CTET Paper 1 - 4th Jan 2022 (English-Hindi) (Previous Year Paper)

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 balancing on one foot, running with friends, climbing steps in the building, 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 squeezing a pea, turning pages of a book, holding a pencil, etc.

Hence, balancing on one foot is an example of the use of gross motor skills.

Development refers to a qualitative change that results in an increase in structure for better and enhanced functioning of organs.

• Human development is 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.

Key PointsDevelopment changes are a result of the unique combination of genetic and environmental circumstances as the development of children is a result of interaction between heredity and environment.

• All mental and social traits depend on the environment.
• All the inborn traits, instincts, and IQ depend on heredity.
• All the potential inputs for growth and development depend on heredity.
• Both are complementary to each other in molding the life of an individual.
• How a person will develop depends on the environment but how far a person can develop depends on heredity.
• Heredity places a limit on IQ and the environment determines the numeric position of IQ within these limits.

Hence, it could be concluded that the developmental changes are a result of the unique combination of genetic and environmental circumstances.

Hint 

• Genetics/Heredity: It refers to the traits that pass down from the parents to their offspring. It is the genetic constitution of an individual which is established during conception.
• Environment: It refers to the circumstances in which an individual lives. Child's immediate environment strongly influences their personality and intelligence.

Childhood refers to the period of the human lifespan, ranging from birth to puberty. It consists of many developmental stages and early childhood is one of them.

Key Points

• 'Early childhood' lies between the age of '2 to 6 years.
• It is a very crucial period for the overall development of the child.
• It is also known as the toy age, pre-gang age, and exploratory age, etc.

Characteristics of early childhood:

• Develops the skills of language acquisition.
• Faces problems with the concept of conservation.
• Struggles with the idea of centration and reversibility.
• Begin to use words and pictures to represent objects.
• Learns to compare objects through external characteristics.
• Child increases the coordination of social skills with one's and others' emotions.

Hence, it could be concluded that the period from 2 years to 6 years is referred to as early childhood.

Additional Information 

Other Stages of Development:

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

• Mass media is an agent of secondary socialization that takes place throughout one's life.
• A lot of children’s play in the cities is based on reality T.V. shows that they see because apart from family and peers these days media is becoming an important agency of socialization of children.
• Media helps us to connect with a large number of people at one time, it helps individuals to form and shape their opinions, beliefs, and values.
• It helps children to directly interact with the world through various online portals.

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

Piaget believed that children develop through a continuous drive to learn and adapt schemas, which are mental templates that help them understand things. His ideas still have a considerable impact on child psychology and approaches to education.

Key PointsFactors that are considered important by Piaget to facilitate learning:

• The role of the teacher in the classroom is to guide the students through the cognitive stages.
• Teachers should use diverse materials as they will cater to the diverse needs of students to ensure effective learning.
• Teacher should facilitate learning by creating opportunities for the children to engage with the world around them and act on it.
• The teacher should facilitate learning by providing students with moderately novel experiences by connecting learning with life.
• Mobility of the teacher refers to transferring from one school to another, it helps teachers to gain different learning and multicultural experiences.

Hint 

Skinner introduced the concept of reinforcement in his learning theory.  

• Positive reinforcement: This involves adding something to increase response, such as praising a child when they complete a designated task. This would motivate the child to get involved in the task.
• Negative reinforcement: This involves removing something to increase response, such as withholding payment until the person completes the job. The person would remain motivated till the end of the job to acquire the payment.

Hence, we can conclude that (i) (ii) (iii) factors are considered important by Piaget to facilitate learning.

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

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

Key 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.
• At this age, the child exhibits the animistic view which refers to a belief that nonliving objects are living beings.
• In this stage, children have an animistic view of the larger world and believe that the trees and plants, as well as moving clouds and rolling stones, can have motives and intentions.
• Children because of egocentrism, engage in animism - thinking that all things are living, like oneself. They attribute life-like qualities to inanimate objects.

Hence, at the Pre-operational stage, children have an animistic view of the larger world and believe that the trees and plants as well as moving clouds and rolling stones can have motives and intentions.

Additional Information

• 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.

'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 a learner's cognitive ability. 

• His theory emphasizes that children learn through interaction and collaboration with skilled and knowledgeable people.

Key Point

Vygotsky's view on Language:

• Lev Vygotsky emphasized that the acquisition of speech is the major activity in cognitive development.
• He believed by acquiring language, the child modifies its higher mental functions.
• Vygotsky stresses the impact of language on cognitive development. According to him, children speak to themselves for self-guidance.

Important Points

In his "Socio-cultural Theory", Vygotsky also proposed three stages of language that a child progresses while developing language functions. These stages are:

 

Hence, it could be concluded that language plays an important role in the cognitive development of children in the "Socio-cultural Theory" of Lev Vygotsky.

Lev Vygotsky a soviet psychologist gave the theory of sociocultural theory of the child in the year 1978.

Key Points According to the theory of the socio-cultural development

• Vygotsky had said that every function of the child's cultural development appears twice once, The first one on a social level and another one is at the inside of the child
• High order mental processes occur during the interaction with peers or people.
• Later on, the interaction is incorporated by the children into their life.
• We can conclude that by interacting with their peer children can develop socio-culturally.

Additional Information

• Having competitions- Helps in the development of ability, creativity and skills.
• Striving for rewards and avoiding punishments - This helps to motivate the children.

Hence, we can conclude that according to Vygotsky, children learn by interaction with peers.

The child-centred classroom is also called a learner-centred classroom, as more emphasis is given to the process of learning rather than teaching.

John Dewey was the earlier psychologist who proposed child-centred education.

Key PointsObjective of a Child-centred classroom is 

• The objective of the child-centred classroom is to the all-round development of the child, just not only do students acquire the knowledge but also to make take part actively in the whole learning process by engaging them
• The curriculum, teaching approaches should be based upon the needs, interests, aptitudes and abilities of learners at the different levels,
• As this will help them to acquire the necessary skills, creativity, knowledge, attitudes and values to reach their full potential.
• As the child is a learner, the emphasis is given to the needs and requirements of the child

Hence, we can conclude that In the child-centred classroom it makes children actively engage in the construction of knowledge.

Additional Information

• is looked at as passive imitators- In child-centred children cant be passive imitators because things are planned to keep the child's needs in his mind.
• are eager to copy the answer from the blackboard as it is.-It is the traditional method of teaching where the students copy from the blackboard, It makes children passive and inactive.
• have to be passive listeners only - The child cannot be a passive listener only, his interaction is also needed during the learning process so that teacher and child could get feedback about their learning.
• These steps were followed when the learning was teacher-centred.

HintChild-centered classroom help to develop the activeness and creativity of the child.

Kohlberg's Theory of Moral Development is a theory that focuses on how children develop morality and moral reasoning. The theory also suggests that moral logic is primarily focused on seeking and maintaining justice.

Key Points

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

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

• Stage 1 (Obedience and Punishment): According to Kohlberg, people at this stage see rules as fixed and absolute. Obeying the rules is important because it is a way to avoid punishment.
• Stage 2 (Individualism and Exchange/Instrumental purpose orientation): At the individualism and exchange stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs.

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

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

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

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

Hence, we can conclude that Good-Boy – Good-girl orientation – one earns approval by being nice is a correctly matched pair.

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

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

Key Points 

• In Howard Gardner’s theory, a person high on Naturalistic Intelligence can recognize and are aware of the beauty of different species of flora and fauna.
• 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. It involves complete awareness of our relationship with the natural world.
• Hunters, farmers, tourists, botanists, zoologists, etc. possess more naturalistic intelligence.

Hence, it could be concluded that in Howard Gardner’s theory, a person high on Naturalistic Intelligence can recognize and are aware of the beauty of different species of flora and fauna. 

Additional Information

The other eight 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 on this intelligence have good abstract reasoning, critical thinking, and good in 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 such 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 the 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.
• 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.

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 replaced the 34-year-old National Policy on Education (NPE),1986.

Key Points

Important Highlights of National Education Policy 2020: 

• New Policy aims for Universalization of Education from pre-school to secondary level with 100 % Gross Enrolment Ratio in school education by 2030.
• The current 10+2 system to be replaced by a new 5+3+3+4 curricular structure corresponding to ages 3-8, 8-11, 11-14, and 14-18 years respectively. The new system will have 12 years of schooling with three years of Anganwadi/ pre-schooling.
• New Policy promotes Multilingualism in both schools and higher education as multilingual education stresses using a student's mother tongue, or native language, to teach students as it makes learning effective.
• Classrooms that use multicultural education use various strategies to help students learn in their native languages. The NEP, 2020 recommends regular, formative, and competency-based and focuses on ‘assessment for learning.

​Hence, we can conclude that National Education Policy 2020 recommends Multilingualism.

A society comprises of males and females. Gender division, gender biases, and gender stereotypes are the common ill practices in a society.

Important Points

Gender bias:

• It is an unfair idea about the personal attributes and traits of males and females.
• It is a tendency of differentiating people as men and women on the basis of their gender.
• It refers to a generalized view or characteristics that ought to be possessed by women and men.

Key Points

The above-mentioned phenomenon is an example of gender bias as it:

• will put men and women in traditional roles and will also promote a sense of gender inequality among people.
• will emphasize the stereotype that certain activities are only meant to be done by women and not by men and vice versa.
• can limit the development of the natural talents and abilities of girls and boys as well as their life opportunities in general.

Hence, it could be concluded that the above-mentioned phenomenon is an example of gender bias.

Additional Information 

• Gender equality is a human right which means that all human beings irrespective of their gender should be treated in an equal manner.
• Gender constancy is defined as the understanding of one's gender and its inability to change over the period of the lifespan.
• Gender Equity exists when both males and females are expected and encouraged to pursue interests, subjects, careers, and lifestyles that are determined by individual interest and ability, rather than according to sex-role stereotypes.

Assessment is a part of the teaching-learning process and children are assessed in course of doing the activities. So learning process and assessment go together. It gives the teacher a comprehensive idea of students' strengths and weaknesses in the study domain.

• The purpose of assessment is to gather relevant information about student performance or progress or to determine student interests to make judgments about their learning process.

Key Points

• A teacher should not use only one assessment method rather he should use multiple ways of assessment to know about students' progress.
• Children's progress and learning in different areas of development cannot be accurately and adequately determined only by a single assessment tool.
• Teachers should employ varieties of assessment methods such as oral tests, assignments, performance tests, etc. It will give a clear picture of a child's growth in learning.
• So, teachers should use a wide variety of assessment tools and techniques to assess children as no single assessment tool is capable of providing information about a child’s progress and learning in different areas of development.

Hence, we can conclude that Both (A) and (R) are true and (R) is the correct explanation of (A).

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

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

Key Points

Formative Assessment (Assessment for Learning) :

• It is also known as Assessment for Learning, used to evaluate student learning progress and achievement.
• It helps teachers to identify problem-facing areas and to understand the learning needs of students to ensure their academic growth.
• It also helps students to actively think about where they are, where they are going, and how to get there.
• It is considered an Informal Method of assessment as it can be conducted at any time or during teaching also.
• In this assessment, teachers give constructive qualitative feedback to facilitate learning by using several methods such as peer and self-assessment.

Hence, constant comparisons are made between the students to enhance performance does NOT illustrate assessment for learning.

Additional Information

 

Summative Assessment (Assessment of Learning):  

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

Assessment as Learning:

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

Inclusive Education means education for all children (General and specific students) in school. It refers to the inclusion of all children in the education system, regardless of their differences and disabilities.

• In inclusive education, the instructions given by the teacher, totally depend on the children as the whole teaching-learning process is learner-centered. The teacher keeps on changing his teaching styles and teaching materials in accordance with the needs and desires of his students.

Key PointsConcept of the inclusive education system:

• The teacher has to deal with different types of learners in a classroom i.e., learners with mental and physical disabilities.
• The concept of inclusive education includes providing education to the disabled child in the regular school, together with non-disabled children, right from the beginning of school years.
• In an inclusive education system, it is important to make the teachers and schools well-trained and well-equipped to meet the special needs of children with disabilities.
• These types of children are different from normal children. So, they require more flexible pedagogies, focused individualized guidance, and assistance such as the services of counselors to keep them motivated to learn and to guide them thoroughly.
• Pedagogy refers to the techniques used in the teaching process and is influenced by the development of learners. It helps a teacher to conduct the teaching-learning activities more efficiently and appropriately to the level and needs of the students.
• Flexible pedagogy makes education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-centered, discussion-based, and, of course, enjoyable.
• Under flexible pedagogies, the use of assistive devices such as printing books in braille script for blind children and hearing aids for deaf children will help to remove the barriers in their learning to some extent.
• The adaptive playgrounds (playgrounds as per the needs of differently-abled children) will help them to play and perform activities on their own which will give them a sense of acceptance in society.

Hence, it is concluded that Inclusive Education requires flexible pedagogies.

Disability is an umbrella term, covering impairments, activity limitations, and participation restrictions. Overcoming the difficulties faced by people with disabilities requires interventions to remove environmental and social barriers.

Key PointsAutism:

• Autism Spectrum Disorder is one of the kinds of intellectual disability that means a neuro-developmental condition typically appearing in the first three years of life that significantly affects a person’s ability to communicate, understand relationships and relate to others, and is frequently associated with unusual or stereotypical rituals or behavior.
• Children with autism spectrum disorder experience profound difficulties in relating to other people.
• They are unable to initiate social behavior and seem unresponsive to other people’s feelings. They are unable to share experiences or emotions with others.
• It is characterized by widespread impairments in social interaction and communication skills, and stereotyped patterns of behaviors, interests, and activities.

Thus, it is concluded that Autism causes challenges in ‘social communication’.

Hint 

• Locomotor disability is a disability of the bones, joints, or muscles that leads to substantial restriction of the movement of the limbs or a usual form of cerebral palsy.
• Dyscalculia is a mathematical disability. In this disability, the learner has difficulty in learning or comprehending mathematics. For example, learners with dyscalculia may: have trouble in counting, have trouble in arranging things in order or sequence, etc.
• Dysgraphia is that type of intellectual disability that impacts the writing abilities of learners. Children will have difficulty in writing their ideas in well-structured form and in thinking and writing at the same time.

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

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

• Disadvantaged Learner - The socially disadvantaged child is one who is from a socially and economically backward section of the community, who cannot profit from school because of deprivation of one sort or another.
• Deprived Learner - The term 'underprivileged' refers to the disadvantaged section of people who are economically, socially, and vocationally in an unfavorable situation compared to the rest of the population of the society.

Key Points

• Ensuring an inclusive and supportive learning environment for all learners is an important part of educational strategy. Disabled students may require adaptions to the curriculum, to the learning materials, or to the physical environment to enable them to fully participate.
• Encouraging learners to articulate their own identified challenges, issues and needs can assist practitioners to adapt activities and materials to allow them to access the learning as fully as possible.
• So, consideration of diversity helps in the inclusion of learners from disadvantaged and deprived groups. Diverse methods such as oral reading, recitation, group work, role-play, peer- learning can be effective in the case of these learners.
• Teachers should adopt contextualized curriculum according to students' needs and use pedagogy centered approach for every group of the classroom. The teacher should motivate the students to set moderately challenging goals and provide appropriate instructional support.
• The teacher should use non-standardized tests to assess students in the classroom because a non-standardized test is one that allows for an assessment of an individual's abilities or performances, but doesn't allow for a fair comparison of one student to another.

Hence, we can conclude that consideration of diversity helps in the inclusion of learners from disadvantaged and deprived groups.

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

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

• Ensuring an inclusive and supportive learning environment for all learners is an important part of educational strategy. Disabled students may require adaptions to the curriculum, to the learning materials, or to the physical environment to enable them to fully participate.

Key Points

• When a teacher presents the subject content in different ways by involving a multi-sensory approach and also takes care of their interest and motivation, it helps all types of learners including children with special needs in the classroom resulting in the most effective teaching.
• Children with special needs have challenges in learning. Teachers need to handle these challenges effectively while teaching. The teacher should present subject contents on the basis of students' diverse Learning Needs.
• So teachers should use the provision of multiple modes of representation of content that will help in the inclusion of disabled children, students with hearing and visual impairment, students facing learning difficulties, and locomotor difficulties.
• Example 1, Some students with visual impairments will benefit from lightboxes to increase the contrast between objects and background and/or other devices to enlarge or magnify print and materials. Other options include Braillewriters, closed-circuit televisions, and screen enlargers. It’s okay to say “look” and “see.”
• Example 2, When a classroom includes students with hearing impairment, teaching strategies will need to be a little different from the norm. Teachers should provide seating with an unobstructed view of the instructor and lesson materials.
• Example 3, A child with a learning difficulty may require additional time to complete assignments at school and can often benefit from strategy instruction and classroom accommodations, such as material delivered in special fonts, etc.
• Example 4, Facilitative strategies for the inclusion of the child with locomotor difficulties could be the provision of allocating class on the ground floor, appropriate infrastructural modifications so that they could be self-reliant as much as they can.

Hence, we can conclude that all (i), (ii), (iii), (iv) are correct in the context of the question.

Learning disability refers to a neurological disorder that causes cognitive impairment. It is a variable state which can be addressed by appropriate comprehensible input. Dyslexia, dysgraphia, dyscalculia, etc are the most common learning disability.

Key Points

Dyscalculia:  Dyscalculia is a mathematics-related learning disability resulting in difficulty in understanding numbers, learning or comprehending arithmetic, learning how to manipulate numbers, performing mathematical calculations, and learning facts in mathematics. 

Appropriate accommodation strategy for inclusion of students with Dyscalculia: 

• Use visual aids while solving the problem.
• Use problem-solving methods to solve a mathematics problem.
• Whenever possible, allow the use of a calculator (Provision of the calculator).
• Use such examples of mathematics that connect mathematics to real life. For example, counting fruits, counting household objects, counting flowers, etc.

Hence, we can conclude that Dyscalculia: Provision of a calculator is a correctly matched pair.

Additional Information

• Dyslexia:  Dyslexia, also known as reading disorder, is a disorder characterized by difficulty in reading. ​
• Hearing impairment: Hearing impairment is the inability of an individual to hear sounds adequately. This may be due to improper development, damage or disease to any part of the hearing mechanism. ​
• Visual Impairment: Vision impairment may be caused by a loss of visual acuity, where the eye does not see objects as clearly as usual.

In the teaching-learning process, the early grade is an important time period. In early grades, the child seeks to gain control over his environment. S/he also starts to learn to make social adjustments. They become more self-sufficient, independent, and develop self-esteem. This is the time of foundations of social behavior.

Key Points

• In early grades, Learning by doing approach is preferable for the teaching-learning process as it is an approach that refers to the involvement of learners in specially designed activities, in which they enjoy maximum autonomy.
• Learning by doing means learning from experiences resulting directly from one's own actions, as contrasted with learning from watching others' performance, reading others' instructions or descriptions, or listening to others' instructions or lectures.
• When students learn by doing they use their senses. Learning in children occurs through doing the activity because the activity is undertaken by the students themselves and it makes learning permanent and meaningful.
• Learning by doing is the simple idea that we are capable of learning more about something when we perform the action. It is more effecting as experiencing the consequences of one's own actions helps students in retaining information and concepts for a longer period.

Hint 

• Imitation refers to the process in which learning takes place through indirect sources, like watching or hearing others. Imitation without understanding is useless as it makes learning a passive activity.
• Passive listening: Passive listening is the opposite of active listening because it doesn’t require any effort from the students' end. Students just listen to the speaker, but they do not respond or ask questions.
• Rote memorization, or rote learning, is the process of learning through repetition and memorization. The goal of rote memorization is to be able to instantly recall information once it is presented to you. It is the fastest way to learn facts and new information.

Hence, we can conclude that in early grades, Learning by doing approach is preferable for the teaching-learning process.

School learning is a social as well as a cognitive process. A school is an integral part of society. It is set up by the society and in turn, it functions for the welfare of the society by preparing the young members as future citizens.

Key Points

• Learning is primarily a social activity and participation in the social life of the school is central for learning to occur. Social learning helps to prevent feelings of isolation and allows learners to share their unique perspectives.
• This learning will retain in their mind forever and build their understanding of the concept. It will nurture students' curiosity and interest in the learning process and will help to gain concrete experience by actively engaging with content.
• Everyone has the opportunity to interact with their peers, express their ideas, and collaboratively tackle tasks. The establishment of a fruitful collaborative and cooperative atmosphere is an essential part of school learning.

Hence we can conclude that Both (A) and (R) are true and (R) is the correct explanation of (A).

Children learn best when they participate in activities that are perceived to be useful in real life and are culturally relevant. Interesting classrooms always maintain space for activities that engage the students and teachers resulting in effective learning.

Key Points

• Each activity provided to students offer them the opportunity to deepen their understanding of the concepts they have learned in the classroom. The teacher can derive feedback about students’ potential and learning capabilities through activities.
• Teachers can make classroom activities more meaningful by situating them in an authentic context. An example of an authentic context is one in which the activity is typically used in real life.

For example,

• Students can improve their oral language and communication skills by participating in debates. They can improve their writing skills by being involved in the preparation of a classroom newspaper.
• Students can learn science by participating in a community or school environmental project. The school can be in contact with local scientists and invite them to lecture or allow the students to visit their laboratories.

Hint

• Teachers can not make classroom activities meaningful by dividing them into disconnected chunks, giving ambiguous instructions about them, and presenting them in decontextualized manner.

​Hence, we can conclude that teachers can make classroom activities meaningful by situating them in an authentic context.

Pedagogical practices play an important role in the teaching and learning process because it involves teachers' competencies in delivering the conceptual approach, relational understanding, and adaptive reasoning of the subject matter. These practices are vital for creating an inclusive learning environment and contributing to positive learning experiences.

Key Points

Pedagogical practices that contribute positively to the teaching-learning process:

• Curriculum adaptation as per needs: The curriculum needs adaptation in order to best meet the learning needs, goals, and ability levels of diverse students. Curriculum adaptation should be based on the abilities and interests of students.
• Experiential learning for students: Experiential learning presents learning opportunities that focus on material and skills that are relevant to student's lives, which has a positive impact on their motivation to learn.
• Innovation in curricular planning: Innovation means doing things in new ways, and in curriculum, it means adopting different designs for learning to make learning more meaningful for 21^st-century learners.

Some practices in education have become outmoded, and learning experiences should be redesigned to be more relevant to student interests, abilities, and cultures. An additional challenge is that with a more diverse population of students who have a broad range of abilities, innovations must be linked to curriculum goals as well as being challenging and differentiated to provide for an array of learning experiences.

Hint 

• Teachers should use learner-centered strategies instead of rigid exam-centered teaching strategies because rigid exam-centered teaching strategies do not contribute positively to the teaching-learning process.

Hence, we can conclude that rigid exam-centered teaching strategies do NOT contribute positively to the teaching-learning process.

Learning is the acquisition of new behaviour or the strengthening or weakening of old behaviour as a result of experience. It represents progressive changes in behaviour. It also involves the acquisition of knowledge, habits, and attitude.

Key Points

• Children come to school with valuable life experiences that teachers need to pay attention to. They see gardens, animals, vehicles, etc. around them, and create their knowledge based on their experience.
• Being a teacher, it's important to understand that there is so much more to students than the life they lead in class, and it is important to show interest in all things related to students.​
• A teacher should connect content to be taught with students’ daily life experiences as it can make learners understand such concepts and ideas that can't be understood in a classroom environment.
• For example, botany students can simply learn about the various plants and trees by reading books but they are regularly taken on trips across biodiversity parks, gardens, and forested areas to make them learn from experiences.
• So, A teacher should connect content to be taught with students’ daily life experiences because children come to school with valuable life experiences that teachers need to pay attention to.

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

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

Key Points 

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

Hence, it becomes clear that metacognition helps learners evaluate their own learning and check their understanding.

Additional Information

• Forgetting is a failure to retrieve information from long-term memory stores. Much of the information is lost but enough remains so that we have a sketchy record of our lives.
• Imitation is copying or reproducing others’ actions or behaviors. It is a form of social learning. One does not imitate everybody one comes across.
• Rote memorization is defined as a technique for learning that involves repeating pieces of information over and over. It is merely an ability to reproduce knowledge without knowing its meaning.

The human mind is a beautiful creation of god and is the most powerful tool in the world. It has the power to create, innovate, change and even destroy things in the world. 

• It is the virtue of the mind that we have the capability of creating our own thought processes. As each individual presents their viewpoint, it is obvious that people will have a conflict of opinions with each other. This creates the ideology of conceptions and misconceptions.

Key Points

• A misconception is a thought process that goes in the wrong direction due to a lack of complete information or just ignorance.
• Misconceptions are not always baseless rather they represent children's intuitive ideas about particular concepts and the world around them​ as it shows their thinking and they can think and put forward their views.
• The formation of misconceptions is very natural among children as well as adults because it is a natural thought process and no two minds can think alike exactly.
• A teacher should definitely attend to these misconceptions as they are significant in process of teaching-learning because they are very helpful; in developing critical thinking. Without this, a child would not be able to put forward one's own views and would end up mugging things.

Thus, it is concluded that misconceptions among children are natural.

The feeling of being underconfident can generate thought which would set low standards for oneself. In such a case, the person would not provide the best efforts because they would have a preconception that no matter how much effort they put in, they are still going to fail so it is not worth putting in the effort.

• The term 'learned helplessness' was given by Martin Seligman.

Key Points

• Learned helplessness refers to the expectation, based on previous experience, that one’s actions cannot possibly lead to success.
• A student experiencing ‘learned helplessness’ is likely to withdraw from learning activities as it damages his/her confidence. It demotivates the student and they do not want to put further effort due to their perception of facing failure even after efforts.
• In other words, Learned helplessness is one’s tendency to avoid taking any action for a successful escape from an aversive or painful situation due to a history of failed attempts.

Thus, it is concluded that a student experiencing ‘learned helplessness’ is likely to withdraw from learning activities.

Motivation- It refers to those factors which help in increasing and decreasing the individual's vigour for the activity. Motivation helps in achieving our goals by directing our behaviour. It is generally divided into two types Intrinsic and extrinsic.

Key Points

Intrinsic Motivation- This helps us to achieve the goal because we like to as it helps to form a  direct relationship between the activity and goal, which gives satisfaction while achieving it.

• Eg of intrinsic motivation- Students like to study stories and books by different authors, they know that no one is going to ask the question or take the test, but they read the books for their self-satisfaction, as reading the books gives Joy to the reader.
• we can conclude that learning of new language out of interest is an example of intrinsic motivation because the learning of a language is done on interest as there is no reward or punishment while learning the language.

Additional Information 

• Extrinsic Motivation- When we perform the activity due to external factors such as rewards or punishment, we say that the individual is Extrinsically motivated
• Eg of Extrinsic motivation- Runners participate in the race so to get the first prize. as the prize is the reward so the runner is extrinsically motivated.
• drawing a picture to win a cash prize
• participating in a sport to win an award
• studying to get praise from parents
• This is the examples of Extrinsic motivation because these tasks are been done for the purpose of getting rewards from others

Hint

• Intrinsic Motivation-  From inside(within), done on purpose of self-satisfaction.
• Extrinsic Motivation- From outside, for purpose of reward or fear of punishment.

Learning is the process by which skills, attitudes, knowledge, and concepts are acquired, understood, applied, and extended.

All human beings, whether grown-ups or children engage in the process of learning, either consciously, or subconsciously.

Key Points

Environmental factors that impact learning:

• Environmental factors refer to the combination of all external and environmental factors that affect the learning process.
• Some schools operate in dilapidated buildings with leaking roofs. They may not have a lab, library, toilets, or drinking water facilities which creates a barrier in the path of learning.
• On the other hand, a well-designed school environment fosters positive peer relationships, promotes pleasant interactions between teachers and children, and allows teachers to assist children in achieving their objectives.

Hence, school is an environmental factor that impacts learning.

Additional Information

Personal factors that impact learning:

• Personal factors are the elements of one's personality that limit or enhance the ways that one learns and thinks.
• Personal factors that affect learning include physical health, age, maturation, emotional conditions, interest, motivation, attitude, readiness, willingness, personality traits, etc.

Given:

The perimeter of the square = 16 cm

Formula used:

Perimeter (P) = 4 × Side

Calculation:

Perimeter of the square = 16 cm

Then, 4 × Side = 16

⇒ Side = 16/4 = 4 cm

∴ Each side of the square = 4 cm

Now from each of the four corners of this square, a small square of side 1 cm is cut off. Then the diagram will be,

After cutting four small squares of side 1 cm from each corner the remaining side will be (4 - 2) = 2 cm

The extra 8 sides of 1 cm each will be added to the total bounding as you can see from the diagram.

Then the total perimeter = (2 × 4) + (1 × 8) = 16 cm

∴​ The length of the boundary of the remaining figure is 16 cm

Given:

2 thirds = 2/3

11 twelfths = 11/12

Calculation:

Let, the blank number is x

According to the question,

2/3 + x = 11/12

⇒ x = 11/12 - 2/3

⇒ x = \(\frac {11 \times 1 - 2 \times 4}{12}\)

⇒ x = 3/12

∴ The number will be 3 twelfths

Given:

Aditi get = 2/7^th of total toffees

Amol get = 1/6^th of total toffees

Farhan get = 2/5^th of total toffees

Jery get = 1/7^th of total toffees

Merlin get = 2 toffees

Calculation:

Let, total toffees = x

According to the question,

(2/7)x + (1/6)x + (2/5)x + (1/7)x + 2 = x

⇒ x (2/7 + 1/6 + 2/5 + 1/7) = x - 2

⇒ (209/210)x = x - 2

⇒ x - (209/210)x = 2

⇒ (1/210)x = 2

⇒ x = 2 × 210 = 420

∴ Total 420 toffees were there in the packet.

Given:

Total eggs can have in a tray = 12

Total trays filled = 9

Total eggs left = 5

Calculation:

According to the question, a tray can have a maximum of 12 eggs.

After filling 9 trays, 5 eggs remain to be filled in the 10^th tray.

The required eggs for 10^th tray to be filled = (12 - 5) = 7

∴ He needs a total of 7 more eggs so that no egg will be left after completing the 10^th tray.

Given:

Savita got Rs. 2000 note of total = 5

Rs. 500 note of total = 4

Rs. 100 note of total = 9

Calculation:

Savita got total amount = (2000 × 5) + (500 × 4) + (100 × 9) = Rs. 12900

 But, she found that 1 note of Rs. 2000 and 1 note of Rs. 100 are less in the whole amount.

Total less amount = (2000 × 1) + (100 × 1) = Rs. 2100

∴ She withdrew total amount = 12900 + 2100 = Rs. 15000

∴ She entered Rs. 15000 for withdrawal from ATM.

Given:

Laddu brought = 2 kg 500 g

Jalebi brought = 3 kg 250 g

Rasgulla brought = 4 kg

Box capacity = 750 g

Formula used:

1 kg = 1000 g

Calculation:

Total amount of Laddu = 2 kg 500 g = (2 × 1000) + 500 = 2500 g

Total amount of Jalebi = 3 kg 250 g = (3 × 1000) + 250 = 3250 g

Total amount of Rasgulla = 4 kg = (4 × 1000) = 4000 g

Total amount = (2500 + 3250 + 4000) = 9750 g

Maximum capacity of a box = 750 g

Total box required = 9750/750 = 13

∴ Total 13 boxes required to pack all the items.

Shortcut Trick

Convert all times to seconds: 30s, 45s, 60s, 75s.

Find LCM of (30, 45, 60, 75) = 900 seconds.

Convert 900 seconds to minutes: 900 ÷ 60 = 15 minutes.

Add 15 minutes to 1:35 pm = 1:50 pm.

∴ The correct answer is 1:50 pm.

Alternate Method

Given:

Intervals: 30s, 45s, 1 min (60s), 75s.

Initial simultaneous change: 1:35 pm.

Formula Used:

Next simultaneous occurrence = LCM of time intervals.

Calculations:

⇒ Prime factorization of intervals:

⇒ 30 = 2 × 3 × 5

⇒ 45 = 3² × 5

⇒ 60 = 2² × 3 × 5

⇒ 75 = 3 × 5²

⇒ LCM = 2² × 3² × 5² = 4 × 9 × 25 = 900 seconds

⇒ Time in minutes = 900 ÷ 60 = 15 minutes

⇒ Next time = 1:35 pm + 15 minutes = 1:50 pm

∴ The correct answer is 1:50 pm.

Additional Information

LCM Application

LCM is used to find the first common multiple of different periodic events like bells ringing or lights flashing.

HCF Application

HCF is used when we need to divide different quantities into the largest possible equal parts or dimensions.

Unit Conversion

Always ensure all time units are identical (all seconds or all minutes) before calculating LCM or HCF.

Given:

Lenght of a brick = 6 inches

Width of a brick = 3 inches

Height of a brick = 3 inches

Height of the wall = 3.5 meters

Calculation:

Height of a brick = 3 inches

We know, 1 meter = 39.3701 inches ≈ 39.4 inches

Height of the wall = 3.5 meters = 3.5 × 39.4 = 137.9 inches

Total rows of bricks required to create the wall = 137.9/3 = 45.97 ≈ 46

∴ A total of 46 rows of bricks will be required to create a 3.5-meter wall.

Given:

Date of packing: 10^th Jan 2021

Best before 180 days from the date of packing

Rama reads the packet on 3^rd July 2021

Calculation:

Rama reads the packet on 3^rd July 2021

Date of packing: 10^th Jan 2021

Best before 180 days from the date of packing

180 days = 180/30 = 6 months

∴ Date of Expire: 10^th Jan 2021 + 6 months = 10^th July 2021

As Rama threw the packet on 3^rd July 2021 but the date of expiry is on 10^th July 2021

∴ She can still use the packet for almost one more week

Hence option 2 is correct.

Key Points 

• Face - A face refers to a flat surface in the figure.
• Edge - An edge is a line segment where two faces meet.
• Vertex - Vertex in geometrical shapes are the points where two or more line segments or edges meet (like a corner).

Important Points

• Matchbox and book are cuboids in shape hence both have 8 corners.
• Rope and Steel glass are cylindrical both have no corners.
• The ball is spherical and has no corner.

Therefore, if the Teacher gave some objects to the children that including a matchbox, a ball, a book, a steel glass, and a rope. She asked them to identify the objects which have the most numbers of corners, then Matchbox and book should be related as both of them can be classified in the same category of objects having edges, faces, and corners.

A closed shape made up of three or more than three line segments is called Polygon. A polygon is a plane figure that is made by three or more than three straight lines.

There are four types of Polygon depending on their sides and angles,

1. Regualr Polygon
2. Irregular Polygon
3. Convex Polygon
4. Concave Polygon

Given:

Temperature at 9 pm = 23.5°C

Temperature drops every hour = 0.7°C

Final temperature = 17.2°C

Calculation:

Initial temparature = 23.5°C

Final temperature = 17.2°C

Temperature difference = (23.5 - 17.2) = 6.3ºC

Temperature drops every hour = 0.7°C

Total time required = 6.3/0.7 = 9 hours

The time will be 9 pm + 9 hours = 6:00 am

∴ The temperature will be 17.2°C at 6:00 am

Given:

The series of the scores 15, 8, 13, 1, 23, 15, 20, 1

Formula used:

Mean = Sum of terms/Total number of terms

Median of data depends on the number of observations (n)

If number of observation is odd then 

Median = Value of [(n +1)/2]th observation 

If number of observation is even then

Median = (1/2) × value of [ (n/2)th + ((n/2)+ 1)th ] observation

Calculation:

The series of the scores 15, 8, 13, 1, 23, 15, 20, 1

Mean = (15 + 8 + 13 + 1 + 23 + 15 + 20 + 1)/8 = 96/8 = 12

Arrange the given data in ascending order 1, 1, 8, 13, 15, 15, 20, 23

Here n = 8 which is even

Median = (1/2) × value of [(n/2)th + ((n/2)+ 1)th] observation

⇒ (13 + 15)/2

⇒ 14

∴ Median is greater than the mean

Hence, option 2 is correct.

Given: 

Angles are given where the equilateral triangle rotate.

Concept used: Rotational symmetry is the symmetry when it looks the same after some rotation by a partial turn.

In a regular polygon divide 360º by the number of sides to get the smallest angle of rotation.

Calculation: In the given figure is equilateral triangle which is regular polygon. 

Here, the number of sides = 3 

Smallest angle of rotation = 360º / 3 

⇒ 120º

If we rotate the polygon the angle at 240º, after that the polygon looks same.

And also if rotate at 360º, it mean complete rotation, also it looks same. 

∴ The angles of rotation are 120º, 240º, 360º.

∴ Option 3 is correct.

Given:

The series 1ZA, 4YB, 9XC, 16WD,?

Calculation:

The logic followed here is,

⇒ 1 + 3 = 4; 4 + 5 = 9; 9 + 7 = 16; 16 + 9 = 25

⇒ Z - 1 = Y; Y - 1 = X; X - 1 = W; W - 1 = V

⇒ A + 1 = B; B + 1 = C; C + 1 = D; D + 1 = E

Hence, 25VE will be the next term.

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”. 

Key Points

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

1. Level 0 Visualization (Basic visualization or Recognition)
2. Level 1 Analysis (Description)
3. Level 2 Abstraction (Informal deduction or Ordering or Relational)
4. Level 3 Deduction (Formal deduction/Axiomatic)
5. Level 4 Rigor

Hence Concrete operation is not a stage/level of Van Hiele theory of geometrical reasoning

CCE or Continuous and Comprehensive Evaluation aims to bring about improvement in the quality of education and the holistic development of the child, evaluation process needs to focus adequately on both scholastic and non-scholastic areas of development. The comprehensive

evaluation also focuses to have continuity at regular intervals throughout the academic year.

 Key PointsAims of CCE :

• Provide a holistic profile of the student through assessment of both scholastic and non-scholastic aspects of education.
• Identify the latent talents of the students in different contexts.
• Identify strategies for raising students’ achievement.
• Plan a Comprehensive Evaluation. Programs for improving schools suggest suitable tools and techniques for achieving continuous comprehensive evaluation.
• Use evaluation as a tool for continuous improvement of the school and the students.
• Provide detailed feedback on students' learning.
• Suggest ways and strategies for sensitizing school administrators, parents, and the community about CCE.

Hence A & C are the correct options.

Mapping is not only used in EVS but also in mathematics. Here it serves a different purpose than in other subjects, it is not limited to drawing a map of one's surroundings.

 Key Points

Mapping encourages students 

• To develop the powers of thinking and reasoning like spatial, proportional, and divergent thinking.
• To solve mathematical problems of daily life.
• To understand and acquainted with the environment and culture
• To prepare the child for various technical and general future professions.
• To prepare the child for higher study.
• To develop in the child the power for invention.

Hence mapping in mathematics is not limited to drawing a map of one's surroundings.

Close-ended questions are the ones that have exactly one answer or only one way to find out the answer, here there is no scope for divergent thinking.

Example:

• What is the color of an elephant?
• How many legs does a tiger have?
• Give 4 prime numbers below 10

Key Points

Features of close-ended questions:

• The answer will be exact.
• Only right or wrong will be calculated.
• No scope for creativity and divergent thinking.
• Time will be saved.
• More related to the teacher-centered approach.

In option 3 students are asked to write 5 whole numbers between 178 and 184. He can write only 179,180,181,182,183 as answers so it is an example of a close-ended question. 

Additional Information

Open-ended questions give liberty to the respondents to express their views. They give

tremendous freedom to the respondents to answer according to their interpretation.

options 1,2 & 4 are examples open-ended question.

Features 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.

Cardinal, Ordinal and Nominal numbers are types and also utilities of numbers. 

Key Points

 Additional InformationAesthetic numbers are those numbers with different shapes, fonts, and colors that are not a type and utility of numbers.

Measurement of any physical quantity involves comparison with a certain basic, arbitrarily chosen, internationally accepted reference standard called unit. The result of a measurement of a physical quantity is expressed by a number (or numerical measure) accompanied by a unit. 

Key Points

Generally, there are two types of measurements, standard and ancient

In the above example, the teacher asks the students to measure their table using hand spans and paper clips instead of measuring directly by a scale because she knows that as paper clips and hands are not standard units every student may get a different answer and automatically a doubt may arise like who is correct among us to the students.

Hence She wants the students to understand the need for standard units for measurement so asks the students to measure their table using hand spans and paper clips instead of measuring directly by a scale.

Homonyms are each of two or more words having the same spelling or pronunciation but different meanings and origins.

 Key Points

Examples:

Steps to be done to avoid confusion 

• Introduce homonyms to students at an early stage.
• Provide as many examples as possible.
• Show the difference between such words in a specific context during teaching.
• Create more situations where the specific meaning of a word can be taught to students.
• Not ignore the English grammar aspects involved in maths class.

Hence Teachers should draw the attention of students to the specific meaning being used in a mathematical context whenever such words appear in teaching so that they get a proper understanding of these types of words and their use in the specific context.

Mathematics is a subject that goes from basic to advance and concrete to abstract. If the student is left behind in basics he/she can't reach the level of advance, so basics like place and face value, basic 4 operations of maths play a vital role in mathematics learning. 

Key Points

Steps to be followed to strengthen place and face value concepts among students

• Use square boxes to fill numbers according to place and face values.
• Using concrete materials to strengthen the concept of place value in students.
• Creating a number pattern starting with the given number.
• Representing the number with beads on an abacus.​
• Using Daniel blocks.

​Hence teachers should use concrete materials to strengthen the concept of place value in students.

Additional Information

Face value remains the same :

• Place value changes according to the place of the digit, for example in 325 and 541 face value of 5 is the same in both but coming to place value it represents ones in 325 and hundreds in 541.

Planning is considered to be the first step before teaching. Proper planning has to be done before a teacher goes to the classroom and starts teaching, that planning should include a lot of activities that would engage the student till the last minute. 

Key Points

Hence teacher planning a lesson on the concept of addition of fractions by using the activity of rectangular strip folding comes under pre-content activity.

The textbook is considered to be the first resource for teaching and learning as well. It is the primary resource that is easily available and acts as a guide to both students and teachers. 

Key Points

Characteristics of a good mathematics textbook

• To explain a complex mathematical idea by making learners do or think in parts.
• To provide an opportunity to analyze and make generalizations
• To develop new vocabulary and use known vocabulary;
• To coordinate the idea of mathematics and some other ideas like social or related to other branches of knowledge.
• To introduce various concepts through contexts and make students relate to their experiences.
• To provide experience in the process of problem-solving, i.e. planning a situation, gathering information, solving the problem, and verifying the result.
• To provide scope for application of mathematics ideas
• To provide several activities that result in meaningful learning avoiding rote memorization.

​Hence option 1 is the correct one.

Mathematics is a subject that involves problem-solving, spatial thinking, and reasoning. It is mostly related to students' real-life experiences and avoids rote memorization. 

Key Points

The vision of mathematics according to NCF 2005

• To develop the powers of thinking and reasoning.
• To solve mathematical problems of daily life.
• To encourage the exploratory nature of students through peer activities.
• To understand and acquainted with the environment and culture
• To prepare the child for various technical and general future professions.
• To prepare the child for higher study.
• To develop in the child the power for invention.

​Hence the vision of NCF 2005 in terms of thinking and reasoning can be realized by Adopting an exploratory approach, use of manipulatives connecting concepts to real life, and involving students in discussions.

The mathematical concepts and processes at different levels, especially at the primary level, are arranged in simpler to complex order.

Key Points

Ways how maths to be considered to improve child's performance 

• Mathematics starts from ‘home learning’ established in the child before he/she comes to school.
• Mathematics is based on understanding.
• Teachers' work is to establish a relation or a connection between procedural and content knowledge.
• Mathematics puts great emphasis on the child’s methods of calculating and solving problems and rejects the previous practice of heavy emphasis on standard written algorithms.
• Mathematics is regarded as a powerful tool for interpreting the world and therefore should be rooted in real experience across the whole curriculum.
• Mathematics is brought out of the child’s everyday situations.
• Mathematics with reason is rooted in action – learning through doing.
• Mathematics with reason puts less emphasis on representing numbers on paper as ‘sums’ and more emphasis on developing mental images in the child.

Hence it is necessary to help children make connections between conceptual and procedural knowledge to improve their performance in mathematics.

Additional Information

• Errors are accepted as an essential part of the mathematics learning process. The Children, freed from the fear of criticism, will more readily experiment.
• When the learners’ needs and interests are not properly understood and facilitated, and on the other hand they are forced to learn mathematics literally as prescribed in the textbooks, the learning of mathematics becomes a burden and problematic as is being experienced in the majority of children.

Inductive method:- In this method one proceeds from particular events to generalized conclusions. A formula or generalization is arrived at through a convincing process of identifying the similar elements and the conditions of these similarities in several concrete cases. 

Key Points

• The induction method leads the student to conclude by generalizing the relations observed in the concrete events objects or statements.
• Whether the conclusion drawn through induction is correct or valid cannot be verified by employing induction again. Rather it can only be ascertained by deduction.
• Through induction, the teacher helps students to discover the relationships or new concepts.
• Her teacher just acts as a facilitator and gives more freedom to children in terms of seeking patterns for themselves.

Hence The statement 'Teacher acts as a Facilitator, helps students to discover relationships and seek pattern for themselves is most suited to the inductive method. 

Additional Information

Data handling is the collection of data in the context of a situation that we want to study, systematically organizing the data, and then interpreting it accordingly.

• The teacher in the above example followed the activity-based approach to introduce the data handling concept to students.

 Key Points

Benefits of an activity-based approach:

• Activities provide enough scope for learning in one’s style and own pace

of learning.

• It develops the ability to self-learning. While performing activities one develops the abilities of inquiry, assessing one’s knowledge, and construction of new knowledge.
• Learning to know, learning to do, learning to live together, and learning to be the four pillars of learning is possible through an activity-based approach.
• Therefore, performing activities as a regular classroom practice develops several cognitive, socio-emotional, and psycho-motor aspects in the children ensuring the development of a holistic personality.

Hence the purpose of the above-given activity by the teacher was to introduce the topic of data handling.

George Polya was a mathematician in the 1940s. He devised a systematic process for solving problems that are now referred to by his name: the Polya 4-Step Problem-Solving Process. 

Key Points

 

Hence clearly after looking at the above table it can be observed that "Recreate the plan" is not a part of the problem-solving method given by Polya.

The right answer is skin.

Concept:

• Poaching is an illegal hunting process.
• Poachers are illegitimate hunters who kill wild animals for their different body parts.
• These are some examples of animals that are killed for poaching: Crocodiles, rhinos, elephants, lions, and deer.

Explanation:

• Every year, one core crocodile is killed for poaching.
• All the body parts of crocodiles are sold on the black market illegally.
• They were mainly killed for their skin.
• These skins are mainly used for luxury bags, belts, shoes, wallets, and upholstery.

So, crocodiles are mainly killed by poachers for their skin.

Additional Information  Horns

• Black rhinos and white rhinos are mainly killed by poachers for their horns.
• These horns are used for medicine, upholstery, and good luck.

Teeth

• Every year, 20,000 elephants are killed for their teeth or tusks.
• It is used for piano keys, ornaments, artefacts, etc.

Scent

• Civet cats, beavers, and musk deer are killed for their essence or scent.
• It is used for making different types of perfume.

The right answer is  Assam.

Concept:

• Bora is a kind of glutinous rice that is packed with antioxidants.
• This kind of rice is very healthy for eating. It helps to boost immunity and helps to prevent heart and kidney diseases.
• It is a sticky kind of rice.

Explanation:

• Bora rice is mainly grown in Assam during the summer season.
• Because there, it has proper agro-climatic and seasonal variation that bora rice needs for growing.
• Bora rice has traditional value in Assam.
• It is mainly eaten on the occasion of 'Bihu'.
• Bora rice is served with 'doi', 'gur' and other things.

So, 'Bora' is commonly verity 'glutinous' rice. It is mainly found in Assam.

Additional Information

Bihar

• In Bihar, mainly 'Katarni rice' is grown because it suits its agricultural weather.
• This grain is mainly short in size, with a unique taste and full of aroma.

Odisha

• In Odisha, 'Amara', 'Anjali', and 'Annada' types of rice are found.
• Bora rice agricultural weather does not fit into Odisha weather.

Tamil Nadu

• 'Ponni rice' is found in the state of Tamil Nadu. 'Aduthurai', 'Aravan Kuruva', and 'Akshayadhan' rice are also popular in Tamil Nadu.
• 'Bora' rice does not grow in Tamil Nadu.

The right answer is rose water, glycerine and lemon juice.

Concept:

• Sebum production is lower in dry skin than in normal skin.
• As a result, the skin lacks the lipid necessary to maintain moisture and form a protective barrier against the environment.
• Lack of lubrication causes dry skin.

Explanation:

• Lemon juice can easily be found in our households.
• Lemon juice contains vitamin C, an antioxidant that is good for the skin.
• It also helps remove dry skin.
• Glycerin is a good moisturizing agent for skin.
• Rosewater is good for dry skin. It works as a natural hydrate material.

Hence, rose water, glycerine and lemon juice are the products that grandma will use for dry skin in the winter season.

Additional Information 

• Although apple cider vinegar is used for skincare, it must be promoted properly or it will raise the skin's acid level.
• On the other hand, milk contains vitamins A, D, E, K and protein.
• It acts as a hydrating agent, toner, and moisturizer for the skin, however, it is not used after mixing with lemon juice.
• As a home remedy, distilled water should not be used. However, it is sometimes used as a moisturizer.

Concept:

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

Explanation:

Sunbird:

• They are tiny birds.
• These are usually seen during dawn.
• They make a tiny nest hanging from the branch of a small tree or shrub.
• Nest is usually made up of:
• Hair
• Grass
• Dry leaves
• Cloth pieces.

Additional Information

Barbet:

• It is a tropical bird constituting the family Capitonidae.
• Barbets are named for the bristles at the bases of their stout, sharp bills.
• They are big-headed, short-tailed birds, 9–30 cm long, greenish or brownish, with splashes of bright colours or white.
• The distribution of the family spans Central America to northern South America; sub-Saharan Africa; and Southeast Asia, eastward only to Borneo and Bali.
• All are non-migratory.
• Barbets sit stolidly in treetops when not feeding on insects, lizards, birds’ eggs, fruit, and berries.
• Some climb like woodpeckers; all fly weakly.
• The nest is a hole, dug with the beak, high up in a rotting tree or in a termite nest.

Koyel:

• It is a crow size bird, with a similar appearance.
• It does not make its own nest.
• Crow makes a nest for it.

Indian robin:

• It makes its nest on the roadside between stones or grasslands.
• It is covered with twigs, cotton, and wool.

Tailorbird:

• It is a small bird with a long tail.
• It makes its nest by switching the two leaves together.

Concept:

• Indian railways issue reserved rail tickets to passengers that have successfully booked their tickets.
• It is a record-keeping tool issued by the IRCTC

Explanation:

This is the information one can get from a train ticket:

• The train number with name, boarding station and last station
• The berth and the coach numbers
• The fare (the cost of the ticket)
• The distance (in km)
• PNR number(it's a unique identification number assigned to passengers)
• PNR - Passenger Name Record
• Date and time of arrival at the destination
• Age and Sex of Passenger
• The number of adults and children travelling.

Mistake Points

• The passenger number record is incorrect, as the Railways keep the record based on the name of the passenger, not on the number,
• The PNR is a Unique identification number.

Concept:

Malayalam:

• Malayalam has official language status in the state of Kerala and in the union territories of Lakshadweep and Puducherry.
• It belongs to the Dravidian family of languages and is spoken by some 38 million people.

Explanation:

Thus, the mother's elder sister is called Valiyamma in Malayalam.

The correct answer is Kozhikode.

Concept:

• India is a land comprising 28 states and 8 union territories, for a total of 36 entities.
• The states and union territories are further subdivided into districts and smaller administrative divisions.

​Explanation:

Kozhikode:

• Kozhikode is a coastal city in the south Indian state of Kerala.
• It was a significant spice trade centre and is close to Kappad Beach.
• It was the Capital of Malabar during the Zamorin rule 500 years ago.
• It is famous for its centuries-old trade in cotton and spices with Jews, Arabs, Phoenicians, and Chinese.

Here, is the map of Kerala showing various districts:-

Additional Information​

Valsad:

• Valsad, historically known as Bulsar, is a city of the Indian state of Gujarat.
• The city of Valsad is located in the south of Navsari and Surat.

Udupi:

• Udupi is a city in the southwest Indian state of Karnataka.
• It's known for its Hindu temples.

Mala Khera:

• Mala Khera village is located in Alwar tehsil of Alwar district in Rajasthan.
• It is situated 18km away from Alwar, which is both district & sub-district headquarter of Mala Khera village.

Khejadli or Khejarli is a village in the Jodhpur district of Rajasthan. The name of the town is derived from Khejadi trees that were once abundant in the village.

Key Points

About Khejadi tree:

• Its scientific name is Prosopis cineraria.
• It is known by different names across India, e.g. Shami in Maharastra & Uttar Pradesh, Jammi in Telangana, Khijro in Gujarat, Khejri in Rajasthan, Janti in Haryana, and Jand in Punjab.
• It is a species of flowering tree in the pea family, Fabaceae.
• The Khejadi tree is found mainly in desert areas.
• It can grow without much water.
• Its bark is used for making medicines.
• People cook and eat its fruits.
• Its wood is such that it is not affected by insects.
• Animals in the area eat the leaves of the Khejadi.

​Therefore, the correct answer is Rajasthan.

Additional Information

About the Khejadli village:

• In the Khejadli village, no tree is cut and no animal is harmed.
• The people of Khejadli village take the responsibility of protecting the Khejadi trees upon themselves as a part of their culture.
• The people of Khejadli village are well known for their revolt against the king, who has ordered the felling down of these Khejadi trees for wood.
• The people hugged the trees and did not let them go and died saving them.
• Even today, the people of this area, called Bishnois, continue to protect plants and animals.
• Even though in the middle of the desert, this area is green and animals roam freely without fear.​

The Correct Answer is: oldest female elephant

 Key PointsThe following are the key points related to the elephant:

Elephants Herd:

• An elephant herd has mainly females and baby elephants.
• The oldest female is the leader of the herd.
• A herd may have 10 to 12 female elephants and young ones.
• Male elephants live in the herd till they are 14 –15 years old.
• Then they leave their herd and move around alone.
• Oldest female elephant becomes the head of the herd.
• There are 10 to 12 female elephants and young ones in a herd.
• There is no male elephant in the herd, they left when they turn 14 or 15.
• An adult elephant can eat up to 100kgs of leaves and things in one day.
• Elephant's big ears also work like fans, they flap these to keep themselves cool.
• An adult elephant can eat up to 100kg of leaves.

Hence the leader of the elephant herd is oldest female.

The right answer is baking.

Concept:

• Pottery is a process by which we can make different types of products like vessels, sculptures, statues, etc.
• It is made of clay.
• There are mainly two processes for making pottery: wheel-turned pottery and hand modelling.

Explanation:

• The best process for making pottery strong is baking.
• After shaping them into various shapes, they must be backed in fire using the pottery technique
• because it helps them retain their shape and is strong enough not to break easily.

Hence, pottery is made strong by baking.

Additional Information

Smelting

• Smelting is a process mainly used for melting metals.
• It is not used for pottery techniques.

​Roasting

• It is not involved in pottery techniques.
• This process is mainly performed in an open fire or oven, like cooking.

Burning

• It is a chemical process.
• It is used for making bricks at a certain temperature.
• It is not used for pottery techniques

The Correct answer is:   Clove

Concept:

• Many plants have medicinal benefits that have long been exploited by humans.
• Medicinal plants usually have a characteristic fragrance and are hence known as aromatic plants.
• Example of aromatic plants is turmeric, cinnamon, fennel, clove and tulsi.
• These plants have been employed in Ayurveda, a form of traditional medicine system.

Key Points

Clove:

• A clove tree is an evergreen that grows to about 8 to 12 meters (25 to 40 feet) in height.
• Its gland-dotted leaves are small, simple, and opposite.
• The trees are usually propagated from seeds that are planted in shaded areas.
• Flowering begins about the fifth year; a tree may annually yield up to 34 kg (75 pounds) of dried buds.
• The buds are hand-picked in late summer and again in winter and are then sun-dried.
• Cloves vary in length from about 13 to 19 mm (0.5 to 0.75 inches).
• The buds contain 14 to 20 per cent essential oil, the principal component of which is the aromatic oil eugenol.
• Cloves are strongly pungent owing to eugenol, which is extracted by distillation to yield the oil of cloves.
• This oil is used to prepare microscopic slides for viewing and is also a local anaesthetic for toothaches.

Additional Information

Babool:

• It is commonly known as Gum Arabic tree.
• It is a hardwood tree.
• It belongs to the Fabaceae family.
• Its wood has a density of about 1170 kg/meter cube.
• It is suitable for making charcoal.
• It is a medicinal plant also with amazing health benefits.
• Its leaves are used as a cure for eye sores.

Tulsi:

• ​Tulsi is another aromatic plant that is an immunity booster and cough, cold.
• Tulsi holds an important place in the Hindu religion.

Jamun:

• The powder of its seeds is used for controlling diabetes.
• The juice prepared from its ripe fruit is used to prepare vinegar.

Turmeric:

• ​Turmeric is a rhizome and has multiple uses.
• Its medicinal benefits include healing wounds.
• Turmeric is mixed with oil to apply to wounds.
• Turmeric is also good for the skin.

Fennel seeds:

• Fennel seeds are good for the stomach.
• It is also used as a mouth freshener after meals.

Concept:

Wheat:

• Wheat is the second most important cereal crop in India after rice. India produces about 12.8 per cent of total wheat production in the world.
• It is primarily a crop in the temperate zone.
• About 85 per cent of the total area under this crop is concentrated in the north and central regions of the country.
• It is a rabi crop.
• It is mostly grown under irrigated conditions.
• But it is a rainfed crop in Himalayan highlands and parts of the Malwa plateau in Madhya Pradesh.

Explanation:

Making 'Chapati' from wheat flour:​

• Grinding:
• ​After the grain is separated from the husk, the grinding process is done.
• In this process, grains are put in a Chakki for grinding for making flour.
• Kneading:
• The next process is called kneading.
• Where water is mixed with wheat flour for making dough.
• Rolling and Roasting:
• ​In the next process, small balls are taken from the dough.
• Then they are rolled for making Chapaties.
• After that, the Chapaties are put on Tawa for roasting.
• Finally, these Chapaties are ready for the plate.

 

Thus,  the correct sequence of making 'Chapati' from wheat is flour kneading, flour into a dough, making small balls of the dough, rolling out the balls and then cooking it on fire.

Dancers tell stories by using different facial expressions. Instead of using words, dancers use their bodies, eye contact, and movement to express themselves. 

Key Points

• Dancers' purpose is to express emotions and communicate physically, allowing those feelings to move through the body, out of the body, and in doing so, to move others.
• They say many words just through their poses and expressions even if they don't speak.
• They show their feelings without saying any words just through main poses and expressions.
• The inclusion of expressions and poses in the dance along with body movements makes the dance more impactful where the feelings of dancers can be noticed.

Hence in dance, the main poses and expressions demonstrate feelings.

 Additional InformationOn the other hand confidence, hand and body movements, and dance performance can be judged through the whole dance performance but not through poses and expressions.

Children come to school with a lot of individual differences. Children with Special Needs (CWSN) are those who have some type of disability and require exceptional care and extra help. The special needs of these children depend on the nature of their disability. These should not be seen as a disadvantage by the teacher. 

Key PointsChildren who do not hear will not learn to talk or understand as early as others, so their development may be slower than that of other children.  

• Children who do not hear well should be allowed to lip-read.
• Perhaps there are other children who do not hear well in the area who are using one common sign language. If so, find out what it is, learn it and teach it to the child who does not hear well.
• These children can communicate through sign language to express their views regarding the topic
• Some common signs which are important and used often should be repeatedly taught to the students.

​Hence, children who cannot speak and hear, learn through sign language.

 Additional Information

• On the other hand using the local language, native language, and Braille will not help students who can't speak and hear.

Explanation:

Mountain:

• A mountain is a landform that rises high above its surroundings.
• Taller than a hill, it usually has steep slopes and a rounded or sharp peak.
• Not a source of water.

Spring:

• Spring is a place where water naturally flows from the ground.
• Many rivers begin as springs, and many people depend on springs for their water supplies.
• They are a source of water.

Pond:

• A pond is a small area of still, freshwater.
• It is different from a river or a stream because it does not have moving water.
• It differs from a lake because it has a small area and is no more than around 1.8m deep.
• They are a source of water.

River:

• A river is a large natural stream of water that flows overland.
• Rivers carry freshwater to people, plants, and animals all across Earth.
• They are a source of water.

​Thus, in this list mountain is different from the others.

The child-centered approach is different from the traditional approaches. Here the child is considered to be more important than the teacher. The teacher just plays the role of a facilitator providing students the opportunity to explore. 

Key Points

Features of a child-centered approach

• The teacher tries to motivate the learner before he/she starts the teaching-learning process.
• Knowledge is not only limited to textbooks but it's taken beyond the textbooks.
• The teacher is a facilitator in the teaching-learning process and not an instructor.
• A situation is created for facilitating the learning process.
• Students work both individually and in groups.
• Rote memorization is avoided to encourage meaningful learning.
• Opportunities are provided to the students for questioning, exploration, and experimentation.
• Learners' knowledge is linked to their experiences outside the classroom, there is no boundary for learning.

​Hence,  options A, and B &C are correct 

Hint 

• Having sharp boundaries among school, home and the community for learning is not a characteristic of child-centered nature because it has no boundaries for learning.

EVS is considered one of the important subjects to be taught at the primary level, it has its importance and objectives. 

Key PointsObjectives of Environmental Studies at the primary level:

• Pose children to the real-life world (natural and socio-cultural).
• Enable them to analyze, evaluate and draw inferences about problems and concerns related to the environment.
• Help them understand environmental issues.
• Encouraging children to reflect on their own learning.
• Engaging children by giving them space, time, and freedom to generate new knowledge.
• Treating children as participants in learning, not as receivers of a fixed body of knowledge.
• Foster and nurture favorable attitudes and values towards the environment.
• Arise curiosity and awareness about their surroundings,
• Develop Knowledge and understanding of their environment.
• Knowledge of interdependence or connections in nature,

Hence, by looking into the above objectives it can be concluded that A, B &C are the correct options. 

Hint 

The textbook is considered one of the resources to teach EVS but it is the sole basis of resources for learning, children learn through many other resources as well.

As stated by the National Curriculum Framework (2005), “Environmental studies for primary class should be a subject, which combines and circumscribes the concepts and theories from science, social science, and environment”. 

Key Points

• The NPE 1986 and the subsequent educational policies (NCFSE, 2000, NCF

2005. have given environmental education an explicit place in school education.

• Environmental Education (EE) is introduced at the elementary level as Environmental Studies (EVS). EVS for classes III to V deals with the study of our environment (physical, biological, and socio-cultural) with an emphasis on its preservation and conservation (NCF 2005).
• Environmental consciousness should inform teaching in schools and colleges. This aspect will be integrated into the entire educational process”.
• EVS, at the primary stage, is an integrated subject area that draws upon insights from sciences (physical, chemical, and biological), social studies (history, geography, political science, sociology, etc), and environmental education (protection and conservation). It is aimed at developing in children a holistic or integrated perspective of the environment where he/she lives in.

​Hence,  by looking at perspectives given by NCF, NPE, and other important policies of education, it can be concluded that Environmental Studies (EVS) in Classes III to V as a subject integrates the concepts and issues of science, social science, and environmental education.

Environmental Studies is a multidimensional subject that covers important principles from various academic fields. It is a broad field that studies the basic principles of EVS as well as associated subjects such as social science, science, language, mathematics, etc. There are many ways of learning in EVS class.

Key Points

• Descriptions mean to describe something in a form of a statement.
• Descriptions should be avoided in EVS classrooms.
• Topics should be explained in the form of a story rather than direct definitions and descriptions to keep the interest of the child in better learning.
• The description does not create interest among learners and they become passive listeners only.

Thus, it is concluded that Descriptions should be minimized in the EVS classroom.

Additional Information

Everything which makes the classroom a child-centered one is a challenge for EVS learning at the primary level.

Key Points

• Allowing students to be more active than teachers.
• Reducing rote learning and focusing on activity-based learning.
• Gives students a chance to explore, elaborate, and understand the concepts in their ways.
• Gives opportunities for learners to express themselves and ask all the questions which arise in their minds.
• Give immediate feedback to the students and bring remedial activities into action.

Hint 

• Definitions and information, Rote learning, and description of concepts are not real challenges as these three are a part of a teacher-centered approach that every teacher can follow comfortably.

The theme is the base for the syllabus in EVS, every unit is based on some of the other themes.

Some themes also have sub-themes that are to be studied in detail. 

Key Points

Themes & sub-themes of EVS 

• Family and Friends,
• Relationships
• Work and play
• Animals
• Plants
• Food
• Shelter
• Water
• Travel
• Things We Make and Do

Hence it can be concluded that the theme "Family & friends " contains sub-themes, which is the right answer.

EVS is a subject that involves a lot of themes that are taken from the environment of the child, as he steps out of the school he observes the environment he should be able to relate the knowledge learned in the school.

Key Points

• Using various strategies varying from classroom discussions, case studies**, narratives**, field visits, role play, project work, surveys, hands-on experiences, and experimentation, to model making, poster making, slogan writing, etc. can give students an authentic and meaningful experience.

Thus, it is concluded that A, B, and C is the correct answer.

Hint Assessment of answers given by students as right and wrong is the old traditional method which discourages the child and makes him passive. Mistakes should be viewed as opportunities for learning.

The issue is nothing but a problem that occurs & more information about the issue and the number of ways to solve it can be derived from the debates conducted on that issue. 

Key Points

A debate is a discussion or argument carried on between two teams or sides.

Steps to conduct the debate 

• Develop the resolution to be debated.
• Organize the teams.
• Establish the rules of the debate, including timelines.
• Research the topic and prepare logical arguments.
• Gather supporting evidence and examples for the position taken.
• Anticipate counterarguments and prepare rebuttals.
• Team members plan the order and content of speaking in the debate.
• Prepare the room for debate.
• Establish expectations, if any, for assessment of the debate

Importance of debates in EVS:

• As the vision of EVS is to make the students understand the issues related to EVS debates help a lot.
• Both teams argue on the" issues of travel "topic and students get extra knowledge beyond the textbook.
• Students participate in the debates and present their ways to resolve the issues of travel.
• Students do background research before participating in the debate which helps in enhancing learning.

Hence, issues of the theme "travel" can only be meaningful for the students if debates are conducted around the issues.

The field trip is a trip made by students and teachers to study something firsthand and learn through real-life experience. Field trips can be considered a good resource for EVS learning because  

Key Points

• Students learn through real-life experience.
• Social skills like teamwork and leadership are developed.
• Students remember the concept for a long time.
• A new learning experience for students.
• Topics like biodiversity and farming can be learned thoroughly through field trips only.

Hence, field trips may be a good resource for EVS learning besides EVS textbooks.

 Additional Information

On the other hand Radio, Wikipedia and Encyclopaedia may bore the students because teachers can just provide information through these resources and students remain passive.

According to NCF 2005, the aim of teaching EVS is to make them aware of issues related to EVS. Socio-cultural issues related to water are one of the common issues today everyone is facing, so this can be effectively learned through Roleplay, Dialogue among students, and field trips. 

Key Points

• Role Play:- This issue can be effectively discussed through role play. A situation can be given on water issues, each student will be given a character, and the teacher can be a facilitator and guide them, the rest of the students can enjoy learning.
• Real dialogue among students is also effective because students can exchange dialogues that they have seen and experienced in the real life, people quarreling for water, people walking long distances to fetch water, etc.
• Field trips will also provide a real experience for the learners regarding issues related to water. They can visit a colony where people are facing water shortage and interact with them.

Thus, it is concluded that A, B and C is the correct answer.

Hint 

Demonstration and homework will be least effective to discuss topics like Socio-cultural issues related to Water because students' active participation can't be seen.

EVS textbook contains many units which are again based on different themes, those themes are ought to be explained through real stories of real people so that the learners get an authentic learning experience.

 Key Points

EVS textbooks contain real stories, narratives, and real events for the learning of EVS because

• They take the knowledge beyond the textbook.
• Rote memorization can be avoided.
• They are rich sources of information and learning because they contain a lot of real information which is not fiction.
• They not only inspire students but also teachers and the community, for example, if the narrative of some village getting "Nirmal gram puraskar" is included in the textbook it will be a source of inspiration for everyone.
• Students come to school with a lot of experiences these provide an opportunity to revisit experiences students are familiar with.

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

Hint 

They make learning easy for students but not the pedagogy of EVS easy for the teachers because teachers should always be one step ahead in planning the learning activities and approaches because they should be able to shift to another one if one doesn't work immediately.

Assessment is effective when it is designed specifically to help students improve their learning and for that, assessment needs to be more frequent and informal coupled with a timely feedback mechanism. This type of assessment is termed ‘Assessment for Learning.

 Key Points

The Approaches and Methods of Assessment for Learning:

• Teacher-led assessment (using a wide range of methods like written or verbal testing, interactions with students, assignments, observation of student activities, etc.).
• Learner self-assessment (self-reflection on own performance and others' judgments).
• Peer assessment (Assessment of classmates on the response and performance of the learner).
• Computer-based assessment (using specially designed software)

Hence, for consolidating the learning of EVS, the focus should be on Assessment for learning.

 Additional Information

A rubric is an assessment tool that indicates achievement criteria across all the components of any kind of student work, from written to oral to visual. It can be used for marking assignments, class participation, or overall grades. 

Key Points

Features of rubrics:

• a task description or a descriptive title of the task students are expected to produce or perform.
• a scale (and scoring) that describes the level of mastery.
• components/dimensions students are to attend to in completing the assignment/tasks.
• description of the performance quality (performance descriptor) of the components/dimensions at each level of mastery.

Hence,  the tool used by EVS teacher Raja is Rubric.

​

Additional Information

Self-assessment provides students with an opportunity to self-evaluate or make judgments about their learning process and products of learning, based on criteria that they have agreed on with their teacher.

 Key PointsSelf-assessment in EVS can be considered as 

• Assessment as learning begins only when students become aware of the goals of instruction and the criteria for performance and strive to achieve the goals. In the process they get involved in goal-setting, monitoring their progress, and reflecting on results.
• Learning about learning happens when a child realizes that the process and the method he/she is following to learn different concepts is wrong, then the child realizes mistakes and changes the process where learning about learning happens. Here also self-assessment is involved.
• Judgements about achievements and the outcome of learning provide an opportunity to self-evaluate or make judgments about their learning process and products of learning, based on criteria that they have agreed on with their teacher.

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

Hint 

Assessment of learning refers to those assessments – oral, performance, and written, or a combination of two or more of these modes – that occur at or near the end of an instructional unit or term. Here there are zero scopes for self-assessment.

EVS curriculum is built according to the abilities of students as the abilities of students enhance when they get promoted from one grade to another the topics in the EVS curriculum will also get complex. 

Key Points

• In the initial stages, children don't have enough ability to understand complex concepts directly.
• So EVS learning starts from simple topics and progresses toward complex ones.
• Simple topics act as a base to understand complex topics for children. So if the best has made it stronger then children have no trouble understanding complex topics.
• Simple to complex principle plays a very important role in the learning of EVS because the topics of EVS are also interlinked with each other.
• When the children are taught simple topics first and then are introduced to complex topics they get enough confidence as they already know simple ones.

Hence, Learning of EVS is based on the principle of simple to complex. 

 HintComplex to simple, global to local and abstract to the concrete are not to be followed in EVS learning because of the children are not being able to understand the abstract concepts directly in their initial stage.

The correct answer is 'Glaciers melt directly into the Ganga.'

Key Points

• Let's refer to the lines from the passage:
• 'In comparison with many other major world rivers, the Ganga is short, with a length of about 1,560 miles (2,150 km) for most of its course, the river is wide and its waters are slow-moving.'
• 'Monsoon plays a major role in the life of the Ganga river and in the lives of the people who live along its banks. The monsoon can cause terrible floods in the Ganga delta region. From its mountain source to its wide delta, the Ganga flows through a variety of ecosystems.'
• 'The main sources of the Ganga are Bhagirathi and the Alaknanda. The water in these rivers comes from glaciers high in the Himalayas. Melting glacial ice sustains the Ganga and its tributaries.'
• Upon the perusal of the above lines, it can be concluded that the water in the rivers Bhagirathi and Alaknanda comes from glaciers. However, there is no direct contact between the glaciers and Ganga. Option 3 is not true in the light of the passage above.

Hence,  Option 3 is the incorrect answer to the given question.

The correct answer is 'depend.'

Key Points 

• Rely means to need somebody/ something for help, support, depend, count, reckon, bargain, anticipate. 
• ​Example: Deepshikha says many entrepreneurs like her first of all rely on the job before going into any business to get some knowledge.
• Depend means being controlled or determined by, being able to trust, hang on, turn on, ride, and hinge
• ​Example: Dinika mostly depends on her servant name Ragini for cooking food and daily household work.

From the above meaning, it is evident that Depend is the same meaning as the word Rely.

Hence, option 2) Depend is the correct synonym of the word Rely.

Additional Information 

• Expect means to think or believe that something/somebody will come, anticipate, await, look for, and look forward to.
• Submit means to give a plan so that it can be studied and considered, bow, yield, offer, propose, advance, and relent.
• Promote means to encourage something, advance, further, assist, upgrade, and elevate.