CTET Paper 1 - 8th Jan 2022 (English-Hindi) (Previous Year Paper)

Growth and Development are two important processes responsible for progressive changes in an individual. Growth refers to the progressive increase or quantitative change in height, weight, etc. Whereas, development refers to progressive change in the qualitative aspects of personality such as the acquisition of knowledge, skills development, maturity, emotional development, etc.

 Key Points

Development states that the biological factors (such as genes and hereditary factors) and environmental factors (social factors) play a significant role in human development and there is a deep and unique interaction between our genes and environment.

• Development describes the growth of humans throughout the lifespan, from conception to death. The student seeks to understand and explain how and why people change throughout life. This includes all aspects of human growth, including physical, emotional, intellectual, social, perceptual, and personality development, among others.
• Development is a life-long process that covers the entire spectrum of human life and occurs at a different rate among different individuals. There is a difference in the starting point and also in the rate of development of two different human beings. Each individual (child) is unique and develops in his/her own way. Thus the development is an individual process.
• Developmental changes do not always go forward in a straight line. While the development of different physical and mental traits is continuous, it is never uniform.

Hence, we can conclude that developmental changes are an interplay of hereditary factors and environmental influences.

Important PointsThere are various principles of development such as -

• Development is continuous and gradual.
• Rate of Development varies from person to person.
• Principle of Integration.
• Development is multidimensional.

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

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

Key Points

• Gross motor skills are those which require the use of large muscle groups to perform tasks like walking, balancing, running, and crawling. The skill required is not extensive and therefore are usually associated with continuous tasks.
• Fine motor skills are those which require the use of smaller muscle groups to perform smaller movements with the wrists, hands, fingers, feet, and toes. These tasks are precise in nature, like playing the piano, writing carefully, drawing, and blinking. Generally, there is a retention loss of fine motor skills over a period of non-use.

Thus, it is concluded that running is an example of use of gross motor skills while drawing requires use of fine motor skills.

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

• Children between the ages of 6 to 12 are in the age period commonly referred to as middle childhood. Overall, children are relatively healthy during this period.
• Middle childhood brings many changes in a child’s life. This is a critical time for children to develop confidence in all areas of life, such as through friends, schoolwork, and sports.
• During this time, the growth rate is slow but steady. Children learn motor skills like throwing and running to perfection. The child's thinking develops rapidly and his\her store of information grows at a fast pace.

Key Points -

Characteristics of middle childhood stage:

• In this stage, a child develops concrete thinking and can indulge in cooperative play.
• According to Jean Piaget's cognitive development theory, a child who is in middle childhood can reason logically and do conservation tasks.
• Conservation means that the child realizes that the properties of objects such as mass, volume, and number remain the same, despite changes in the form of the objects.
• Conservation tasks were invented by Piaget to test a child's ability to see how some items remain the same in some ways, even as you change something about them, for instance, their shape. A young child may not understand that when you flatten a ball of clay, it's still the same amount of clay.

Hence, we can conclude that a child who can reason logically and do conservation tasks, would be in the middle childhood stage.

Socialization is an important process for the functioning and continuation of society. Different societies have different ways and methods to train their newborn members so that they are able to develop their own personalities.

Key PointsPrimary Socialisation

• It happens during infancy and childhood.
• The primary stage basically takes shape during infancy and childhood when basic knowledge and language or behavior are taught.
• This phase of socialization usually takes place within the family.
• During this phase, infants learn the language and certain basic Socialisation behavior forms of the family and the society in which she/he lives.
• It is through primary socialization that the foundations for later learning are laid.

Hence, we can conclude that "The child learns ways of behaving and values and norms of living in their family" is correct. However, the family is a primary agency of socialization for children.

Additional InformationThere are two main types of agents of socialisation -

Jean Piaget, a Swiss psychologist, has made a systematic study of cognitive development in his theory that is categorized into four stages. 

Key Points

• Stage I: Sensory-motor stage: The first stage is the sensory-motor stage which lasts from birth to about two years old. The infant uses his or her senses and motor abilities to understand the world, beginning with reflexes and ending with complex combinations of sensory-motor skills.
• Stage II- Preoperational stage: The pre-operational stage lasts from about two to about seven years old. Now that the child has mental representations and is able to pretend, it is a short step to the use of symbols. Language development is one of the hallmarks of this period. Piaget noted that children are unable to take the point of view of other people, which he termed egocentrism. Egocentrism is when children experience difficulty in experiencing other person’s perspectives.
• Stage III- Concrete-operational stage: Concrete Operational Stage' lasts around 7 to 11 years of age which refers to the late childhood stage of child development. In this stage**, children can classify objects** into groups and subgroups and gain the ability to conserve of numbers, area, and volume.
• Stage IV- Formal operational stage: The formal operational stage begins at the approximate age of twelve to and lasts into adulthood. During this time, people develop the ability to think about abstract concepts, deductive reasoning, and systematic planning.

Thus, it is concluded that Concrete operational child is able to conserve and classify is correctly matched pair.

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

Key Points Equilibration: A mechanism that assists children in achieving a balance between assimilation and accommodation. 

• The process for search for 'balance' between self and the world.
• He believed that learning is a lasting change in behavior due to the acquisitions that result from experience and this learning process occurs at gradual levels, as the existence of previous mental structures built through individual (assimilation and accommodation) are necessary for the adaptation of a coherent system through a balancing self-regulating.

Thus, it is concluded that In Piaget's cognitive development theory, the process for search for 'balance' between self and the world is referred to as equilibration.

Additional Information

• Assimilation: The process of taking in new information into our previously existing schemas is known as assimilation.
• Accommodation: Accommodation involves altering existing schemas, or ideas, as a result of new information or new experiences. New schemas may also be developed during this process.

Lev Vygotsky gave the Principle of Social and Cultural Development. He gave the importance of group learning or peer learning of children. 

Key Points

• Vygotsky used an important term which is known by the word Scaffolding.
• Scaffolding:- This is a type of help which is given by someone who will be More Knowledgeable to others for completing the half-solving problems, learning capable skills, or learning techniques for Zone of Proximal Development things.

In this way, we can say that by support any child can learn new capable things easily.

So, Vygotsky suggested that children have a lot of potentials that includes tasks they can do with support. 

Additional Information The word Scaffolding is not given by Vygotsky. It is given by  Bruner.

One of the goals of education is to develop independent learning in students. However, at times, students might need a little push from the teacher in order to achieve that independence. Scaffolding is a technique that helps during such a scenario.

Key Points

• Scaffolding is a technique that is linked to the concept of the Zone of Proximal Development (ZPD), which refers to a range of tasks that a child can achieve only with the assistance from a more skilled adult or peer.
• This concept was developed by the Russian psychologist, Lev Vygotsky in his sociocultural theory of learning.
• Scaffolding refers to a technique that provides the right kind of support in the right amount at the right time to increase a child’s competence.
• For example, a teacher supports the child in putting together a jig-saw puzzle by giving hints and cues.

​Thus, it is concluded that when a teacher supports the child in putting together a jig-saw puzzle by giving hints and cues she is using the construct of scaffolding.

Learner/Child-Centered Classroom - In this approach, the ‘learner’ or ‘child’ and not the ‘teacher’ is the main focus of the educational program. It emphasizes ‘learning’ rather than ‘teaching’.

Teacher-Centered Classroom - In teacher-centric classrooms all the instructional activities and procedures are under the control of the teacher. The teacher plans to prepare and conduct the teaching-learning process including the kind of learning experiences to be provided to learners, and activities to be carried out by the learners. 

Key Points Learner or child-centered approach means planning and transacting curriculum in the classroom in a way that allows for flexibility in pace and style of learning to keep in mind that children in a classroom are widely different.

Learner-centered approach advocates:

• flexible curriculum
• varied methods of teaching
• varied learning experiences/tasks/activities
• varied learning time
• varied methods of assessing children’s progress.

Role of a Teacher:

In this approach, the role of the teacher will be that of a friend, facilitator, guide, or intervener who should be able to create a conducive learning environment for every child through planned activities. Both children and teachers participate as learners in a friendly atmosphere. Instead of one-way communication, the teacher involves students at every stage of the teaching-learning process and uses interactive styles of communication to facilitate his/her learning potential.

Hence, we can conclude that In Child Centered Classroom the ‘learner’ or ‘child’ is the focus of the teaching-learning process and the teacher has to facilitate the child’s learning process. In a child-centered classroom, every child gets maximum opportunities to learn by interacting with other children, with the teacher, and with a variety of teaching-learning material.

Additional Information Learner/Child-Centered Approach emphasizes “learning by doing”, ‘experiencing’ and ‘active participation on the part of the child. Every child should actively participate in learning activities. It requires flexibility in content, methods, and materials to be used in curriculum transactions.

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 Progressive classroom is a part of progressive education that believes in the capability and potential of every child.

Characteristics of a progressive classroom-

• In a progressive classroom, children are assessed while doing activities/tasks. It allows children to develop their own understanding and knowledge of the world based on their own experiences and reflections. It does not give importance to silent listening only.
• It respects the individual differences among learners as it helps in planning course material and training programs and also matching teaching and learning styles for better academic results.
• Collaborative learning- It teaches children the emotional intelligence and social skills they will need to operate in groups, have healthy relationships, and live happy and successful lives.
• It focuses on experiential learning, not on marks.
• It gives a strong emphasis on problem-solving and critical thinking.

Thus, it is concluded that Children are assessed while doing activities/tasks characterizes as a progressive classroom.

Kohlberg proposed the Theory of Moral Development that had three levels and each level is split into two stages. According to Kohlberg, each individual passes through each stage in a fixed order, and how moral development is linked with intellectual and cognitive development. By considering child's responses to moral dilemmas, Kohlberg tried to establish the reasoning behind the decision as a major indicator of moral development.

Key Points

So, Amit reasons that we can change laws if they do not meet the needs of the society but it should be done through mutual agreement and a democratic process. falls under the fifth stage of Kohlberg's Theory of Moral Development.

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.

• Howard Gardner has given eight different kinds of intelligence. He believed that intelligence can't be tied to a single domain as each individual has his/her own abilities.

Key Points

• ​Intrapersonal Intelligence is the ability to understand oneself and know one’s thoughts, emotions, feelings, motives, and desires, and how these influence their behavior.
• It includes awareness about one’s strengths, limitations, goals, and ambitions in life. Such intelligence includes one’s introspective and self-reflective capacities.
• Such persons have finer sensibilities regarding their identity, human existence, and meaning of life.
• Various people-oriented careers require intrapersonal intelligence, e.g., psychologists and spiritual leaders like Swami Vivekananda, Ramakrishna Paramahansa and Sri Aurobindo. Philosophers and writers also have strong intrapersonal intelligence.

Thus, it is concluded that In Howard Gardner’s theory, persons high on intraprersonal intelligence have finer sensibilities regarding their identity, human existence, and meaning of life.

Additional Information

• Linguistic Intelligence refers to the ability to use language. It is the capacity to use spoken and written words in a skilled way. Individuals with high verbal/linguistic intelligence are very good in using words and language to express themselves, articulate things, and create.
• 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.
• 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.
• Naturalistic Intelligence is the ability to recognize and understand the various patterns in nature. It includes sensitivity to the nature with all its features including flora, fauna and all the biodiversity.

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

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

Key Points 

• Gender stereotype is harmful when it limits women’s and men’s capacity to develop their personal abilities, pursue their professional careers, and/or make choices about their lives.
• A 5-year-old girl utters - ''This is not for me. Girls do not play with cars" on getting a car as a gift. This is an indication of Gender stereotyping as this statement refers to a generalized view or characteristics that ought to be possessed by women and men, which is an obstacle in achieving gender equality.
• A man might say women aren't meant for combat, while a woman might say men do nothing but watch sports. Such expressions represent gender stereotypes, which are over-generalizations about the characteristics of an entire group based on gender.

Statements that are indicators of gender stereotyping:

• Boys should be directed to like blue and green; girls toward red and pink
• Boys should not wear dresses or other clothes typically associated with "girl's clothes"

Hint

• Gender role flexibility: The practice of employing behavioral responses based on the requirements of the situation as opposed to what may be considered appropriate for one’s gender identity.
• Gender relevance: Gender relevance refers to the roles and responsibilities of men and women that are created in our families, our societies, and our cultures.
• Gender stability: Gender stability means our sex(male/female) stays the same over periods of time.

Hence, we can conclude that if a 5-year-old girl utters - ''This is not for me. Girls do not play with cars" on getting a car as a gift then it is an indication of gender stereotyping.

A school is a short form of society. In a school or classroom, there is diversity based on culture, language, place, etc. 

• Understanding of cultural and linguistic differences of the students in the classroom is essential to the teachers, it leads to choosing better instructional methods that may well meet the needs of the students.

Key Points -

Effective strategies​ to cater to cultural and linguistic differences in the class:

• Learn about your students’ cultural backgrounds and demonstrate an appreciation of those cultures.
• Recognize cultural and linguistic differences and use them as a resource because these differences are not defects.
• Teachers show students how to embrace diversity in teaching styles and different cultures by modeling respect and acceptance.
• Making an effort to accommodate different communication preferences, cognitive styles, and aptitudes results in lessons with a greater chance of reaching all students.

Hint

• Teachers should promote cooperative spirit in the classroom.
• Teachers should follow a flexible curriculum in the classroom, that can be accessed by every child.
• Direct instruction is a teaching method that consists of a teacher-driven approach where teachers present the information to the students. So, the teachers should adopt a student-centered approach rather than the method of direct instruction.

Hence, we can conclude that recognizing that differences are not defects is an effective strategy to cater to cultural and linguistic differences in the 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 replaced the 34-year-old National Policy on Education (NPE), in 1986.

Key Points

• National Education Policy 2020 lays emphasis on conceptual understanding and improving educational outcomes so that children can implement the acquired knowledge and skills in real-life.
• It suggests that assessment is important to find out a child's progress over a certain period of time.
• Emphasizes on transforming assessment for optimizing learning and development of all students.
• NEP aims to provide a holistic report on student’s progress and learning.
• It should be able to depict the actual level of knowledge and performance of each student.

Thus, it is concluded that National Education Policy 2020 suggests that assessment is important to find out a child's progress over a certain period of time.

Inclusive education means education for all children in school. It refers to the inclusion of all children in the education system, regardless of their differences and disabilities.

Key PointsIt values the diversity, each child brings to the classroom and facilitates all with equal opportunities to learn and grow.

• Inclusive education improves the quality and makes provisions of education for all.
• It requires consideration and respect of individual differences.
• Inclusive education welcomes and celebrates diversity.
• It provides a provision to include disabled children along with normal children in a regular classroom environment.
• It refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic, or other conditions.

Thus, it is concluded that Inclusive Education requires consideration and respect of individual differences.

Learning Disability: It is a neurological disorder that prevents a person from learning a skill and using it effectively. Generally, occurs in childhood and is characterized by difficulty with certain skills such as reading, writing, speaking, etc.

• Dyslexia: It is a ‘Reading’ disability, which is not due to mental retardation, brain damage, or a lack of intelligence. It is caused by an impairment in the brain’s ability to translate images received from the eyes or ears into understandable language.

Key Points Characteristics of a Child Suffering from Dyslexia:

• A dyslexic child will read and write slowly, often reversing letters, words, or numbers. For example:- Writing b as d, 21 as 12.
• The child may try to guess while reading, omitting or adding words, not in the text.
• He/she may have a poor vocabulary and weak comprehension.
• Difficulty in learning or copying from the board or printed book.
• A child may have difficulty remembering or understanding printed words.
• Problems with reading accurately and fluency.

Thus, it is concluded that Writing b as d, 21 as 12  is an identifier of Dyslexia.

Autism Spectrum Disorder (ASD), is a developmental disorder that impairs the communication, self-regulation, and social interaction skills of an individual.

Key PointsStudents having Autism can be identified by challenges they face in:-

• Severe impairment in basic social skills.
• Presence of repetitive patterns of behavior/stereotypic behavior.
• Expressive and receptive communication.
• Problems with non-verbal communication such as body language.
• Trouble in developing and maintaining relationships with others.

Hence, we can conclude that students having Autism can be identified by the challenges they face in expressive and receptive communication.

Locomotor Disability refers to a person’s inability to execute distinctive activities associated with the movement of self and manipulation of objects resulting from affliction of the musculoskeletal and/or nervous system.

Key Points

• It is related to the disability of bones, joints, and muscles thus causing problems that may be partial or complete to performing normal functions/activities which a human being is normally able to do like talking, walking, hearing, seeing, and so on.
• It also makes the child unable to grasp an object and to raise both arms without any difficulties.
• Successful inclusion of students with locomotor disabilities requires an accessible infrastructure because inclusion is successful when the school appropriately responds to the child's learning needs.
• An abundant support system ensures that students with disabilities learn and progress in their individual educational programs alongside the same age.
• Inclusive education embraces and benefits all children through the design of educational programs that fit the learning needs of each child.

Thus, it is concluded that successful inclusion of students with locomotor disabilities requires accessible infrastructure.

Inclusion refers to the purposeful, timely, and planned participation of all students, including those with diverse learning needs, in the regular classroom and school community.

• The term “diverse learners” covers a broad range of abilities, communities, backgrounds, and learning styles.
• Modern approaches to accommodating diversity in the classroom are shifting from teaching to the average student to more inclusive methods that afford equitable learning opportunities for all students.

Key Points-

• Student populations in any age group contain learners with a wide variety of different characteristics, including academic ability, physical ability, language, gender, ethnicity, religion, socioeconomic factors, and personal experiences.
• In a diverse classroom, there will be so many challenges while teaching. So teachers should minimize threats and distractions in the surroundings to ensure the effective inclusion of students with diverse learning preferences.
• The teacher can also cater to these differences by differentiating the instruction and by providing a variety of learning experiences so that students can correlate what they learn with the physical experience of the concept.

Hint

• Downplay relevance, value, and authenticity of the task, reducing access to tools and assistive technologies, and restricting individual choice and autonomy of students will not be helpful in the inclusion of students with diverse learning preferences.

Hence, we can conclude that minimizing threats and distractions in the surroundings will be helpful in the inclusion of students with diverse learning preferences.

Lev Vygotsky (1978) believed that culture is the principal determinant of cognitive progress. Vygotsky was of the opinion that in constructivism, knowledge leads to further cognitive development.

Key Points

• Students learn through self-initiated activity while actively engaging in discussions in a classroom based on social constructivism.
• Vygotsky is known as the father of social constructivism. He advocated that the social situations and the cultures in which people find themselves, influence thinking and knowledge construction.
• He emphasizes social contexts of learning and the construction of knowledge through social interaction. Vygotsky recognizes that learning always occurs and cannot be separated from a social context.

Thus, it is concluded that students learn through self-initiated activity while actively engaging in discussions in a classroom based on social-constructivism.

Meaningful learning is relational learning. It’s related to previous knowledge and experiences. It changes our previous perspectives and helps us achieve deep learning. It is the process of learning new material or internalizing new information which is pertinent to a current interest or knowledge base.

Key Points -

• Meaningful learning is to feel that all the pieces of a concept, idea, theory, formula, or argument fit together. It involves the process of analysis, critical thinking, and problem-solving.
• While learning teacher should help to analyze information so that students could think about that and could develop critical thinking. When children will start critical thinking then they can use them in problem-solving.
• Meaningful learning is primarily the "construction" of knowledge. It occurs when content is "contextualized". It takes place only when students involve actively in the learning process and the teacher facilitates the learning.

Hence, we can conclude that meaningful learning involves the process of analysis, critical thinking, and problem-solving.

The National Education Policy 2020 aims to bring transformational reforms in school and higher education and thus shape India into a global knowledge superpower.

Key Points-

• It is based on the principle that education must develop not only cognitive capacities but also social, ethical, and emotional capacities and dispositions.
• NEP-2020 has given the emphasis on conceptual understanding, creativity and critical thinking, human ethical values, and constitutional values. It proposes that experiential learning should be encouraged to promote conceptual understanding.

Hint

• NPE 2020 does not focus on summative assessment rather it focuses on continuous and comprehensive assessment.
• Under NEP 2020, PARAKH is a new national assessment platform. It will assess students’ learning and help them to analyze their strengths, weaknesses, gaps, and potential.
• New National Curriculum Framework should focus on improving learning outcomes so it focuses on learning with experience than increasing curriculum content.
• Amid the COVID-19 pandemic, launched NEP (New Education Policy) 2020 highlighted the usage of technology in education.
• A National Educational Technology Forum (NETF) has been created where the e-courses will be developed in regional languages and virtual labs will be developed.

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

Achievement goal theory proposes that individuals hold a set of beliefs, emotions, perceptions, and attributions that informs the way they approach achievement activities. Goal orientation is defined as the reasons individuals engage in achievement-related activities.

Three types of goal orientations were identified:

• Approach-oriented mastery goals
• performance approach, and
• Avoidance-oriented performance goals

 Key Points- 

• Approach-oriented mastery goals are defined as a focus on mastering new skills, trying to gain increased understanding, and improving competence. Students adopting mastery goals define success in terms of improvement and learning.
• Example: Doing a worksheet to improve one's competence in the domain of particular interest.
• Performance-approach goals show mixed patterns across studies. The performance approach goal has been found to correlate with positive factors such as high performance.
• Example: Preparing for a test to win the cash prize.
• Students with Avoidance-oriented performance goals are concerned with avoiding failure in front of others. They are extrinsically motivated by a fear of poor performance.
• Example: Taking extra classes for a subject to achieve the first rank in class, working hard to not get outperformed by others.

Hence, we can conclude that Doing a worksheet to improve one's competence in a domain of particular interest: Approach-oriented mastery goals is a correctly matched pair of response and goal orientation.

In the present era, the teaching-learning process is child-centered rather than teacher-centered. And so is the role of a teacher as a facilitator and resource person. A teacher as a facilitator should support and encourage a child to think divergently, provide necessary scaffolding and acquaint the child with information when required.

Key Points In order to facilitate the student's learning, a teacher should -

• use a variety of teaching methods.
• encourage active listening and construction of knowledge.
• facilitating critical thinking skills.
• sharing of child's experiences and reflections.
• stress-free examinations involving more of choice based questions.
• providing real-world and thematic connections.
• connecting previous content with the new one using various teaching methods.

Hence, we can conclude to facilitate students' learning the teacher should use constructivist approach and help the child in developing new knowledge by linking it with the previous knowledge and experiences.

Additional Information

• Constructivist classrooms are structured in a way that the learners are engaged in activities that require using their experiences in meaning-making inquiry, action, imagination, invention, interaction, hypothesizing and personal reflection.

The constructivist approach to learning is based on the idea that meaningful learning takes place when learners actively construct their own knowledge. It allows learners to foster their own strategies of learning to perform a task.

Key Points

• In order to follow a constructivist approach to deal with the misconceptions carried by students, a teacher should give opportunities for experimentation and observation to counter misconceptions.
• It will help the student to search for the truth and they can test their misconceptions whether they are true or not.
• They will build their knowledge on the basis of experiments and experiences, which will clear the ambiguity related to their misconceptions.

Thus, it is concluded that Give opportunities for experimentation and observation to counter misconceptions is a constructive approach for dealing with the 'misconceptions' carried by students.

Conceptual knowledge or understanding refers to the knowledge of, or understanding of concepts, principles, theories, models, classifications, etc.

Key Points

• Discussions and dialogue are helpful in facilitating conceptual understanding of a task among students.
• Initiating and sustaining a lively, productive discussion is among the most challenging activities for an instructor.
• In order for a discussion to be effective, students need to understand the value of actively listening to their peers, tolerating opposing viewpoints, and being open-minded.
• Discussion and dialogue allow the students to interact with each other and help in understanding the concepts.

Thus, it is concluded that Discussions and dialogue is helpful in facilitating conceptual understanding of a task among students.

Learning is a change in behavior or knowledge that results from experience. Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences.

Key Points

• For effective learning to take place, a teacher should activate incremental belief of ability among children as individuals with incremental as opposed to entity beliefs differ in motivational orientation and behavioral pattern.
• Incremental beliefs are the ones that encourage people to develop their abilities. This encouragement helps the learners to work on their abilities which in turn helps them in learning new things as they progress.

Hint

• Entity belief of ability among students, sense of competition among students, and sense of inferiority among students should not activate while teaching because this will not lead to effective learning rather it could hinder the learning process.

Hence, we can conclude that for effective learning to take place, a teacher should activate incremental belief of ability among children.

The term 'motivation' is derived from the Latin word 'movere' which means 'to move'.The mechanism of motivation can be regarded as a movement towards the desired object. It refers to the process that guides an individual to achieve a goal.

Key Points

• Extrinsic motivation refers to motivation that comes from outside an individual. The motivating factors are external, or outside, rewards such as money or grades. These rewards provide satisfaction and pleasure that the task itself may not provide.
• Examples:-
• Doing the homework to avoid punishment.
• Learning chess to win a competition.
• Participation in dance to impress peers.
• Joining a debate society to gain knowledge is not an example of extrinsic motivation, it is a intrinsic motivation, defining as the doing of an activity for its inherent satisfaction rather than for some separable consequence.

​Thus, it is concluded that Joining debate society to gain knowledge is not an example of extrinsic motivation.

Additional Information

• Intrinsic motivation refers to motivation that is driven by an interest in the task itself and exists within the individual.
• For example, a child may play outdoors – running, skipping, jumping  –for no other reason than because it is fun and innately satisfying.

Students' achievement is a term that refers to the measurement of a student’s overall academic achievement and learning over a particular period of time. Students' achievements can vary in different settings.

Key Points

• There are specific goals and parameters through which a student’s achievement can be measured. This can be class tests, extracurricular activities, overall behavior, etc.
• The teacher can use social collaboration, this is referred to processes that help multiple students or groups to interact and share information to achieve common goals.
• Social activities such as debate, discussion, and group activities can help in enhancing learning. These activities actively engage students to process and synthesize information and concepts, rather than using rote memorization of facts and figures.​​

Hint

• Contextualized curriculum can increase students' achievement.
• Learner-centered pedagogy can increase student achievement.
• Social inclusion can increase students' achievement.

Hence, we can conclude that social collaboration is likely to enhance students' achievement.

Given:

There are four options Pictograph, Pie Chart, Average, and Histogram.

Calculation:

According to the question, we know that Pictograph, Pie Chart, and Histogram are used to present a set of data to display a frequency distribution.

But the average is not used to represent the data graphically. An averag is a number that is calculated by the sum of numbers in a set divided by the total numbers in the set.

Average = Sum of the terms/Number of terms

∴ The average is not used to represent the data graphically. Hence, option 3 is correct.

Given:

The length of the rectangular paper = 16 cm

The breadth of the rectangular paper = 8 cm

Concept used:

Lines of symmetry are imaginary lines that pass through the centre of the shape or object and divides it into identical halves.

A rectangle has two lines of symmetry and a square has four lines of symmetry.

Calculation:

Rectangle has two lines of symmetry.

Square has four lines of symmetry.

∴ The number of lines increased by changing the figure from rectangle to square is 2

∴ The correct answer is option 3

Given:

The length of the rectangular card = 20 cm

The breadth of the rectangular card = 10 cm

Each side of the square-shaped card = 15 cm

Formula used:

Perimeter of a rectangle = 2 (Length + Breadth)

Perimeter of a square = 4 × side

Calculation:

The length of the rectangular card = 20 cm

The breadth of the rectangular card = 10 cm

∴ Perimeter of the rectangular card = 2 (20 + 10) = 2 × 30 = 60 cm

Each side of the square-shaped card = 15 cm

∴ Perimeter of the square-shaped card = 4 × 15 = 60 cm

∴ The difference between the perimeters of two cards = 60 - 60 = 0 cm

∴​ The difference between the perimeters of two cards is 0 cm.

Calculation:

According to the question, option 4 is correct from the four options where all the components of a circle such as a Circumference, Centre, Radius, Diameter.

Circumference → The circumference of a circle is the perimeter of the circle.

Center → The center of the circle is the middle point of the circle.

Radius → The radius is a line that is from the circle of a circle to a point of the circle.

Diameter → The diameter of the circle is a line that passes through the center of the circle and its endpoints on the circle.

Given:

Meeta's speed = 16 km/hour

Formula used:

1 km = 1000 meters

1 hour = 60 minutes

Calculation:

Meeta's speed = 16 km/hour

= 16 × (1000/60) = 800/3 meter/minute

Meeta walks 800/3 meters in one minute.

∴ She will travel in 210 minutes = (800/3) × 210 = 56000 m = 56 × 1000 = 56 km

∴​ Meeta will travel 56 km in 210 minutes.

Given:

There is a square sheet that is divided into 10 equal rectangular strips.

Total coloured strips = 3

Calculation:

Total rectangular strips = 10

Total coloured strips = 3

∴ Total coloured section of the sheet = 3/10

∴ Total blank sheet = 1 - (3/10) = \(\frac {10 - 3}{10}\) = 7/10

∴ The total NOT coloured part is 7/10

Given:

Total time is taken to read newspaper = 2 hours 55 minutes

Formula used:

1 hours = 3600 seconds

1 minute = 60 seconds

Calculation:

Bincy read a newspaper in 2 hours 55 minutes

2 hours 55 minutes = (2 × 3600) + (55 × 60) = 7200 + 3300 = 10500 seconds.

∴ Bincy read this newspaper for 10500 seconds.

Given:

There are four numbers 25, 36, 64, and 81

Concept used:

We need to calculate all prime factors of these four numbers to find the perfect cube among them.

Calculation:

Prime factors of 25 = 5 × 5 = 5²

Prime factors of 36 = 2 × 2 × 3 × 3 = 2² × 3²

Prime factors of 64 = 2 × 2 × 2 × 2 × 2 × 2 = 2⁶ = 2^{2 × 3} = 43

Prime factors of 81 = 3 × 3 × 3 × 3 = 3⁴

From the prime factors of these four numbers, we can see 64 is the cube of 4.

∴ The 64 is a perfect cube.

Given:

Kartik sleeps at 10 pm and wakes up at 6 am.

He spends for playing = 1/8^th of the day

He spends for studying = 1/6^th of the day

Formula used:

Total day = 24 hours

Calculation:

Kartik sleeps at 10 pm and wakes up at 6 am.

∴ He spends for sleeping = 8 hours

We know, total day = 24 hours

∴ He spends for playing = (1/8) × 24 = 3 hours

∴ He spends for studying = (1/6) × 24 = 4 hours

∴ Total time for sleeping, playing, and studying = (8 + 3 + 4) = 15 hours

Total time left in a day = (24 - 15) = 9 hours.

∴ He spends for other activities = 9/24 = 3/8

∴​ Kartik spends \(\frac{3}{{8}}\)th of a day in other activities

Given:

The length of Rushda's braid = 4/5^th of a metre

The length of Rekha's braid = 5/7^th of a metre

Calculation:

The length of Rushda's braid = 4/5^th of a metre = (4/5) × 1 = 4/5 metre

The length of Rekha's braid = 5/7^th of a metre = (5/7) × 1 = 5/7 metre

Sum of the length of their braids = (4/5) + (5/7)

= \(\frac {28 + 25}{35}\)

= 53/35

= \(1 \frac {18}{35}\)

∴​ The sum of the length of the two braids is \(1 \frac {18}{35}\) metres.

Given:

The set is 10 – 10 + 10 – 10 + 10 – 10________

Concept used:

Even number: A number will be an even number in which the digit at one's place is 0, 2, 4, 6, or 8.

Calculation:

In the given series, we can see that the numbers change signs at every position, and signs are the same at the alternate position.

Sum of the first two terms = 10 - 10 = 0

Sum of the next two terms = 10 - 10 = 0

∴ The sum of every pair is zero.

∴ The even number of terms in this set is 0.

Given:

Wages for one day for a farmer in village A = Rs. 185

Wages for one day for a farmer in village B = Rs. 125

Wages for one day for a farmer in village C = Rs. 93

Wages for one day for a farmer in village D= Rs. 87

Jagath works in village A = 105 days

Renu works in village C = 180 days

Calculation:

Wages for one day for a farmer in village A = Rs. 185

Jagath works in village A = 105 days

∴ Total earning of Jagath = 185 × 105 = Rs. 19425

Wages for one day for a farmer in village C = Rs. 93

Renu works in village C = 180 days

∴ Total earning of Renu = 93 × 180 = Rs. 16740

∴ Jagath's earnings to more than Renu's earnings.

Difference of their earnings = 19425 - 16740 = Rs. 2685

∴ Jagath earns more than Renu Rs. 2685.

Given:

The mentioned number is one and six tenths.

Formula used:

Six tenths = 6/10

Calculation:

One and six tenths = 1 + 6/10

\(= \frac {10 + 6}{10}\)

= 16/10

= 1.6

The decimal form of one and six-tenths is 1.6

∴​ 1.6 is equal to 'one and six tenths'.

Given:

There are a total of six decimal numbers 0.866, 8.06, 8.066, 8.006, 8.60, and 80.6

Concept used:

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

Calculation:

Given decimal numbers: 0.866, 8.06, 8.066, 8.006, 8.60, and 80.6

Here, 0.866 < 8.006 < 8.06 < 8.066 < 8.60 < 80.6

∴ The ascending order will be 0.866, 8.006, 8.06, 8.066, 8.60, 80.6. Hence, option 3 is correct.

Given:

The player who will say 'meow' is at number 7 or a number that can be divided by 7

Here, all the numbers in the options are three-digit numbers.

Concept used:

According to the question, the player who will say 'meow' is at number 7 or a number that can be divided by 7. That means we have to find the option in which all the numbers are divisible by 7.

Formula used:

Divisibility rule of 7: If twice the number at the unit place is subtracted from the rest of the digits and the remainder is divisible by 7 then the number will be divisible by 7.

[This rule is only applicable to those numbers who are greater than 99]

Calculation:

Let's justify option 1,

154 ⇒ 15 - (2 × 4) = 7 → Divisible by 7

192 ⇒ 19 - (2 × 2) = 15 → Not divisible by 7

211 ⇒ 21 - (2 × 1) = 19 → Not divisible by 7

∴ All the numbers in option 1 are not divisible by 7.

Now for option 2,

147 ⇒ 14 - (2 × 7) = 0 → Divisible by 7

187 ⇒ 18 - (2 × 7) = 4 → Not divisible by 7

210 ⇒ 21 - (2 × 0) = 21 → Divisible by 7

∴ All the numbers in option 2 are not divisible by 7.

If we check option 3,

133 ⇒ 13 - (2 × 3) = 7 → Divisible by 7

154 ⇒ 15 - (2 × 4) = 7 → Divisible by 7

203 ⇒ 20 - (2 × 3) = 14 → Divisible by 7

∴ All the numbers 133, 154, 203 are divisible by 7.

Let,s justify option 4,

126 ⇒ 12 - (2 × 6) = 0 → Divisible by 7

162 ⇒ 16 - (2 × 2) = 12 → Not divisible by 7

175 ⇒ 17 - (2 × 5) = 7 → Divisible by 7

∴ All the numbers in option 4 are not divisible by 7.

After justifying all the options, only option 4 has all three numbers that are divisible by 7.

∴ 133, 154, 203 should occur to say 'meow' to become the winner.

A constructivist classroom is associated with the constructivist approach to education which prioritizes collaborative learning by engaging students in conversations and projects.

• Constructivism encourages students to create knowledge through experience rather than merely passing it on from teacher to student.

Key Points

• Features of constructive classroom
• Problem-solving is the primary activity in a constructivist classroom. Students ask questions, study a topic, and use a variety of resources to find answers.
• Students are in charge of their own learning and take the initiative by reflecting on their experiences. As a result of this process, they become experts in their own learning.
• The constructivist classroom places a strong emphasis on collaboration among students. It emphasizes collaboration with others by learning such as peer-learning, group activities, etc.
• The teacher's main focus should be on helping children through the process of developing their own conclusions about the subject by asking questions.
• In a constructivist classroom, the activities are engaging and child-centered(by using manipulatives like fake currency notes, sticks, abacus, etc), and the teacher fosters a learning process in which children are encouraged to be self-reliant and autonomous.
• Children are active participants rather than passive listeners.

Hence, we conclude that option 3 represents a constructivist classroom in mathematics.

Whereas oral tests, solving questions on the blackboard, and demonstrations by the teacher don't allow children to be active participants in the learning process.

Learning outcomes are statements that explain the knowledge or skills that students should have at the end of a unit or course and that help students understand why that knowledge and abilities will be helpful to them.

Key Points

 Learning outcomes for grade 3 learners in mathematics-

• The learner should be able to read and write numbers up to 999 using place value and solve simple daily life problems using addition and subtraction of 3 digit numbers with or without regrouping.
• The children should be able to analyze and apply an appropriate number operation in any situation.
• The children should be able to construct and use multiplication (what will be the cost of 3 chocolates if the cost of one chocolate is ₹5) in daily life situations.
• The learner should be able to identify, make, and describe 2D shapes by the number of sides, corners, and diagonals and fill a given region leaving no gaps using a tile of a given shape.
• The learner should be able to estimate and measure the length (measuring the string of a kite using hand span) and distances using standard units and compare the capacity of different containers in terms of non-standard units.
• The learner should be able to record the time using a clock or watch and identify a particular day and date on a calendar.

Hence, we conclude that option 4 will not be the learning outcome in mathematics amongst grade 3 learners because fractions have not been introduced in grade 3 and it will be difficult for students*.*

Fractions are the numbers that represent a part of the whole. Each part of an object or a group of objects is a fraction when they are divided into equal parts.

Key Points

• Strategies for the introduction of fractions
• Get hands-on- The teacher should provide children with manipulatives that can help the concepts become more concrete.
• Drawing pictures- As children are visual learners, the ideal way to teach fractions is to draw representations of fractions.
• Real-life examples- When choosing a strategy for teaching fractions we must employ fractional analogies that students will recognize right away. As a result, dividing an apple among friends becomes the ideal tool for teaching the concept of fractions. Connecting the classroom with real-life examples will help children gain a better understanding of the concept.

​Hence, we conclude that the most appropriate question for introducing class on fractions is how will you divide an apple equally among 4 friends.

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

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

Key Points

• Purpose of assessment in mathematics-
• The main purpose of assessment is to discover gaps in students learning and to determine what remedial steps should be done to reduce those gaps in order to continue or improve their learning.
• It informs children about what they did well, where they struggled, and what they need to do differently in order to improve their work.
• To collect relevant data on a student's performance or development, and determine students' interest in order to make decisions about their learning processes.
• It collects data from students as they proceed through a unit to identify their knowledge and skills, as well as learning gaps.

Hence, we conclude that the most appropriate purpose of assessment in mathematics at the primary level is recording the progress of a child over a period of time for the purpose of giving feedback and remediation.

Whereas assessment has nothing to do with frequent tests, ranking, and creating competition among learners as it is only important in determining learning gaps and helping children to improve their learning.

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

Key Points

• Teaching-learning material for shapes and patterns- The teaching-learning resources for shapes and patterns should be designed in a way that children will be able to recognize and name different shapes, and identify and sort them in their surroundings.
• Rangoli patterns are a fun way to learn about symmetry, shapes, and patterns. They are generally symmetrical in design. They incorporate straight and curved lines as well as shapes like circles, squares, triangles, etc.
• Printed dupattas- Children come across various shapes and patterns in their daily life. Using printed dupattas in a classroom will help children to observe, explore, think and learn various shapes and patterns and this process engages children with emotion and creativity on a cognitive level to integrate and simplify complex learning experiences.

Hence, we conclude that for teaching shapes and patterns Mr. Hari was using pictures of rangolis and printed dupattas to his class.

Whereas, pictures of rangolis and printed dupattas are not appropriate tools for teaching factors and multiples, fractions, and place values.

Estimation refers to a rough calculation of something's value, amount, quantity, or scope.

Key PointsEstimating unknown quantities- For organizing a party it is impossible to estimate how much food or drink you will need for the party because you can only do it after the event has taken place. However, the children may estimate how much they will need and plan a budget for the party. The budget estimate is based on previous experiences and assumptions. 

• In a world where we frequently need to make decisions based on inexact or imprecise information, estimating unknown quantities is an essential life skill.
• Spreadsheets are especially useful in this kind of estimation where there is no correct answer because students may develop formulas for computations, change assumptions quickly and see the consequence of their choices right away.

Hence, we conclude that the most appropriate exercise to reflect that students have acquired the skill of estimating unknown quantities is arriving at the likely cost of organizing a party

Mathematics is defined as the study of numbers, quantities, or shapes.

Key Points

• Nature of mathematical concepts-
• Mathematical concepts are abstract- Mathematics uses observation, simulation, and even experimentation to discover the truth, but it depends on logic rather than observation. Mathematical concepts are exact, systematic, logical, and clear so that once it is acquired they can never be forgotten.
• Mathematical concepts are logical -The science of logical thinking is known as mathematics. Mathematics removes any doubt from the learner's mind about theories, principles, concepts, etc.
• Mathematical concepts are based on deductive reasoning- Deductive reasoning refers to the process when a person draws inferences based on previously known facts. Only deductive proofs are accepted in mathematics as mathematics is all about facts.
• Mathematical concepts are not linear- Mathematical concepts are not linear in nature, though they are interconnected to some extent they are arranged as per the cognitive development of the learner. The mathematical concepts and processes at different levels, especially at the primary level, are arranged in simpler to complex order.

Hence, we conclude that the statement that is not true about the nature of concepts in mathematics is that in mathematics concepts are linearly arranged.

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

Key Points

The division is the process of dividing a number into equal parts and determining how many equal parts can be formed.

• Steps for introducing division-

1. Present division as sharing- the teacher should use manipulatives (such as pebbles or marbles), and ask children to divide them into equal groups. This will help them understand the basic concept of division better.
2. Explaining equal sharing by using pictures- Division can also be introduced by using the approach of equal sharing. It entails dividing an amount evenly amongst groups one by one until each group has the same amount.
3. Writing division statements on the blackboard- Then the teacher should incorporate the symbols for division and write a word problem and relate it to real-life examples. Relating classroom learning with real-life examples can help children gain a better understanding of the concepts.

Hence, we conclude that the correct sequence of introducing division is III, II, and I.

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

Key Points

Spatial reasoning is the ability to mentally manipulate and orient shapes. It is the ability to recognize items by understanding how different shapes fit together.

 Activities for developing spatial reasoning-

• Using tangrams and puzzles will be an interesting activity in the classroom to develop spatial understanding as it involves geometry, problem-solving, visualization, and pattern predictions.
• Ask children to draw a map of their house on paper. The teacher should ask students to make symbols of their own like squares for windows, rectangles for a door etcetera. With the help of this activity, the children will be able to visualize the different rooms in their houses, develop spatial understanding and connect the classroom to the real-life situation.
• Drawing and painting methods will also help children explore the concept of space and geometry.
• Using block towers will help children work on their sense of geometry, balance shape orientation, position, etc.

Hence, we conclude that asking students to draw their own house on paper, while maintaining relative sizes of different rooms can be used as a contextual activity to introduce the concept of mapping and spatial understanding to grade 2 learners.

HintChildren in grade II can read and write numbers up to 99 and can solve daily life problems based on addition and subtraction only. Multiplication has not been introduced in grade 2 and the children are not familiar with the concept of area.

The Van Hiele theory explains how children learn geometry. It proposes 5 different levels of geometric thinking. Each level has its symbols and language. Students progress "step by step" through each level.

Key Points

• According to Van Hiele's theory, there are 5 levels of thinking or understanding in geometry-

• Visualization level- in this level student recognizes, compares, and arranges shapes based on their appearance as a whole.

• Analytic level- At this level, children will recognize and analyze figures based on their properties. For example- students will label figures as squares if they have 4 sides, 4 right angles, and equal and opposite sides.

• Abstract level- At this level, children can define a figure using a minimum set of properties, make informal arguments and deduce new properties.

• Formal deduction level- At this level children can distinguish between undefined concepts, definitions axioms, and theorems. They can create original proofs.

• Mathematical rigor level- Now children can comprehend the link between diverse geometric systems. They can explain how adding or removing an axiom affects a given geometric system. Under multiple geometric systems, they can compare, analyze, and develop proofs.

Hence, we conclude that Van Hiele's name is associated with the development of geometrical theory that describes various levels of geometry.

Additional Information

The National curriculum framework (NCF) 2005 is India's 4^th national curriculum framework, which was released in 2005 by the National Council of educational research in Training NCERT. Its predecessors were released in 1975, 1988, and 2000 respectively.

It serves as a guideline for syllabi, textbooks, and teaching practices for schools in India.

Key PointsObjectives of mathematics

• According to NCF 2005, the higher goal of teaching mathematics is to develop the children's ability to mathematization.
• To develop an interest of students in mathematics and assist them in comprehending and mastering fundamental mathematical ideas and computational skills.

Hence, we conclude that an important objective of the mathematics curriculum is that mathematics should be contextualized with the help of daily life examples.

Additional Information

• Arithmetic is a branch of mathematics like algebra, geometry, trigonometry, calculus, etc. Mathematics is not just arithmetic.
• The formal algorithm should not be taught in primary grades as it will be difficult for children to understand them which discourages them from learning.

Manipulatives are concrete objects that allow students to engage in active, hands-on exploration of a concept. For example, tangrams, dienes blocks, tiles, rods, etc. The use of manipulatives helps children to learn a concept through hands-on experiences.

Key Points

• Importance of manipulatives in the mathematics classroom-
• It helps the children connect mathematical ideas and symbols to physical objects, thus promoting better understanding.
• It provides support in dealing with a subject that can be difficult and confusing and help students build confidence by giving them away to test and confirm their reasoning.
• It facilitates students understanding of mathematical concepts and links them to representation and abstract ideas.
• A manipulative is imperative for exploration and experimentation with math ideas as students develop meaning.
• It makes learning math interesting and enjoyable and also motivates children to learn.
• In the above problem, the student is having difficulty understanding the concept of regrouping and place value. Hence, teachers should use manipulatives to strengthen the concepts.

Hence, we conclude that the most appropriate response to the answer given by the students is that concrete materials and manipulatives should be used to strengthen the concept of addition with regrouping and place value.

 HintProviding more questions to practice and copying from the blackboard will not help the teacher in identifying the learning gaps of children and providing remedial steps accordingly.

Teaching approaches are the methods used by teachers to access children throughout the learning process. Teaching approaches of mathematics include lecture, inductive-deductive method, heuristic, analysis-synthesis, problem-solving, laboratory, and project method. According to the specific unit of the curriculum, available resources, and the number of children in the class, the teacher may use any method.

Key Points

• Approaches to mathematics teaching-
• Problem-solving- It reflects the process of mathematics and increases a child's ability to think mathematically. It is a method of thinking, analyzing, and learning how to find the answer to a question or problem using known ideas.
• Inductive-deductive method- Induction proceeds from "particular to the general", from the "concrete to the abstract". It encourages discovery and stimulates thinking. Whereas deduction proceeds from "general to the particular" and from "abstract to the concrete". It establishes linkage with real-life observations and knowledge already gained.
• Analysis-synthesis method- Analytic method proceeds from "conclusion to hypothesis" and it involves the discovery and breaking up the conclusion into simpler steps. Whereas the synthetic method proceeds from "hypothesis to the conclusion", it involves presenting facts already discovered in a logical format.

Hence, we conclude that the drill and practice approach (the repetitive practice of skills) is not related to mathematics teaching 

Hint The drill and practice approach is not effective when teaching more abstract concepts and when it is used too often it's hard for students to focus and concentrate on the subject.

Formative assessment refers to the assessment for monitoring the student's progress throughout the learning and teaching process. It mainly focuses on finding and diagnosing students' needs rather than grading and ranking them.

Key Points

Assessment tools are the techniques for determining a student's academic capabilities, fluencies, and skills in a particular subject area as well as their progress towards academic proficiency in that subject area.

• Assessment tools for formative assessment - Assignments, projects, portfolios, anecdotal records, rating scales, quizzes, etc. are the assessment tools for formative assessment.
• Anecdotal records- It is a thorough descriptive narrative that is recorded after a specific behavior or interaction with children. It helps the teacher in planning learning activities, providing information to families, and recognizing learning gaps.
• Field trips- It is a visit to a location outside the classroom where children can try new things, have new experiences, and obtain first-hand observation.
• Portfolio- It is a systematically arranged compilation of students' work over some time. It helps in collecting students writing and demonstrating changes in skill over time.

Hence, we conclude that the Term-end examination cannot be included in the formative assessment. 

Hint The term-end examination is useful for summative assessment which records a student's degree of understanding of a certain topic after they have received enough instruction.

Educational simulation is a teaching strategy that puts students in a situation where they must actively solve challenges to assess their knowledge and skills.

• Simulation software is based on the process of modeling a real phenomenon with a set of mathematical formulas. It is, essentially, a program that allows the user to observe an operation through simulation without actually performing that operation.

Key Points

• Simulation software for understanding perimeter - 
• To introduce perimeter, a perimeter game can be built and the virtual worksheet must be used. The length of the sides must be expressed in centimeters by counting segments connecting the dots because the worksheet is on a one-centimeter grid. Now children will use the formula 2(l+b) to compute the perimeter.
• Perimeter and area games tell a story that children find interesting. It has engaging characters and interactive visuals that bring children into a fascinating world where mathematics is fun.
• It encourages children to apply their prior knowledge of the concept to build further learning.
• These are used to remove misconceptions about the concept of perimeter.

Hence, we conclude that finding different shapes with the same perimeter can be best taught using simulation software. Whereas the other three cannot be taught using simulation software.

Concept:

The earth is round there is actually no 'up' and 'down' on the earth and it is just relative. 

Explanation:

• The earth can be divided into two hemispheres, the upper (northern hemisphere) and the lower (southern hemisphere).
• They are just names for specific places on the Earth so that it is easy for us to give directions and find our way around.
• These hemispheres are relative if not defined clearly.
• An equator is used to divide the earth into two hemispheres.
• If Earth was upside down and no one would really notice, because one would still feel that the ground is down and the sky is up.
• This is because gravity always pulls us towards the middle of the Earth.
• If someone is standing on the earth in India and someone is standing in Argentina they are on the same line through the interior of the earth.
• That's why they are relative upside down.

​

​Thus, we, the people of India, actually stand upside down in relation to the people of Argentina.

• Libya, Algeria, and Alaska (USA) all lie above the equator in the same hemisphere (i.e northern hemisphere) as that of India.
• Thus, there is no relative difference in location between these countries and India.

Concept:

• Every region has its traditional arts.
• Traditional arts are mostly learnt at home.
• Traditional arts like textile making passes from generation to generation.

Explanation:

About Pochampally:

• Pochampally sarees are weaved in the Mukhtapur village of Pochampalli district of Telangana.
• They have traditional geometric patterns in the Ikat style of dyeing.
• The intricate geometric designs find their way into sarees and dress materials.
• Pochampalli sarees are bright colours.

Pochampalli is a town where most of the families, are weavers and the special cloth they weave is called Pochampalli. The town, where beautiful bright-coloured Pochampalli sarees are made, is a part of Telangana.

Additional Information

About Kalamkari:

• 'Kalam’ means pen and ‘kari’ means artwork or craftsmanship.
• This literally translates to mean drawing with a pen.
• Kalamkari is hand-painted or block-printed work on cotton textile done in Andhra Pradesh. ​

Concept:

While growing a crop, the steps followed are:

Explanation:

Onion cultivation:

• The soil is first ploughed deeply.
• The right amount of seeds are dropped at a regular distance.
• It should be done carefully so as not to drop too many seeds in one place.
• After 20 days of sowing the seeds, they begin to sprout.
• Weeds start to appear along with the onion plants.
• Weeds need to be removed so that they do not take up all the water and fertilisers.
• If there are too many weeds, then the onion plants will not be healthy.
• The plants grow tall.
• The leaves start turning yellow and drying up.
• This means that the onions are ready to be taken out.
• The onions are now taken out.
• It is important that this should be done at the right time.
• If late, the onions will rot in the ground itself and all the hard work will be wasted.
• The dried leaves from the top of the onions are cut.
• The sacks are filled with onions and taken in a truck to sell in the big market.

Thus, the correct way of doing it -

(B) Digging to loosen the soil

(C) Sowing of seeds

(A) Weeding

(E) Plucking it out.

(D) Cutting the dried leaves from the top of the onion

Hence, the correct sequence is (B), (C), (A), (E), (D)

Concept:

• Maps are drawn to reduced scales.
• Scale =  actual distance on the ground/distance shown on the map.

Given:

• Scale 1 cm = 110 meters
• The distance between Ibrahim Burj and Masha Burj = 13.3 cm.

Explanation:

• 1 cm on map = 110 meters on the ground.
• The actual distance between cities = 13.3 × 110 meters = 1463 m = 1.463 km ≈ 1.5 km

Thus, the actual distance between Ibrahim Burj and Masha Burj is approximately 1.5 km.

Explanation:

Al-Biruni:

• Al-Biruni was born in 973, in Khwarizm in present-day Uzbekistan.
• Al-Biruni carefully observed and noted down the details of all that he saw in numerous books.
• He wrote especially about those things that he found very different from his own country, like architecture and peoples lifestyles.
• Al-Biruni carefully observed and noted down the details of all that he saw.
• He wrote especially about those things that he found very different from his own country.
• He wrote about the ponds of that time.
• He wrote that the people here were very skilled at making ponds.
• He used to write descriptions about how ponds were made by piling up huge rocks and joining them with iron rods to build chabutaras (raised platforms) all around the lake.
• Today when we study history, we can learn a lot about those days from the writings of Al-Biruni.
• In 1973, one thousand years after his birth a stamp was released by the government.

​Thus,

 

A. He was a traveller who visited our country and noted down the details of all that he observed .

B. He came from Afghanistan.

C. He wrote about those things that he found very different from things in his own country

D. His book is helpful in knowing about our past and cultural heritage

E. He had specially mentioned about the skills of the people of our country in making ponds

The Correct Answer is: They lay eggs

Key Points

Reptiles

• Reptiles are cold-blooded animals that raise their body temperature by lying in the sun or lowering it by crawling into the shade.
• Their body temperature changes to the temperature of their surroundings. Because of this, snakes that live in colder climates must hibernate through the winter.
• There are more than 2,900 species of snakes in the world.

Amphibians

• Amphibians are organisms that live dual life. They can live on land as well as in water.
• They have porous skin that requires moisture. Also, amphibians lay eggs in the water, and their young have gills to survive in the water.
• They venture onto land only when fully mature.

Explanation:

Additional InformationCharacteristics of Reptilia

• Following are the important characteristics of the animals belonging to Class Reptilia:
• These are creeping and burrowing terrestrial animals with scales on their body.
• They are cold-blooded animals found in most of the warmer regions of the world.
• Their skin is dry, and rough, without any glands.
• The body is divided into head, neck, trunk, and tail.
• Few of these shed the scales on their skin as skin cast.
• The respiration takes place with the help of the lungs.
• The skull is Monocondylic.
• They have two pairs of pentadactyl limbs, each bearing claws. Snakes are an exception.
• The heart is 3 chambered. However, crocodiles have a 4-chambered heart.
• The nervous system comprises 12 pairs of cranial nerves.
• The lateral line system is absent in reptiles.
• Except for snakes, all the reptiles have well-developed ears.
• They possess a typical cloaca.

Concept:

Direction is divided into 8 sections, 4 cardinal directions, and 4 ordinal directions.

• The four cardinal directions are the directions north, east, south, and west, commonly denoted by their initials N, E, S, and W.
• East and west are perpendiculars (at right angles) to north and south.
• East is in the clockwise direction of rotation from north and west is directly opposite east.
• The ordinal directions are North-East (NE), south-east (SE), south-west (SW), and north-west (NW).
• NE, SE, SW, and NW lie in between the cardinal directions north and east, south and east, south and west, and north and west respectively.

Explanation:

North-East.

It is evident from the map that If you are located in Ahmedabad (Gujarat) and draw on the map of India a straight line between Ahmedabad and Delhi, the direction of Delhi from Ahmedabad will be North-East.

Thus the direction of Delhi from Ahmadabad will be North-East.

Additional Information

• There are four Starring directions. North, South, East and West. These starring directions are acknowledged as cardinal points.
• The other four in-between directions are north-east (NE), south-east (SE), south-West (SW) and north-west (NW).

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:

Average speed of the car = (total distance) /(total time taken)

⇒ Average speed = 144 km/2 hr = 72 km/hr

We know that,

• 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.

∴ Average speed (meter/second) = 72 × 5/18 = 20 m/sec

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 at the ground on special occasions such as when there is a bumper harvest of a crop. Gongs and drums are used as a musical instrument 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

Torang means Forest in kuduk language.

• Adivasis are the people who live in the forest.
• Torang means forest is famously spoken in Jharkhand.
• They lead a very simple life and depends on the forest for their survival.
• Kuduk–It is a special community of people who live in the forest.
• The language they speak is also called Kuduk.

Concept:

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

Explanation:

Weaverbird:

• A weaverbird is a small finch-like bird.
• They are noted for their nest-building techniques using grass stems and other plant fibres.
• They are particularly well-known for their roofed nests forming complex, hanging woven chambers.
• Many species of weavers are highly gregarious.
• The male weaver bird make beautifully woven nests.
• The female looks at all the nests and chooses the one that she likes the best and decides in which to lay her eggs.

Thus, the above description is of Weaverbird.

Additional Information

• The dove makes its nest among the thorns of a cactus plant or a Mehendi hedge.
• The sparrow and pigeon make their nest anywhere on top of a cupboard, behind a mirror, on a ledge.
• The barbet or coppersmith bird makes its nest in a hole, in a tree trunk.
• The tailorbird uses its sharp beak to make its nest by stitching together two leaves on a bush. It lays its eggs in the fold of the leaf that it has made.
• The sunbird makes a nest that hangs from the branch of a small tree or a bush.
• The robin makes its nest with soft twigs, roots, wool, hair and cotton wool at ground level, on lower branches of a tree or sometimes at the top.

The correct answer is Eight Union Territories

Key Points

India

• India is a federal union comprising 28 states and 8 union territories, for a total of 36 entities.
• The states and union territories are further subdivided into districts and smaller administrative divisions.
• India is the 7^th largest country in the world.
• It is the second-most populous country in the world (after China).
• Along with this, its maximum length from north to south is 3, 214 km. The maximum width from east to west is 2,933 km. is.
• Currently, after the partition of Jammu and Kashmir, there are 28 states and 8 union territories in India, which is now a union territory along with Ladakh.
• India is the seventh-largest country in the world,
• With this, India is the second-largest country in terms of population.
• The largest country in terms of population is India.

Total Union Territories:

1. Andaman and Nicobar
2. Chandigarh
3. Daman and Diu and  Dadar and Nagar Haveli
4. Delhi
5. Jammu and Kashmir
6. Ladakh
7. Lakshadweep
8. Puducherry

• The Union territories of Dadra and Nagar Haveli and Daman & Diu were combined as one single union territory on 26^th January 2020.
• On 31^st October 2019, Jammu and Kashmir was removed from its status as a state and converted into a union territory.
• Ladakh was separated from Jammu and Kashmir and was created as a separate Union Territory.

The Correct Answer is: Reptile, Mammal, Bird, Insect

Concept:

• Every animal is different from the others.
• Meanwhile, every animal shares some common characteristics with each other.

 Key Points

Additional Information

Indian robin:

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

Explanation:

• Snakes can't hear to snake charmer's music but will respond only by feel the vibrations produced by the instrument.
• They do not have external ears.
• They only feel the vibrations on the ground.

​Thus, the correct answer is the vibrations produced by the Been are transmitted through ground

Additional Information

About Snakes:

• Of the many kinds of snakes found in our country, only four types of snakes are poisonous.
• They are Cobra, Common Krait, Russel’s Viper (Duboiya), Saw-scaled Viper (Afai).
• A snake has two hollow teeth (fangs).
• When it bites, the poison enters the person's body through the fangs.
• There is a medicine for snake bites.
• The medicine is made from the snake's poison and is available in all government hospitals.

Concept :

Disease: 

• A disease is a condition that negatively affects the normal functioning of the cells, tissues, and organs.
• It can be caused by germs, lack of a healthy diet, or may even be genetic.

Deficiency disease: 

A disease that is caused by the lack of essential nutrients or dietary elements such as vitamins and minerals in the human body.

Anaemia:

• Anaemia is a condition where the level of haemoglobin in an individual drops down to less than the 5^th percentile of the age. The individual in this case lacks healthy red blood cells to carry out the adequate oxygen in our body.
• Anaemia disease is a result of a deficiency of Iron.
• In the blood of the patient suffering from anaemia, the haemoglobin level goes down to a below-average level.
• The anaemic patient always feels weak and tired.

Explanation:

• The clinic pathology report is a medical report that consists of certain analyses done in the lab about the body organ, blood, or tissue stability report. The specimen is analyzed by a specialist who performs the procedure (medical provider) and writes a report for the same (pathologist).
• Normal haemoglobin concentration of male children (11-18 years old) is  12.7 - 17.7g/dL and in females its 12 - 15 g/dL.​

Key Points

We know that,

• Male child (11-18 years old) - 12.7 - 17.7g/dL.
• Female child (11-18 years old) - 12 - 15 g/dL. ​

So, it can be observed from the above data that

X - Anaemic

Y- Non- Anaemic

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:

Description of houses of different places:

Key Points

Thus, the correct answer is A - V, B - II, C - IV, D - III.

Additional Information

Kashmir:

• Houses are made from stone cuts and kept one on top of the other and coated with mud.
• Some old houses have a special type of window which comes out of the wall. It is called 'dab'.
• In Srinagar, the 'Donga' houseboat can be seen in Dal Lake and the Jhelum river.
• From the inside, it is just like a house with different rooms.

Inclusion in education refers to all children having equal access to education and learning opportunities.

Key Points

Activities for inclusion-

• The teaching methodology, assessment, and evaluation procedures should also be made flexible.
• The environment of the school must be barrier-free and adapted to accommodate all children with diverse needs.
• It should allow children to develop friendships with their peers and feel less social tension about their backgrounds and culture.
• Activities should be planned to ensure learning cooperation and sharing. Age appropriateness of activities is to be ensured by the teacher.
• The teacher should conduct a discussion about the similarities and differences in practices in each child's home it will develop self-esteem and he will not feel isolated in the classroom.

Hence, we conclude that the best activity for inclusion is having a discussion in the class about the similarities and differences in practices in each child's home.

Video conferencing refers to an online meeting in which two or more individuals participate in a live audio-visual conversation. Participants can see, here communicate to each other in real-time no matter where they live in the world.

Key Points

• Features of video conferencing app-
• Virtual background- The Virtual Background feature allows you to display an image or video as your background. This feature requires a green screen to detect the difference between you and your background.
• GIF in the chat - This feature of video conferencing has recently become important in the communication industry. Furthermore, while employing there are no language hurdles to consider. It helps to communicate without speaking. In most circumstances, a GIF can summarise exactly what you are trying to say much more quickly than words can.
• Mute button- The mute button on the video conferencing app turns off the microphone. It means that you can still hear the participants but they won't be able to hear you.
• Audio call- This feature enables people on multiple phones to connect on the same call. Each individual can hear or speak with everyone else on the line.

Hence, we conclude that GIFs in the chat can best demonstrate how communication can be done without speaking.

The constructivist approach to education prioritizes collaborative learning by engaging students in conversations and projects. It encourages students to create knowledge through experience rather than merely passing it on from teacher to student.

Key Points

• Drawing the outlines of different types of leaves after plucking them from a nearby garden. This activity involves hands-on exploration (plucking leaves), observation, and the creation of representations (drawing outlines), allowing students to actively engage with the material and construct their understanding of different types of leaves.
• The constructivist approach values experiences that encourage learners to actively participate in the learning process and make connections based on their observations and reflections.

Hence, we conclude that the activity that most closely aligns with the constructivist approach is "drawing the outlines of different types of leaves after plucking them from a nearby garden."

Active learning is a technique of teaching that involves students actively engaged with course material through conversations, problem-solving, role plays, and other ways.

Key PointsCharacteristics of active-learning tasks:

• Active learning tasks help students to interact with the material in a way that encourages creative thinking.
• It encourages students to establish a connection between their existing knowledge and new concepts, allowing them to reflect on their understanding.
• Active learning tasks encourage children to make their ideas explicit which helps teachers to assess students' learning.
• It provides students with the opportunity to have first-hand experience.

Hence, we conclude that students adding their thoughts on a mind map drawn on the blackboard about the different types of work that people do is an example of students engaging in active learning because it encourages children to produce thoughts and reflect on their understanding. While the other 3 activities do not encourage children to express their thoughts and exchange ideas.

Authentic tasks are defined as the tasks in which students are able to apply their knowledge or abilities to real-world situations. It is designed to assess their ability to apply knowledge and skills.

Key PointsConducting a fireless cooking fair in school-

• Students will learn collaboration, culinary skills, and appreciation for the hard work that goes into cooking through this activity.
• This activity will also provide a platform for children to demonstrate their abilities and discover new interests.
• It encourages children's creativity, thinking, and problem-solving skills and also fosters basic skills like measuring, counting, and following instructions.
• This activity will help children learn and gain a lot of knowledge about fruits, vegetables, and cooking utensils.
• This activity is a child-centered method as it encourages children to be actively involved in the learning process.

Hence, we conclude that conducting a "fireless cooking" fair in the school where children make and sell food is an example of an authentic task with respect to a lesson on cooking as it encourages children to apply their knowledge to the real-world situation.

HintDemonstration by the teacher, asking students to make a list of dishes, and creating a class garden will not help children understand the cooking process as they are not actively involved in the learning process. these activities do not allow children to learn through experience.

Every person in society is different and has different feelings and different opinions regarding various topics, so it is important to understand each other's feelings while we interact with different people in society.

Key Points

• Understanding others' feelings play an important role in the life of everyone who is living in society.
• As a social animal understanding their feelings are important for living in society because any misunderstanding may lead to an imbalance in the relationships.
• Cooperation is a must characteristic to be developed in each person of the society, for this understanding of feelings is needed.
• Understanding others' feelings and behaving accordingly may lead to healthy relations in the society which again leads to a progression of each society in the country in many ways.
• All the people we interact with are not the same, everyone has their perceptions, so being sensitive to their feelings builds a healthy society.

​Hence option 1 best explains the scope of learning this chapter in EVS.

Additional Information

On the other hand, all the other options also explain the scope of feelings in the society but not effectively as option 1 does so they are considered as least effective answers than option 1.

Globe is a model of earth which represents earth along with various physical features like continents, oceans, mountains, etc. It has two types of imaginary lines latitudes and longitudes, which help in pointing out the exact location. 

Key PointsThe example "why do you use a graph book with lines, to plot points in geometry?" would help Uzaira and Shahmir understand these lines better because

• They would know that the lines on the globe are imaginary and they will not be really on the earth.
• They get to about the purpose of those lines.
• They can relate that as we use a graph book with lines, to plot points in geometry exactly, in the same way, that imaginary lines are used to plot the exact location of a place on the earth.
• They can conclude that these lines make the task of finding routes from one place to another place even if they are not real.

​Hence the question "why do you use a graph book with lines, to plot points in geometry?" would help Uzaira and Shahmir understand these lines better.

Additional Information

1. White line: White lines running in the middle of the road indicate that you must not change lanes and should stay in the lane you are already in.
2. A Grid is a setting on your camera that shows lines/grids, so you will be able to assess the proportions of your subject.
3. Ruled paper in the notebook (or lined paper) is writing paper printed with lines as a guide for handwriting.

Historic monuments are fixed assets that are identifiable because of particular historic, national, regional, local, religious, or symbolic significance; they are usually accessible to the general public, and visitors.

 Key Points

"Students will classify the different materials used in building the Golkonda Fort based on their purpose"  is a specific, measurable and attainable learning objective because:

• Students should know the different materials used in building monuments.
• They should also know the purpose of why a particular material is used for building a particular monument.
• They should have a basic idea about the properties of various materials.
• They should classify the different materials used in building different monuments based on their purpose.
• This measures the meaningful learning of students on a specific topic.

Hence "Students will classify the different materials used in building the Golkonda Fort based on their purpose"  is a specific, measurable, and attainable learning objective, 

Additional Information

On the other hand, all the other options are wrong as they are general objectives regarding the topic of historic monuments. They don't assess the specific competencies the children should possess after learning the topic.

Resources are to be used wisely so that they should be sufficient for current generations and also for the upcoming generations. One such way of using the available resources wisely is 'using alternative resources' for resources that are limited in quantity.

 Key Points

Examples

• Using solar energy in place of electrical energy.
• Using wind energy to produce electricity.
• Drying Clothes in sun rather than using a washing machine.
• Using firewood to conserve gas.
• Using cow dung cakes as an alternate resource for coal.

​Hence Asking students to list down different materials that are sticky, even as they work on their projects would most help students engage in the idea of 'using alternative resources' for resources that are limited in quantity as they can use other sticky materials in the place of glue.

 Additional Information

On the other hand, displaying the poster, maintaining a register, and adding water to the glue may conserve glue but don't achieve the objective of 'using alternative resources' for resources that are limited in quantity so all these are wrong with this objective's perspective.

Experimentation is carrying out an activity using different objects to determine the correct result and arrive at a conclusion on the question that arose. 

Key Points

Understanding which liquid flows quicker by adding a drop of each on a plate and tilting it can be an example of arriving at a specific conclusion using experimentation because

• Many liquids will be taken.
• A drop of each liquid will be dropped on a plate.
• Then when the plate is tilted the liquids start flowing.
• The liquids like water and juice flow faster than the liquids like syrup and paint.
• Then the students can automatically conclude that the liquid with less viscosity will flow faster as compared with other liquids.

​Hence understanding which liquid flows quicker by adding a drop of each on a plate and tilting it can be an example of arriving at a specific conclusion using experimentation.

 Additional Information

On the other hand, all the other options don't explain the arrival at a specific conclusion using experimentation because just a phenomenon is explained in this experiment but no conclusion is specified after the experiment.

Students learn best when knowledge is built based on their previous experiences. When taught through real-life experiences children relate the knowledge they gain to their daily life. 

Key Points

Showing students a hat, a raincoat, and a sweater, and asking them which of these they have used is most relevant as a 'hook' or 'opening', for introducing the topic of 'seasons' because children can recall the experiences of their real-life and relate why we use different clothes at different times.

• Students arrive at the topic seasons from the hat, raincoat, and sweater.
• Here known to unknown and basic to advance strategy is used.
• They get curious about the season's topic because it is being introduced to them by showing students a hat, a raincoat, and a sweater which they are already familiar with.

​Hence show students a hat, a raincoat, and a sweater, and ask them which of these they have used for introducing the topic of 'seasons'.

Additional Information

On the other hand, all the other options are less effective as they don't concentrate on the previous knowledge of the student through which a new topic can be introduced with ease.

Key PointsCommunicable diseases: These diseases are caused by certain infectious agents which may be bacteria or viruses. These are capable of being transmitted from person to person or from the environment to person.

• Examples: Typhoid, Cholera, Tuberculosis, Covid 19.
• These diseases are spread by 
• When we touch a person or come in direct contact with the skin.
• A spray of droplets of saliva or secretion of a diseased person.​​
• Communicable diseases are also transmitted indirectly in the following ways that are popularly known as ‘5Fs’— flies, fingers, fomites (material capable of carrying infections, like towels, handkerchiefs, etc.), food, and fluid.

The non–communicable diseases may occur due to genetic and lifestyle factors. When these are caused by an unhealthy lifestyle, these diseases are also called lifestyle diseases.

• Examples: diabetes, hypertension, heart diseases, stroke, and cancer.
• These don't spread to one another through physical contact or any other means.

Since covid is a communicable disease use masks to prevent the spread of covid but not to prevent the spread of diabetes since it is a noncommunicable one.

Hence option 1 is the correct one. Rest options are not aimed to differentiate between communicable and noncommunicable diseases.

Virtual Reality (VR) is a computer-generated environment with scenes and objects that appear to be real, making the user feel they are immersed in their surroundings. This environment is perceived through a device known as a Virtual Reality headset or helmet.

 Key Points

This technology is best suited for this purpose because:

• Students get the experience of really visiting the heritage sights.
• The architecture of the heritage sights can be seen closely and understood by the students through virtual reality.
• Students will be able to remember the concept for a long time and also apply the knowledge.
• Learners will be able to distinguish the architecture and other features of heritage sights which they have to see from the ones which they have not seen.
• Students get the best learning experience.

​Hence virtual reality is best suits to teach students about different world heritage sites and understand their architecture, historical background, etc. better.

 Additional Information

Food preservation can be defined as the process of treating and handling food in such a way as to stop or greatly slow down spoilage and prevent foodborne illness while maintaining nutritional value, texture and flavour.

• Chips is a small, thin, crisp, usually salty pieces of food typically prepared by frying, baking, or drying. which stays in edible condition without spoiling.

Examples:

• Potato chips
• Banana chips
• Corn chips etc.

Key Points

• Potatoes or bananas get spoiled or rotten over time if they are left as it is.
• So ample amounts of preservatives are added to keep them edible for a long time in the form of chips.
• Preservatives are any of numerous chemical additives used to prevent or retard spoilage caused by chemical changes, such as oxidation or the growth of fungus.
• So potatoes and bananas stay for a long time in the form of chips in edible condition without getting affected due to physical conditions.

Hence chips are best suited to teach this concept of food preservation.

Additional Information

• Buttermilk and curd can not be preserved for a very long time just like chips even if we add preservatives to it.
• Unripe mango needs no preservative to store till a limited time.

A barber is a person who cots the hair of the people living in the society for money. His livelihood and the fulfillment of his needs depend on the people.

Key PointsBarber is an example of the interdependence of organisms in the environment.

• Barber depends on customers to run his shop.
• Without them, he can't earn his livelihood.
• People also depend on barbers to cut their hair.
• Without him, it would be difficult for them to cut their hair.
• So barbers and people are interdependent.

Hence a barber is the best example to teach the idea of the interdependence of things in the environment, using examples from the community. 

Additional Information

The correct answer is 'They raise us in people's estimation'.

Key Points

• Refer to the lines from the passage:
• "Studies serve for delight, for ornament, and for ability".
• According to the author, ​the first purpose that studies serve is "delight". Their chief use for delight is in privateness and retiring; According to author, Study is always a private activity in which people engage in when they are alone. They study to fulfill their interest. Therefore, studies are a source of delight.
• In the second line, author has used only one word to explain, “ornament” i.e. “discourse” (written or spoken communication or debate). Thereby, studies increase the speaking power of a person and enable him to argue well.
• Referring to the second line, the third purpose of studies, according to author is “judgment and disposition of business”. He used the word “judgment” to infer that studies enhance mental eyesight of a person. His vision becomes strong and he takes quick as well as accurate decisions in business matters. Thus, enhancing person's ability to judge things well.
• Upon the perusal of the above lines, it can be concluded that option 1), 2) and 4) are correct but option 3) is wrong.

 

Hence, option (3) "They raise us in people's estimation." is not supported by the evidence in the passage.

The correct answer is 'highly experienced persons'.

Key Points

• Refer to the line from the passage:
• The general counsels, and the plots and marshalling of affairs, come best, from those that re learned. Here, author is referring highly experienced persons as those that re learned.
• Upon the perusal of the above line, it can be concluded that general counsels come best from highly experienced persons.

 

Hence, option (1) "highly experienced persons" is supported by the evidence in the passage.

The correct answer is 'A is false, B is true'.

Key Points

• Refer to the line from the passage:
• ​Crafty men condemn studies, simple men admire them, and wise men use them, won by observation.
• ​So, it can be deduced from the above line that "Wise men make use of their studies".
• Thus, B is true.
• Read not to contradict and consider.
• ​Here, author is referring a man should not read to contradict and confute others; he should not believe and rely wholly on words nor to find a point of discussion in conversation.
• So, it can be deduced from the above line that "studies do not improve our moral standards.
• Upon the perusal of the above line, it can be concluded that option (1) is correct.

 

Hence, option (1) 'A is false, B is true' is supported by the evidence in the passage.