CTET Paper 1 - 6th Jan 2022 (English-Hindi) (Previous Year Paper)

Development can be defined as a broad term that includes a series of qualitative and progressive changes.

• The development of human beings is divided into different stages such as Infancy, Childhood (Early & Late Childhood), Adolescence, and Adulthood.

Key Points

• Development of children proceeds from general to specific.
• General to Specific trend in motor organs is the progression from the entire use of the body to the use of a specific body organ.
• The child's responses are of the general sort before they become specific.
• The general activity precedes the specific activity i.e., the child moves his hands first randomly and then starts using his fingers specifically and takes complete control of his hand movements.
• For example, initially, infants can grossly hold a toy with both hands at about four months of age but after practice and time, twelve-month-old infants can hold smaller toys or food in each hand using a pincher grasp.

Hence, it could be concluded that the development of children proceeds from general to specific.

Hint

• Rest options are incorrect in the context as the development of children proceeds from concrete to abstract, head to toe (Cephalocaudal principle), and centre to extremities (Proximodistale principle).

Different upbringings set children on different paths and can deepen socioeconomic divisions, especially because education is strongly linked to earnings. Children grow up learning the skills to succeed in their socioeconomic stratum. 

Key Points

• Early childhood experiences can be very consequential for children’s long-term social, emotional, and cognitive development.
• And because those influence educational success and later earnings, early childhood experiences cast a lifelong shadow.
• Poorer parents have less time and fewer resources to invest in their children, which can leave children less prepared for school and work, which leads to lower earnings.
• The concept of diversity takes various forms and is incorporated into many aspects of our life. Diversity is found in religion, gender, culture, family structures, physical abilities, and economic background.
• Rich children are raised differently than poor children as childhood is not universal and there is a lot of diversity of childhoods.

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

Development refers to an increase in structure for better and enhanced functioning of organs. A child develops in an orderly sequence which is almost similar in all children.

• The rate and speed of development may vary in individual cases but the sequence of development patterns is almost the same in all children. Thus human development is based on certain principles.

Key Points

Child development takes place in two directions, one is from the head-to-foot direction and the second is from near to distant  (center of the body to the peripheral).

Sequential pattern of development can be seen in two directions:

• Cephalo-caudal sequence: It means that development spreads over the body from head to foot, i.e. individual begins to grow from head region downwards.
• For example, The child first gains control on her head, then she could catch hold of objects, sit, crawl, and later she could stand and walk.
• Proximodistal sequence: It means that the development proceeds from the central part of the body towards the peripheries. In this sequence, the spinal cord of the individual develops first, and then outward development takes place.
• For example, the child could use her arms before her hands and use her hands before she could control the movement of her fingers.
• Children learn to grasp large things with hands before learning to pick up a pea using a pincer grasp.

Thus, it is concluded that the above-mentioned situation illustrates the proximo-distal principle.

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.

Key Points

• Children learn knowledge, skills, values, and customs of the society from their parents only is a false statement as socialization has 4 major agents namely family, school, peers, and mass media and children learn the social skill from all agents.
• The socialization of children is a simple and linear process is a false statement as socialization is a complex process in which several agencies influence children during various times in their life-span.

Hence, it is clear that both (A) and (R) are false.

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.
• They begin to think symbolically. During the Symbolic play, children can create mental images of objects and store them in their minds for later use. For example, such a child can draw a picture of or pretend to play with a puppy that is no longer present there.
• In this stage, the child faces problems with the irreversibility of thought, concept of conservation, and struggles with the idea of centration.

Hence, it is clear that children in the Pre-operational stage have symbolic thinking but do not realize that actions can be reversed and their judgments are based on the immediate appearance of things. 

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.
• 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. Children show attainment of the concept of reversibility, seriation, and transitivity as a cognitive capacity. Reversibility is the understanding that a child develops to know that things that have been changed can be returned to their original state.
• 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.

"Jean Piaget", a Swiss psychologist, is famous for his work on child development. He made a systematic study of cognitive development in his theory that is categorized in four stages.

Key Points

• 'Preoperational period' lasts around 2 to 6 or 7 years of age.
• In this stage, the child assumes that other people feel, see, and hear exactly the same as the child does.
• In this stage, the child faces problems with the irreversibility of thought, the concept of conservation, and struggles with the idea of centration.
• For children who are in the pre-operational stage, teachers should use concrete props and a lot of audio-visual materials as they are able to understand the concrete things to some extent and not the abstract ones.
• Audio-visual material maximizes their learning with the help of the auditory and visual system and makes the teaching-learning process easy and interesting for learners.

Hence, it could be concluded that for children who are in the pre-operational stage, teachers should use concrete props and a lot of audio-visual materials.

Additional Information 

Piaget’s Four Stages of Cognitive Development:

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

• 'Lev Vygotsky', a Soviet psychologist, has propounded the "Socio-cultural Theory". This theory implies the idea that social interaction plays a crucial role in the learner's development.
• According to Vygotsky, social interaction is the primary cause of learners' development as his theory emphasizes that children learn through interaction and collaboration with skilled and knowledgeable people.

Key Points

• In his theory, Vygotsky proposed the term 'scaffolding' which refers to providing prompts and cues to children according to their individual needs.
• A teacher can scaffold the child by adjusting the support offered to a child to fit the child's current level of performance and to help her to reach her zone of proximal development.
• Through scaffolding, required assistance and temporary support are imparted to the children to enhance their learning skills.

Hence, it could be concluded that providing prompts and cues is a correct example of scaffolding.

Hint 

• Zone of Proximal Development (ZPD) refers to the difference between what a learner can do on his/her own and what he/she can do with someone's help.

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

Key Points

• Lev Vygotsky believed that knowledge is co-constructed in a zone of what the child can do independently and with support from others.
• To support this belief, he proposed the concept of 'zone of proximal development' or 'ZPD'  which refers to the:
• difference between what a learner can do on his/her own and what he/she can do with someone's help.
• distance between learners' actual development level and their level of development under someone's guidance.
• range of tasks too difficult for the child to do alone, but possible with the help of adults and more skilled peers

Hence, it could be concluded that Lev Vygotsky believed that knowledge is co-constructed in a zone of what the child can do independently and with support from others.

Additional Information 

Other Important Terms Proposed by Vygotsky in his 'Socio-cultural Theory':

• Scaffolding: It refers to a process through which temporary support is imparted to the learners to enhance learning to achieve goals.
• More Knowledgeable Other(MKO): It refers to a person with a higher skill level and a better understanding of the concepts than the learners.

Lawrence Kohlberg, an American psychologist, has propounded the Theory of Moral Development.

• He defined three levels of moral development: pre-conventional, conventional, and post-conventional. Each level has two distinct stages.

Key Points 

Level 3: Post-Conventional Morality: During the post-conventional level, a person’s sense of morality is defined in terms of more abstract principles and values. People now believe that some laws are unjust and should be changed or eliminated. The last level consists of stages five and six of moral development. According to Kohlberg, very few people are able to reach this level. 

• Stage V (Social contract and Individual rights)- In this stage, the individual or child understands that different people and communities may hold different views and laws. Laws of the society are not rigid and should be changed with the change in the time and needs of the society.
• Stage VI (Universal Ethical Principles orientation) - Individuals judge morality based on some universal principles that transcend beyond society's rules and regulations. Individuals reason that human rights and justice is most important even if they go against societal laws.

Additional Information 

Other Levels and Stages of moral development:

​Level 1: Pre-conventional Morality:- During the pre-conventional level, a child’s sense of morality is externally controlled. Children accept and believe the rules of authority figures, such as parents and teachers, and they judge an action based on its consequences. It consists of the first two levels of moral development. Here morality is judged based on the standards of adults and the consequence of an action.

• Stage I (Obedience and Punishment Orientation) -  An action is immoral if it is punished by the authority. Children in primary schools follow this stage. At this stage, children have the fear that if they are not following the obedience principle, they get punished by the teachers or parents.
• Stage II (Individualism and Exchange) - This stage is self-interest driven and children understood for the first time that different individuals may have different viewpoints. An action is considered morally correct if it is in the best interest of the individual.

Level 2: Conventional Morality:  During the conventional level, an individual’s sense of morality is tied to personal and societal relationships. Children continue to accept the rules of authority figures, but this is now because they believe that this is necessary to ensure positive relationships and societal order. This level consists of stages three and four. 

• Stage III (Good boy-good girl orientation) - Intention of the actor is more important in terms of judging the moral values. If the intention is to gain the consensus of others or approval of the society then the actor will be judged morally right. This stage is also followed by the children at the primary level. At this stage, the children have the ideology of a good boy good girl attitude. Example: I better not drink and drive because my friends will think less of me and I, in turn, will think less of myself.
• Stage IV (Authority and social-order maintaining orientation) - Judgment of morality is based on one's duty, law, and social order. actively maintaining the current social system ensures positive human relationships and societal order. Example: I am personally against the war, but would never publicly protest it on campus without the administration's permission.

Thus, it is concluded that at the Universal Ethical Principles orientation stage of Lawrence Kohlberg's moral development theory, individuals reason that human rights and justice is most important even if they go against the societal laws.

Education is a progressive developmental process that aims at the creation of new values, social adjustment, and harmonious development. 

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

Key Points

Primary characteristics of progressive classroom: 

• In a progressive classroom, learning is a social process as progressive education emphasizes that knowledge is generated through direct experiences and collaboration with teachers and peers.
• It emphasizes to use of flexible curriculum, flexible timetables, flexible mode of assessments, and seating arrangements to provide the students with a democratic environment to make them feel comfortable in acquiring new knowledge and information.
• Progressive education also focused on developing critical thinking and problem-solving skills among the learners by enabling them to think or analyze the concepts beyond traditional ways.
• It is based on the belief that education should primarily serve the needs of children and focus on understanding, action, and experience rather than rote knowledge and memorization.

Hence, it is concluded that in a progressive classroom, learning is a social process.

Intelligence refers to the capacity to acquire and apply knowledge. It is the ability to solve problems, learn from experiences, and apply knowledge to deal with new situations.

Key Points

• 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 as each individual possesses different kinds of intelligence.
• 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.

Important Points The nine types of intelligence as given by Gardner:

• Linguistic Intelligence refers to the ability to use language. It is the capacity to use spoken and written words in a skilled way.
• Logical-mathematical intelligence is the ability to use logical reasoning and mathematical ability. Individuals high 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.
• Naturalistic Intelligence is the ability to recognize and understand the various patterns in nature. It includes sensitivity to nature with all its features including flora, fauna, and all biodiversity.
• Existential Intelligence: Gardner added existential intelligence as the ninth intelligence which refers to the sensitivity and capacity to tackle deep questions beyond sensory data and about human existence. It concerns the ‘big picture’ in life and the ultimate truth of life. Cosmologists and philosophers

Hence, it is clear that according to Howard Gardner 'each individual possesses different kinds of intelligence' is a correct statement.

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

• This Policy proposes the revision and revamping of all aspects of the education structure, including its regulation and governance, to create a new system that is aligned with the aspirational goals of the 21^st century.

Key Points

• National Education Policy 2020 proposes that children in primary grades should be taught in their Mother tongue/Home language.
• This policy promotes multilingualism as multilingual education stresses using a student's mother tongue, or native language, to teach students and to make learning effective.
• Classrooms that use multilingual education use various strategies to help students learn in their native languages.
• Multilingualism enhances creativity, divergent thinking, and appreciation of local languages.

​Hence, we can conclude that at the primary level, National Education Policy 2020 proposes Mother tongue/Home language as the medium of instruction across the nation.

Constructivism is centered on the idea that human knowledge and learning is actively constructed by the learner, not passively received from the environment.

Key Points

• Social constructivism is founded on the thesis that social processes are central to learning and cognitive development. It regards knowledge as a social construct and prioritizes the social aspects of learning and cognitive development.
• Some of these social aspects are language, culture, everyday practices, material objects, interpersonal interaction, peer interaction, tools, and symbols.
• Flexible curriculum, flexible timetables, flexible mode of assessments, flexible seating arrangement, learners working in groups, etc. are characteristics of a Socio-constructivist classroom.
• It emphasizes providing students with a democratic environment to make them feel comfortable in acquiring new knowledge and information.
• Socio-constructivist classroom lays emphasis on collaborative learning which refers to a situation in which two or more people learn or attempt to learn together in a group.
• It is a method of teaching and learning in which students and teachers team together to explore a significant question or create a meaningful project.

​Hence, it is concluded that flexible seating arrangements, learners working in groups, are characteristics of a Socio-constructivist classroom. 

Hint 

• Teacher centric classroom ensures the active involvement of teachers while the learners passively listen to the teacher.
• Textbook centric classroom is entirely based on the use of textbooks and all the rules should the dictated by the teacher.
• Behaviouristic classroom emphasizes that behavior begins with reflexes, i.e., natural responses, and new behavior results from the acquisition of new bonds of stimulus and response through experiences.

Individual difference refers to the difference which distinguishes an individual from another on the basis of psychological characteristics. Individual differences could be seen in all domains of development such as physical, emotional, mental, etc.

Key Points

• Engaging and contextual pedagogy would enable a teacher to cater to individual differences among learners in her class.
• 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.
• Engaging and contextual pedagogy makes education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-centered, discussion-based, and, of course, enjoyable.
• Under engaging and contextual pedagogies, the teacher emphasizes the use of contextual materials so the students could relate words in the context. Using such materials develop contextual understanding in depth.

Hence, it could be concluded that engaging and contextual pedagogy would enable a teacher to cater to individual differences among learners in her class.

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

• This Policy proposes the revision and revamping of all aspects of the education structure, including its regulation and governance, to create a new system that is aligned with the aspirational goals of the 21^st century.

Key Points

• NEP 2020 focuses on regular, formative, and competency-based assessment, promoting learning and development of students and testing higher-order skills (analysis, critical thinking, conceptual clarity, etc.).
• The aim of assessment according to National Education Policy 2020 is to support children in the process of learning as the primary purpose of the assessment is indeed for learning.
• It will help the teacher and student, and the entire schooling system, continuously revise teaching-learning processes to optimize learning and development for all students. This will be the underlying principle for assessment at all levels of education
• The goal of NEP-2020 is to transform the culture of assessment. The progress card of all students for school-based assessment, which is communicated by schools to parents, will be completely redesigned by States/UTs under guidance from the proposed National Assessment Centre, NCERT, and SCERTs.
• The progress card will be a holistic, 360-degree, multidimensional report that reflects in great detail the progress as well as the uniqueness of each learner in the cognitive, affective, and psychomotor domains.
• It will include self-assessment and peer assessment, and progress of the child in project-based and inquiry-based learning, quizzes, role plays, group work, portfolios, etc., along with teacher assessment.

Hence, we can conclude that the aim of assessment according to National Education Policy 2020 is to support children in the process of learning.

Inclusion is a part of Inclusive Education that is a new approach towards educating children with disabilities and learning difficulties with that of normal ones within the same roof.

Important Points

• Inclusion is an umbrella term that refers to embracing all students irrespective of their social identities by including each and every category of children in the educational system, regardless of their differences and disabilities.
• It values the diversity, each child brings to the classroom and facilitates all with equal opportunities to learn and grow.

Key Points 

Basic Principles of Inclusion:

• Equity and equal opportunities for all.
• Well constructed educational plan.
• Acceptance of individual differences
• Use of multilingualism as a resource.
• Use of specific pedagogical strategies.
• Sensitization towards individual differences.
• Embracing all students irrespective of their social identities.

Hence, it could be concluded that Inclusion means embracing all students irrespective of their social identities.

Diversity in classrooms across the nation has continued to increase. But the curriculum delivered in those classrooms doesn’t always follow a pattern. This leaves many students feeling disconnected, disengaged, and disinterested in the educational process⁠ which can have serious, lifelong consequences.

• ​Inclusion implies a radical reform of the school in terms of conviction and philosophy followed by curriculum, assessment, pedagogy, grouping of pupils, and the school environment and ethos.
• It is based on a value system that welcomes, respects, and celebrates diversity arising from culture, gender, nationality, race, language of origin, social background, religion, class and caste, level of educational achievement, disability, etc.

Key Points

Effective strategies for successful inclusion of students belonging to diverse cultural backgrounds:

• Acknowledge and respect every student as every student brings unique cultural strengths to the classroom.
• Practice cultural sensitivity in the classroom as recognizing and nurturing cultural strengths not only encourages success but also promotes an open-minded, supportive environment that celebrates cultural differences.
• Incorporate diversity in the content of teaching to create a powerful connection between classroom lessons and diverse student backgrounds.
• Practicing culturally responsive pedagogy at every stage of the learning process to design and deliver culturally responsive lessons.

Hence, it is clear that for the successful inclusion of students belonging to diverse cultural backgrounds, giving priority to the experiences of dominant groups should be avoided by the teacher.

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

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

Key Points

Dyslexia: 

• Dyslexia is a condition in which a child/student faces persistent challenges in reading the text and comprehending the long passages because of frequently omitting substitutes or reversing the letters and words while reading.
• When they face difficulty in reading, they can not spell the words properly and are unable to write them accurately as well.
• Students having dyslexia get confused between similar words, sounds of alphabets, and the same shapes of letters.
• Also, they will have problems in interpreting and understanding the letters and words. For example, the students can get confused between "69" and "96", and also they may read "saw" as "was".

Hence, it could be concluded that Dyslexia is primarily associated with difficulty in reading.

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

• Inclusivity is maintained when all members of a group are able to participate in its activities, which means, the provisions made are considerate of all members and not just those from specific groups or, with special abilities, disabilities, and/or needs.
• ​Inclusion implies a radical reform of the school in terms of conviction and philosophy followed by curriculum, assessment, pedagogy, grouping of pupils, and the school environment and ethos.

Key Points

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

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

Thus, it is concluded that providing several alternatives for receiving information is an effective strategy for ensuring the inclusion of students with learning disabilities.

Exceptional children are those who deviate from the normal population and need special education services to meet their needs. It includes children who are gifted, backward, creative, learning disabled, etc.

• A gifted child is essentially exceptional and displays consistently remarkable performance in physical or cognitive aspects and exhibits superiority in general intelligence levels.
• These children have divergent thinking and are very curious in nature that's why sometimes the classroom seems monotonous to them because they grab things fastly than of their age-peers.

Key Points

The set of characteristics that define gifted students include:​

• They absorb information quickly and accurately and retain the concept for a longer period.
• They can construct and handle the higher level of abstractions.
• They always remain alert, keenly observe things and respond quickly.
• They can follow complex directions easily and can handle more than one idea at a time.
• They have great intellectual curiosity, creativity, and imagination to create and investigate.
• They have a habit of asking truth-searching questions because they have a thirst for knowledge.
• They learn quickly and have the ability to abstract reasoning and see relationships between ideas and events.

So, it is clear that Students with giftedness absorb information quickly and accurately.

Jerome Bruner's research on thinking is based on his interest in educational approaches that "encourage the development of thinking".

• Bruner's emphasized the importance of understanding and the need for active learning as the basis for true understanding, and the value of reasoning in learning.

Key Points-

• The term inquiry learning is interchangeable with discovery learning. Discovery learning is coined by "Jerome Bruner".
• The purpose of this type of learning is to develop students' thinking skills. Discovery Learning encourages students to actively use their "intuition", "imagination", and "creativity".
• Bruner suggested that teachers should encourage learners to think and guess with the help of some incomplete sentences, tasks, or situations.
• Guesses of learners may be right or wrong but they should be promoted. Teachers should not discourage wrong guesses, because through guessing only you can develop intuitive thinking among learners.

Hint 

• A teacher should not ignore, punish or restrain her students for making intuitive guesses to answer a question because it will hinder students' ability of thinking and using reasoning.

Hence, we can conclude that a teacher should encourage her students for making intuitive guesses to answer a question.

The "5E Model" is based on the constructivist theory of learning, which suggests that people construct their knowledge and meaning from their experiences.

• Students construct their new knowledge with previous ideas. The 5 E method is a constructivist model of learning.
• It includes five stages: Engage, Explore, Explain, Elaborate, and Evaluate.

Key Points 

Helping students to elaborate on a recently learned concept teacher should follow these steps: 

• Engage: In this stage, students are interested and get them personally involved in the lesson, while pre-assessing prior understanding.
• Explore: In this stage, students get involved in the topic, providing them with a chance to build their own understanding. They create examples and non-examples of the concept.
• Explain: In this stage, students get an opportunity to communicate what they have learned so far and figure out what it means.
• Elaborate: In this stage, students are allowed to use their new knowledge and continue to explore its implications. They find out the relations between various sub-concepts.
• Evaluate: In this stage, both students and teachers determine how much learning and understanding has taken place and **apply the acquired information to new problems. **​

Additional Information 

• While helping students to elaborate on a recently learned concept teacher should avoid writing on board and asking students to copy the same without understanding. He should not focus on rote learning.
• The teacher should construct students' knowledge by using various methods like giving examples and non-example in class, using students' previous knowledge to create new concepts.

Hence, we can conclude that writing on board and asking students to copy the same without understanding should be avoided while helping students to elaborate on a recently learned concept.

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

• The curriculum is not a textbook, nor the materials, videos, and worksheets that help us instruct students. It is the knowledge and skills that students are expected to learn as they progress through the school system.

Key Points-

• The curriculum should be flexible and adaptable as there are constant changes in the challenges and needs of societies.
• The curriculum should adapt combined teaching strategies, flexible scheduling, individualized instruction, mastery learning, large and small group instruction, individualized tutorials, and cooperative learning.
• The curriculum should be connected to students' social context because they learn from their surroundings and learning is a cognitive process that takes place in a social context and occurs through observation and interaction.
• If the curriculum is connected with social context then students will learn in their natural environment and **students' failure can be minimalized effectively.**​

Hint 

• The curriculum should not highly challenging and complex, it should be flexible and as per the needs of students. The curriculum should relevant to student's everyday life.
• It should move from concrete to abstract as the acquisition of new knowledge may become a simpler task when it is supported with concrete examples, objects, and events.

Hence, we can conclude that students' failure can be minimalized by implementing a curriculum that is connected to their social context.

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

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

Key Points

The process of meaningful learning needs to be mediated by:

• personal philosophy and perspective of the learner.
• giving space to children's views and experiences.
• hands-on activities through which child gains quality experience.
• learners' active involvement to boost their understanding of the concept.
• learner's needs and purposes to nurture their curiosity and interest in learning.

Important Points 

For meaningful learning to take place, it is important to give space to children's views and experiences as it will help in:

• meeting their diverse learning needs.
• gaining a better understanding of concepts.
• connecting subject matter to their previous knowledge.
• assimilating practical knowledge by applying theoretical one.

Hence it could be concluded that for meaningful learning to take place, it is important to give space to children's views and experiences.

The "5E Model" is based on the constructivist theory of learning, which suggests that people construct their knowledge and meaning from their experiences.

• Students construct their new knowledge with previous ideas. The 5 E method is a constructivist model of learning.
• It includes five stages: Engage, Explore, Explain, Elaborate, and Evaluate.

Key Points

While teaching a new concept to students, the teacher should follow these steps: 

• Engage: In this stage, students are interested and get them personally involved in the lesson, while pre-assessing prior understanding.
• Explore: In this stage, students get involved in the topic, providing them with a chance to build their own understanding. The teacher presents examples and non-examples of the concept.
• Explain: In this stage, students with an opportunity to communicate what they have learned so far and figure out what it means.
• Elaborate: In this stage, students allow to use their new knowledge and continue to explore its implications. They find common attributes among given examples.
• Evaluate: In this stage, both students and teachers determine how much learning and understanding has taken place, they relate the new content with previous knowledge and apply the acquired information to new problems. ​

Hint 

• The teacher should proceed from simple to complex as it emphasizes that simple concepts should be introduced first and the difficulty level should be increased gradually.

Hence, we can conclude that presenting complex concepts first and then moving to simpler ones should be avoided by a teacher while teaching a new concept to students.

"Metacognition" is an awareness of one's thought processes and an understanding of the patterns behind them. Metacognition can take many forms, such as reflecting on one's ways of thinking and knowing when and how to use particular strategies for problem-solving.

• There are generally two components of metacognition: (1) knowledge about cognition and (2) regulation of cognition

Key Points-

• Metacognitive skills are skills and abilities that assist with monitoring, evaluating, and regulating the cognitive aspect of learning processes.
• Metacognition is the process of thinking about "one’s own thinking". It’s self-knowledge: the knowledge of your own mind and its processes.
• Metacognition skills are important because they allow us to recognize our own internal cognitive processes and how those processes work.
• This intellectual self-reflection can apply to any task, including reading comprehension, writing, and solving math problems.

So, if after answering the questions based on recall of specific information, a student is reflecting on what cues helped her then the student is developing metacognition because she is monitoring her thinking by herself.

Hint

• Delayed imitation: According to Piaget deferred or delayed imitation is one of the functions that develops in the pre-operative period (from 18 months to 6 years) and that gives rise to the symbolic function. Delayed imitation is the belated repetition of a behavior at a later time than it actually occurred
• Ego-centrism: Egocentrism refers to someone's inability to understand that another person's view or opinion may be different than their own.
• Over-justification: Over-justification means when someone tries to give excessive justification on any information.

The word "Algorithm" means “a process or set of rules to be followed in calculations or other problem-solving operations”.  An algorithm refers to a problem-solving methodology that entails step-by-step instruction, which one can follow to achieve the desired outcome. 

Key Points- 

• An algorithm refers to a set of rules that "step-by-step" define how a work is to be executed in order to get the "expected results".
• It can be understood by taking the example of cooking a new recipe.
• To cook a new recipe, we read the given instructions and follow the steps and execute them one by one, in the given sequence.
• The result thus obtained is the new dish cooked perfectly. So, A step-by-step prescription for achieving a goal is called an "algorithm".

Educational implications of Algorithms:

• It is easy to understand so teachers can use it in the teaching-learning process.
• The algorithm is a step-wise representation of a solution to a given problem. It will help in developing problem-solving skills
• In an algorithm, the problem is broken down into smaller pieces or steps hence, it is easier for the programmer to convert it into an actual program.

Hence, we can conclude that a step-by-step prescription for achieving a goal is called an algorithm.

Hint

• Heuristics: “Heuristic method” has been given by "Armstrong".  This method refers to finding the best possible solution to a problem quickly, effectively, and efficiently. The heuristic technique is a way of solving the problem that uses a process that isn’t guaranteed to be optimal or perfect but is sufficient to achieve a short-term goal or immediate result.
• Means-end analysis: Means-end heuristics is a problem-solving technique that was introduced by "Newell and Simon". The means-end analysis is a creative problem-solving technique used in Artificial Intelligence applications for a quite long time.
• Mnemonics: Mnemonics help us remember facts and are particularly useful when the order of things is important.  A mnemonic strategy that helps encode new information is to connect it with something else that you already are familiar with or know. This gives it meaning and makes it easier to remember.

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. It creates the ideology of 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 native and intuitive understanding about 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 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 students represent their native and intuitive understanding about concepts.

Student pride is important for two reasons:

• First, pride indicates that students are a part of the learning process, not merely observers.
• Second, students who have pride in their work and in their school actually tend to be more involved in school and earn better experience.

Key Points-

• When students better understand the expectations, they are more likely to feel confident and strive to achieve the goal.
• Students should have goals, no matter how small. Accomplishing these goals instills pride. When Students get success by their own efforts, they feel proud.

Hence, we can conclude that when success is seen as caused by oneself is likely to cause pride among students.

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

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

Key Points

Let's Understand in Brief:

Hence, it could be concluded that 'I should study because it is important to understand the concept is an example of Intrinsic motivation.

Calculation:      

Now, 25347 = 253 × 100 + 47

Total hundreds are there in 25347 is 253

Alternate Method 

We make 25347 terms in hundreds, 

In hundreds 

∴ In this 25347, 253 hundreds total hundreds.

Calculation:   

10, 11, 12, 13, 14 .................... 99

24 × 4 = 96

The number should be between 96, 97, 98, 99

∴ Ones and tens digits are equal so the number 99.

The correct option is 4 i.e. 99

Given:

Number = 276875

Formula Used:

Place Value: It is the position of the digit. For example, in the digit 789, 9 is at the unit place, 8 is at the ten's place and 7 is at the 100's place. It means that we can write 789 = 700 + 80 + 9.

Face value is simply defined as the digit itself within a number. For example, the Face value of 5 in 350 is 5.

Calculation:

The place value of 7 in 276875 is 70 and 70000

Difference = 70000 - 70 = 69930

Calculation:

The product of 0.013 and 0.07 = 0.013 × 0.07

⇒ 13/1000 × 7/100

⇒ 91/100000

⇒ 0.00091

Given:

Total children = 30 + 25 + 35 + 10 = 100

Children liked milk = 30

Children liked coffee = 25

Children liked Tea = 35

Children liked Lemonade = 10

Calculation:      

Fraction of children like Milk = 30/100 = 3/10 of the total number of children

Fraction of children like Coffee = 25/100 = 1/4 of the total number of children

Fraction of children like Tea = 35/100 = 7/20 of the total number of children

Fraction of children like Lemonade = 10/100 = 1/10 of the total number of children

The correct option is 2 i.e. Children who like coffee are one-fourth of the total number of children.

Calculation:   

The angle between two digits = 30° 

⇒ At 2'o clock one hand will be on 12 and second hand will be on 2 So, 30° × 2 = 60° 

∴ At 2'o clock angles between hands will be 60°.

The correct option is 3 i.e. 60°

Calculation:  

Option:1   

1 dozen = 12 items

⇒ 16 dozen = 16 × 12 = 192 items

Cost of each item = Rs.18.50

⇒ Cost of 192 items = 18.50 × 192 = Rs.3,552

Option: 2

Cost of 1 packet = Rs. 21.50

⇒ Cost of 170 packets = 21.50 × 170 = Rs.3,655

Option:3

1 dozen = 12 items

⇒ 12 dozen = 12 × 12 = 144 items

Cost of each item = Rs. 25

⇒ Cost of 144 items = 25 × 144 = Rs. 3,600

Option:4

Cost of 1 packet = Rs.16.50

⇒ Cost of 220 packets = 16.50 × 220 = Rs. 3,630

∴ She should spend the least amount by choosing option 1

The correct option is 1 i.e. 16 dozen times at Rs. 18.50 each

Calculation:

The difference in length from week 1 to week 2 = 2.7 - 0.5 = 2.2

The difference in length from week 2 to week 3 = 5.8 - 2.7 = 3.1

The difference in length from week 3 to week 4 = 8.6 - 5.8 = 2.8

The difference in length from week 4 to week 5 = 11.5 - 8.6 = 2.9

The correct option is Week 2 to week 3 i.e. 3.1

Concept:

Cube: A cube has 6 square faces.

Cylinder: A cylinder has  2 circular and 1 Rectangular face.

Cuboid: A cuboid has 6 rectangular faces.

Sphere: A sphere has only 1 face.

Calculation:

The number of faces in a cube, cylinder, cuboid and sphere respectively are 6, 3, 6 and 1.

The correct option is 4 i.e. 6, 3, 6, 1

Calculation:

7/8 = 0.875

1/3 = 0.33333

9/10 = 0.9

3/11 = 0.272727

17/24 = 0.70833

26/29 = 0.8965

∴ 7/8 > 17/24 > 1/3

The correct option is 3 i.e. 17/24

Alternate Method

Equivalent fraction of 7/8 

⇒ 7/8 × 3/3 = 21/24

Equivalent fraction of 1/3 

⇒ 1/3 × 8/8 = 8/24

⇒ 21/24 > 17/24 > 8/24

∴ 7/8 > 17/24 > 1/3

The correct option is 3 i.e. 17/24

Given:

The average height of five friends = 150 cm

Formula Used:

Average = Sum of all items/Number of items 

Calculation:      

Average = Sum of all items/Number of items 

Let assume height of fifth friend is 'x' cm

Now,

150 = \(\frac{153 + 150 + 151 + 147 + x}{5}\)

By cross-multiplication

⇒ 750 = 601 + x

⇒ x = 149 cm

∴ The height of fifth friend is 149 cm.

The correct option is 2 i.e. 149 cm

Given:

Calculation:      

Run scored by Team A < Run scored by Team B

⇒ Team B scored 8 runs (834 - 826  = 8) more than Team A.

∴ Team B won the match by 8 runs.

The correct option is 4 i.e. Team B, 8 runs

Given:

Start time = 5:30 am of previous day

End time = 21:50 of next day

Formula Used:

Elapsed Time = End time - Start time

Calculation:   

Hours elapsed on 28^th september 2021

5:30 am - 12:00 pm = 6 hours 30 minutes

12:00 pm - 12:00 am  = 12 hours

⇒ Total elapsed time =  12 hours + 6 hours 30 minutes = 18 hours 30 minutes

Hours elapsed on 29^th September 2021

12:00 am - 9:50 pm = 21 hours 50 minutes

⇒ Total elapsed time = 21 hours 50 minutes 

Total travel time = 18 hours 30 minutes + 21 hours 50 minutes = 40 hours 20 minutes 

∴ Total travel time is 40 hours 20 minutes

The correct option is 1 i.e. 40 hours 20 minutes

Concept:

Divisibility by 6: If a number is divisible by 2 and 3 both, then the number will be divisible by 6.

Divisibility by 2: All even numbers are divisible by 2.

Divisibility by 3: If the sum of all digits of a number is divisible by 3, then the number is divisible by 3.

Calculation:      

If a number is multiple of 5 and 7 but not of 6, then the number should be LCM of 5 and 7 and multiple of LCM.

LCM of 5 and 7 is 35

Multiples of 35 is 35, 70, 140, 210, 280, 350, 420, 490, 560, 630, 700

Option:1 

210 is a multiple of 5 and 7.

210 is divisible by 2

2 + 1 + 0 = 3, 210 is divisible by 3

⇒ 210 is divisible by 6

Option:2 

280 is a multiple of 5 and 7

280 is divisible by 2

2 + 8 + 0 = 10, 280 is not divisible by 3

⇒ 280 is not divisible by 6.

Option 3:

630 is a multiple of 5 and 7

630 is divisible by 2.

6 + 3 + 0 = 9, 630 is divisible by 3. 

⇒ 630 is divisible by 6.

Option: 4

420 is a multiple of 5 and 7 

420 is divisible by 2.

4 + 2 + 0 = 6 is divisible by 3.

⇒ 420 is divisible by 6.

∴ 280 is multiple of 5 and 7, but not 6 

The correct option  is 2 i.e. 280

Calculation:    

Option 1:  

Option 2: 

Option 3:

Option 4:

H have both horizontal and vertical lines of symmetry

The correct option is 3 i.e. H

Mathematics involves many topics which again contain many activities and concepts which together are termed as curriculum.

Key Points

• (A): A mathematics curriculum should be coherent: This is true because a mathematics curriculum should be coherent which means clear and unambiguous to understand. Then only teachers get an idea and understanding of where to start and how to proceed, in the same manner, children also can know the exact flow of the concepts and grasp the content shared by the teacher.
• (R): Students can see how one mathematical idea connects with another, thus enabling them to develop new understandings and skills. This is also true and the correct explanation to the previous one because when the mathematics curriculum is coherent and clear students can connect with the pattern and flow of concepts one after another progressing from basic to advance thus enabling them to develop a new understanding and skills.

Hence Both (A) and (R) are true and (R) is the correct reason for (A).

According to constructivists, learning is essentially a question of understanding or

'making sense'.Here the teacher bases her further steps on the responses of the children, not necessarily continuing with whatever she had decided earlier. Even the tasks to be taken up in the classroom have arisen from the context that children are aware of and those that they articulate.

Key Points

Features of constructivist classroom

• Firstly, and most importantly, the teacher is only a facilitator. She believes that the children and she have equal roles in the teaching-learning process.
• A constructivist mathematics classroom reflects the idea that the teacher is not

the only source of ideas. Problems, in this approach, are a means to introduce and

understand concepts and to share one's understanding with peers.

• In the constructivist approach, the tasks that are constructed or the problems that

are formulated are also very different. The teacher, in these classrooms, plans out tasks carefully, and then allows children freedom of ideas and time to work at them.

• **In a constructivist classroom,  the materials would be used by the children as an aid for them to explore the world and discover ideas through contexts that they relate to.**​​

​As in option 3 students are asked to sort the different objects given to them according to their attributes like color, shape, size, weight, etc. This activity reflects the constructivist approach followed by the teacher.

Hence option 3 is the correct one.

Additional InformationSolving problems, teacher giving instructions, and copying are not traits of constructive approach.

The textbook is considered to be the first and foremost teaching and learning resource for both students as well as teachers. 

Key Points

Characteristics of a good primary textbook

• The content should be interesting and motivating and cover a range of subjects.
• Concepts should be linked to the daily life experiences of children.
• Personalized texts that relate to the learner's actual life and the use of language in such situations should be there.
• The difficulty level should ensure that the text is challenging and introduces new levels of proficiency.

​The teachers and students should be very clear about the task set and the expectations from them.​​​​​​​​​​​

• The concepts should be introduced with concrete examples wherever possible.

Hence options A & D are correct.

It is echoed in the National Curriculum Framework 2005, “Developing children’s abilities for mathematization is the main goal of mathematics education.” It includes a way of doing things, and the ability and the attitude to formulate and solve problems”.

Key Points

• Tessellations: A tessellation is when a geometric shape (or tile) repeats itself over and over again, covering a 2D or 3D surface without any gaps or overlaps. There are different styles of tessellations depending on the shapes used. These can be used in mathematics to generate fun along with learning where the children would be active.
• Fractions: A fraction is showing apart from a whole, this is also a topic which is included in the primary stage because it is a basis for many concepts like percentage and unitary method which come in higher classes.
• Regular 2-D shapes are also introduced in the primary stage itself to make sure that students get an idea about various geometric shapes and relate the shapes with real objects they come across in the real life.

Important Points

• Linear equations are the concept that is not included in the primary curriculum as the cognitive abilities of children at the primary stage are not developed enough to grasp concepts like a linear equation.

Hence linear equations are not a part of the primary school curriculum

Mathematics pervades all aspects of our lives. Any person, he/she may be a farmer, daily labourer, artisan, teacher or a scientist uses the principles of mathematics in his/her day to day activities at different situations.

Key Points

Nature of mathematics:

• Mathematics is logical. All concepts of mathematics i.e. arithmetic, algebra and analysis can be defined in terms of concepts of logic which includes both inductive and deductive reasoning.
• Mathematics is symbolic: Mathematics has its own set of symbols, words, and language.
• Mathematics is precise: Precision is another important nature of mathematics. The term precision means ‘accuracy’ and ‘exactness’.
• Mathematics is hierarchical: Mathematical concepts are arranged in a hierarchical manner.
• Mathematics is study of structures: The word structure means "arrangement, composition, configuration, form, order or system”.
• Mathematics aims at abstraction: Abstraction is essential in mathematics. It is one of the amazing features of mathematics. This nature of mathematics gives rise to the development of new areas of mathematics like algebra.​​Hence, option 2 is not true about nature of mathematics.

The position paper on mathematics for the National Curriculum Framework asserts

that “our vision of excellent mathematical education is based on the twin premises

that all students can learn mathematics and that all students need to learn mathematics. It is therefore imperative that we offer mathematics education of very high quality to all children."

Key Points

In the above example, the child has not constructed the concept of place values so

• Place value concept should be reintroduced to the child using materials used in daily life.
• The concept should be progressed from basic to advanced ones, tens, and hundreds likewise.
• The concept of base 10 and place value should be strengthened using concrete materials.
• Providing opportunities to count by groups of 10's and 100's.
• Practice using multiple objects should be done before dealing with the numbers.

​Hence The concept of base 10 and place value should be strengthened using concrete materials that are most appropriate for the given context.

Problem-solving is an individual or a small group activity, most efficient when done cooperatively with free opportunity for discussion. As a consequence, it permits the incorporation of a wide range of levels and styles of thinking and development.

Key PointsSteps to be followed to enhance problem-solving abilities:

• Understanding the problem means: one has to determine the data, unknown and given conditions; ascertain whether the given condition(s) is /are satisfied.
• Solving problems by representing mathematical situations/problems through pictures, symbols, drawings, etc.
• The problem need not always be real. The only important factor is the acceptance of the problem by children as their own.
• Considering the relationships which exist among the elements of the situation.
• Identifying data and information, making known and unknowns explicit, presenting data, etc., are a few skills required at this stage.
• Pursuing the plan of action to a tentative answer. This includes techniques such as trial and error, defining terms and relationships using empirical arguments, and control of variables.

Hence solving problems by representing mathematical situations/problems through pictures, symbols, drawings, etc will enhance problem-solving abilities among learners.

Mathematics is a subject that requires many materials to teach one of such important materials is dienes blocks which are used in the mathematics teaching-learning process. 

Key Points

• Dienes blocks are concrete representations of numbers that are in exact proportion to each other, so they can represent all powers of tens, such as ones, tens, hundreds, and thousands. They help pupils to understand the place value concept.
• Dienes are also called base ten blocks or multi-base arithmetic blocks.
• Dienes are used by students when learning mathematical concepts such as addition, subtraction, number sense, and place value.
• The advantage of Dienes blocks is that they can easily represent larger numbers when compared to other materials.
• They are frequently used in the classroom by teachers to model concepts, as well as by students to reinforce their understanding of said concepts.

​Hence Addition, Place Value, and Subtraction can be taught using Dienes Blocks.

Contextual questions are created from different contexts that the children come across in their daily life. Children get connected more to these types of questions as they relate the context to real-life experiences. 

Key Points

In the above question "Raj Lakshmi was playing a game of marbles. She lost 6 marbles in the game and is now left with 8 marbles". this context is given and the child is asked to find "With how many marbles did she start the game" 

That means the child has to first analyze the question like 

• Lost marbles by Raj Laxmi = 6
• Leftover marbles by Raj Laxmi = 8
• Now to find out the total number of marbles she had initially she should add the lost and leftover ones
• Marbles with which she started the game = Lost marbles + leftover marbles
• 6+8=14
• In this way, she finds the solution by operating addition.

Hence the above situation is a contextual question on addition.

 Additional Information

Mathematics is a subject that involves problem-solving and never leaves the learner passive. The student is encouraged to perform many activities in the mathematics classroom. One of such activities is mathematical puzzles 

Key Points

• Mathematical puzzles make up an integral part of recreational mathematics.
• Problem-solving skills can be enhanced in students by mathematics puzzles which include the ability to think creatively, critically, and logically.
• They have specific rules, but they do not usually involve competition between two or more players. Instead, to solve such a puzzle, the solver must find a solution that satisfies the given conditions.
• A great amount of satisfaction can be obtained from solving a mathematical puzzle.
• These puzzles create interest in mathematics for the students who are not interested in mathematics and always fear doing mathematics.

Hence B & C are the correct options.

Additional Information

Newman's Error Analysis:

• Also known as Problem-solving
• The theory behind Newman's Error Analysis states that there are five stages that a student typically goes through to solve a word problem in mathematics.
• The student follows a series of cues framed as questions to probe their thinking as they solve a word problem.

Key PointsNEWMAN'S ERROR ANALYSIS

The ability of students in solving a description form needs to be analyzed to find out at the stage where the error occurred. One way to analyze student errors in solving a description form is by NEA procedure (Newman Error Analysis). White states that if one is trying to answer a mathematical problem then that person must be able to go through a number of successive obstacles: Reading, Comprehension, Transformation, Process Skill, and Encoding.

• In the error reading stage that occurs is the student is not able to read the words and symbols contained in the problem
• Comprehension phase error occurs is the student unable to read the problem but failed in getting what is needed so that difficult to solve the problem.
• Stage Transformation mistakes occur is the students understand the problem but failed in choosing the right mathematical operations to solve the problem.
• Process Phase\Performing mathematical procedures: Skill error occurs if the student is able to choose the right operation in solving the problem but can not run in accordance with the correct procedure.
• The Encoding Error\Interpreting the answer- stage occurs is when the student finished solving the problem but misinterpreted what was meant.

Important PointsQuestions that can be asked to help students in Newman's Error Analysis

• Reading Level: Can read the question?
• Comprehension Level : Can understand the meaning of the question?
• Transformation Level: Can select the appropriate mathematical operation or procedure?
• Process Skills Level : Can perform mathematical calculations or procedures accurately?
• Encoding Level: Can represent the answer appropriately?

Hence, the correct answer would be (c), (a), (b), (e), (d).

Open-ended questions are the ones that don't have a single solution or a single way to find the solution. Open-ended questions play an important role in the learning process of mathematics. 

Key Points

Example 

• Write any three factors of 9 which are also factors of 3.

Advantages of open-ended questions

• Develop divergent thinking in learners.
• Avoid rote memorization.
• Enhance creativity in children.
• Give freedom to children to find solutions in their way.

In the example "List four numbers which are greater than the numbers formed by 7 tens and 8 ones" there are many possible answers.

Hence option 4 is an example of an open-ended question. Rest three options are close ended

Additional Information

• Option 1 is not open-ended because there are only 5 whole numbers between 136 and 142 which are 137,138,139,140,141.
• Option 2 also has precise answer which is 35-16 = 19
• Option 3 also has a fixed answer as length = 12 & breadth = 20.

Summative assessment refers to the assessment of the learning that ‘sums’ or ‘summarize’ the development of students at a particular time. It is a process of

assessing (and grading or ranking) the learning of students at a point in time.

 Key Points

Features of summative assessment

• Is the assessment of learning performance that is conducted at the end of a course or a unit of a course.
• Generally is taken by students at the end of a course or academic year to demonstrate the “sum” of what they have learned.
• Utilizes the most traditional assessment methods of evaluating students’ work.
• The results are used for ranking or grading the students which are required in planning any large-scale academic intervention, and inter and intra school comparisons in terms of achievement.

​Hence Term-End examination can be included in a Summative Assessment

Additional Information

Addition and multiplication are 2 of the basic 4 operations of mathematics and they are also related to each other as   

Key Points

• The sum of 2 numbers is called an addition
• Repeated addition is called the multiplication
• As in the above example "When asked to multiply 45 by 5, a student adds 45 five times." it gives the same answer
• 45 * 5= 225
• 45+45+45+45+45=225
• As mathematics concepts are related to one another the concept of fractions can be extended into percentages, ratios, etc. and linear equations can be extended to algebra in the same way addition also can be extended to multiplication.

Hence The strategy used by the student reflects her creativity as she can extend the knowledge of addition in multiplication.

The National Curriculum Framework 2005 Position paper on Teaching Mathematics states there is one main goal the mathematization of the child’s thought processes it is “more useful to know how to mathematize than to know a lot of mathematics”. 

Key Points

According to the statement, "Crude methods of assessment encourage a perception of mathematics as mechanical computation."

• Tests are designed only for assessing a student's knowledge of procedure and memory formulas and facts, and given the criticality of examination performance in school life, concept learning is replaced by procedural memory.
• Those children who cannot do such replacement successfully experience panic, and suffer.
• The nature of assessment in mathematics has led to mathematics being referred to as comprising of only procedures and computational skills required to solve a problem.
• Every question in mathematics is seen to have only a unique answer which is a wrong thing.

​Hence option 1 is the correct one.

Concept:

• Speed is the distance covered by an object in a given amount of time.
• Speed is measured in Kilometers per Hour (km/hr) or meters per second (m/sec).
• Average Speed: Since the body does not always have the same speed, So we use the concept of average speed. It is the ratio of total distance covered to total time taken by the body.
• \(Average;Speed = \frac{{Total;Distance}}{{Total;Time}}\)

Calculation:

Speed = Distance / Time

Given Distance

Madgaon to Nagarcoil = 1134 Km

Time taken  = 21 hrs

Speed = 1134 km / 21 hrs = 54 km/hr.

Therefore 54 x 5/18 = 15 m/sec.

Additional Information

• To convert Km/hr into m/sec we multiply the speed by 5/18.
• To convert m/sec into km/hr we multiply the speed by 18/5.
• 1 km = 1000 m , 1 hr = 60 minutes or 3600 seconds (60 minutes x 60 seconds).
• To convert km/hr to m/sec we need to multiply the speed by 1000 m/ 3600 sec or 5/18 (simplification of 1000/3600).

Concept:

• Direction is the path, line or way towards which a person or thing is looking, pointing or moving.
• There are 8 Directions out of which 4 are Cardinal (Complete) directions and 4 are ordinal (Between two others) directions.
• Cardinal Directions are North (N), South (S), East (E) and West (W).
• Ordinal Directions are North-East (NE), South-East (SE), South-West (SW) and North-West (NW).
• Starting from the North the clockwise directions are East, South and West.
• North Direction is opposite to South and East Direction is opposite to West.
• East-West is perpendicular to North-South.

Explanation:

• The student starts walking from A 90m towards O. Then he goes 120m towards B.
• Thus a right-angled triangle AOB has formed with a height of 90m and a base of 120m.
• Using the Pythagorean Theorem we can find out the Hypotenuse AB.

⇒AB²=AO²+BO²

⇒ AB²= 90²+120²

⇒ AB² = 8100+14400

⇒ AB² = 22500

⇒ AB = √22500

⇒ AB = 150m

• In the figure, it is visible that the direction of A concerning B (on looking towards A while standing at B) is South-East.

Thus the minimum distance of X from Y is 150 m and the direction of A concerning B is South-East.

Additional Information

In a right-angled triangle, the square of the hypotenuse side is equal to the sum of squares of the other two sides. This is known as Pythagoras Theorem. 

• Hypotenuse² = Base² + Height²

The Correct Answer is: Sloths live for about 40 years and spend almost 17 hours a day sleeping while hanging upside down on a tree branch.

 Key PointsAbout Sloth:

• Sloths sleep for almost 17 hours per day.
• That leaves only nine hours to lumber through the trees.
• They maintain a low body temperature of about 86°F to 93°F.
• They move in and out of the shade to regulate their body temperature.
• The sloth eats the leaves of the same tree on which it lives.
• It hardly needs anything else.
• When it has eaten enough leaves from that tree, it moves to the nearby tree.
• Sloths live for about 40 years.
• During that time they move around only eight trees.
• Once a week it comes down from the tree to relieve itself.

Thus,

The correct answer is Woollen fibres have air trapped within them and air is an insulator.

Key Points

Woollens are composed of fibre full of air thus keeping our body warm.

• They are good insulators so heat cannot escape as they have air gaps in between the fibre which doesn’t allow the temperature to decrease.
• It is obtained from sheep, goats (Kashmere and Mohair), muskoxen (qiviut), bison (hide and fur), rabbits (angora), and camels.
• It is composed of protein and lipids (a small percentage) but cotton is composed of cellulose.
• It readily absorbs moisture and sound.
• It has low rates of heat release and flame spread thus low heat of combustion.
• The dress of firefighters and others who are exposed to fire is made up of wool fiber.
• It releases less toxic gasses and smoke.
• Quality is determined by fiber diameter, yield, crimp, color, and staple strength.
• Uses – bodywear, blankets, rugs, carpets, insulation, upholstery
• It also absorbs noise and odor so used in heavy machinery and stereo speakers.

Additional Information

• The wool used for garments is finer than 25 microns while more than this is used in outwear or rugs.
• 1PP – Merino wool found in Australia and New Zealand (finest quality)

(Wool yarns)

Concept:

• A map is the visual representation of a geographical area typically drawn on a flat surface according to a scale.
• A scale on a map is the relationship between distance on the map and distance on the ground. For example, a distance of 1 cm on the map is equal to a distance of 10 m on the ground.

Explanation:

• On map scale 1cm = 110m
• Distance between Fateh Darwaja and Banjara Darwaja = 14.2 cm
• 110 m = 11000 cm (1 m = 100 cm)
• 14.2 cm x 11,000 cm = 1,56,200 cm
• 1 km = 1000m x 100cm = 1,00,000 cm (1 km = 1000 m and 1 m = 100 cm)
• Hence 1,56,200 cm / 1,00,000 = 1.562 km
• Thus on the ground the minimum distance between the two would be 1.562 km.

Abbreviations Used:

• m = Meter
• cm = centimeter
• km  = Kilometer

Mistake Points

• Confusing between m and cm which are the units of measuring distance can result in a wrong answer.

Additional Information

• Golconda Fort is located in Hyderabad, Telangana, and was built and expanded by the Qutb Shahi dynasty during the 16^th Century.
• Golconda is famous for its diamond mines. The famous Koh-i-Noor diamond was excavated from Golconda mines.
• Fateh Darwaja  and  Banjara Darwaja are two separate entrance gates of Golconda Fort.

The correct option is Karnataka, Kerala, Maharashtra

Concept:

• India is a country of vast geographical expanse.
• In the north, it is bound by the lofty Himalayas.
• The Arabian Sea in the west.
• The Bay of Bengal in the east.
• The Indian Ocean in the south.

Explanation:

Indian States / Union Territories with the coast on the Arabian Sea:

• Gujrat.
• Maharashtra.
• Goa.
• Daman and Diu.
• Karnataka.
• Kerela.
• Lakshwadeep.
• Dadra and Nagar Haveli.

Additional Information

Indian States / Union Territories with the coast on the Bay of Bengal:

• West Bengal.
• Odisha.
• Andhra Pradesh.
• Tamil Nadu.
• Puducherry.
• Andaman and Nicobar Islands.

Explanation:

Cheraw dance is the traditional dance form of Mizoram.

• It consists of usually six to eight people holding a pair of bamboo staves onto another bamboo positioned horizontally on the ground.
• It is an attractive hub during festive occasions.
• In 2010, A Guinness World Record was made in which the highest number of Cheraw dancers performed at the same time.
• It is also recognized as the oldest dance form of Mizoram.

Chewar is performed by six to eight people holding a pair of bamboo staves on another horizontally placed bamboo on the ground on special occasions such as when there is a bumper harvest of a crop. Gongs and drums are used as musical instruments in Cheraw dance.

• Cheraw is one of the traditional and oldest dances of Mizoram. It also recognized as the oldest dance form of Mizoram.
• It is also known as the Bamboo dance.
• It is one of the most famous dances in Mizoram, and a centre of attraction during festive occasions.

Note: Khuallam, Sarlamkai, Chheihlam and Mizo are other Traditional Dances of Mizoram.

Additional Information

• Dumhal is performed in Jammu and Kashmir by the Wattal tribe.
• Dumhal dancer wears a colorful costume while the men wear a tall conical hat.
• Khuallam dance is known as "Dance of the Guests" and it is mainly performed during the ceremony called "Khuangchawi".
• Gambhira is a famous folk dance of West Bengal, especially of the Malda district.

Explanation:

• Bachendri Pal was the fifth woman in the world and the first Indian female to climb Mount Everest
• Bachendri Pal  is an Indian mountaineer.
• Bachendri Pal was born to a Bhotiya family on 24^th May 1954 in Nakuri village, in the Uttarkashi district in the North Indian state of Uttarakhand.
• In 1984, she became the first Indian woman to reach the summit of Mount Everest.
• She was awarded the third-highest civilian award Padma Bhushan by the Government of India in 2019

Sunita Williams

• Indian-born NASA astronaut Sunita Williams holds the records for most spacewalk time by a woman with 50 hours and 40 minutes outside the International Space Station (ISS).
• She was the second American astronaut of Indian heritage to go into space after Kalpana Chawla.

Karnam Malleshwari:

• Karnam Malleswari (born 1 June 1975) is a retired Indian weightlifter. She is the first Indian woman to win a medal at the Olympics in 2000.​

Santosh Yadav

• Santosh Yadav is a female mountaineer from India
• She was born in Rewari district of Haryana in 1967
• She was the first Indian woman to climb Everest twice.

Additional Information

• Mount Everest is the tallest mountain (8848m) peak in the world.
• It is in Nepal and runs across the Nepal China border
• It is a part of the Himalayas which are young fold mountains and are tectonically active (it is still increasing in size)
• Seven Summits consist of the seven highest peaks that lie in the 7 major tectonic plates. These peaks are:
• African Plate –Mt.  Kilimanjaro
• Antarctic Plate –Mt.  Vinson
• Australian Plate – Mt. Puncak Jaya / Kosciuszko
• Eurasian Plate – Mount Everest
• North American Plate – Mt. Denali
• Pacific Plate – Mauna Kea
• South American Plate – Aconcagua
• Edmund Hillary and Tenzing Norway are the first people to climb the Everest
• First Indian to reach Everest was Avtar Singh Cheema
• The first human to reach space was a Russian cosmonaut, Yuri Gagarin in his spaceship Vostok 1

Karnam Malleswari:

• Karnam Malleswari (born June 1, 1975, in Srikakulam, Andhra Pradesh) is an Indian weightlifter. Her father is a police constable.
• Malleshwari started lifting weights when she was 12 years old. Now she can lift a weight of 130 kilograms.
• Karnam has won 29 medals in international events. Her four sisters also practise weight lifting
• During her ten years career, she has won 11 gold and three silver medals besides the prestigious Olympic bronze.
• She has been the National Champion for nine years (twice in the 52 kg category and seven times in the 54 kg category).
• It is notable that on September 19, 2000, Malleswari in the 69 kg weight class, lifted 240 kg to win the Sydney Olympic Bronze medal.
• She became the first woman athlete to win a medal in the Olympics.
• She is a recipient of the Rajiv Gandhi Khel Ratna award, India's highest sporting honour for the year 1995-1996.
• She is also a recipient of the civilian honour Padma Shri in 1999.
• Malleswari is awarded the Arjuna Award in 1994, India's second-highest award in sports.

Concept:

• A day of celebration for religious or other reasons held annually in the same place is called a festival.
• A festival tells various things about the identity, culture, and history of a particular region.
• India is a country full of diversity so there are various festivals of different religions celebrated.

Explanation:

• In India, there are many festivals related to the moon.
• If we talk about the Hindu religion then a lot of festivals are celebrated according to the moon.
• On full moon: Holi, Buddha Purnima, Guru Purnima, Rakshabandhan, Guru Nanak Birthday etc.
• On new moon: Diwali
• On the day before the new moon: Shivratri
• Other festivals related to the moon are Janmashtami and Rath yatra.
• If we talk about the Muslim religion, the Id-Ul-Fitr is also subjected to the appearance of the moon.

Thus, Diwali is celebrated on no moon day and Holi is celebrated on full moon day. 

Additional Information

Festival and lunar cycle: 

The Correct answer is:  A, C and D

Key Points

• Desert Oak is a tree that is found in Australia.
• It is found in the dry and arid regions of Australia
• It grows almost 10 ft tall
• It has very few leaves
• Its roots go very deep in search of water
• This water is stored in the tree trunk. Local people use a thin pipe to drink this water.

Scientific Name: Allocasuarina decaisneana 

(A) This tree grows almost as tall as a general classroom wall. - Correct

(B) This tree is found in Abu Dhabi.- Incorrect (Australia)

(C) The trunk of this tree stores water. Local people drink this water using pipes as and when need arises. - Correct

(D) The roots of this tree go nearly 30 times its height till they reach water. - Correct

(E) This tree has large number of branches full of leaves. - Incorrect

Important Points

• Plants that grow in the desert have to withstand long dry spells of summer and extreme weather condition

• Hence their leaves stem and roots get modified to prevent loss of excess water and to store water

• Some common adaptation seen in desert plants are:

• 'they have a long root that goes deep in search of water

• they have reduced or very few leaves

• The stem is modified to store water

• Additionally, leaves may turn into spines to protect from predators

• The suspensions that hand from branches are nothing but modifies leaves in order to reduce water loss

Concept:

• Every region has a different house.
• The type of house depends on the climatic conditions in the region.
• Houses are built specially to suit the needs of the people.

Explanation:

Houses in Assam:

• It rains heavily in Assam.
• The houses are made almost 10 to 12 feet (3 to 3-5 metres) above the ground.
• This avoids flooding of the house during rain.
• They are made on strong bamboo pillars.
• The insides of the houses are also made of wood.

​Thus, the above type of house is found in the state of Assam.

Additional Information

Description of houses of different places:

Concept: 

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

Explanation:

Kerela:

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

Additional Information

Goa:

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

Jammu and Kashmir:

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

Gujarat:

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

Bihar:

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

Mizoram:

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

Hong Kong:

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

The Correct Answer is: October to December

Concept:

• A honey bee is a flying insect.
• It is well known for its ability to produce honey by collecting nectar from flowers.
• Hence the name honey bee.

 Key Points

About Honey bees:

• Honeybees are attracted to flowers.
• Honey bees live in a beehive, which is commonly used to describe the nest of any bee colony.
• Honeybees lay their eggs from October to December.
• Honey bees like to feed on sugar syrup.
• Every bee colony consists of three types of bees:
• Queen Bee: 
• Every beehive has one Queen Bee that lays eggs.
• Male Bee: 
• There are only a few males in the hive.
• The male bees have no special role as workers.
• Worker Bee: 
• Most of the bees in the hive are worker-bees.
• These bees work all day.
• They make the hive and also look after the baby bees.
• They fly around flowers in search of nectar.
• The worker bees are very important for the hive.
• Without worker-bees, there would be neither hive nor any nectar collection.
• When one bee finds flowers with nectar, it does a special kind of dance by which the other bees can know where the nectar is.
• Honey bees play a very important role in the pollination of flowers like the Litchi, coffee, and cocoa flower.

Therefore, the best time to start bee-keeping is October to December.

Additional Information

About Beekeeping:

• Beekeeping is the maintenance of bee colonies, commonly in man-made hives, by humans.
• A beekeeper keeps bees in order to collect their honey and other products that the hive produces.
• The purpose of beekeeping includes products like beeswax, honey, bee pollen, and royal jelly.
• Beekeeping is also done for pollination of crops, or to produce bees for sale to other beekeepers.
• A location where bees are kept is called an apiary or "bee yard".
• An apiarist is a fancy word for a beekeeper.

Concept:

Kharif crops:

• It is an Indian subcontinental crop that is mainly sown in the rainy season, the month of June to September.
• Examples of paddy, maize, soybean, cotton etc.

Rabi crops:

• The crops grown in the winter season, mainly in the month of October to March are called Rabi crops.
• Examples are Wheat, gram, pea and mustard.

Explanation:

Barren after some time:

• In today's world, every commercial crop production field uses a high and excessive amount of chemical fertilizer and pesticides in their field.
• The farmers think using excessive amounts of inorganic fertilizer and pesticides will increase the productivity of the crop field.
• Using these chemicals in high amounts in a field leads to a problem.
• It reduces the essential micronutrients present in the soil.
• These chemicals and pesticides are also responsible for the degradation of soil.
• If farmers continuously use an excessive amount of chemical fertilizer and pesticides, it will turn the fields barren.

Thus, consider the soil of a field in which a farmer is growing paddy crop over and over again using an excess of chemical fertilizers and pesticides in his fields. This practice will make the soil of the fields barren after some time.

Additional InformationMultiple cropping:

• It is a kind of agriculture when two or more crops are grown together than just one crop.
• In this kind of agriculture in one growing season and in the same piece of land multiple crops are grown simultaneously.
• It is a form of polyculture.
• In paddy fields, multiple cropping is known as double cropping, where instead of only one crop, two crops are grown in a year.
• In this process, farmers can double the production from the same bit of land.
• Examples: Onion, tomatoes, and marigold are grown together as an example of multi-cropping.

Children, especially young children, have a natural desire to learn and make sense of the world around them. They must be provided with an environment that enables and supports this learning. The National Curriculum Framework 2005 (NCF 2005) recognizes this unique characteristic, as well as the opportunity.

 Key Points Purposes of home assignment

• Children stay in connection with the concept taught in the class at home also.
• Home assignments serve as an extension of learning where the children can apply the learned knowledge to solve the assignments at home.
• The learning process is not restricted to the classroom itself, home assignment enhances the continuous process of learning.
• Home assignments also serve as a tool for the assessment to know the comprehension abilities of children.
• The student stays as a continuous learner filling the learning gaps.

Hence The purpose of home assignments in EVS is an extension of learning.

A field trip is a visit to an area outside of the normal classroom where children can try new things, have different experiences and meaningful learning can happen.

 Key Points

Benefits of field trips

• Stimulate interest and motivation in science.
• Learning happens based on real-life experiences which enhances the meaningful extension of learning in children.
• Strengthen observation and perception skills.
• Develop social skills like leadership, problem sharing, and cooperation.
• Make students remember the concept for a long time.

If the teacher takes the children to the zoo and makes them observe the animals they have the real experience of learning and understand the theme in a better way to relate to the concepts they have learned in the classroom. This is the real extension of learning.

Hence Seeing animals in a zoo will be beneficial for extension of their learning

Community is considered one of the important resources of the teaching-learning process apart from textbooks, it is suggested to include the community and its members whenever possible as a teaching resource. 

Key Points

Importance of using the community as a learning resource

• Community members interact with the learners and share their experiences regarding the topics taught in the class.
• The community provides an extension for learning that happened in the classroom.
• As in the above example, no others know better than elders in the family and community about festivals celebrated in the community that is linked with water.
• This provides students an opportunity to interact with people in the community and clear all the doubts they have about the topic.
• The community provides a chance for the children to link their classroom learning to their real-life experiences.

​Hence talking to the elders in the family and community is the most appropriate strategy to find out about festivals celebrated in the community that is linked with water.

At the primary level, EVS is an integrated subject area that incorporates knowledge from the sciences (physical, chemical, and biological), social studies (history, geography political science, and so on), and environmental education (protection and conservation).

Key Points

• There are no prescribed textbooks for classes I and II because environmental studies are not taught at very primary level (classes 1 and 2) as a distinct subject but the concepts which are important to know at that stage of life are taught through language and mathematics.
• As children see the world holistically rather than dividing it into distinct subject areas, it is important to provide learning experiences that blur the lines between subject areas. This not only helps to lighten the curriculum load but also helps children to learn more effectively.

Hence, we conclude that there are no textbooks of EVS for classes because environmental components have been integrated with language and mathematics.

The socio-cultural environment refers to trends and developments in changes in attitudes, behavior, and values in society. It is closely related to population, lifestyle, culture, tastes, customs, and traditions. These factors are created by the community and often are passed down from one generation to another.

 Key Points

• Community is considered one of the important resources in the teaching-learning process apart from textbooks.
• It is suggested to include the community and its members whenever possible as a teaching resource.
• All the attitudes, behavior, and values in society are passed down from one generation to another by the community.
• Community members play an important role in transferring all the cultural traditions to their children and even students in the school.

Hence Community is an example of a socio-cultural environment.

 Additional InformationOn the other hand water and forests come under the natural environment and monuments come under the cultural environment but not under the socio-cultural environment.

The socio-cultural environment refers to trends and developments in changes in attitudes, behavior, and values in society. It is closely related to population, lifestyle, culture, tastes, customs, and traditions. These factors are created by the community and often are passed down from one generation to another.

 Key Points

Students’ socio-cultural background is the primary source of learning because

• Community members and parents of children have good knowledge about the topics like food, shelter, and environment as they have direct experience.
• Students get connected to the narratives given by community members regarding their experiences.
• Parents provide the knowledge from their perspective and experience regarding the topics listed above which makes students stay connected to the concepts at home also.

​Hence The approach of presenting EVS concepts at the primary level is such that students have to consult members of family and community to find out about the type of food, shelters, etc. The reason for this is students’ socio-cultural background is the primary source of learning.

Disability refers to limitations or lack of ability to perform activities that are considered normal for the individual. It is a consequence of impairment.

Cognitive disability refers to limitations in the cognitive abilities in the individual. Both mental retardation and learning disabilities are cognitive disabilities.

Key Points

Breaking the tasks into parts and completing the parts separately is most appropriate for teaching EVS to cognitively impaired students because

• Breaking the tasks into parts makes the students understand the task easily.
• It's easy to solve each part of the task rather than solving the whole task at a time for students with cognitive disabilities.
• The confidence of the students increases as they solve tasks one after one.
• Cognitively impaired students don't feel helpless as the task will be simple and small.

​Breaking the tasks into parts and completing the parts separately is most appropriate for teaching EVS to cognitively impaired students.

Concept maps are widely used instructional and teaching-learning tools. It helps teachers and learners to identify and visually represent their views and knowledge. Teachers can also use a concept map to identify learners’ previous knowledge or misconceptions as it provides a graphical summary of what learners have learned.

Key Points

A concept map helps the teacher in the following ways:

• Concept maps increase the potential of teachers to formulate the multiple ways of constructing meaning for a diverse group of learners
• It provides opportunities for teachers to know how learners may see or organize knowledge differently.
• Allows the teacher to analyze the content and plan the delivery of the lesson according to the content and needs of the children.
• Concepts maps help in selecting appropriate instructional materials.
• Mapping helps to develop well-integrated, continuous, and logically sequenced content.
• With the help of concepts, teachers can design the content of the study that is relevant, meaningful, and interesting.
• A concept map helps in a holistic style of learning.

​Hence drawing a concept map is an important step to analyse the content of EVS in lesson planning.

Resouce , assessment, and objectives are not related to the analysis of content in lesson planning.

CCE refers to a school-based evaluation, which covers all aspects of school activities related to a child’s development. It emphasizes two-fold objectives such as continuity of evaluation and assessment of learning outcomes in a comprehensive manner. 

Key Points

Meaning of Comprehensive

• The term ‘comprehensive’ implies that evaluation of learners’ holistic performance is carried out in both scholastic and co-scholastic areas.
• CCE is comprehensive as it takes care of the achievement of learners

in various school subjects from science, mathematics, languages, social science,

work education and physical health activities as well as include the assessment of co-scholastic abilities like attitude, values, life skills, interests, habits, etc.

• CCE is comprehensive in terms of tools and techniques used for the evaluation of learners. It includes various tools like observations, interviews, rating scales, checklists, document analysis, portfolios, anecdotal records, and techniques of assessment like assignments, projects, quizzes, debates, discussions, club activities, performance, experiments, etc
• CCE is comprehensive as it is used for assessing various learning outcomes like knowing, understanding, applying, analyzing, evaluating, and creating. It is also used to evaluate learners’ progress in all three domains i.e. cognitive, affective, and psycho-motor.

Hence the word ‘Comprehensive’ in continuous and comprehensive evaluation is related to holistic development.

Assessment for learning is practiced by teachers during their teaching-learning process. Its main objective is to improve teaching and enhance learning by facilitating learners. It takes place along with the teaching-learning process in the classroom. It is more frequent and mostly unstructured, also referred to as ‘formative assessment’.

Key Points

Characteristics of assessment for learning:

• reflect a view of learning in which assessment helps students learn better, rather than just achieve a better mark.
• involves formal and informal assessment activities as part of learning and to inform the planning of future learning.
• includes clear goals for the learning activity;
• provides effective feedback that motivates the learner and can lead to improvement.
• reflects a belief that all students can improve.

​Hence, Students find out the coastal states of India on the map India through worksheets is an example of assessment for learning or formative assessment.

Rest 3 options are examples of Summative assessment.

NEP 2020 focuses on the importance of students in the classroom where the student stays always active in the classroom and the teacher acts as a facilitator. 

Key Points

Pedagogical practices to enhance experiential learning in EVS (according to NEP, 2020)

• Bringing community inside the school so that community can be used as a learning resource.
• Integrating arts in the pedagogy of EVS as students engage in art activities and construct personal meaning through their learning in an art integrated environment.
• Designing the teaching-learning methods according to the learning needs of children.
• Integration of storytelling in the teaching of EVS because stories increase listening vocabulary and imagination power of children.

​Hence B & C are the correct options.

Focusing on key concepts will just enhance their subject knowledge only, with no experiential learning.

Field trips to real places like zoos, farms, and many more make the students understand the concept and remember it for a long time. 

Key PointsHere according to the above example, the students will use observation, questioning, sensitivity, and communication process skills.

• Observation is the active acquisition of information from a primary source. In living beings, observation employs the senses. In science, observation can also involve the perception and recording of data via the use of scientific instruments. As in the above example, the children can observe external features such as size, color, hair, etc of various animals.
• Questioning and communication can be done with the staff in the zoo and also the caretakers of animals regarding the eating habits, and country of origin of animals. Communication plays an important role in providing the correct and suitable information to the students.
• Sensitivity is the capacity of an organism or sense organ to respond to stimulation, here the students can find out the sensitivity of the animals by giving different stimulations like giving food to them, staring at them, etc​

Hence the EVS teacher promotes Observation, Questioning, Sensitivity, and Communication.

At the primary level, children must be taught through an integrated approach rather than teaching in parts. At the primary level, we shouldn't teach students the concepts in isolation. We should teach them concepts and processes in an integrated manner so that they could explore the other aspects of a specific subject matter and could find the connection among them.

Key Points

• At the primary level, social studies, and social science are taught in an integrated manner as  Environmental Studies (EVS) which includes six themes: family and friends, food, shelter, water, travel, and things we make and do.​​​
• The textbook of environmental studies at the primary level is based on these themes which refer to the thematic approach. It is also known as a multi-disciplinary approach where many concepts/topics are being taught in a collective manner.
• The primary level students must be taught about their immediate surroundings first (family, school, neighborhood) and then about their wider surroundings (society, community).
• If we teach them social studies and social science separately, they will not be able to develop the inter-related understanding that is needed to develop an insight over a specified concept which may include various components of the environment.
• So, in order to develop divergent thinking and to understand each and every component of a particular matter students need to be taught in an integrated manner.

So, water is a theme in EVS at the primary level.

Higher-order questions are those that apart from testing the bookish knowledge also test the divergent thinking, analysis, and exploring skills of children. 

Key PointsExample:

• What happens if the whole land becomes desert?
• What happens if it doesn't rain for one year?
• What would happen if there is no petrol and diesel on earth?

Benefits of higher-order questions:

• Take students beyond the knowledge of rote memorization.
• Enhance creativity in children.
• Make students think beyond bookish knowledge to arrive at the exact solution.
• Give a chance to the teachers to assess the thinking abilities of children.
• Improve the confidence of students to think and find solutions to the questions in their way.

What would happen if there is no petrol and diesel on earth? is also a question that makes students think beyond the bookish knowledge. Hence it is an example of a higher-order question.

Skits or role-plays are considered to be one the good resources for learning. Here students are given a topic on which they should perform a skit, accordingly dialogues will be written and a skit will be performed. 

• A rubric is a multi-purpose scoring guide for assessing student products and performances. Rubrics help improve teaching, contribute to sound assessment, and serve as a source of information for program improvement.

Key Points

• Developing a rubric involves the following steps:
• Identifying Performance Criteria,
• Setting Performance Level
• Creating Performance Descriptions,
• Organizing the descriptions into a tentative rubric
• Evaluating and revising the criteria.
• Rubrics serve as a guide to both students and teachers. For students, for example, it serves as a guide for self-assessment of their performance and also knowing what to expect on how a teacher will be grading their assignment. It also guides them to complete their assignments.
• On the other hand, teachers can use it to assess students’ work in an assignment or a course and ensure objectivity in their grading.
• A rubric is an assessment tool that clearly indicates achievement criteria across all

the components of any kind of student work, from oral to written or to visual. It can be used for marking assignments, class participation, personal-social qualities, or giving overall grades.

​Hence their creative expression and understanding of EVS concepts can be assessed most appropriately by Rubrics to assess performance and understanding of EVS concepts.

 Additional Information

The correct answer is 'Noun'.

Key Points

• Here the underlined word 'concern' is a noun i.e a word (other than a pronoun) used to identify any of a class of people, places, or things ( common noun ), or to name a particular one of these ( proper noun).
• Concern means a matter of interest or importance to someone.
• For example:- Their friend's health is a constant concern.
• Thus, the part of speech of concern is noun.

Additional Information

• Adjective is a word naming an attribute of a noun, such as sweet, red, or technical.
• Adverb is a word or phrase that modifies or qualifies an adjective, verb, or other adverb or a word group, expressing a relation of place, time, circumstance, manner, cause, degree, etc. (e.g., gently, quite, then, there ).
• Pronoun is a word that can function as a noun phrase used by itself and that refers either to the participants in the discourse (e.g. I, you ) or to someone or something mentioned elsewhere in the discourse (e.g. she, it, this ).

Hence, the correct answer is option 2.

The correct answer is 'backward'.

Key Points

• Advanced means modern and recently developed.
• For example:- The biologist advanced a new theory of life.

Backward means having made less progress than is normal or expected.

• For example:- She took a step backward and stared mutely up at his face.

Hence, backward is opposite in meaning to the word advanced.

Additional Information 

• The meaning of the other given words are as follows:-
• Poor- lacking sufficient money to live at a standard considered comfortable or normal in a society.
• Unskilled- not having or requiring special skill or training.
• Traditional-existing in or as part of a tradition; long-established.

The correct answer is 'debasement'.

Key Points

• Degradation is the act of lowering something or someone to a less respected state..
• For example:- They were sickened by the scenes of misery and degradation they found.

Debasement means the action or process of reducing the quality or value of something.

• For example:- In the scarcity of money Charles had recourse to the debasement of the coinage.

Hence, debasement is similar in meaning to the word degradation.

Additional Information

• The meaning of the other given words are as follows:-
• Disruption- disturbance or problems which interrupt an event, activity, or process.
• Destruction- the action or process of causing so much damage to something that it no longer exists or cannot be repaired.
• Discrimination-the unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, sex, or disability.