiences.

Key Points

• Positive emotions, such as joy, can enhance engagement in discussion and promote cognitive flexibility, which can lead to better learning outcomes.
• When people experience positive emotions, they tend to be more open-minded and receptive to new information, which can facilitate the learning process.
• In a classroom setting, for example, a teacher who creates a positive and joyful learning environment is more likely to promote engagement and active participation among students. When students feel joyful and enthusiastic about learning, they are more likely to be engaged in classroom discussions, ask questions, and seek out new information.

Thus, it is concluded that sense of joy enhances engagement in discussion is correct in the context of emotion and cognition.

Hint

• High levels of stress and anxiety can impair cognitive performance, including problem-solving skills and information processing.
• Boredom is also associated with decreased engagement and motivation, which can hinder critical thinking.

Problem-solving skills are the abilities to analyze a problem, identify potential solutions, and choose the best course of action to solve the problem. Effective problem-solving involves a combination of critical thinking, creativity, and practical skills such as decision-making, communication, and collaboration.

Key Points

• Mnemonics are memory aids that can be used to help remember important information and problem-solving steps and can be especially helpful when the problem is complex or requires a sequence of steps.
• Comprehension is the ability to understand and interpret information, which is a crucial aspect of effective problem-solving skills. Without comprehension, a person would not be able to fully understand the problem and its requirements and therefore would struggle to come up with a solution.

Thus, it is concluded that (ii) and (iii) is the correct answer.

Hint

• Convergent thinking involves finding a single correct answer to a problem, which may not always be effective in every situation.
• Passive imitation does not involve problem-solving skills, as it simply involves copying someone else's behavior or actions without understanding the underlying reasoning.

Given:

Vishal has 10 dozens of candies, which means total candies are 120

Candies given to Radha = \(\frac{1}{3}\) × 120 = 40

Candies given to Asif = \(​​\frac{2}{5}\) × 120 = 48

Candies given to Sonu = \(​​\frac{1}{12}\) × 120 = 10

Total candies Vishal has given to others = (40 + 48 + 10)

⇒ 98

So, the remaining candies Vishal have = 120 - 98 = 22

Hence, the number of candies left with Vishal are "22".

Given:

56

Concept used:

If k = ax × by, then

Sum of all factors = (a0 + a1 + a2 + ….. + ax) (b0 + b1 + b2 + ….. + by)

Calculation:

⇒ 56 = 2 × 2 × 2 × 7

⇒ 2³ × 7¹

Sum of factors = (2⁰ + 2¹ + 2² + 2³) (7⁰ + 7¹)

⇒ (1 + 2 + 4 + 8) (1 + 7)

⇒ 15 × 8 

⇒ 120

Hence, the correct answer is "120".

Check the options:

Option 1). \(\frac{3}{5}>\frac{5}{7}\) ⇒ .06 

 0.71

Option 2). \(\frac{2}{5}=\frac{8}{30}\) ⇒ 0.4 ≠ 0.26

Option 3). \(\frac{1}{5}<\frac{1}{3}\) ⇒ 0.20 < 0.33 → Correct

Option 4). \(1\frac{1}{3}>2\frac{1}{6}\) ⇒ 1.33 

 2.16

Hence, the correct answer is "\(\frac{1}{5}<\frac{1}{3}\)".

Given:

There are a total of five decimal numbers given in the options.

Concept used:

Ascending order: Ascending orders means to arrange from smaller to greater.

Calculation:

In option 4) Given decimal numbers are arranged in the increasing order.

Here, 5.02 < 5.022 < 5.032 < 5.201 < 5.32

Hence, the correct answer is "5.02, 5.022, 5.032, 5.201, 5.32".

Given: 75707

Concept used:

Place Value: It is the position of the digit. For example, in the digit 269, 9 is at the unit place, 6 is at the ten's place and 2 is at the 100's place. It means that we can write 269 = 200 + 60 + 9

Calculation:

The given number is 75707 and there are 3, 7s in this number.

The place value of first 7 = 7 × 1 = 7

The place value of second 7 in 75707 = 7 × 100 = 700

The place value of third 7 in 75707 = 7 × 10000 = 70,000

Sum = 7 + 700 + 70000 = 70707

Hence, the correct answer is "70707".

Check from the given options,

1). 60078 - 40 = 60048 (not completely divisible by 245)

2). 60078 - 49 = 60029 (not completely divisible by 245)

3). 60078 - 53 = 60025 (Completely divisible by 245)

4). 60078 - 61 = 60017 (not completely divisible by 245)

Hence, "53" is the least number which should be subtracted from 60078. So, that it is divisible by 245.

Arranging the units of measuring length in ascending order, we get:

mm < cm < dm < m < km

Therefore, the unit that will be at fourth place is "m" (meter).

Calculations:

To find the time 6 hours 35 minutes before 15:20 hours, we can subtract 6 hours and 35 minutes from 15:20 hours.

Subtracting 6 hours gives us 9:20 am

Subtracting 35 minutes from 9:20 am gives us:

9:20 hours - 35 minutes = 8:45 am

Hence, the time 6 hours 35 minutes before 15:20 hours is 8:45 am.

According to the given directions:

Remaining distance = \(\frac {12}{7}\) - \(\frac{3}{5}\) = \(\frac {39}{35}\) = \(1\frac{4}{35}\) km.

So, She will be \(1\frac{4}{35}\) km towards west of P.

Concept used:

 1 litre is equal to 1000 millilitres

Calculations:

5 litres is equal to 5000 millilitres (since 1 litre is equal to 1000 millilitres).

Therefore, 5 litres and 50 millilitres can be written as:

5 litres + 50 millilitres = 5000 millilitres + 50 millilitres = 5050 millilitres

So, 5 litres and 50 millilitres is not equal to 550 millilitres.

Hence, the correct option is 2.

Explanations:

Square:

The square has rotational symmetries of order 4, meaning it can be rotated by 90, 180, or 270 degrees and still look the same. It also has reflectional symmetries, which means it looks the same when reflected across any of its four axes of symmetry.

Rectangle:

The rectangle has rotational symmetries of order 2, meaning it can be rotated by 180 degrees and still look the same. It also has reflectional symmetries, which means it looks the same when reflected across any of its two axes of symmetry.

Parallelogram:

The parallelogram has no rotational symmetries. However, it does have reflectional symmetries, which means it looks the same when reflected across its two axes of symmetry.

Rhombus:

The rhombus has rotational symmetries of order 2, meaning it can be rotated by 180 degrees and still look the same. It also has reflectional symmetries, which means it looks the same when reflected across any of its two axes of symmetry.

Hence, the parallelogram does not have an equal number of linear and rotational symmetries.

Given:

Total cubes = 25

Each side of a cube (a) = 5 cm

Formula used:

Cube's volume (V) = a3

Calculation:

Each side of a cube (a) = 5 cm

Cube's volume = 53 cm3 = 125 cm3

Total cubes = 25

Total volume = 25 × 125 cm3 = 3125 cm3

∴ The volume of big box should be 3125 cm3.

Shortcut Trick

To find the median, first arrange the given observations in ascending order.

Sorted Data: 158, 158, 159, 160, 160, 161, 162, 167, 170

Since the total number of observations (n) is 9 (odd), the median is the middle term.

The 5^th term in the sorted list is 160 cm.

∴ The correct answer is 160 cm.

Alternate Method

Given:

Heights (cm): 160, 167, 158, 159, 161, 158, 160, 162, 170

Formula Used:

If n is odd: Median = ((n + 1) ÷ 2)^th term

Calculations:

⇒ Total number of observations (n) = 9

⇒ Arranging in Ascending Order: 158, 158, 159, 160, 160, 161, 162, 167, 170

⇒ Median Position = (9 + 1) ÷ 2 = 5^th term

⇒ 5^th term = 160

∴ The correct answer is 160 cm.

Additional Information

Median for Even n

If the number of observations (n) is even, the median is the arithmetic mean of the (n/2)^th and (n/2 + 1)^th terms.

Robustness of Median

The median is a measure of central tendency that is not affected by extreme values (outliers), unlike the mean.

Range calculation

The Range is the difference between the highest and lowest values: Range = Max − Min = 170 − 158 = 12 cm.

Calculations:

Option 1 is incorrect.

The number of students who like Chess is more than the number of students who like Football.

50 (Chess student) is not more than 60(Football students)

Option 2 is incorrect.

The number of students who like Badminton i.e 70  is not less than the number of students who like Football i.e 60.

Option 3 is correct 

Number of students who like Chess is 50 are one-fourth of the total number of students i.e 200.

Option 4 is incorrect.

Number of students who like Volleyball i.e 20 is not  \(\frac{1}{5}\) of the total number of students.

Hence, option 3 is correct.

Concept used:

The given pattern is generated by starting with 0 and 1, and then adding the two previous numbers to get the next number in the sequence. Therefore, the missing numbers can be found by continuing this pattern.

Calculations:

The third number in the sequence is 1, which is obtained by adding the previous two numbers (0 and 1).

The fourth number is 2, which is obtained by adding the previous two numbers (1 and 1).

The fifth number is 3, which is obtained by adding the previous two numbers (1 and 2).

The sixth number is 5, which is obtained by adding the previous two numbers (2 and 3).

The seventh number is 8, which is obtained by adding the previous two numbers (3 and 5).

Therefore, the missing numbers are:

• The eighth number is obtained by adding the previous two numbers (5 and 8), which gives 13.
• The ninth number is obtained by adding the previous two numbers (8 and 13), which gives 21.
• The eleventh number is obtained by adding the previous two numbers (21 and 34), which gives 55.

Hence, the missing numbers are 13 and 55

Labelling learners according to their marks in a test can be a harmful practice as it reduces students to a mere number or grade, without considering their individual strengths and weaknesses.

Key Points

• This approach can discourage students who may be struggling in math and lead to a fixed mindset where they believe that their performance in math is determined by their innate abilities, rather than the effort they put in.
• A more effective and beneficial approach to assessment in mathematics would be to focus on identifying learning gaps in the conceptual understanding of the learners, planning need-based remedial classes, and providing feedback to the learner.
• By identifying gaps in conceptual understanding, teachers can address these gaps through targeted instruction, such as reteaching or providing additional practice problems.

 Hence, it can be concluded that Assessment in mathematics should not focus on labelling the learners according to their marks in a test.

Foundational numeracy refers to the basic mathematical skills and concepts that children need to develop in order to become proficient in mathematics.

Key Points

• Number sense includes being able to compare and order numbers, estimate quantities, and recognize patterns and relationships between numbers.
• Number sense is the foundation upon which all other mathematical skills and concepts are built.
• Without a strong sense of numbers, it becomes difficult for students to perform quick and accurate calculations, understand standard algorithms for fundamental number operations, or even develop counting skills.
• Developing number sense is essential for developing problem-solving skills and mathematical reasoning, which are critical components of mathematics education.
• Students who have a strong number sense are better able to solve complex problems and make connections between different mathematical concepts.

 Hence, it can be concluded that the most important aspect of foundational numeracy is developing number sense

The National Curriculum Framework (NCF) 2005 provides guidelines for the development of the Mathematics curriculum in India.

Key Points

• The framework emphasizes the importance of developing mathematical thinking and problem-solving skills, rather than simply rote memorization of mathematical facts and procedures.
• The most appropriate statement regarding the Primary Mathematics curriculum as per the National Curriculum Framework 2005 is: "It must explicitly incorporate the progression that learners make from the concrete to the abstract while acquiring concepts."
• This statement emphasizes the importance of developing a strong foundation in mathematical concepts through a progression from concrete to abstract understanding.
• It is crucial for young learners to start with concrete examples and gradually move towards more abstract concepts to build their understanding of mathematical concepts.
• A concrete example might involve using manipulatives, such as blocks or counters, to teach basic mathematical concepts like addition and subtraction.
• As learners progress, they can move towards more abstract concepts, such as using written symbols to represent mathematical operations.

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

When a student writes 504 instead of 54, it indicates that the student has misunderstood the concept of place value and the correct representation of two-digit numbers.

Key Points

• The most effective strategy in this situation is to use manipulatives and explain how to write two-digit numbers using a bundling activity.
• This strategy involves using tangible materials, such as bundles of ten sticks or base ten blocks, to demonstrate the concept of place value and how to represent two-digit numbers correctly.
• By using a bundling activity, the teacher can show the student how to bundle ten units into a ten stick and explain that when there are five tens and four ones, it represents the number 54, not 504.
• This approach helps the student to understand the importance of place value and the correct representation of two-digit numbers.

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

Developing the concept of the area of a rectangle is an important aspect of mathematical learning for students in primary and middle school.

Key Points

• (a) Covering the given rectangle with erasers or sharpeners and asking the students to count them is an initial hands-on activity that introduces the concept of area in a concrete manner. It helps students recognize that the space within the rectangle can be quantified.
• (c) Covering the surface of the rectangle with square tiles of side 1 cm and counting the number of tiles helps students visualize the area as a collection of individual unit squares. This step builds the connection between area and counting unit squares, which forms the foundation of measuring area.
• (b) Measuring the sides of the rectangle and calculating its area by multiplying the length and breadth introduces the formal mathematical concept of area. This step moves from the concrete understanding to the abstract calculation, emphasizing the relationship between measurements and area.
• By following this sequence, students first grasp the concept of area through hands-on experience, then solidify their understanding with visual aids, and finally learn the formal mathematical approach to calculating the area of a rectangle.

Hence, it can be concluded that the correct sequence will be (a), (c) and (b).

Anecdotal records are typically taken during informal assessments or while observing children as they engage in learning activities.

Key Points

• They may include information about a child's strengths, interests, challenges, and progress over time.
• The teacher may take notes on a child's interactions with peers, their problem-solving strategies, the questions they ask, their engagement with the material, and other behaviours that demonstrate their learning.
• They provide a rich source of information that can be used to gain a deeper understanding of a child's learning process and to inform instruction.
• Another advantage of anecdotal records is that they are flexible and can be adapted to suit the needs of different learners.

Hence, it can be concluded that the brief notes that a teacher takes as he/she observes children to document a range of behaviours that children depict while doing an activity/task in a classroom is an example of Anecdotal Records.

Additional Information

• Rubrics is a tool used to assess and evaluate the quality of a student's work or performance based on a set of predetermined criteria.
• Projects are collaborative or individual activity that involves research, investigation, and creation of an artefact or product.

The use of visual manipulatives, such as blocks or diagrams, can help students understand mathematical concepts by providing them with a concrete representation of abstract ideas.

Key Points

• This helps students move from concrete, hands-on experiences with the manipulatives to more abstract, symbolic representations of the concepts they represent.
• For example, using blocks to demonstrate addition and subtraction can help students visualize the process before they begin working with numbers and equations.
• As students become more familiar with the manipulatives, they can begin to transition to more abstract representations of the concepts they represent.

Hence, it can be concluded that In teaching mathematical concepts the use of visual manipulatives help to move from concrete to abstract concepts

Problem-solving is a critical skill in mathematics, and it involves a variety of strategies and techniques.

Key Points

• While there is no one-size-fits-all approach to problem-solving, there are some general strategies that can be helpful for students who are trying to solve mathematical problems.
• Reasoning involves using logical thinking to make sense of a problem and to develop a plan for solving it.
• This can involve breaking a problem down into smaller parts, identifying relevant information, and applying relevant mathematical concepts.
• Reasoning also involves the ability to evaluate potential solutions to a problem and to determine whether they are valid and effective.
• Patterning involves looking for patterns and relationships between different parts of a problem.
• This can involve identifying sequences or patterns in numbers, shapes, or other mathematical objects.
• By recognizing patterns, students can develop strategies for solving problems more efficiently and effectively.

Hence, it can be concluded that Problem-solving strategies in mathematics involve reasoning and patterning.

The concept of Lowest Common Multiple (LCM) can be effectively taught to children of primary school age using appropriate teaching methods and strategies.

Key Points

• LCM can be indirectly introduced in primary grades using activity methods such as using manipulatives, real-life situations, and puzzles.
• Children can develop a better understanding of LCM by using visual aids and hands-on activities.
• Additionally, LCM is a concept that is tacitly used by children in many everyday situations, such as sharing toys and dividing snacks equally among friends.
• By highlighting these everyday situations and linking them to LCM, children can better understand the concept.
• LCM can be introduced in an interesting manner using ICT tools such as interactive whiteboards, educational software, and online games. This can make learning more engaging and interactive for students.

 Hence, it can be concluded that Lowest Common Multiple (LCM) at the primary school level cannot be taught .

The correct option is (a) and (c).

Key Points

• The child has used the commutative law of multiplication, which states that the order in which two numbers are multiplied does not affect the product.
• For example, 5 × 28 = 28 × 5.
• The child has also used the associative law of multiplication, which states that the grouping of numbers in a multiplication problem does not affect the product.
• For example, (14 × 2) × 5 = 14 × (2 × 5).
• The distributive law of multiplication was not used in the child's solution. The distributive law states that the product of a number and a sum is equal to the sum of the products of the number and each of the terms in the sum.
• For example, 5 × (2 + 5) = 5 × 2 + 5 × 5.

Therefore, the correct option is 1.

The most appropriate activity for the development of spatial understanding among primary grade learners is drawing a map of their homes showing relative sizes and positions of rooms.

Key Points

• Drawing a map of their homes requires students to use spatial skills such as understanding relative positions of objects, shapes, and sizes.
• This activity helps learners to visualize spaces, objects, and their spatial relationships.
• They need to make decisions about how to represent objects, such as walls, furniture, doors, and windows, in relation to each other, which requires spatial reasoning.
• Through this activity, students can learn about the different areas of their homes and how they are arranged.
• They can learn about the size of different rooms and how they relate to each other.
• They can also learn about the position of objects within the room, and how they are placed in relation to each other.
• Drawing a map of their homes can also be a fun and engaging activity for students.
• They can work together in pairs or groups to create a map of their home, and then compare their maps with their peers. This activity can help to foster a sense of community and collaboration within the classroom, while also promoting spatial skills.

Hence, it can be concluded that Drawing a map of their homes showing relative sizes and position of rooms is most appropriate for the development of spatial understanding among primary grade learners.

According to Bruner, the mode of learning where students use concrete objects such as tokens, pencils, erasers, etc. to learn addition of one-digit numbers is called the enactive mode of learning.

Key Points

• The enactive stage is the first of three stages of learning proposed by Jerome Bruner in his theory of cognitive development.
• According to Bruner, learning takes place through a sequence of stages that are related to the child's age and cognitive development.
• The enactive stage is the earliest stage of cognitive development that involves learning through action and movement.
• During the enactive stage, children learn through physical action and manipulation.
• They use their bodies to interact with the world around them and learn about their environment through their senses.
• Examples of manipulative used in this stage in Maths education are paper, coins, etc. anything tangible.

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

According to Van Hiele's theory of geometric thinking, the child who gives examples of different shapes from his surroundings like 'Samosa is a triangle' is at level 1, which is the Visualization level.

Key Points

• At the Visualization level, learners recognize shapes based on their appearance and properties.
• They identify shapes based on how they look and how they are positioned in space.
• At this level, learners use visual cues to identify shapes, such as recognizing a triangle as a three-sided shape with three angles.
• The child in the given scenario is recognizing the shape of a samosa as a triangle, which shows that he is able to identify shapes based on their visual appearance. This is characteristic of the Visualization level of Van Hiele's theory.

Hence, it can be concluded that The child is at visualisation stage of Van Hiele's theory.

Using mental math strategies is an important part of mathematical problem-solving. It allows children to develop flexibility in their thinking and to make connections between different mathematical concepts.

Key Points

• Children who are able to use mental math strategies are often able to solve problems more quickly and accurately than those who rely solely on rote memorization of procedures.
• The child's approach to solving the subtraction problem of 63 - 29 by adjusting the numbers is an example of a mental math strategy.
• This strategy involves changing one or both of the numbers in a problem to make the calculation easier to perform mentally. In this case, the child chose to add 1 to both 29 and 63 to make them easier to subtract.
• This strategy demonstrates that the child has a good conceptual understanding of subtraction.
• The child understands that when you subtract two numbers, you are finding the difference between them.
• The child also understands that you can manipulate the numbers in a problem to make the subtraction easier.

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

The child's responses suggest a lack of understanding of the concept of multiplication. It is important to understand that the concept of multiplication is more than just memorizing multiplication tables.

Key Points

• It involves understanding the relationship between numbers and how they can be combined or repeated.
• To address the child's misconception, the teacher can use various strategies.
• One effective strategy is to use manipulatives such as counters, cubes or beads to help the child visualize multiplication.
• For example, the teacher can use 7 counters and group them into 0 groups to show that 7 x 0 is zero. Similarly, the teacher can use 0 counters and group them into 7 groups to show that 0 x 7 is also zero.
• This approach helps the child to see the meaning of multiplication and reinforces the concept that any number multiplied by zero is always zero.
• Another strategy that can be used is to provide real-life examples to demonstrate the concept of multiplication.

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

Explanation:

• Radha is initially at her house.
• She goes 2.5 km towards North.
• Then she turns left and goes 5 km towards West.
• Then she turns left again and goes 2.5 km towards South.
• Now, if we draw the path followed by Radha we can see that she has formed a right-angled triangle.

​

Therefore, the direction of Radha's current location is 5km West from her house.

The correct answer is Uttarakhand.

Key Points

• It is located in Uttarakhand.
• Declared a National Park in 1982, the Valley of Flowers stretches over an expanse of 87.50 sq. km.
• It was declared a UNESCO World Heritage Site in 2005.
• The valley was an accidental discovery by an avid British mountaineer and a botanist, Frank S Smythe, when he was traversing through the region in 1931.
• The valley today is home to over 600 flowering species, including some exotic varieties like Brahmkamal, which is also the state flower of Uttarakhand.
• Blue poppy, described as the Queen of Flowers, can also be found here.
• The region also has a rich faunal diversity with species like the leopard, musk deer, and blue sheep.
• It is located on a unique transition zone between the mountain ranges of the Zanskar and Great Himalaya.
• The park lies completely in the temperate alpine zone.

Hence, the correct answer is Uttarakhand.

Explanation:

Cumin:

• Cumin is a spice that is commonly used in cooking.
• It comes from a plant called Cuminum cyminum, which is native to the eastern Mediterranean and South Asia.
• The seeds of the cumin plant are what we use to make the spice.
• They are small, oval-shaped, and have a yellowish-brown color.
• When you smell cumin, it has a warm, earthy aroma.
• Cumin is used in many different cuisines around the world, including Indian, Mexican, and Middle Eastern cuisine.
• It is also used in Jaljeera and curd to make raita.
• It is one of the most common spices used in Indian cuisine and is usually added as the first thing in hot oil or ghee to release its aroma.
• It can also be used to make a spice blend called garam masala.
• In addition to being delicious, cumin also has some health benefits.
• It's a good source of iron, which helps to keep our blood healthy.
• It's also rich in antioxidants, which can help to protect our cells from damage.

Thus, the above description is of cumin.

Explanation:

• The average speed of the train can be calculated by dividing the total distance travelled by the time taken.
• Here, the time taken is approximately 42.5 hours (from 12:30 pm on 29^th September to 7:00 am on 1^st October, considering 24 hours in a day), and the distance travelled is 2296 km.

Therefore, average speed = distance/time = 2296 km / 42.5 hours ≈ 54.0 km/h.

Explanation:

• In the given scenario, the person goes from X to A (60m due North), then to B (25m due East of A), then to C (100m due North of B) and finally reaches the school (25m due West of C).
• So, the person essentially moves in a 'L' shape from X to Y.
• Since the school is located to the West of point C, the house must be located to the South of the school.

Therefore, the correct direction of the house with respect to the school is Due South.

The Correct Answer is: Kite and Vulture

Concept:

• Different birds have different types of vision.
• The type of vision they have depends on their source of food.

 Key Points

Monocular vision:

• Birds with eyes on the sides of their heads have a wide visual field.
• It is useful for detecting prey.
• Such birds can focus on two different things at a time.
• When they look straight ahead, both their eyes focus on the same object.
• They don't have to move their heads to see around.
• They can see four times as far as we can.
• Example: Kites, Eagles, Vultures.

Binocular vision:

• While those with eyes on the front of their heads have binocular vision.
• Such birds can estimate distances when hunting.
• They have to move their heads to see around.
• The binocular vision of birds makes them see distinctly.
• Example: Owl, Crows, Doves, Peacock, Nightingales, Parrots, Pigeons etc.

Thus, Kites, Eagles and Vultures can see four times as far as we can see.

Concept:

• Various diseases are caused by animals or are transmitted by them to humans.

Explanation:

Dengue:

• Dengue is carried by the female mosquito Aedes.
• Its symptoms are nausea, vomiting, aches and pains, rash.
• Whereas, vomiting blood, bleeding from the nose or gums are symptoms of severe dengue.
• It can be prevented by the cleanliness and preventing oneself from mosquito bites.
• It can be cured by taking paracetamol, drinking fluids.

Malaria:

• Malaria spreads only by the disease-carrying mosquitoes.
• The vector of malaria is the female anopheles mosquito.
• Malaria spreads only when a female mosquito that has bitten a malaria patient bites another person.
• A blood test is done to check if a person has malaria or not.
• People with malaria get a fever with chills, sweating, headache, nausea and rigours.
• Malaria is caused by protozoan Plasmodium.
• In early times, the dried and powdered bark of the Cinchona tree was used to make medicine for malaria.
• Earlier people used to boil the bark powder and strain the water which was given to patients.
• Now tablets are made from this in the form of quinine, chloroquine is given to patients.

Chikungunya:

• It is a viral disease that is transmitted to humans by infected mosquitoes.
• It is spread by Aedes aegypti and Aedes albopictus.
• The most common symptoms of infection are fever and joint pain.
• Other symptoms may include headache, muscle pain, joint swelling, or rash.

​Thus, Dengue and Malaria are the diseases spread by mosquitoes.

​

HIV-AIDS:

• The human immunodeficiency virus is a virus that attacks cells that help the body fight infection.
• It makes a person more vulnerable to other infections and diseases.
• It is spread by contact with certain bodily fluids of a person with HIV.
• Most commonly during unprotected sex (sex without a condom or HIV medicine to prevent or treat HIV), or through sharing injection drug equipment.
• AIDS is the late stage of HIV infection that occurs when the body’s immune system is badly damaged because of the virus.

Typhoid:

• Typhoid fever is a systemic infection caused by Salmonella Typhi.
• It is usually through the ingestion of contaminated food or water.
• It can lead to a high fever, diarrhoea, and vomiting.
• It can be fatal.
• It is more prevalent in places where handwashing is less frequent.

Cholera:

• It is an acute diarrhoeal infection.
• It is caused by ingestion of food or water contaminated with the bacterium Vibrio cholerae.
• Key symptoms are diarrhoea and dehydration.
• Rarely, shock and seizures may occur in severe cases.

Some common communicable diseases are:

Explanation:

The map has a scale of 1 cm = 950 metres.

This means that 1 cm on the map represents a distance of 950 metres in the real world.

If the measured distance between any two places on the map is 19.2 cm, then the actual distance between these two places in the real world can be calculated as follows:

• Actual distance = Measured distance on map × Scale
• Substituting the given values in the above formula, we get:
• Actual distance = 19.2 cm × 950 metres/cm = 18,240 metres

Since 1 kilometre is equal to 1000 metres, the actual distance can be expressed in kilometers as:

Actual distance = 18,240 metres / 1000 = 18.24 km

Therefore, the actual distance between the two places represented by a distance of 19.2 cm on the map is approximately 18.24 km.

The correct answer is Rajasthan.

Key Points

• In Rajasthan, hotter areas the deserted ones, Mud houses are built since mud absorbs heats and keeps the house cools.
• People make their houses having very thick walls so that the house becomes cool in summer.
• The roofs of the houses are made of thorny bushes.

Additional Information

• Manali is a hilly area and is in Himachal Pradesh and there the houses are generally made of wood with a sloping stone slate roof due to much rain and snow.
• In Ladakh, The houses are made of stones. The walls of the houses are coated with mud and Lime. Most of the houses are found with two floors. The ground and the first floor. The wooden floor and the wooden ceiling protected them from the cold.
• In Assam, to avoid flooding of the house during rains, the houses there are made ten to twelve feet above the ground on strong bamboo pillars.

Hence, the correct answer is Rajasthan.

"Char Chinari" is a very famous tourist place that is located in Srinagar, which is the capital city of the Indian union territory of Jammu and Kashmir.

Key Points

Char Chinari-

• Char Chinari is a group of four majestic Chinar trees, which are located in the middle of the Dal Lake in Srinagar.
• The place is a popular tourist spot and offers stunning views of the surrounding mountains and the picturesque Dal Lake.
• Visitors can enjoy a shikara ride or take a boat to reach the island where Char Chinari is located.
• The island is also surrounded by a beautiful garden, making it a perfect spot for picnics and relaxation.

Additional Information

Some famous tourist places in these cities:

Hyderabad:

1. Charminar: It is a historical monument and a popular tourist attraction in Hyderabad. The Charminar was built in 1591 by the Qutub Shahi dynasty, and it is known for its beautiful architecture and intricate carvings.
2. Golconda Fort: It is a famous fort located in Hyderabad, built in the 16^th century. The fort is known for its impressive architecture, sound and light shows, and beautiful views of the surrounding area.
3. Ramoji Film City: It is one of the largest film studios in the world, located in Hyderabad. The Ramoji Film City offers a unique experience for visitors, where they can explore the sets and locations used for various Bollywood and Tollywood films.

Lucknow:

1. Bara Imambara: It is a historical monument and a popular tourist attraction in Lucknow. The Bara Imambara was built in 1784 by the Nawab of Awadh, and it is known for its impressive architecture and maze-like corridors.
2. Chota Imambara: It is another historical monument located in Lucknow, built in 1838. The Chota Imambara is known for its beautiful architecture and impressive chandeliers.
3. Rumi Darwaza: It is a beautiful gate located in Lucknow, built in 1784. The Rumi Darwaza is known for its unique architecture and beautiful carvings.

Mysore:

1. Mysore Palace: It is a historical palace and a popular tourist attraction in Mysore. The palace was built in the 14^th century and is known for its beautiful architecture and intricate carvings.
2. Chamundi Hills: It is a famous hill located in Mysore, known for its beautiful views and religious significance. The Chamundi Hills are home to the Chamundeshwari Temple, which is dedicated to the goddess Chamundeshwari.
3. Brindavan Gardens: It is a beautiful garden located in Mysore, known for its beautiful fountains and colorful lights. The garden is located near the Krishna Raja Sagar Dam and is a popular spot for picnics and family outings.

The Correct Answer is: Tiger 

Concept:

• Animals have different senses.
• The animal world is full of examples of amazing senses.

 Key Points

Tiger: 

• ​A tiger can see six times better at night than most of us.
• A tiger not only has yellow and black fur on its body but also has yellow and black stripes on its body.
• The tiger’s whiskers are very sensitive and can sense the movements or vibrations in the air.
• A tiger’s sense of hearing is so sharp that it can make out the difference between the rustling of leaves and the sound of an animal moving on the grass.
• The ears of the tiger can move in different directions and this helps to catch the sounds from all around.
• Tigers make different sounds for different purposes like when it is angry or to call out to a tigress. It can also roar or snarl.
• Tigers mark their area with their urine.
• A tiger can at once come to know if there is another tiger in its area by the smell of the urine.
• A lion's roar can be heard up to 3 km away.​

Thus, a tiger has a sense of hearing is so sharp that it can make out the difference between the rustling of leaves and the sound of an animal moving on the grass.

Additional Information 

Animals and their super senses: 

Vulture:

• Vultures can see four times as far as we can.
• These birds can see things from a distance of eight metres what we can see from a distance of two metres.

Silkworm: 

• Some male insects can recognise their females by their smell.
• Silkworms can find their female worm from many kilometres away by her smell.

Dog: 

• Dogs mark out their own area on the road.
• They can make out if another dog has come into their area by the smell of its urine or potty (latrine).

The correct answer is: Carrot : Tap Root 

The root system is the underground part of a plant that anchors it in the soil, absorbs water and minerals, and stores food. It consists of the main root, lateral roots, and root hairs.

Key Points

• Carrot is correctly paired with Tap Root.
• A taproot is a large, central, and dominant root from which other roots sprout laterally.
• Carrots have a taproot system in which the main root grows straight down into the soil and has many smaller roots that branch off it.

 Additional Information

• Wheat and maize, on the other hand, have fibrous root systems. 
• It consist of many thin roots that spread out in all directions.
• Bamboo has a rhizome root system.
• It consists of an underground stem with roots that grow from it. It can produce new shoots from these roots and spread rapidly.

The Correct answer is: B, C and E

Key Points

The Desert Oak:

• Plants that grow in the desert have to withstand long dry spells of summer and extreme weather condition.
• Hence their leaves stem and roots get modified to prevent loss of excess water and to store water.
• Some common adaptation seen in desert plants are:
• They have a long root that goes deep in search of water.
• they have reduced or very few leaves.
• The stem is modified to store water.
• Additionally, leaves may turn into spines to protect from predators.

So Option 3) B, C and E is the correct answer.

Concept: 

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

Explanation:

Jammu and Kashmir:

• Jammu and Kashmir is a state located in North India.
• Jammu and Kashmir's climate is cold.
• Mustard oil has the healing property and keeps the body warm.
• Fish cooked in mustard oil is popular in Jammu and Kashmir.

​Thus, in Kashmir people like to eat fish cooked in mustard oil.

Additional Information

Kerela: 

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

Goa:

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

Gujarat:

• People of Gujarat mostly like to eat food made of pulses (dal).
• In Gujarat people eat chapati with dal and in dal they put sugar.
• Other famous dishes of Gujarat are - Gujarati Kadhi, Dhokla, Bardoli ki Khichdi, Methi ka Thepla, and Dal Dhokli.

Bihar:

• Bihar is situated in the eastern part of India.
• It lies on the banks of river Ganga.
• The staple food of Bihar generally consists of roti, dal, chawal, sabzi and achar.
• 'Litti chokha' is the most favourite dish of Bihar.

Mizoram:

• It is located in the northeastern part of India.
• It is generally cool in summer and not very cold in winter.
• Mizoram food is well known for its usage of different types of meat.
• 'Bai' of Mizoram is famous as an easy vegetable stew of seasonal greens and vegetables.
• The Mizo people also like to add bamboo shoots to their food.

Hong Kong:

• It is inspired primarily by Cantonese cuisine.
• Most of the dishes in Cantonese cuisine is based on Snake.
• Cooked snake and snake soup are popular in Hong Kong

Anecdotal records are written accounts of specific incidents or events that a teacher or caregiver observes in a child's behaviour or development.

Key Points

• These records are typically brief and factual, focusing on the details of what happened and the context in which it occurred.
• Examples of incidents that might be recorded in an anecdotal record include a child's reaction to a new activity or material, an interaction with another child or adult, or a developmental milestone such as the first time the child crawls or walks.
• By collecting and reviewing these records regularly, educators can identify patterns and trends in a child's behaviour, interests, and abilities.
• This information can then be used to inform teaching strategies and activities that are tailored to the child's individual needs and strengths.
• Anecdotal records should not be used to make judgements or provide solutions to problematic situations without further investigation and consultation with parents or other professionals.

Hence, it can be concluded that A and D options are correct.

Astha's goal in asking two short questions before starting the chapter on spices is likely to elicit learners' ideas about the topic.

Key Points

• This is a common technique used in teaching to check prior knowledge and engage students in the learning process.
• By asking questions that relate to the upcoming topic, Astha can encourage students to think about what they already know about spices and generate their questions and ideas about the topic.
• This approach can be particularly effective in teaching about a subject like spices, which may be unfamiliar or abstract to some learners.
• By starting with what students already know or think about the topic, Astha can create a foundation for learning that is built on their existing knowledge and experiences.
• This, in turn, can help to make the new information more meaningful and engaging for learners and can support their retention and application of the new knowledge.

Hence, it can be concluded that both 1 and 3 are the correct answer.

Assessment for learning is a type of formative assessment that takes place during the learning process, and its primary purpose is to provide feedback to students that can help them improve their learning.

Key Points

• This feedback from assessment for learning can come in different forms, such as comments, grades, or rubrics, and it should be used to help students understand their strengths and weaknesses and identify areas where they need to focus more.
• In Madhavi's scenario, her discussion with her students could be seen as a form of feedback that can help her students improve their learning.
• By asking questions and engaging in a dialogue with her students about their field trip experience, she can provide them with feedback on their understanding and help them reflect on their learning.
• She can use their responses to provide feedback that can help them build on their strengths and address any areas where they may be struggling.

Hence, it can be concluded that Madhavi's discussion with her students after the field trip is an example of assessment for learning

Effective teaching-learning occurs when the teacher engages students in activities that help them construct knowledge and develop an understanding of the concepts being taught.

Key Points

• Effective teaching also involves creating a positive and supportive learning environment that fosters students' motivation, curiosity, and self-regulation.
• The teacher provides feedback that is timely, specific, and relevant to help students monitor their progress and adjust their learning strategies accordingly.
• Constructivism is a learning theory that emphasizes the importance of students actively constructing their own understanding of the world through their experiences and interactions with the environment.
• An effective teacher uses constructivist strategies to facilitate students' learning by creating opportunities for them to engage in hands-on activities, experiments, group discussions, and problem-solving tasks.

 Hence, it can be concluded that Effective teaching-learning will take place only if the activities conducted by the teacher help children in constructing knowledge and understanding the concepts.  ​

Rating scales are a type of assessment tool that uses a set of criteria to evaluate a student's performance or behaviour.

Key Points

• They can be used to assess a wide range of skills and qualities, including socio-personal qualities such as cooperation, communication, leadership, and empathy.
• When used for group work, a rating scale can help the teacher assess each student's contribution to the group's task and their interactions with their peers.
• Using rating scales for group work assessments has several advantages.
• It provides a more comprehensive and objective assessment of each student's performance, as the teacher can observe and evaluate each student's behaviour over time.
• It also encourages students to develop socio-personal qualities that are important for their academic and personal success.

Hence, it can be concluded that the most appropriate tool is a rating scale to assess socio-personal qualities of children engaged in learning of EVS through group work,

As an EVS teacher, planning group activities for students is an important part of creating a stimulating learning environment that fosters collaboration, engagement, and knowledge acquisition. In order to design effective group activities, there are several key factors that should be considered.

Key Points

• The activity should be designed in a way that generates curiosity and interest among children.
• This can be achieved by incorporating elements of fun, creativity, and novelty into the activity.
• Secondly, the activity should be inclusive and cater to the diverse learning needs of all students.
• The teacher should consider factors such as language barriers, cultural differences, and individual learning styles when designing the activity.
• Thirdly, the activity should be cost-effective and not require excessive resources or materials.
• This is important to ensure that the activity can be replicated in the future and does not place a burden on the school or students.
• Simple materials like recycled materials, art supplies, or even natural resources can be used to create low-cost yet effective activities.

Hence, it can be concluded that A, B and C are the correct options.

Planting a tree is a tangible action that students can take to make a positive impact on the environment. By seeing the results of their efforts in the form of a growing tree, students can feel a sense of pride and accomplishment.

Key Points

• While the visit to the mill may provide students with an understanding of the storage of logs of wood, it does not directly address the issue of tree conservation.
• In fact, it may even promote a negative image of the logging industry, which may not necessarily be the intended outcome of the activity.
• Instead, the other options provide more direct ways of sensitizing students on the importance of tree conservation.

Hence, it can be concluded that visiting a mill shows the storage of logs of wood. 

​ 

Additional Information

• Encouraging students to plant a tree and take care of it, is an effective way to sensitize students on tree conservation as it encourages them to take personal responsibility for the well-being of a tree.
• Organizing a role play on forest conservation can be an effective way to engage students in active learning and encourage them to think critically about the importance of conserving trees.
• Telling the story of the Chipko Movement and asking questions can help students understand the historical and cultural significance of tree conservation in India.

Student-centred approaches in teaching-learning of EVS prioritize the needs, interests, and abilities of individual students. These approaches are designed to foster active learning, critical thinking, and problem-solving skills.

Key Points

• An integrated approach is a student-centred approach that combines various teaching methods and strategies to address the needs and interests of individual students.
• This approach recognizes that students have different learning styles, abilities, and interests, and aims to engage and motivate them by using a variety of teaching methods, such as hands-on activities, group work, and real-life situations.
• The process-oriented approach is another student-centred approach that emphasizes the learning process rather than the end product.
• This approach encourages students to explore, experiment, and take risks in their learning, with the aim of developing their critical thinking, problem-solving, and decision-making skills.
• Students are encouraged to ask questions, make connections, and reflect on their learning, which helps them to understand the concepts better.

Hence, it can be concluded that integrated and process-oriented approaches are the student-centred approaches in teaching-learning of EVS.

Values are an important aspect of our personal belief system and influence our affective and behavioral responses in various situations. Our values are the guiding principles that shape our perception, attitudes, and actions towards the world around us.

Key Points

• The affective system refers to the emotional aspect of our personality.
• Our values trigger different emotional responses in us, depending on whether they are being upheld or challenged.
• For example, if one of our core values is honesty and we witness someone lying, we may experience negative emotions such as disappointment, frustration, or anger.
• Similarly, the behavioral system refers to our actions or behaviors in response to different situations.
• Our values play a crucial role in determining our behavioral responses.

Hence, it can be concluded that values are part of our affective behavioural system.

Environmental Studies or EVS is an interdisciplinary subject that combines various disciplines like science, social science, geography, and economics to understand the complex relationship between humans and the environment.

Key Points

• It aims to create awareness among students about environmental issues, sustainability, and conservation through an integrated and holistic approach.
• EVS is also child-centered, meaning it focuses on the needs and interests of the children.
• It encourages active participation and engages children in hands-on activities, experiments, and field trips to enhance their learning experience.
• Additionally, EVS is experiential, which means it emphasizes practical and real-world experiences as a means of learning.
• The experiential approach helps students to connect with nature and develop a deep appreciation for the environment.

Hence, it can be concluded that A, B and C are the correct options.

The environment is a complex and interconnected system that includes both living and non-living components.

Key Points

• Therefore, we need to understand the biotic and abiotic components of the environment.
• The biotic components include all living things like plants, animals, and microorganisms. The abiotic components include the non-living things like air, water, soil, and rocks.
• We must also understand how social and cultural factors affect the environment, and how the environment, in turn, affects human societies.
• Furthermore, the environment is dynamic, and it is constantly changing due to natural processes and human activities.
• Therefore, we must adopt a creative and curious approach to find sustainable solutions that can help us manage our natural resources and reduce our impact on the environment.

Hence, it can be concluded that option A , B and C are the correct answers.

Environmental Studies (EVS) is a subject that aims to develop an understanding of the environment and sustainability.

Key Points

• It is not limited to the classroom, and real-life experiences outside the classroom are an essential aspect of the subject.
• By linking classroom experiences with real-life experiences outside the classroom, students can gain a better understanding of the concepts and issues related to the environment.
• Textbooks are an essential part of the EVS curriculum, but they cannot provide a complete understanding of the subject.
• Real-life experiences outside the classroom, such as field trips, community projects, and hands-on activities, provide students with practical knowledge and a better understanding of the environment.

H ence, it can be concluded that In EVS teaching-learning process, linking classroom experiences with real-life experiences outside the classroom best implies going beyond the textbooks.

Survey and writing is an activity that involves conducting a survey or an investigation on a particular topic related to the environment, followed by writing a report on the findings.

Key Points

• This activity encourages students to explore and learn about various environmental issues and develop research skills.
• By conducting surveys, students can collect data, analyze it, and draw conclusions, which helps them to understand the topic in a more meaningful way.
• It also helps them to develop critical thinking skills and encourages them to think creatively to find solutions to environmental problems.
• Additionally, this activity also helps students to improve their writing skills as they need to write a report on the findings of the survey.
• Writing a report requires students to organize their thoughts, present data in a clear and concise manner, and draw conclusions.

Hence, it can be concluded that the inclusion of survey and writing in the EVS textbook for grade 5 aims to give students opportunities to explore and learn about environmental issues and develop practical skills such as research and report writing.

Practical activities and Role Play are effective strategies for teaching Environmental Studies (EVS) as they provide students with hands-on experience and allow them to apply their knowledge to real-world situations.

Key Points

• Practical activities such as field trips, experiments, and projects enable students to observe and explore the environment, develop skills and gain insights into environmental issues.
• Through practical activities, students can learn about various environmental issues, such as waste management, water conservation, and pollution control, among others.
• Practical activities help students to understand complex concepts better, and they also help in the development of practical skills such as observation, measurement, and analysis.
• It encourages critical thinking and problem-solving skills, which are crucial for developing responsible behavior towards the environment.
• Role play is a highly engaging and effective method for teaching Environmental Studies (EVS) at various levels.
• It allows students to actively learn about environmental concepts and issues through interactive scenarios.

Hence, it can be concluded that  Both 2 and 3 are the correct answer.

The process approach is a teaching-learning approach in EVS that focuses on the process of learning rather than just the acquisition of knowledge or information.

Key Points

• It emphasizes the skills and processes involved in learning, such as observation, inquiry, analysis, and critical thinking.
• In the process approach, the teacher acts as a facilitator who encourages students to explore and investigate the environment, ask questions, and find answers through various activities and processes.
• The teacher provides guidance and support to help students develop their skills and understand the concepts.
• A process approach is a student-centred approach that allows students to learn at their own pace and in their own way. It encourages active participation, independent thinking, and self-directed learning.
• It is effective for teaching EVS because it encourages students to be active learners who explore and investigate the environment and develop a deeper understanding of environmental issues.

Hence, it can be concluded that the approach of teaching-learning of EVS that uses different skills to learn new things is process approach.

The correct answer is 'climate change'.

Key Points 

• The passage highlights that the World Health Organization has termed climate change as the single biggest health threat facing humanity.
• Rising temperatures, extreme weather events, and loss of biodiversity are leading to a range of health impacts, including heat-related deaths, air pollution-related illnesses, and increased prevalence of infectious diseases.
• It further adds how climate shocks cause mental health conditions worldwide.
• Experts suggest policy shifts, such as transitioning to renewable energy, and personal changes, such as adopting a plant-based diet, as ways to mitigate the impact of climate change on health.

Therefore, the correct answer is Option 3.

The correct answer is  lead to huge loss of life

Key Points

• Let's refer to the following lines from the passage  - 
• Extreme heatwaves are thrice as common now and their health impacts are tremendous - searing heat sweeping across Canada and North America in 2021 claimed over 500 lives.
• The World Economic Forum estimates 2,50,000 annual losses of life worldwide from 2030, with intensifying exposure to heat, infectious diseases and malnutrition, climate change causing crop failures.
• Based on the above given lines, we can infer that according to the World Economic Forum, extreme heat waves will 'lead to huge loss of life'.

Therefore, the correct answer is Option 2.

The correct answer is 'combustion of fossil fuels'.

Key Points

• Let's refer to the following lines from the passage  - 
• Already, ten million precious lives are lost annually to air pollution, caused by the combustion of fossil fuels like coal and diesel, leading factors also of the global warming which ails Earth.
• As these fuels cause air quality decline, respiratory diseases, which impact 334 million people struggling with asthma worldwide, will grow, encompassing cardiovascular challenges too.
• Based on the above given points, it is clear that air pollution which annually claims millions of lives is mainly caused by 'combustion of fossil fuels'.

Therefore, the correct answer is Option 3.

The correct answer is 'The number of extremely hot days has trebled.'

Key Points

• Let's refer to the following lines from the passage -  
• As our planet experiences global warming, manifest in rising temperatures, extreme weather and the loss of biodiversity, mirroring symptoms in human health are growing.
• The number of extremely hot days worldwide - when the temperature breaches 50°C - has doubled since the 1980s.
• As these fuels cause air quality decline, respiratory diseases, which impact 334 million people struggling with asthma worldwide, will grow, encompassing cardiovascular challenges too.
• As we humans plough through the forests and waterbodies these vectors would normally live in, we open more channels for these germs to reach us.
• Based on the given points, it is clear that the statement 'The number of extremely hot days has trebled' is not correct according to the given passage.

Therefore, the correct answer is Option 1.

The correct answer is Both A and B are true.

Key Points

• The given passage states that intense exposure to heat, infectious diseases and malnutrition caused by climate change can lead to crop failures and an estimated 2,50,000 annual losses of life worldwide from 2030. Therefore, statement A is true.
• The passage also suggests that adopting a plant-based diet can help in mitigating the impact of climate change on health. As the consumption of plant-based foods reduces the demand for animal-based products, it can help in reducing greenhouse gas emissions and contribute towards a sustainable future. Therefore, statement B is also true.

Hence, both statements A and B are true.

The correct answer is 'huge'.

Key Points

• The meaning of the word 'Tremendous' is  'enormous in size, extent, amount, power, or degree'. ('आकार, सीमा, मात्रा, शक्ति या डिग्री में बहुत बड़ा')
• For eg  - The engine's power is tremendous.
• The marked option 'huge' is 'extremely large in size or amount'. (बहुत बड़ा)
• For eg  - The costs involved in building a spacecraft are huge.

Therefore, based on the given points, the correct answer is Option 3.

Additional Information

 Let's look at the meaning of the other words - 

• Fatal - very serious and having an important bad effect in the future
• Scary - causing fright : alarming
• Horrendous - very bad or unpleasant

The correct answer is laymen.

Key Points

• The given word "experts"  refers to 'knowledgeable and experienced individuals who have a deep understanding of a particular subject or field'.(ज्ञानी और अनुभवी व्यक्ति जिन्हें किसी विशेष विषय या क्षेत्र की गहरी समझ है')
• For eg  - The experts in the field of medicine are working on finding a cure for cancer.
• The marked option "laymen," refers to 'people who have little or no specialized knowledge about a particular subject' (जिन लोगों को किसी विशेष विषय के बारे में बहुत कम या कोई ज्ञान नहीं है).
• For eg  - As a doctor, it's my responsibility to explain medical terms to laymen so that they can understand their health conditions better.
• Therefore, the  word 'laymen' is opposite in meaning to the word 'experts'.

Thus, the correct answer is Option 2.

Additional Information

• Ignorant: lacking knowledge or awareness; uninformed
• Mediocre: of only average quality; not very good
• Ineligible: not qualified or eligible for something

The correct answer is 'Adjective'.

Key Points

• The word 'extreme' in para 2, line 2 is a/an 'Adjective'.
• Adjectives are words that describe the qualities or states of being of nouns.
• For example  -  silly, red, fun, fast, etc
• In the given context, the word 'extreme' is used to describe the health impacts of climate change, such as respiratory diseases and cardiovascular challenges, caused by air pollution.
• Here, 'extreme' is functioning as an adjective modifying the noun 'health impacts'.

Therefore, the correct answer is Option 4.

Additional Information

• An adverb is a word that modifies a verb, adjective, or another adverb, usually indicating how, where, when, why, or to what extent.
• A noun is a word that names a person, place, thing, or idea.
• A preposition is a word that shows the relationship between a noun or pronoun and other words in a sentence.

The correct answer is 'Adjective'.

Key Points

• The word 'respiratory' in 'respiratory diseases' is an adjective.
• An adjective is a word that modifies a noun or pronoun.
• In this sentence, 'respiratory' modifies the noun 'diseases'.
• It describes the type of diseases caused by air pollution, affecting the respiratory system.

Therefore, the correct answer is Option 4.