CTET Paper 1 - 31st Dec 2021 (English-Hindi-Sanskrit) (Previous Year Paper)

Development refers to qualitative changes in an individual such as a change in personality or other mental and emotional aspects. It takes place in all aspects such as physical, cognitive, language, social, emotional, and others.

Key Points

Characteristics of development:

• Development of children is influenced by their social context: Socio-cultural context emphasizes the role of culture and social interaction in the process of child development. It focuses that a child’s thinking does not develop in a vacuum but rather is influenced by the sociocultural context in which s/he grows up.
• Development involves change: The human being is never static. From the moment of conception to the time of death, the person is undergoing changes. The major changes include changes in size and proportions, acquisition of new mental, motor, and behavioral skills.
• Development is predictable: Because the rate of development is constant for a child, it is possible to predict certain development outcomes at an early age. The X-ray of the wrist will predict the approximate height of the child.

Thus, it is concluded that the development of children is influenced by their social context statement is correct with respect to the development of children.

Hint

• Development is a smooth and continuous process for all children: The process of development is continuous starting from conception through birth to lifelong, i.e., from womb to tomb but it is not smooth as it has to pass through different stages.
• ​Domains of development are distinct and unrelated from one another:- It is not a correct statement with respect to the development of children. There are different domains of development.

All domains of development, i.e. physical, mental, social, and emotional, are related to each other. E.g. a child, who is physically healthy is likely to have superior sociability and emotional stability. The child develops as a unified whole.

Each area of development is dependent on the other and thus influences the other developments.

• Different theories of child development agree on the same ideas regarding the development of children: It is also not a correct statement as the development theories like socio-cultural theory, cognitive theory, Psychosexual stage theory are different and idea regarding child development is also different.

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

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

Key Points Physical & Motor development:

• Understanding physical and motor development is extremely important as it provides the basis for the development of a child’s personality.
• It helps to gain mastery over the child’s own body and movements. Physical development is the most recognized and observable change in the life of a child.
• It is divided into two parts, i.e., Gross motor skills and Fine motor skills.
• Gross motor skills are involved in the movement and coordination of the arms, legs, and other large body parts.
• They involve actions such as running with friends, climbing steps in the building, hopping like a rabbit, etc.
• Fine motor skills refer to the small movements of the hands, wrists, fingers, feet, toes, lips, and tongue and they involve the coordination of smaller muscles.
• They involve actions such as putting beads in a thread, cutting with scissors, drawing or painting, etc.

Hence, putting beads in a thread is an example of fine motor skill for grade III students

Human growth and development are influenced by both 'Heredity and Environment' as they are the elements that play a vital role in determining the growth and development of an individual.

• The trait is an aspect of personality, i.e. a reasonable characteristic of a person. These personality traits measure the varying personality each person possesses

Key Points

• Heredity refers to the traits that pass down from the parents to their offspring.

All the inborn traits, instincts, and I. Q. depend on heredity.

• When we use the term inherited, it means the traits which the child has acquired from her parents and grandparents.
• Heredity is what a person is born with. It is a specific combination of genes we inherit and is shown in characteristics like height and certain habits.
• For example, if a child is born with grey eyes and black hair. It may be possible that S/he has ‘inherited’ the color of her eyes from her mother and her hair was like her father’s.

Thus, it is concluded that the color of the hair is determined solely by heredity.

Additional Information 

• Environment: It refers to the circumstances in which an individual lives. A child's immediate environment strongly influences their personality and intelligence.

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

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

Key Points

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

Secondary Socialization: 

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

Hence, it could be concluded that the school acts as an agency of secondary socialization.

Additional Information 

Primary Socialization: 

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

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

Key Points

According to Lawrence Kohlberg, at the conventional level of moral development, the child displays "good boy-good girl" orientation as the reason for the moral behaviour of the child during this stage is 'gaining acceptance and avoiding censure by others'.

Conventional Level of Morality is a stage of morality in which:

• children make decisions to please others.
• children try to maintain interpersonal relations.
• children make efforts on the approval of others.

Hence, it could be concluded that according to Lawrence Kohlberg, at the conventional level of moral development, the child displays "good boy-good girl" orientation.

Additional Information 

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

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

Key Points

• According to Piaget's Cognitive Development Theory, accommodation is referred to modifying existing schemas to make sense of new experiences.
• It is a way of altering existing ideas or schemas as a result of new experiences and adjusting to new ways of thinking and behaving by making modifications in one's existing cognitive structures.
• For example, an individual's ability to modify his/her actions of riding a scooter based on his/her experiences of riding a bicycle.

Therefore, it becomes clear that Sita's ability to modify her actions of riding a scooter based on her experiences of riding a bicycle would be an example of accommodation.

Additional Information

• Schema: Schema is already existing mental models in the mind to represent anything. It is a building block of knowledge and is also called a room or packet of information in our minds.
• Assimilation: It is the addition of a new concept or experience into an existing schema. For example, the baby's sucking of the thumb is an initial schema.
• Equilibrium: The cognitive stability or balance arrived by the processes of assimilation and accommodation is the equilibrium obtained.  Equilibration is the balancing act between ‘old’ and ‘new’ perceptions and experiences.
• Disequilibrium occurs when new information cannot be fitted into existing schemas. When the child has misunderstood the cat as a dog he must have felt some mental confusion or a situation of imbalance. This is known as cognitive disequilibrium.

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

• According to Piaget, children’s understanding of the world expands as they experience new ideas and challenges. Children construct their own knowledge through interaction with their surroundings. Cognitive development proceeds as children mature.
• Piaget divided cognitive development into four stages.
• The Sensorimotor Stage (0-2 years)
• The Pre-Operational Stage (2-7 years)
• The Concrete Operational Stage (7-11 years)
• The Formal Operational Stage (11 years and above)

Key Points​The Pre-Operational Stage:

• This is the second stage of cognitive development which is basically a pre-logical stage as logic has not yet fully developed. It extends from two to seven years of age.
• We saw that towards the end of the second year, the child becomes capable of representing experiences mentally without interacting with them directly or physically. Also that the child begins to understand that symbols represent certain aspects of reality.
• At this age,  the child exhibits the semiotic function which means the ability to deal with symbols. Although the child is able to think about symbols still he lacks reversibility.
• According to Piaget, the semiotic function is a representational ability that emerges when the child is about 22-24 months old. It is a unified capacity that enables the child to represent an object or an event that is not present (a signified) by means of another object that is present (a signifier).
• The child during this stage engages in what is called symbolic play that is, the wooden box is considered as a car, a rounding, the steering wheel and the stick, a gun.
• In language, signs are part of the existing structure that we use to communicate so children start learning sign first to communicate their language.

Thus, it is concluded that In the preoperational stage children start using semiotic functions to rapidly develop language skills.

Hint

• Sensorimotor Stage (0-2 years): The first stage of cognitive development as proposed by Piaget is known as the sensorimotor stage. It extends from birth to two years of age. Piaget believed that infants are active learners who are responsive to stimulation in their environment. They learn quickly and distinguish between various features of the immediate environment. For example, an infant learns to distinguish between a spoon and mother’s milk and opens his mouth differently for the two.
• Concrete Operational Stage (7-11 years):- The concrete operational stage starts from seven years of age and continues till 11 years. Children develop logical thinking but they still find difficulty in applying logic to hypothetical situations. Their logic is limited to concrete observable characteristics of the objects and situations. Children are now capable of understanding others’ viewpoints.
• Formal Operational Stage (11 years and above): The formal operational stage begins around 11 years of age. Here, children are able to perform higher-order mental operations. Their thought is flexible and they can deal effectively with complex problems involving reasoning.

National Curriculum Framework 2005 emphasized that there is a ‘need to recognize the child as a natural learner, and knowledge as the outcome of the child’s own activity.’ The emphasis is on such a learning environment where children can construct their own knowledge, develop their capacities and remain active learners.

Key Points

• Reciprocal teaching is teaching in which students play the roles of teacher and when they face difficulties, the teacher helps them as a facilitator.
• Teachers and students collaborate among themselves in learning and practicing four key skills: summarizing, questioning, clarifying, and predicting.
• It is a type of literature circle where the student assumes the role of the teacher and forms a small group (2-4students) and takes turns leading dialogues on the content of a text passage.
• The reciprocal teaching model has been used to improve comprehension for students who can decode but have difficulty comprehending text. It supports communication regarding knowledge of the text.

Thus, it is concluded that in reciprocal teaching, a teacher and 2-4 students form a collaborative group and take turns leading dialogues on the content of a text passage.

Hint

• Scaffolding: Vygotsky used this term to describe social and instructional support provided by More Knowledgeable Others to students to learn new concepts and skills. Once the skill is learned by the student, the instructional support is withdrawn.
• Discovery learning: It was proposed by Bruner as “learning by the discovery of concept and principles by the learners on their own.” Here, learners are motivated to search on their own the meaning of concepts, or the relationship between concepts and principles.
• Programmed instruction: It refers to a procedure of self-instruction which uses an instructional sequence in which the content to be learned is presented in a series of small steps, arranged in a logical sequence. The onus of learning, however, is completely on the learner. To facilitate self-learning, programmed instruction materials are designed so as to give various kinds of intellectual, emotional, and psycho-motor experiences to the learner in a controlled situation through a variety of devices like booklets, machines, teachers, etc.

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

Key Points

Lev Vygotsky has proposed instructional scaffolding for teaching primary school children. It is a Vygotskyian term that describes the gradual release of responsibility.

• Vygotsky used this term to describe social and instructional support provided by MKO to children to learn new concepts and skills.
• Once the skill is learned by the children, the instructional support is withdrawn. In Vygotsky's view, 'scaffolding' refers to a process through which required assistance is given to children according to their individual needs.
• It imparts temporary support to the children to enhance their learning skills and also provides individualized support to increase their learning boundaries.
• This approach has been used to a great extent in dealing with children who are labeled as struggling readers and is expanding into other domains with success.

Thus, it is concluded that instructional scaffolding has been proposed by Lev Vygotsky for teaching primary school children.

Additional Information 

• More Knowledgeable Others (MKO): According to Vygotsky, MKOs are those people, who are more knowledgeable and have better expertise in a particular domain. These MKOs can help in improving the skill of the children. MKO need not be a person in all instances.
• Zone of Proximal Development (ZPD): It is the key feature of Vygotsky’s theory. The concept of MKO is closely related to ZPD. According to Vygotsky, ZPD is the difference between the present level of development attained without anyone’s assistance and the potential level of development that can be attained under the guidance of MKO.
• Equilibration/Equilibrium: The cognitive stability or balance arrived by the processes of assimilation and accommodation is the equilibrium obtained. Equilibration is the balancing act between ‘old’ and ‘new’ perceptions and experiences.
• The term 'programmed learning' refers to a procedure of self-instruction which uses an instructional sequence in which the content to be learned is presented in a series of small steps, arranged in a logical sequence.
• The term reinforcement means to describe the strengthening of the association between an unconditioned and a conditioned stimulus that results when the two are presented together.

John Dewey, an American philosopher has proposed the concept of 'Progressive Education' which emphasizes that learning takes place only through 'hands-on' approach so the students must interact with their environment to adapt and learn.

• A progressive school is a part of progressive education that believes in the capability and potential of every child.
• Progressive education emphasizes enhancing the skills and understanding of the learners by engaging with the contents and experiences.

Key Points

• In a progressive school, the education imparted will make the children problem solver and active explorers as in a progressive classroom ample opportunities are provided to learners for the construction of knowledge and for solving problems.
• In a progressive school, learners play an active part in their learning, it emphasizes enhancing the skills and understanding of the learners by engaging with the contents and experiences.
• It promotes 'learning by doing' to make children self-reliant and productive to use their knowledge and talents effectively.
• Progressive school ensures the active participation of students by working in a group and applying practical knowledge to complete an activity.

Hence, it could be concluded that students should be encouraged to become problem-solvers, is a correct statement in the context of progressive education.

The Theory of Multiple Intelligence which consists of eight different kinds of intelligence is propounded by an American psychologist 'Howard Gardner'. 

• Gardner initially proposed eight types of intelligence which later on he increased to nine. Thus Gardner views each individual as a unique combination of various intelligence.
• This theory emphasizes that intelligence is of several kinds rather than dominated by a general factor and intelligence can't be tied to a single

Key Points

The above-mentioned characteristic is related to the Interpersonal Intelligence of Howard Gardner’s theory:

• Interpersonal intelligence deals with understanding and relating to others’ feelings.
• A person with interpersonal intelligence can understand the various emotional states of other people.
• Interpersonal intelligence is the ability to respond appropriately to the moods, temperaments, and intentions of others.

Hence, it could be concluded that according to Howard Gardner, the ability to detect and respond appropriately to the moods, temperaments, and Intentions of others is known as Interpersonal Intelligence. 

Additional Information 

The nine types of intelligence as given by Gardner:

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

Gender refers to the socially and culturally constructed system that attributes meaning to what it means to be a male or a female in a particular society.

• A gender stereotype is a generalized view or preconception about attributes or characteristics, or the roles that are or ought to be possessed by, or performed by, women and men.

Key Points

• Gender stereotype is harmful when it limits women’s and men’s capacity to develop their personal abilities, pursue their professional careers, and/or make choices about their lives.
• The statement of a father to his son, "Don't cry like a girl, you are a boy", is an indication of Gender stereotyping as this statement refers to a generalized view or characteristics that ought to be possessed by women and men, which is an obstacle in achieving gender equality.
• A man might say women aren't meant for combat, while a woman might say men do nothing but watch sports.
• Such expressions represent gender stereotypes, which are over-generalizations about the characteristics of an entire group based on gender.

Statements that are indicators of gender stereotyping:

• Boys shouldn't cry like a girl as they are strong.
• Boys should be directed to like blue and green; girls toward red and pink.
• A girl's response on getting a car as a gift ''This is not for me. Girls do not play with cars".

Hint 

• Gender equality is a human right which means that all human beings irrespective of their gender should be treated in an equal manner.
• Gender identity is defined as an individual’s perception of oneself as a male or female or third gender and it also deals with how society views you.
• Gender constancy is defined as the understanding of one's gender and its inability to change over the period of the lifespan.

Hence, we can conclude that gender stereotype is reflected in the statement of a father to his son, "Don't cry like a girl, you are a boy".

Continuous and Comprehensive Evaluation, commonly known as 'CCE' lays emphasis on the thought process and de-emphasize memorization as CCE includes all aspects of students' development.

Key Points

• It is the latest development in the teaching-learning process introduced as a school-based system of evaluation by the CBSE in 2009 with the enactment of the Right to Education Act.
• It creates interest among the learners for studies and ensures all-around development of students including cognitive, psychomotor, and affective domains.
• Conventional paper pen tests do not assess all the attributes and abilities of learners as they are based on rote memorization while CCE assesses both scholastic and co-scholastic aspects of a child's growth by emphasizing continuity and regularity of assessment.

Hence, it is an easy way for the teachers to test learners frequently is NOT correct about continuous and comprehensive evaluation.

Diversity is a group of people is made up of individuals who are different from each other in some way or the other or it means collective differences among people, that is, those differences which mark off one group of people from another.

• For example, differences in culture, language, gender, appearance (e.g. skin color, hair type) lifestyle, social and economic status, family structure, abilities, (e.g. physical, social, creative, and intellectual), values, and beliefs.

Key PointsA classroom is a place where various activities are going on, where interactions take place, social situations are enhanced and norms are built up in instructional situations. It is a place where all the learners learn together despite varied backgrounds.

• A teacher must understand the diverse needs of the learners to promote meaningful learning in the classroom.
• Linguistic Diversity: There are many languages to speak or to communicate that show linguistic diversity.
• Economic Diversity: The money power related to caste and class gave rise to economic differences and added yet another dimension to our diversity.
• Socio-Cultural Diversity refers to the variety of human societies or cultures in the world; to the variety of the makeup or the varied cultures of a group or region.
• Gender Diversity: Gender is a social construct whereas the sex of a person is a biological status. Gender diversity refers to the difference in the societal outlook to people around their sex.
• To understand the diversities in the classroom, groups should be heterogeneous to include the diversity so that everyone can get the opportunity of promoting their culture and also take the opportunity to understand other cultures as well.

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

Memory refers to the ability to retain information and reproducing it over a period of time when required to perform a cognitive task. There are different kinds of strategies to enhance memory.

Key Points

• Mnemonics is a method or technique of enhancing memory. There are basically two broad categories of mnemonics; one category of mnemonics use images, while the other uses principles of organization to memorize information.
• Mnemonics Using Organization: It improves the ability to learn and retrieve information accurately by applying the principle of reorganization of the material to be learned.
• For example, First Letter Technique, in this technique the first letter of each word, is taken to make a meaningful word or sentence to memorize.
• For example, the color of the rainbow can be remembered using the mnemonic technique. Violet Indigo Blue Green Yellow Orange Red. The word VIBGYOR stands for all the seven colors of the rainbow.

Thus, it is concluded that Priyanka uses 'VIBGYOR' to make the students learn the sequence of 7 colors in a rainbow, this strategy for memorizing the sequence of colors is called mnemonics.

Hint

• Means-ends Analysis is a strategy in which the problem solver divides the problem into a number of subproblems or smaller problems.

Each of these subproblems is solved by detecting the difference between the original state and the goal state and then reducing the difference between these two states.

• When learning takes place in a number of learning periods with some change of activity or a period of rest in between, such practice is called distributed or spaced practice. It improved retention and retrieval, especially in learning that involves lengthy and unfamiliar content.
• Goal-directed strategy focuses on the organization's values, mission, visions, and objectives. It is made to achieve a particular goal.

Let's analyze each option to find the correctly matched pair:

Key Points

• Creativity - Convergent thinking: 
• Creativity is not convergent but divergent. It is goal-directed thinking which is unusual, novel, and useful. It is a type of thinking which involves creating original and novel ideas.
• People who are high on divergent thinking, are more creative. Divergent thinking is having divergent ideas and possibilities, e.g., thinking of how many ways you can use a brick.
• Dyslexia - Difficulty in reading text 
• Dyslexia refers to the specific learning problem of reading. Dyslexia is not due to mental retardation, brain damage, or a lack of intelligence. It is caused by an impairment in the brain’s ability to translate images received from the eyes or ears into understandable language.
• The severity of dyslexia can vary from mild to severe. The sooner dyslexia is treated, the more favorable the outcome; however, it is never too late for people with dyslexia to learn to improve their language skills.
• ​ Intelligence - A unitary trait 
• Intelligence is not a unitary concept, it is the global capacity of an individual to act purposefully, think rationally, and to deal effectively with his environment. It includes the power of adaptation of an individual to his milieu and his ability to learn and abstract thinking.
• Intelligence is of several kinds, it can't be tied to a single domain.

Each individual has his/her own unique abilities, intelligence is not dominated by a general factor.

• Inclusion - education for learners with disability in special schools
• Inclusion is an umbrella term that refers to including each and every category of children in the educational system, regardless of their differences and disabilities. It provides a provision to include disabled children along with normal children in a regular classroom environment.
• It refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic, or other conditions. It values the diversity, each child brings to the classroom and facilitates all wital opportunities to learn and grow.

Hence, it is concluded that Dyslexia - Difficulty in reading text is a correctly matched pair.

Inclusive education means the education of all students, where all students are equal participants in the learning process. 

• Inclusivity is maintained when all members of a group are able to participate in its activities, which means, the provisions made are considerate of all members and not just those from specific groups or, with special abilities, disabilities, and/or needs.
• ​Inclusion implies a radical reform of the school in terms of conviction and philosophy followed by curriculum, assessment, pedagogy, grouping of pupils, and the school environment and ethos.
• It is based on a value system that welcomes, respects, and celebrates diversity arising from gender, nationality, race, language of origin, social background, religion, class and caste, level of educational achievement, disability, etc.

Key Points

The teacher has a great role to play in creating a positive environment in the school. The inclusive classroom requires teaching-learning strategies that suit all students in the class including children with learning disabilities. Effective strategies for successful inclusion of students with learning disabilities:

Use multiple means of representations of content: 

• The teacher needs to provide multiple means of representation to accommodate students’ different strengths in perception, language, and comprehension.
• For example, providing alternatives for auditory and visual information; clarifying vocabulary and symbols; using multiple media; highlighting patterns and big ideas, and guiding information processing.
• Teachers should use multiple means at various levels of difficulty, as appropriate for the students in the class.

Promoting individualized educational planning as per the needs of students:

• Development of an Individual Educational Plan (IEP) tailor made for a specific individual learner keeping in mind, his needs, and his special requirements.
• With timely help, these children can get successfully integrated into the educational system.

Thus, it is concluded that statements (i) and (ii)​ are correct strategies that are effective for the successful implementation of inclusion of students with learning disabilities.

Hint

• ​Setting up the same standards for all students and ignoring the diversity in class: Inclusion is about equal opportunities for all pupils. Pupils should all be included regardless of their age, gender, ethnicity, attainment, and background. It gives attention and concentration to all pupils. The teacher must set up the same standards for every child but without ignoring diversity.
• Promoting outcome-oriented goals instead of process-oriented learning: Process-oriented learning makes the learning effective rather than outcome-oriented goals. The student's focus should be on the learning and not on the performance.​

Language is a tool to communicate with the world. Considering the size of the world, there have been many civilizations in different parts of the world which have developed different languages.

Key Points

• While some languages may seem similar to each other and are easily adaptable but there are many languages that are very different from each other and are difficult to link with each other.
• This often creates a situation where a learner often switches from the target language and the local dialect. Such situations are quite common in schools where students come from diverse backgrounds and are encouraged to use a common language that is English.
• But some students find it difficult to speak in other languages due to the phonetics of their language and this leads to intermixing and frequent switching of the two languages. It is necessary for the student to avoid this error for efficient communication**.**
• Such efficient communication can be developed only after developing the clarity of the language by introducing word meanings in the target language gradually so that students can adapt to the language and do not get confused or demotivated by new inputs.

Hence, it is concluded that if a student of faces problems in expressing views and often switches between school mainstream language and the dialect spoken in his/her hometown, the teacher should introduce similar word meanings in the target language gradually.

Inclusion is about increasing the participation of all children and adults while removing the exclusion, discrimination, barriers to learning, and participation. It is about supporting schools to become more responsive to the diversity of children’s backgrounds, interests, experiences, knowledge, and skills.

Key Points

• In an inclusive classroom, students are from varied backgrounds; and different abilities are part of the classroom. It allows special students to forge a friendship with their peers and feel less socially tensed about their disabilities.
• Students with special needs learn within the system of mainstream education and there is a commitment to remove all barriers for full participation of everyone. Hence, the teachers need to equip themselves with effective teaching-learning strategies to justify their roles in the inclusive classroom.

In an inclusive classroom, the teachers must:

• recognize and respond to the diversity of students in their classrooms.
• be able to informally assess the skills a student needs (rather than relying solely on a standardized curriculum).
• be aware of the rights of students with educational support & must locate appropriate material, equipment, or specialists.
• accommodate students’ different learning styles and rates of learning by employing a range of teaching methods, including cooperative group learning, peer tutoring, team teaching, and individualized instruction.

Thus, it is concluded that in an inclusive classroom, students with special needs learn within the system of mainstream education and there is a commitment to remove all barriers for full participation of everyone.

An inclusive classroom is a classroom where all the students with or without learning difficulties learn together.

All the students taught equally and the teacher provides equal opportunities to all.

Key Points

• ​Disability refers to the inability to perform the normal functions of daily living appropriate for that age. A disability could be physical ( cerebral palsy, orthopedic handicap), mental (mental retardation, learning abnormalities), or sensory (visual, speech and hearing).
• It is important to identify the specific disability as early as possible and institute early and appropriate therapy. Here, Saurabh shows some characteristics in an inclusive classroom that is an indication of visual impairment.
• Visual impairment (VI) refers to the condition arising due to significant loss of vision. It includes children who have major vision loss even if they use corrective glasses.
• The nature and degree of visual impairment will vary from child to child; so, to learn effectively, each student with VI may require specific adaptations to teaching-learning practices and materials, depending on the type and degree of vision loss.
• The child shows the following symptoms in an inclusive classroom:  
• Shutting or covering one eye for visual tasks
• Using finger as a line marker while reading
• May misread material on the chalkboard
• Excessive rubbing of eyes, constant frowning
• Head-tilt or head-turn when looking at something
• Blinks often and close one eye or has redness in the eye
• Holds books very close or very far from him while reading

Thus, it is concluded that the above characteristics are an indication of visual impairment.

Hint

• Dyslexia: It has been used to refer to the specific learning problem of reading. Dyslexia is not due to mental retardation, brain damage, or a lack of intelligence. It is caused by an impairment in the brain’s ability to translate images received from the eyes or ears into understandable language. The severity of dyslexia can vary from mild to severe. It is found more often in boys than in girls. The sooner dyslexia is treated, the more favorable the outcome; however, it is never too late for people with dyslexia to learn to improve their language skills.
• Cerebral palsy is a disorder causing problems with movement and balance. It is caused by brain damage or mal-development of the developing brain resulting in physical disability in varying degrees. The physical disabilities may co-exist with other associated problems of hearing, vision, language and communication, intellectual disabilities, autism, and specific learning disabilities such as dyslexia.

Some children with cerebral palsy also suffer from epilepsy.

• Dysarthria is a motor speech disorder. It is a weakness or paralysis of speech muscles caused by damage to the nerves and/or brain. A person with dysarthria may experience any of the following symptoms, depending on the extent and location of damage to the nervous system: “slurred” speech, speaking softly or barely able to whisper, slow rate of speech, rapid rate of speech with a “mumbling” quality, limited tongue, lip, and jaw movement, abnormal intonation (rhythm) when speaking, changes in vocal quality (“nasal” speech or sounding “stuffy”), hoarseness, breathiness, drooling or poor control of saliva, chewing and swallowing difficulty, etc.

National Education Policy 2020 is the first education policy of the 21^st century and aims to address the many growing developmental imperatives of our country.

• This Policy proposes the revision and revamping of all aspects of the education structure, including its regulation and governance, to create a new system that is aligned with the aspirational goals of 21^st-century education.
• The new education policy must provide to all students, irrespective of their place of residence, a quality education system, with a particular focus on historically marginalized, disadvantaged, and underrepresented groups.

Key Points

Following are the features of NEP 2020:

• ​Recognizing, identifying, and fostering the unique capabilities of each student, by sensitizing teachers as well as parents to promote each student’s holistic development in both academic and non-academic spheres.
• Emphasis on conceptual understanding rather than rote learning and learning-for-exams, focus on creativity and critical thinking to encourage logical decision-making and innovation.
• Ensures Flexibility so that learners have the ability to choose their learning trajectories and programs, and thereby choose their own paths in life according to their talents and interests.
• Foster ethics and human &  constitutional values like empathy, respect for others, cleanliness, courtesy, democratic spirit, the spirit of service, respect for public property, scientific temper, liberty, responsibility, pluralism, equality, and justice.
• Focus on regular formative assessment for learning rather than the summative assessment that encourages today’s ‘coaching culture'.

Hence, it is concluded that teachers should focus on the use of rewards and punishment to promote compliance in children is NOT prescribed in the National Education Policy 2020.

A curriculum can be called a plan for learning, which contains assumptions about the purpose of education in our society. It also has a definite structure through which the vision of the planners can be translated into learning experiences for the learner.

Key Points

• The Latin meaning of the term 'curriculum' is a racecourse used by chariots. Hence it is any path or course of study to be undertaken by an educational institution, to be covered in a specified timeframe. The course of events can take place inside the school and also outside it.
• A curriculum would consist of several events like a plan for learning, study periods, sports activities, cultural events, etc.
• Children acquire varied skills naturally while growing up in their environment. They also observe life and the world around them. When imported into classrooms, their questions and queries can enrich the curriculum and make it more creative.
• Such reforms will also facilitate the practice of the widely acknowledged curricular principles of moving from "known to the unknown", from "concrete to abstract", and from "local to global".
• Known to unknown: When the teaching starts from previous knowledge to new content to be taught, the learner does not find difficulty in moving from known to unknown**. For example,** suppose that you have planned to teach two-digit addition without carry over. Before starting to teach this, give the child single-digit sums to do ( which he had learned earlier) as a revision exercise. This would help the child in remembering and maintaining learned skills and will help him to learn the new task well.
• Children learn from concrete to abstract, i.e., the child learns about objects and events by handling them and experiencing them and if the child has had an adequate experience of handling objects directly as well as of pictorial activities, he can recall all the characteristics of the object just by hearing its name, even though the object or its picture is not there before him. This is because he has formed a mental image of that object, based on his experiences during the concrete and pictorial stage. He can think about it without seeing it - in other words, he can think of it in abstraction.
• The curriculum is designed in such a way that it caters to the mental ability of the child according to his\her age, the concept of local to global is used while designing the curriculum so that in early stages, the children learn about the knowledge of regional aspects like national leaders, geography of the country and also its political history but as they move in higher standards they also start learning about global events like world wars and French Revolution which have played significant role in the development of society.

Thus, it is concluded that the curriculum in schools should follow the curriculum principle of moving from concrete to abstract and from local to global.

The process of learning is continuous and goes on throughout life. From simple behaviors, like switching on the light, or picking up a book from the table to complex behaviors like driving a car or piloting a spaceship, all become reality only due to learning. Learning empowers a person by making him/her what one is not and wants to become.

Key Points

• Constructivism is centered on the idea that human knowledge and learning are actively constructed by the teacher, not passively received from the environment.
• Knowledge is always someone's knowledge. It is created or constructed by the experiencing individual.
• The learner is not a passive entity but an active cognizing subject. He\she plays an important role in the learning and development of knowledge.
• Knowledge is not passively received or absorbed by the learner but actively built by him/her. What more this implies is that knowledge cannot be transmitted from one learner to another. Learners have to construct this knowledge themselves.
• Here, the teacher is encouraging students to focus on meaningful words like a pen, and tiger to initiate reading so here learners recognize the word and construct their own knowledge.

Thus, it is concluded that in the above learning, the constructivism principle of learning pedagogy is situated.

Hint

• Operant conditioning: B.F. Skinner is considered the most influential psychologist advocating the role of operant conditioning in learning. It is a process through which organisms learn to repeat behaviors that produce positive outcomes or avoid or escape from the negative outcomes.
• For example, If a child completes the homework she is praised (rewarded) by the parents and the child learns to perform the task. If the child breaks a plate, he/she is scolded (punished) and she will learn not to repeat the behavior. This is called Operant Conditioning or instrumental conditioning.
• Classical conditioning: It is a form of associative learning as a connection or association between a stimulus and a response is established. It was discovered by Russian scientist Ivan Pavlov in 1968. It is also called Pavlovian/respondent conditioning.
• Reductionism: Behaviourism is considered to be following a reductionist approach because Watson assumed that behavior is reducible to environmental stimuli and observable responses.

Change is a gradual and continuous process and transition from one phase of life to another is different for every individual. Concepts are learned through experience. Children's first concepts are concrete, identified by sensory qualities.

• As we grow, we acquire more abstract or theoretical concepts by building on our earlier concrete ideas. Jean Piaget, in his theory of cognitive development, introduced a number of ideas and concepts to describe and explain the changes in logical thinking that he observed in children.

Key Points

• Conceptual changes in children's thinking should be encouraged by giving multiple examples and encouraging children to reason. The children will think about the example and explore new ways to learn the concept.
• Gradually their thinking will develop. The teacher can give real-life examples to encourage conceptual change in thinking that will help them to reason and clear their concepts.
• Making the child's thinking progressive and civilized.

Additional InformationOther ways to encourage conceptual changes in children's thinking:

• Introducing such methods which help in developing students' thinking.
• Providing children opportunities for sharing ideas and encouraging discussion in the classroom.
• Using categorizing, naming, and sorting activities helps to understand individual concepts, students need to grapple with examples, non-examples, and attributes of a concept.

Thus, it is concluded that conceptual changes in children's thinking should be encouraged by giving multiple examples and encouraging children to reason.

Stress and anxiety were prevalent in the older generation in earlier days but now this lifestyle disease has crept in younger age groups as well. The pressure of competition and to perform better than everyone else in the class has made the students a victim of stress and anxiety.

Key Points

• Such an environment has an adverse impact on our health. People generally develop heart disease due to stress and anxiety. While some corporates work on the model where they tend to believe that stress and anxiety keep the people motivated, it is not at all true.
• Stress creates fear and such an environment is not good for the health. It would never lead to a sustainable and prosperous life as these two traits are only achieved through stability and peace of mind.
• The environment of fear is generated through stress and anxiety or increased apprehension or uneasiness of students which is emotionally damaging for them and a sense of fear always clouds the judgment. Students' concentration power is affected as they can not think clearly in fear.

Thus, it is concluded that (a) is incorrect but (b) is correct.

Scheduled Castes and Scheduled Tribes are the two most disadvantaged sections of the Indian society needing special attention. Together they form about a quarter of the total population of the country (the scheduled castes about 16 percent and scheduled tribes about 8 percent).

• First-generation school goers refer to the children who are the first in their family to go to school or whose parents have completed formal education till the primary level. They blindly rely on schools and tuition.

Key Points

• Children belonging to scheduled caste and scheduled tribes, first-generation school goers, girls, and children with disabilities are in a disadvantaged position in terms of access to education.
• Educating these children has always been a challenging task and to this day, even after various constitutional provisions and government initiatives to provide access to education to these children.
• The main challenges which are faced by the educational institutions to ensure streamlined learning for these children include poor economical conditions, the reluctance of parents towards education, communication gap, lack of resources, minimal infrastructural facilities, language-related challenges, etc.
• These disadvantaged groups need to be addressed to solve issues of equity. While addressing issues of parity for SC/ST/Minority/Girls, the plan will have to look at strategies for access, retention, and quality under each of the groups targeted.
• We as teachers, have to make conscious efforts to adapt our teaching styles to match the learning styles and culture of children. In the case of scheduled castes, scheduled tribes, acquire additional importance as several of them may be first-generation learners and may not have educated parents or resources to cope with the curricular load.

Hence, it is concluded that children belonging to scheduled caste and scheduled tribes, first-generation school goers, girls, and children with disabilities are in a disadvantaged position in terms of access to education.

Learning is not acquired by birth, but it is the process of acquiring competence by using hereditary resources. School is representative of a society, which is made of a heterogeneous group of people.

• This entails that, in schools, children are placed in a different kind of environment than the one they belong to. They become members of a new society where the operating rules, norms, and interpersonal styles are different from the local environment.

Key Points

• Learning in schools should NOT be detached from the social context of children as effective learning takes place by interacting with others. Even they learn their first words from their parents.
• Whatever the parents speak in front of the child, he/she responds in the same manner. So it is very much important to keep the learning correlated with the social context for effective learning.
• A child who enters school is already an efficient language user of language for she can successfully communicate in her mother tongue or the language of home.
• She can ‘interpret, ask questions, negotiate, comment or wonder’ and every new experience is something of a wonder to her.
• This is a great potential, that a sensitive teacher can exploit in the L2 classroom. The teacher can encourage the child to share experiences of home or outside school. This will help the learner to reflect upon what she knows and this would lead to creative thinking.

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

Tests are conducted to evaluate how students are performing in the class and how much they are able to understand. The concept of evaluation is to measure the student's knowledge and practical exposure, it is not just for rote memorization of the textbooks.

• But due to immense pressure to achieve good grades and to stay above the benchmark in competitions, students tend to lose this essence and focus more on mugging. While some students score well through memorization, others through learning the concept.

Some students lag behind because they are not able to do either.

Key Points

• A student feels that she would not be able to achieve success on a test and will never be able to improve her performance. This shows that the student is demotivated and does not want to put further effort due to her perception of facing failure even after efforts.
• Such failures should not be taken as a source of demotivation, rather they should be taken as an opportunity to rectify the errors. Such failures, however, do make the student feel a sense of giving up on the task and experiencing 'learned helplessness.
• Learned helplessness refers to the expectation, based on previous experience, that one’s actions cannot possibly lead to success. Performance goals are much more likely than learning goals to lead to ability rather than effort attributions and to result in feelings of learned helplessness.
• Encouraging students to focus primarily on learning goals is recommended while keeping performance goals in perspective by enjoying recognition without letting it become an overriding concern.

Thus, it is concluded that such beliefs about ability make the student feel a sense of giving up on the task and experiencing 'learned helplessness.

Learning is a continuous process and requires a learner to be motivated and encouraged towards the learning process. The most basic thing required to learn something new is to have dedication and curiosity which is not possible without motivation.

Key Points

• Motivation can be induced from within our may be induced externally. Self-motivation is necessary to take an initiative while external motivation is required for perseverance.
• Teachers play a key role in continuously motivating the learners and for this, they use various techniques which are sometimes generic to most of the students and sometimes exclusive for particular learners.
• The most effective strategy in keeping students continually motivated is inculcating incremental belief about ability among students.
• Incremental beliefs are the ones that encourage people to develop their abilities. This encouragement helps the learners to work on their abilities which in turn helps them in learning new things as they progress.
• Many teachers indulge students in activities that provide exposure to the development of cognitive, physical, and emotional abilities. This also helps the learners in developing problem-solving skills and decision-making abilities.

Thus, it is concluded that inculcating incremental belief about ability among students is the most effective strategy in keeping students continually motivated to learn.

Hint

• Frequent distribution of rewards and inculcation of competition among students is not very effective. Rewards can be motivating but their frequency should not be so frequent that students may start procrastinating. For example, a student may not put the effort into one test thinking that he would make up in the second test. They should have a set target so that they are motivated for the goal.
• Attributing uncontrollable factors to failure would put pressure on the students and rather it would demotivate the students through the fear of failure.
• Promoting performance-oriented goals among students would motivate the students but it would not be learning-oriented. Rather it would set their target only to score marks in the exams which may encourage students to rote memorize the lessons.

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

Key Points

• An error is an incorrect form and a sure indication that the learner has not mastered the core of the selective topic in a learning process.
• The qualitative difference in children's thinking as compared to adults is reflected in the type of errors made by the children.
• Errors can occur in adults as well as children. The qualitative effect of errors can be observed through the type of error.
• Adults tend to make silly mistakes that may not be serious as they tend to overlook minor details and focus on bigger things.
• Whereas children may make a significantly big error as they may not have the experience of the concept.

​Thus, it is concluded that errors made by children are indicative of children's thinking process which is qualitatively different from that of adults. 

Hint 

• Errors do not represent poor intelligence, low ability, and children's inability to reproduce knowledge. Errors are never permanent. They can be rectified and can be improved.​

Given: 

The cost of 1 liter of Milk = Rs 45

Quantity of Milk sold per day = 10 liter

Tax paid to Municipal  Corporation per week = Rs 50

Calculation:

The total cost of Milk sold per day = 10 x 45 = Rs 450

The total cost of milk sold in september month = 450 x 30 days = 13500

Total amount paid to Municipal Corporation as tax in September = 50 x 5 Weeks = 250

Total money earned by Ratiram in september = 13500 - 250 = Rs 13250.

Shortcut TrickAmount earned in a month = 45 x 10 x 30 = 13500

Total money earned after paying tax =  50 x 5 = Rs 250

Total money earned in September = 13500 - 250 = Rs 13250

Given:

Amount of loan taken by James from a local lender = Rs. 500

Amount of loan taken by Kabir from cooperative society = Rs. 500

Amount paid by James per day = Rs 11

Duration of Loan = 55 days

Calculation: 

Total amount paid by James to repay the loan = 55 days x Rs 11 = Rs 605.

The total amount paid by Kabeer to repay the load = Rs 600

The difference in the amount paid the James and Kabeer = 605 - 600 = Rs 5.

So, James paid Rs 5.00 more than that of Kabeer.

Alternate Method Difference in amount paid by James and Kabeer = Rs (55 × 11) - 600 = Rs 5

Given:

The capacity of minibus = 15

Capacity of a big bus = 3 x 15 = 45

The total number of students going on the trip = 112.

Calculation:

for this question go by checking the questions :

option 1) 2 mini buses and 2 big buses = (2 x 15) + (2 x 45) = 30 + 90 = 120 seats

option 2) 1 mini bus and 2 big buses = (1 x 15) + ( 2 x 45) = 15 + 90 = 105 seats

option 3) 3 mini buses and 1 big bus = ( 3 x 15) + (1 x 45) = 45 + 45 = 90 seats

option 4) 4 mini buses and 1 big bus = ( 4 x 15) + (1 x 45) = 60 + 45 = 105 seats

So, it is clearly visible that, for 112 students 112 seats will be required and only 1 option is present will can fulfill this requirement

i.e option 1: 2 minibusses and 2 big buses.

Concept:

Perfect number:- A positive integer is called a perfect number if it is equal to the sum of all of its positive divisors, excluding itself. For example, 6 is the first perfect number, because 6 = 3 + 2 + 1. The next is 28 = 14 + 7 + 4 + 2 + 1. There are only 4 perfect numbers less than 10,000.

The factor of a number:  A number that divides another number evenly—i.e., with no remainder. For example, 3 and 6 are factors of 12 because 12 ÷ 3 = 4 exactly and 12 ÷ 6 = 2 exactly. The other factors of 12 are 1, 2, 4, and 12.

Calculation: 

In this given question, we are asked to find out which of the given option is not a perfect number.

Now,

The factors of 6 are 1, 2, and 3. The sum of all the factors is 6 which is the given number. Hence, 6 is a perfect number.

The factors of 28 are 1, 2, 4, 7, and 14. The sum of all the factors is 28 which is the given number. Hence, 28 is a perfect number.

The factors of 48 are 1, 2, 3, 4, 6, 8, 12, 16, and 24. The sum of factors is 76 which is not the given number. Hence 48 is not a perfect number.

The factors of 496 are 1, 2, 4, 8, 16, 31, 62, 124, and 248. The sum of factors is 496 which is the given number. Hence 496 is a perfect number.

So, 6, 28, and 496 are the perfect number.

∴ 48 is not a perfect number.

Concept:

Number values: 

1 kilometer (km)  = 1000 metres (m)  

1 lakh = 100,000 = 1 hundred x 1 thousand

1 liter = 1000 milliliter (ml)

1 crore = 1 lakh x 1 hundred = 100 lakhs

Calculation:

To solve this question we have to go by option:

Option i. One meter is one-hundredth of one kilometer.

One-hundredth of one kilometer = 1 kilometer = 1/100 x 1000 = 10 metre ( not correct )

Option ii. One lakh is equal to one hundred thousand.

1 lakh = 1 hundred x 1 thousand ( correct )

Option iii. One milliliter is one-hundredth of one liter.

One-hundredth of one liter = 1/100 x 1000 ml = 10 ml ( not correct ).

Option iv. One crore is equal to one hundred lakh. 

1 crore = 1 hundred x 1 lakh = 1 hundred lakh. ( correct )

Concept: 

Prime numbers are numbers that have only 2 factors: 1 and themselves.

For example, the first 5 prime numbers are 2, 3, 5, 7, and 11.

Divisibility rule of 5: If the last number is either 0 or 5, the entire number is divisible by 5.

Calculation:

As per the question.

The number is a 5 digit number.

The digit at tens place is the second prime number = 3

The digit at thousand's place = 5.

The digit at hundred's place is an even prime number = 2 (2 is only an even prime number)

The digit at ten thousand's place is half of 2 = 1

On putting it all together, the number will be = 1523x.

Only option 3) satisfies i.e 15235

​Concept: 

To add fractions there are Three Simple Steps:

Step 1: Make sure the bottom numbers (the denominators) are the same

Step 2: Add the top numbers (the numerators), put that answer over the denominator

Step 3: Simplify the fraction (if possible)

Calculation:

To find the answer of this question go by the option:

Option 1) 3/8 + 4/16 + 1/4 + 1/8 

Adding after taking LCM = (6 + 4 + 4 + 2)/16 = 16/16 = 1.

Option 2) 1/4 + 1/2 + 1/2

Adding after taking LCM = (1 + 2 + 2)/4 = 5/4.

Option 3) 1/8 + 5/8 + 3/8 

Adding after taking LCM = (1 + 5 + 3)/8 = 9/8.

Option 4) 4/16 + 2/5 + 3/8

Adding afer taking LCM = (20 + 32 + 30)/80 = 82/80

Only option 1) gives 1 on adding the fractions.

Concept:

Properties: 

a) Square: 

• The diagonals of a square bisect each other and meet at 90°.
• The diagonals of a square bisect its angles.
• The opposite sides of a square are both parallel and equal in length.
• All four angles of a square are equal (each being 360°/4 = 90°, a right angle).
• All four sides of a square are equal.

b) Rectangle: 

• All the angles of a rectangle are 90°
• Opposite sides of a rectangle are equal and Parallel
• Diagonals of a rectangle bisect each other

c) Parallelograms: 

• Opposite angles are equal
• Opposite sides are equal and parallel
• Diagonals bisect each other
• The Sum of any two adjacent angles is 180°

d) Rhombus: 

• Opposite angles are equal
• All sides are equal and, opposite sides are parallel to each other
• Diagonals bisect each other perpendicularly
• The Sum of any two adjacent angles is 180°

Calculation:

To solve this question go by the options:

a) All squares are rectangles.

TRUE: every square is a rectangle because it is a quadrilateral with all four angles right angles

b) All parallelogram are squares.

False: The opposite sides of a parallelogram are of equal length but in the square all sides are equal.

c) All squares are rhombus.

TRUE: All squares are rhombuses as all sides of a square are of equal lengths.

All squares are also rectangles as each internal angle is 90 degrees.

d) All rectangles are parallelograms.

TRUE: In the parallelogram, opposite sides are congruent and parallel, and only opposite angles are equal. In the rectangle, the opposite sides are congruent and parallel, and the angles are equal.

Concept:

Full turn = 360º

Half turn = 180º

All the 3 digit numbers which look the same on half a turn = 101, 111, 181, 808, 818, 888.

Calculation:

From the above options

Only option 4) 808 is the number that looks the same on half a turn.

Concept: 

Let ‘a’ be the side of the cube.

Then its total surface area will be S₁​ = 6a².

Now if the sides are doubled then the length of the new sides be 2a.

And the total surface area will be 6 × (2a)² = 4 × 6a² = 4 × S₁.

So surface area will be four times the original surface area.

Calculations:

The side of the cube is 5 cm.

Total  surface of the cube, S1 ​= 6a2 = 6 x 5² = 150.

Now if the sides are doubled then the length of the new sides be 2 x 5 = '10'.

The total surface area will be 6 ×(10)2 = 600 = 4 x 150 = 4 × S1.

So surface area will be four times the original surface area.

Alternate Method Let ‘a’ be the side of the cube.

Then its total surface area will be S1​ = 6a2.

Now if the sides are doubled then the length of the new sides be 2a.

And the total surface area will be 6 × (2a)2 = 4 × 6a2 = 4 × S1.

So surface area will be four times the original surface area.

Concept:

Area of Square = a²

Area of rectangle = length x breadth

Given:

Side of square = 33 cm

Length of rectangle = 2/3^rd of side of square = (2/3) x 33 = 22 cm

Breadth of rectangle =  1/3^rd  of the side of square = (1/3) x 33 = 11 cm.

Calculation:

Area of square = 33² = 33 x 33 = 1089 cm²

Area of rectangle = 22 x 11 =  242 cm²

Difference in their areas = 1089 – 242 = 847 cm²

Given:

Journey starting time on June 30 = 11:20 am

Journey finished on July 1 = 5:40 pm.

Calculation:

Time taken from 11: 20 am (June 30) to 11:20 am (july 1) = 24 hours.

Time taken from 11:20 am( july 1) to 5:40 pm (july 1) = 40 min + 5 hours + 40 minuties = 6 hours 20 minutes

Time taken to complete whole journey = 24 hrs + 6hrs + 20 min = 30 hrs 20 minutes

Alternate Method Time taken to complete whole journey = 24 hrs + 6hrs + 20 min = 30 hrs 20 minutes

Concept:

The teacher wrote BLACK as AKZBJ by decreasing each alphabet of BLACK by 1.

Students have to write opposite of BLACK by decreasing alphabets by 1.

Calculation:

Opposite of BLACK is WHITE,

So, Students have to write a secret code of white by decreasing alphabets by 1.

So the given secret message is VGHSD.

Given:

Price of one egg = Rs 4

Price of matchbox = Rs 3

Price of per kg rice = Rs 32

Price per kg salt = Rs 16.

Amount she has = Rs 45.50

Calculation:

To solve we have to go by the options:

Option 1) She has to add Rs. 1.50 to purchase all the items

To purchase all items she has to pay = 6 eggs + half kg rice + quarter kg salt + a matchbox

⇒ (6 x 4) + (16) + (4) + (3) = 24 + 16 + 4 + 3 = Rs 47

But she has only Rs 45.50 with her so, She has to add Rs. 1.50 to purchase all the items

Option 1 is correct

Calculation:

Let her five friends are A, B, C, D, and  E.

So, the total number of people is 6 = (Rekha + 5 friends)

Let us assume there were 6 pieces in the cake.

While cutting, 3 friends and Rekha was present, the cake was divided into 2 equal parts.

Pieces of cake with Rekha now = 3

Three friends have 3 pieces.

Now two of her friends joined her again, and out of 3 pieces with her she gave 2 pieces to them.

Now she has only one piece left with her.

So, she ate only one part of the original cake i.e 6 pieces.

So she ate 1/6 of the original cake.

Zoltan Paul Dienes is one of the earliest representatives of both the embodied conception of learning and teaching mathematics.

• Dienes says that **"**Most of the time there is no substitute to do mathematics. You learn mathematics not out of a textbook, but engaging in mathematical activity. It is something like learning to swim or to skate".

Key Points

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

Dienes Principle:

1. The Constructive Principle: In structuring activities, the construction of concepts should always precede analysis.
2. The Dynamic principle: Preliminary, structured activities using concrete materials should be provided to give necessary experiences from which mathematical concepts can be built eventually. Later on, mental activities can be used in the same way.
3. The Perceptual Variability Principle or ( Multiple embodiment principle ): To allow as much scope as possible for individual variations in concept-formation and to induce children to gather the mathematical essence of abstraction, the same conceptual structure should be presented in the form of as many perceptual equivalents as possible.
4. The Mathematical Variability Principle: Concepts involving variables should be learned by experiences involving the largest possible number of variables.

Reversibility is not a part of Dienes's theory but it's a part of Piaget's theory.

According to Piaget, the number is a gathering of seriation and classification. When the child attains the ability of conservation, he/she can find correspondence one by one. While doing this, she/he not only arranges the elements but also classifies them. 

Key Points

• Hierarchical classification: Between ages 7 to 10 children are able to pass the class inclusion problem, thus becoming aware of classification hierarchies and relationships between general and specific categories. 
• For example, a child can arrange a set of sticks in order from shortest to longest or vice versa.
• Seriation: It is the ability to order items along a particular dimension such as length or weight.
• For example, a child can understand that a set of blocks is a subset of a larger group of toys.

Hence according to Piaget number is the synthesis of two concepts Seriation and Hierarchical inclusion

Overgeneralization: Applying the same rules for different perspectives even if they are not applicable. Example : 

• Assuming all four-legged animals are dogs.
• Assuming since 10 is greater than 1 similarly 0.10 is also greater than 0.1

Key Points

• Generally in whole numbers, there is a rule that after adding a zero to a number on its right side increases its value 10 times.
• So in the above example given in the question student is generalizing the rule of whole numbers to decimals also.
• Since he thought that 50 is greater than 5, he assumes that 0.50 is also greater than 0.5.

Additional Information

• Students should be properly taught that adding a zero right side a number after a point in the decimals doesn't increase its value, but the value remains the same.
• Hence the most probable reason for students often making mistakes in comparing decimal numbers is the overgeneralization of whole number facts to decimal numbers.

NIPUN BHARAT: " National initiative for proficiency in reading with understanding and numeracy (NIPUN). 

Key Points

• Ministry of education has launched a National initiative for proficiency in reading with understanding and numeracy (NIPUN), for ensuring that every child in the country attains foundational literacy and numeracy, by the end of grade 3, by 2026-27.
• This mission will focus on the children in the age group of 3 to 9 years including pre-school to grade 3. The children who are in classes 4 and 5 and still have not attained the foundational skills will be provided individual teacher guidance and supplementary graded learning materials to acquire the necessary competencies.

Additional Information

Hence NIPUN represents a National Initiative taken by the Ministry of Education in 2021 to ensure that every child in the country attains foundational literacy and numeracy.

Peer Assessment is the assessment of a student's work by other students of equal status. It provides a structured learning process for students to critique and provide feedback to each other on their work. 

Key Points

Feature for Peer Assessment:

• It is done in pairs or groups
• It encourages the teamwork
• It engages students in the learning process and develops their capacity.
• Improves skills like working cooperatively, giving constructive feedback, and developing awareness of group dynamics.

Additional Information

• Summative Assessment refers to the assessment of the learning that ‘sums’ or ‘summarise’ the development of students at a particular time. It is a process of assessing (and grading or ranking) the learning of students at a point in time.

Hence Peer assessment includes assessing students and providing feedback on the work of their peers.

Induction is a form of reasoning in which a general law is derived from a study of particular objects or specific processes. The child can use measurement or constructive activities, patterns, etc. to discover a relationship which he/she shall later, formulate in symbolic form as a law or rule.   

Key Points

In the above example, the students first measured the sum of interior angles of various triangles and finally concluded that the " sum of interior angles of all triangles is 180". They may use this generalization or rule further to solve triangle-related problems.

Inductive Method :

• Proceeds from the particular to the general; concrete to abstract.
• It takes care of the needs and interests of children. It is a  developmental process.
• It starts from observation and direct experience and ends in developing a rule.
• The generalization or rule is formulated by the child, therefore he remembers it with ease.

Additional Information

Hence the above activity is an example of the Inductive Method.

Addition, subtraction, multiplication, and division are the basic 4 operations of mathematics. Since maths is open-ended and allows divergent thinking rather than following the same process or concept, a learner is free to use any method or strategy he loves to solve a problem. 

Key Points

• In the above example, Neha has a conceptual understanding of addition and subtraction, so she goes with her strategy to solve the given problem.
• She follows repeated addition and subtraction by rounding to tens and hundreds until she gets the correct answer.
• So in maths, there is nothing wrong to use new innovative methods to solve problems.
• There is no need to follow a routine by rote memorization even if you don't understand it. Conceptual understanding is the key process in mathematics.

Hence the above example shows that Neha can use her conceptual understanding of addition and subtraction in developing her algorithm.

The constructivist approach to teaching and learning is based theory called constructivist learning theory. According to this knowledge is built upon the prior knowledge of the learner. Students actively construct their knowledge by connecting new ideas to the existing ideas based on materials or activities presented to the students. 

Key PointsFeatures of the constructivist classroom:

• The students are actively involved in learning.
• The environment is democratic.
• The activities are interactive and student-centered.
• The teacher facilitates a process of learning in which the students are encouraged to do the task actively as responsible members.
• Opinions, and ideas given by the students are accepted & honored.
• Students make meaning from their own experiences via active engagement in meaningful activities.
• The process is as important as the product
• Focus is on learning, not teaching.

Additional Information

• In a traditional classroom after completing the teaching and learning, the teacher presents some questions to answer and he/she always expects correct answers.
• In a constructivist learning situation, the process is as important as the product. The assessment is not only based on tests but also on observation of students' work, how they interact, and how they draw conclusions on a subject.

Hence the engagement of children in meaningful activities is a feature of the constructivist mathematics classrooms.

The problem-solving method involves reflective thinking reasoning and results from the achievement of certain abilities, skills, and attitudes. You should provide such situations and activities from which a problem emerges. It involves a definite procedure of confronting the problem, finding out its solution inductively, and lastly testing the adequacy of the generalization by deductive approach.

Key Points

Steps of Problem Solving:

1. Identify the problem
2. Define the problem by thinking about it and sorting out the relevant information
3. Explore solutions through looking at alternatives, brainstorming, and checking out different points of view
4. Act on the strategies
5. Look back and evaluate the effects of your activity.

• In the above example, an activity involving students working in groups and exploring the various dimensions of two-digit multiplication perfectly enhances the problem-solving ability of students because it has all the steps which involve problem-solving, as indicated above.

Hence an activity involving students working in groups and exploring the various dimensions of two-digit multiplication enhances the problem-solving ability of class iii.

Mathematics is a subject that has zero memorization in it. Even the formulas in mathematics need not be memorized, they can be proved. 

Key Points

Features of a good mathematics question :

• Should not require a memorization technique to solve it.
• Should be clear.
• Should not always depend on replication (copying as it is ).
• Should be able to increase the curiosity of learners should include problem-solving rather than rote memorization.

Additional Information

Mathematical questions always need not be similar to what is being given in the textbook because this kills the student's creativity and curiosity. Moreover, close-ended questions often decrease the thinking capacity of students as they stick to a single process.

Hence a good mathematical question should require more than the recall or replication of a fact or a procedure.

The Van Hiele theory describes how young people learn geometry. It postulates five levels of geometric thinking which are labeled visualization, analysis, abstraction, formal deduction, and rigor. Each level uses its own language and symbols. Students or pupils pass through the levels “step by step”. This hierarchical order helps them to achieve better understanding and results. 

Key Points

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

• Level 0 Visualisation level
• Level 1 Analysis level
• Level 2 Relationship level
• Level 3 Formal deduction level
• Level 4 Rigor level

Additional Information

Hence according to Van Hiele's level of geometric reasoning children able to classify the given shapes based on their appearance are at the visualization level.

Deines blocks were given by a famous mathematician to make the children easily recognize the place values of different numbers like ones, tens, hundreds, etc. 

Key Points

Place Value with Base Ten Blocks (MAB / Dienes Blocks) :

• Deines blocks are concrete representations of numbers that are in exact proportion to each other, so they can represent all powers of tens, such as ones, tens, hundreds, and thousands.
• They help pupils to understand the relationship between place value columns and see why we exchange e.g. one ten for ten ones

Additional Information

• So when a student makes a mistake regarding the place values rather than repeating the same question multiple times, giving the correct answer to the student, or giving the same type of questions to practice, it is advisable to strengthen the concept of place values using Deines blocks.

Hence strengthening the concept of place value using Deines blocks represents the correct remedial technique for the error made by the student.

Important Points

HOMONYMS:- Each of two or more words has the same spelling or pronunciation but different meanings and origins. Examples;-

Word Different meanings

In the above example, the teacher asked the students to take out the ruler ( an instrument for measuring) but they understood it as a ruler ( a king or queen).

Confusion Points

Despite the same spelling and meaning homonyms can be still distinguished in the context or situation they are being used, as in the above example it was the instrument of measurement, not a king or queen.

Hence "Ruler " word in the above question was an example of a homonym.

Additional Information

1. Homophones: a word that is pronounced the same as another word but that has a different spelling and meaning.
2. Polysemy: the coexistence of many possible meanings for a word or phrase.
3. Prepositions: a word or phrase that is used before a noun or pronoun to show place, time, direction, etc.

Questions that don't have a fixed answer or a fixed method to find the answer are known as open-ended questions. One simple yet effective way to help students think divergently is by asking open-ended questions.

Example :

1. Name a fruit that is red in color.
2. Give a two-digit number so that when its digits are added it becomes five. Here the answer may be anything like 23.32,41,50. So here no fixed answer is there.

Key Points

Advantages of Open-Ended Questions :

• Unanticipated answers can be obtained from the respondents.
• The researcher can have real views of the respondents.
• Respondents can give their views in their language reflecting creativity, self-expression, and richness of detail.
• Such answers reveal the logic of the respondents.

Hence this type of question being open-ended encourages divergent thinking of learners.

Mathematics for all defines a systemic goal that needs to be underlined and internalized in the entire system of universal inclusion. This means acknowledging that forms of social discrimination work in the context of mathematics education as well and addressing means of discrimination. 

Key Points

• For instance, gendered attitudes which consider mathematics to be unimportant for girls, have to be systematically challenged in school.
• **In **India, even caste-based discrimination manifests in **such terms, and the system cannot afford to treat **such attitudes by default.
• Children with special needs, especially children with physical and mental disabilities, have as much right as every other child to learn mathematics, and their needs(in terms of pedagogy, learning material, etc) have to be addressed seriously.
• The conceptual world of mathematics can bring great joy to these children, and it is our responsibility not to deprive them of such education.

Additional Information

• One important implication in taking Mathematics all seriously is that even the language used in our textbooks must be sensitive to the language used by all children. This is critical for primary education and this may be achievable only by a multiplicity of textbooks

Hence the vision for the "Mathematics for all" statement is that Mathematics teaching and learning should be free from gender, caste, and ability-based discriminations.

The Correct answer is: root

Concept:

Germination:​

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

Key Points

​Sprout developing process in moong or chana seed:

• First, we have to soak chana or moong whole seeds in a container filled with water.
• The next day, drain the excess water and cover the seeds with a wet cotton cloth.
• Keep the cotton cloth moist for 2-3 days by soaking them in water at regular intervals.
• Seeds may be washed or rinsed each day to prevent rotting.
• Then the germination process starts.

Root:

• It is one of the most essential stages of germination when the seed begins to take water from the ground.
• During germination, the white structure that appears first develops into a root.
• The radicle emerges to form a primary root.
• The small hair-like outgrowths formed later are root hairs.
• The activated enzymes are the ones who start the process.
• The root grows downwards.

Thus, the part of the sprout which develops first is the root.

 Additional Information

Nutrition absorbing process:

• ​Most plants retain food storage with their seeds.
• Such as carbohydrates, proteins, or oils.
• The growing embryo receives nutrients from this food store.
• Hydrolytic enzymes are activated when the seed absorbs water.
• These stored food resources are broken down into metabolically usable molecules.

Shoot rising:

• ​During the stage, by rupturing the seed covering, the plumule produces a sprout.
• The shoot rises upwards towards the soil's surface.

Leaf appearing:

• ​The cotyledons spread out and unfold.
• It leads to the development of the first leaves.
• After that, the plant is now ready to begin the photosynthesis process.

The correct answer is Blue-black.

Concept:

• Plants follow the autotrophic mode of nutrition.
• It prepares its own food using the process of photosynthesis.
• The carbohydrate (starch) is prepared by the leaves of the plant in the plant in presence of sunlight and chlorophyll.
• The presence of the starch in the leaves can be determined by the iodine test.

Explanation:

Iodine Test

• A leaf is taken in a test tube and some spirit is poured.
• The leaf is completely immersed in the solution.
• The test tube is put in a beaker half-filled with water.
• The beaker is heated till all the green colour from the leaf comes out into the spirit in the test tube.
• The leaf was carefully taken out and washed.
• Place it on a watch glass and pour some iodine solution over it.
• The leaf will turn blue-black indicating the presence of starch.

Additional Information

Transpiration

• Water comes out of leaves in the form of vapour by a process called transpiration.
• Plants release a lot of water into the air through this process.

Concept:

• Vitamins help in protecting our bodies against diseases.
• The deficiency of one or more nutrients can cause diseases or disorders in our bodies.
• Diseases that occur due to a lack of nutrients over a long period are called deficiency diseases.
• Vitamins deficiency mainly are two types: primary and secondary.
• Some examples of vitamin deficiency diseases are rickets, beriberi, and pellagra.

Explanation:

• Beriberi is a disease caused by a vitamin B-1 deficiency, also known as thiamine deficiency.
• There are two types of the disease: wet beriberi and dry beriberi.
• Wet beriberi affects the heart and circulatory system.
• Dry beriberi damages the nerves and can lead to decreased muscle strength and eventually, muscle paralysis.

Additional Information

The correct answer is Stem.

Key PointsStem: 

• Jute is a natural fibre produced from plants, also called as the 'Golden fibre' due to its shiny golden colour.
• Jute is one of the longest and most used natural fibre for various textile applications.
• Jute is extracted from the bark of the white jute plant (Corchorus capsularis) and to a lesser extent from tossa jute (C. olitorius).
• It is a natural fibre with a golden and silky shine and hence called the Golden Fibre.
• Jute is an annual crop taking about 120 days (April/May-July/August) to grow.
• It thrives in tropical lowland areas with humidity of 60% to 90%.
• Jute is a rain-fed crop with little need for fertilizer or pesticides.
• Jute is one of the most affordable natural fibres and is considered second only to cotton in the amount produced and variety of uses of vegetable fibres.
• The jute crop is grown in nearly 83 districts of seven states - West Bengal, Assam, Orissa, Bihar, Uttar Pradesh, Tripura and Meghalaya.
• West Bengal alone accounts for over 50% of raw Jute production.
• Bihar ranks 2^nd in terms of Jute production.

The Correct answer is:   Potato

Concept :

Modified stem :

• The stem is the central axis that provides support to all the aerial parts of the plant.
• In some plants, these also help in perennation, vegetative propagation, food storage, and photosynthesis through various modifications.
• Their morphology and structure have been modified to suit the function they perform.
• Stem modifications can be seen in potato, ginger, garlic, yam, etc.

Key Points

Potato :

• Stems get modified into underground structures for storage of food as seen in potato (tuber).
• Other examples are Ginger (rhizome), garlic (bulb), and yam (corm).
• The presence of an eye (node) in potato, distinct nodes with internodes and scaly leaves in ginger/yam, and a cluster of roots at the base of the reduced stem in garlic/ onion, all indicate that these underground plant parts are modified stem.

Tapioca:

• It is an example of a modified root.
• It stores food and water.

Radish :

• It is a modified tap root.
• It stores food and it becomes fusiform by swollen in the middle and gradually tapers towards the two ends.

​Sweet potato :

• Sweet potato is a modified adventitious root.
• It stores food.

​So, the correct answer is Potato.

• Radish  Root​
• Sweet Potato: Root
• Tapioca: Root
• Potato: Stem

Additional Information

• Stems are also modified into runner (Cynodon dactylon, Oxalis)
• Runners  are slender prostrate branches arising from axillary buds
• Stolon (e.g., mint, strawberry) which is a slender lateral branch.

The correct answer is: Mango

Concept:

• Every plant/ tree has a different type of seed.
• Seeds of plants/trees travel from one place to another by different methods.
• Seed Dispersal is an adaptive mechanism in the movement or transport of seeds away from their parent plant.
• This helps to ensure the germination and survival of some of the seeds in adult plants.
• There are many vectors to transport the seed from one place to another.
• Some travel by wind, some travel by water and some travel with the help of animals.
• Seeds travel from one place to another to help in the propagation of plants/ trees.

Explanation:

Seed dispersal by animals and birds:

• There are different ways in which animals and birds disperse the seeds.
• Few animals and birds are attracted to bright colourful fruits.
• They eat the entire fruit and only the juicy part is digested by their system and the seed are excreted out in the form of their dropping.
• Blackberry, cherry, tomato, mango and apple seeds are dispersed in this way.
• A few species of squirrels collect nuts from different plants like acorns and bury them under the soil.
• They store food for the winter season and often forget the place where they have previously buried them and the seeds grow into new trees.
• There are a few plants that bear seeds with hooks.
• The burdock plant is an example of this type of plant species.
• The seed of these plants catches on the fur of animals and are carried away to different places, far from their parent plants.
• Dates, rambutan, sea grapes, sea holly, tamarind, raspberry, sunflower, tomatoes are a few examples of plants whose seeds are dispersed by animals and birds.

Key Points

• Drumstick - Moringa (drumstick) seeds have wing-like structures that aid in their dispersal by air.
• Seeds of Calotropis (Madar) and cotton have hair and they are lightweight so, easily dispersed by wind.
• Maple - Their seeds are dispersed by winds.

Additional Information

Methods of seed dispersal:

Seed dispersal by wind:

• The wind is the natural and fundamental means of seed dispersal in the plant kingdom.
• This process of dispersal is mainly seen in those plants which bear very light seeds.
• The seeds of the orchid plant, dandelions, swan plants, cottonwood trees, etc. are all examples of plants whose seeds are dispersed by the wind.

Seed dispersal by water:

• In this method of seed dispersal, seeds float away from their parent plant.
• These are mainly seen in those plant that lives in water or nearby the water bodies like beaches, lakes, ponds etc.
• Coconut, palm, mangroves, water lily, water mint, are a few examples of plants whose seeds are dispersed by the water.

Seed dispersal by gravity:

• Gravity is a force of attraction that exists among all the objects in the universe.
• As the fruits from the tree fall on the ground due to the force of attraction.
• They sometimes roll down to some smaller distance, get buried in the soil after a few days and germinate into a new plant.
• In certain cases, fruits that do not have very hard seed coats may crack and open after falling down from a height, which leads to a better dispersion of seeds.
• In some cases, the fallen fruit is carried by other agents like water, wind, birds or animal and helps in the dispersion of seeds.
• Apples, Commelina, canna, coconuts, calabash, passion fruit are a few examples of plants whose seeds are dispersed by gravity.

The correct answer is: Seed leaves

Concept:

• A seed is an important part of a flowering plant.
• They give rise to a new plant.
• They may be of different shapes, colours and sizes.
• They are in a dormant condition until they receive adequate sunlight, water, and soil.
• The growth of the plant from a seed is known as germination.

Key Points

Embryo:

• The embryo is the most important part of a seed.
• It is developed from the fertilized egg.
• All the cells that need to develop into a mature embryo are present within the embryo.
• An embryo comprises the following parts:
• Epicotyl:
• ​It is a small shoot that gives rise to the entire plant shoot system.
• Hypocotyl:
• It is the primary root that emerges first during germination.
• It anchors the plant firmly in the soil.
• Radicle:
• It is a small embryonic root.
• Cotyledons:
• ​The cotyledons provide nourishment to different parts of the embryo.
• It stores the baby plant.
• It emerges as a tiny or fleshy leaf from the soil with the seedling during growth.
• It stores food in the form of starch and protein.
• The cotyledons are referred to as seed leaves.
• It is because they act as the leaves of the seed during the process of germination.
• As the leaves of plants provide food for the plants, so do the cotyledons provide food for the germinating plant.
• This is possible because the cotyledons store the necessary food used during this process.

Thus, seed leaves are referred to as 'cotyledons'.

Additional Information

Seed Coat:

• A seed coat protects the internal parts of a seed.
• The seed coat has two layers.
• The outer layer is thick and known as the testa.
• The inner layer is thin and known as tegmen.
• A thick seed coat protects the seed from sunlight and water.
• It prevents the loss of water and entry of parasites within the seeds.
• The hard seed coats prevent germination during unfavourable environmental conditions.
• An opening in the integument of the ovule is known as the micropyle and is visible on some seed coats.
• The hilum is also visible which is equivalent to the naval in humans where the umbilical cord is attached.

Endosperm:

• The endosperm contains the nutrients stored in it.
• It provides nutrients to the seed in the form of starch, carbohydrates and proteins to support the embryo during germination.
• It is located below the seed coat.
• The seeds remain viable with the intake of nutrients until germination.
• In corns and other cereals, endosperm constitutes a major portion of the seed.
• In seeds like beans, the endosperm is utilized in embryo development and is absent in the seed.
• Coconut is the Liquid endosperm

The correct answer is Venation.

Explanation:

• The part of the leaf by which it is attached to the stem is called a petiole.
• The broad, green part of the leaf is called the lamina.
• The lines on the leaf are called veins.
• These give support and transport water and mineral through the leaf.
• A prominent line in the middle of the leaf is called the midrib.
• The design made by veins in a leaf is called leaf venation.
• If this design is net-like on both sides of the midrib, the venation is reticulate.

Additional Information

Venation may be of two types:

• Reticulate venation: When the veinlets form a network, the venation is termed as reticulate. This is found in Dicot plants.
• Parallel venation: When the veins run parallel to each other within  a lamina, the venation is termed as parallel. This is found in Monocot plants.

Based on the   presence of reticulate venation and parallel venation, Dicot can be differentiated from the Monocot plant.

The correct answer is Wood.

Explanation:

Fossil Fuels:

• Fossil fuels are formed by natural processes such as anaerobic decomposition of buried organisms under heat and pressure.
• Some exhaustible natural resources like coal, petroleum and natural gas are formed from the dead remains of living organisms (fossils) so, these are all known as fossil fuels.
• Fossil fuels are non-renewable resources and must be burned to release their energy.
• It releases sulphur, nitrogen, carbon, etc. gases in the atmosphere which causes the greenhouse effect and pollution.

Important Points

Wood as a fuel:

• For centuries, wood was used as domestic and industrial fuel.
• In many rural parts of our country, people still use wood as a fuel because of its easy availability and low cost.
• However, burning wood gives a lot of smoke which is very harmful to human beings.
• It causes respiratory problems.
• Since wood burns to produce unwanted byproducts, it is not environmentally friendly.
• Wood is obtained from trees and is a naturaual resource and is not formed as a result of organic decomposition of living organisms.

Unlike coal or crude oil, wood does not remain of a prehistoric organism, and therefore it is not fossil fuel - it's just fuel.

Additional Information

• Coal is one of the fuels used to cook food.
• Earlier, it was used in railway engines to produce steam to run the engine.
• It is also used in thermal power plants to produce electricity. Coal is also used as fuel in various industries.
• Petroleum was formed from organisms living in the sea.
• As these organisms died, their bodies settled at the bottom of the sea and got covered with layers of sand and clay.
• Over millions of years, absence of air, high temperature and high pressure transformed the dead organisms into petroleum and natural gas.
• A natural fuel such as coal or gas, formed in the geological past from the remains of living organisms.

The correct option is Fossil Fuels

• Sunlight (Solar energy) – Non-Conventional.
• Tidal Energy – Non-Conventional.
• Geothermal energy - Non-Conventional.
• Fossil Fuels - Conventional.

Explanation:

Fossil Fuels:

• Fossil fuels are formed by natural processes such as anaerobic decomposition of buried organisms under heat and pressure.
• Some exhaustible natural resources like coal, petroleum and natural gas are formed from the dead remains of living organisms (fossils) so, these are all known as fossil fuels.
• Fossil fuels are non-renewable conventional resources and must be burned to release their energy.
• It releases sulphur, nitrogen, carbon, etc. gases in the atmosphere which causes the greenhouse effect and pollution.

Additional Information

There are basically two sources of energy:-

The correct option is Transpiration.

Key Points

Transpiration

• It is a process in which excess water is lost in the form of vapors from the aerial parts of the plant.
• Mainly through the stomata of leaves.
• Stomatal openings are necessary to admit carbon dioxide to the leaf interior and to allow oxygen to escape during photosynthesis, hence transpiration is generally considered to be merely an unavoidable phenomenon that accompanies the real functions of the stomates.
• Excessive transpiration can be extremely injurious to a plant.
• When water loss exceeds water intake, it can retard the plant’s growth and ultimately lead to death by dehydration.
• The stomata present in the leaves are responsible for the uptake of carbon dioxide and limit the loss of water due to evaporation.

Loss of water in the form of vapour from the aerial parts of the plant is called Transpiration.

Important Points

Photosynthesis: 

• The leaves have a green pigment called chlorophyll.
• It helps leaves to capture the energy of the sunlight.
• This energy is used to synthesis food from carbon dioxide and water.
• Since the synthesis of food occurs in the presence of sunlight, it is called photosynthesis.
• In the presence of sunlight Carbon dioxide + water → Carbohydrate + oxygen.
• Some plants, green algae, and cyanobacteria can perform photosynthesis.
• The process of photosynthesis is commonly written as
• 6CO2 + 6H2O + Sun-Light → C6H12O6 + 6O2

Additional Information

• There are many factors that affect the rate of transpiration such as light, humidity, temperature wind.

Amount of sunlight:

• As the Light increases, the rate of transpiration increases.
• This is because with the increase in lights, the rate of water absorption, and the resulting turgidity of the two guard cells increases.
• This forms the boundary of each stoma and brings about the opening of the stomates, which increases the transpiration rate.

Relative humidity:

• As the relative humidity of the air around the plant rises, the transpiration rate falls.
• Water is easily evaporated into dryer air than into more saturated air.
• The atmosphere has more moisture when the relative humidity is high.
• This reduces the driving factor for transpiration.
• Lower levels of relative humidity correspond to less moisture content in the atmosphere and hence higher the driving factor for transpiration.

Temperature:

• Transpiration rates increase with the increase in temperature.
• This happens especially during the growing season when the air is warmer due to stronger sunlight.

Concept:

Conservation:

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

Explanation:

Endemic species:

• Endemic species are those species of plants and animals which are found exclusively in a particular area.
• Examples of the endemic species are-
• Wild Mango endemic flora of the Pachmarhi Biosphere Reserve.
• Bison, Indian giant squirrel and flying squirrel are endemic fauna of this area.

Important Points

Himalayan May Apple:

• The scientific name of this plant is Sinopodophyllum sp.
• This plant is native to Afghanistan, Bhutan, Northan India, Pakistan, Nepal, Kashmir, and Western China.
• Medical use:
• ​Although its roots and rhizome are poisonous, It is used as a medicine traditionally.
• These plants contain lignans that have anticancer, antifungal and immunomodulatory properties.
• The resin is also used to extract podophyllin and treat genital warts.

Thus, this plant is categorized as Endemic species

Additional Information

Endangered species:

• These are the species that are in danger of extinction.
• Species whose numbers are diminishing to a level that they might face extinction are known as endangered species.
• The survival of such species is difficult if the negative factors that have led to a decline in their population continue to operate.

Exotic species:

• An invasive species or imported species or exotic species is a non-native species that spread from a point of introduction to invade and negatively affect a new ecosystem.
• They're normally introduced by humans into different ecosystems.
• An example of exotic species is water hyacinth.

The correct answer is Mercury.

Confusion Points

Here we have changed the option in this question as in the official paper mars planet is also there which creates confusion.

Concept:

• Planets:
• A celestial body moving in an elliptical orbit around a star is known as a planet.
• The planet of our solar system is divisible into two groups:
• Inner planets or terrestrial planets: they are made up of rocks and metals and relatively have high density. These are basically from Sun to the asteroid belt.
• Outer planets or Jovian planets: Mostly constituting gas.

Explanation:

Planets according to the radius of the Planet:

• Mercury: 2,440 km
• Mars: 3,390 km
• Venus: 6,052 km
• Earth: 6,371 km
• Neptune: 24,622 km
• Uranus: 25,362 km
• Saturn: 58,232 km
• Jupiter: 69,911 km

Hence Mercury is smaller than Earth.

Additional Information

Planets order in Solar System:

      My Very Excited Mother Just Served Us Nachos

M →  Mercury, V → Venus, E → Earth, M → Mars, J → Jupiter, S → Saturn, U → Uranus, N → Neptune

The major objective of EVS teaching-learning is to enable children to learn about the environment by developing an awareness of the natural, social and cultural environment and its issues. 

Key Points

According to the NCF-2005 objective of teaching EVS at the primary level:

• To be able to critically address gender concerns and issues of marginalization and oppression with values of equality and justice, and respect for human dignity and rights.
• It deals with issues/concepts in an integrated manner through various themes and activities related to daily life experiences, e.g. family, friends, plants and animals, etc
• To nurture the curiosity and creativity of the child, particularly about the natural environment.

Hence, it is concluded that to critically address gender concerns and issues of marginalization.

EVS stands for Environmental Studies. As the name suggests, it is the study of the environment that refers to the surroundings in which we live. The components of the environment comprise everything that supports the survival of humans directly or indirectly. 

Key Points

• EVS in elementary education is visualized as an integrated subject area that draws upon insights from sciences (physical, chemical, and biological), social studies (history, geography, civics, etc), and environmental education (protection and conservation).
• As per of EVS curriculum, children at the primary stage are expected to; acquire awareness about immediate/wider surroundings through lived experiences on various themes and subthemes related to daily life for example Family, Plants, Animals, Food, and Water, Travel, Shelter, etc.
• Environmental studies is important to be studied at the primary level, as it gives information about our nature and also the men and the environment relationship, It creates awareness among people as to how to protect and conserve our environment which is very important for our survival.

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

EVS learning should be designed in a logical manner according to the thinking capacity of the learners because it has many concepts and they may overlap with each other if the wrong approach is followed. 

Key PointsApproaches to learning EVS 

• Be real-life based i.e contextual and enjoyable for the students.
• Be safe for the students.
• Designed from known to unknown and concrete to abstract.
• Focus on the experiences of the child
• Involve all students.
• Be appropriate for the age group of students.
• Be such that these awaken interest, and curiosity, provide meaningful information and create a self-directed learning process for the child.

Hence, all the options are correct in relation to EVS learning.

EVS is a subject that has a lot of themes. Children can relate their real-life experiences to learning through themes and get connected to the concept being taught. 

Key Points

The syllabus of EVS consists of six themes.

• Family and Friends, which consists of four sub-themes
• relationships
• work and play
• animals
• plants
• Food
• Water
• Shelter
• Travel
• Things we make and do.

​Hence, Things we make and do is the theme of the syllabus of EVS at the primary level.

Some lessons are added in the EVS curriculum of great people and their experiences so that the learners would be able to connect with the EVS concepts in the real context and beyond the classroom. 

Key Points AN EXTRACT FROM THE LESSON "SUNITA IN SPACE":

Sunita’s experiences of living in space:

1. We could not sit in one place. We kept floating in the spaceship from one end to another.
2. Water too doesn’t stay in one place. It floats around as blobs. To wash our faces or hands we had to catch these blobs and wet paper with them.
3. We ate very differently there. The real fun was when all of us would float into the dining area of the spaceship and catch the floating food packets!
4. In space, there was no need to use a comb. My hair kept standing all the time!
5. Not being able to walk, we had to get used to floating around.
6. We had to learn to do simple things differently. To stay in one place, we had to strap ourselves there. Papers also had to be stuck to the wall of the spaceship. It was a lot of fun living in space but it was also difficult.

All of the above-mentioned points are according to the real-life experiences of Sunita. Hence "Sunita in space" is based on real people and their experiences.

EVS has many topics and concepts which are learned through many learning resources. The learning resources depend on the topic that is being taught. 

Key Points

So the topics involving real-life experiences which we feel in day-to-day life like 

• Preservation of food
• The correct way of cooking food so that the vitamins don't get vanished.
• Types of food and their benefits.

can be addressed to learners by sharing family experiences (like a child sharing that his mother adds vinegar to a pickle to prevent spoiling so that others also get to know about the same) and interaction with the professionals involved in it, who can provide clear knowledge through their experience.

Hence,  the correct resource to address the topic 'of spoilage and wastage of food is to interact with someone involved in the preservation of food and by sharing family experiences.

Activities are the tasks designed or deployed by a teacher to bring about the conditions for learning.

Key Points

Project work- It is an educational method in which students working alone or in groups, analyze a real-life problem or address a current-day theme within a set time limit working independently and with clearly defined task divisions.

• It provides extensive hands-on experience with the problem that the project is focused on**.**
• Projects are typically made in groups so that the students can learn diverse skills such as cooperation, problem-solving, making decisions, and investigating.
• As a result, they are referred to as group project-based learning.

Hence, we conclude that a teacher can induct cleanliness drive in school under a project work.

Additional Information

• Assignment- It is a task assigned by the teacher to the children to complete in a set amount of time.
• Field trips- It is a visit to a location outside the classroom to create learning in real-life situations.
• Experiment-  It is a scientific technique for making a discovery, testing a hypothesis, or proving unknown facts.

Stories can be used to explain and illustrate abstract ideas or concepts in a way that makes them accessible and attainable.

Key Points

• The chapter Blow hot, Blow cold is a fascinating chapter that will teach students about what happens when we blow hot or cold air.
• The chapter will show them how to blow out hot and cold air. This chapter uses real-life examples to help students understand the phenomenon of breathing better.

Hence, we conclude that the major objective of this story is to develop an understanding of the process of breathing at the primary level.

Formative assessment refers to a range of approaches used by teachers to assess students' comprehension, learning needs, and academic progress during a lesson, unit, or throughout course. it includes unit tests, monthly tests, quarterly tests, etc.

Key Points

• Objectives of formative assessment
• Its main goal is to provide constant feedback on learning successes and failures to both the teacher and the student while the lesson is in progress.
• It is used to track students learning progress throughout education.
• Feedback to students helps in effective learning while also identifying particular learning faults that need to be corrected.
• It provides addresses the quantitative & qualitative progress of the students. for making instructions and remedies more effective.
• The teacher uses formative assessment for quantitative purposes for assigning the grade to the students which carries weightage for the summative assessment.
• The teacher uses formative assessment to qualitatively evaluate children's understanding, learning needs, and curriculum path.

Hence, we conclude that the most appropriate objective of conducting a formative assessment in the learning of EVS is to address the quantitative & qualitative progress of the students.

Assessment tools are the techniques used for determining a student's academic talent and aptitude in a subject. They assist students in identifying methods for strengthening their academic fluency and improving their learning experience. It includes rating scales, checklists, anecdotal records, etc.

Key Points 

• Anecdotal records are brief narratives recorded after observing the behavior of children.
• It is a record of major events in a student's life that provide light on the student's behavior talents and capabilities.
• It helps in keeping a record of qualitative data about the students. When data is collected over time, it can be used to track progress and changes in the student's behavior and performance.
• It also helps in planning activities and strategies to use in the classroom.

Hence, it is clear from the above points that the teacher is using the anecdotal tool.

Additional Information

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

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

Key PointsThe term "Assessment indicator" refers to a progression indicator that identifies children's essential capabilities and skills that will lead to the desired objective.

• Indicators for assessment in EVS include-
• Analysis: making hypothesis.
• Discussion: listening, talking, and expressing opinions.
• Experimentation: performing simple experiments
• Explanation: thinking critically and making logical connections.
• Questioning: asking and raising simple questions.
• Expression: expressing thoughts through gestures writing and drawing.
• Cooperation: taking initiative and working together in a group.
• Observation and reporting: narrating and drawing, collecting and recording information.
• Concern for justice and equality: developing sensitivity towards disadvantaged people and the environment.
• Classification: comparing objects and classifying them on the basis of their physical structure.

Hence, we conclude that observation and cooperation can be the indicator of assessment in EVS.

 Hint

• Remember and recall cannot be appropriate indicators for assessment in EVS as they promote rote learning and memorization that discourages hands-on experience.

Environmental studies aid children in comprehending how things work and interact in their environment. At the primary level, it is an integrated subject area that incorporates knowledge from science, social science, and environmental education.

Key Points

 Major challenges in EVS classroom:

• Syllabus- Environmental studies is a complex and challenging subject for primary students to grasp.
• Individual differences- A class contains children of various ages, IQ levels, aptitudes, and hobbies. They also come from varied socioeconomic backgrounds. Hence, providing opportunities to students for their learning is a huge challenge for the teacher.
• Lack of resources- Many Indian schools lack the necessary resources to offer environmental education. Teachers are finding it challenging to provide a suitable educational experience to learners as a result of this issue.

Hence, it is clear from the above points that the real challenge for an EVS teacher in his classroom is providing opportunities to students for their learning.

Teaching-learning resources also known as teaching-learning material are any collection of things, including animate and inanimate objects, human and non-human resources that will help to achieve desired learning objectives.

Key Points

• Poems and stories as a learning resource
• In EVS stories and poems, help children connect with their peers because stories and poems excite students and help them communicate with their friends with aids socialization.
• It aids in providing children with a contextual learning environment in which they can learn meaningfully while having fun.
• It makes learning more interesting while also promoting linguistic abilities and assisting children in learning in a diverse context and also helps children to express themselves creatively.
• However, the main reason behind using stories and poems in the classroom is to establish a contextual learning atmosphere that is different from traditional classrooms.

Hence, we conclude that the effective resource for learning of EVS is poems and stories.

Teaching-learning resources also known as teaching-learning material (TLM) are any collection of things, including animate and inanimate objects, and human and non-human resources that will help to achieve desired learning objectives.

Key Points

• "Community members" as learning the resource
• ​​Community is an important teaching-learning resource in EVS at the primary level because it provides learning opportunities in a real setting and helps in learning through experience
• Members of the community (such as adults, peers, etc.) help in the learning process of the children by providing experiential learning.
• Community learning and development aim to build the capacity of individuals and groups of all ages to enhance their quality of life through their activities.

Hence, we conclude that the important resource other than EVS textbooks is members of the community.

Assessment is the process of gathering, interpreting, recording, and using information about learners' responses to an educational task.

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

Key Points

Portfolio- It is a systematically arranged compilation of students' work over a specific period of time.

• It is used by teachers and students to capture, review and analyze content learning in a controlled environment. Portfolios help students to think critically, and become active, self-regulated, and independent learners.
• It is one of the best tools for ensuring quality learning and student growth over a period of time.
• Portfolio assessment allows children to reflect on their actual performance, display their weak and strong domains, track their development throughout the learning process and encourage students to take responsibility for their own learning. It also makes learning enjoyable.

Hence, we conclude that assessment through the portfolio will be enjoyed by the student in an EVS class.

Hint Paper-pencil tests, oral questions, and sharing feedback on the paper-pencil test will not be enjoyed by the children as they do not allow the children to learn outside of the test material as well as limiting the value of the test.

The correct answer is 'They spewed a lot of smoke'.

Key Points

• As we can see in the first paragraph of the passage, it is clearly mentioned that:-
• "The only mode of transport was the tonga."
• "In course of time, the phatphatis replaced the tongas and became the cheapest mode of travelling long distances within Delhi."
• "Sometimes, in 1998, these vehicles were banned from the roads of Delhi, bringing to an end the era of the smokin' Harley Davidsons, which had served Delhi for many decades considering the quantum leap in vehicular traffic in Delhi, the future travel in the Capital, in all likelihood, will be underground".
• Thus, it can be concluded that statement (A), statement (C) and statement (D) are true but as there is no mention in the passage whether smokin spewed a lot of smoke or not. Hence, statement (B) is false.

Hence, the correct answer is option 2.

The correct answer is 'underground travel'.

Key Points

• As we can see in the first paragraph of the passage, it is clearly mentioned that "Sometimes, in 1998, these vehicles were banned from the roads of Delhi, bringing to an end the era of the smokin' Harley Davidsons, which had served Delhi for many decades considering the quantum leap in vehicular traffic in Delhi, the future travel in the Capital, in all likelihood, will be underground".
• Thus, it can be concluded that the quantum leap in vehicular traffic will necessitate/lead to underground travel, according to the author.

Hence, the correct answer is option 4.