CTET Paper 1 - February 2016 (English-Hindi-Sanskrit) (Previous Year Paper)

Multilingualism is the ability to use more than two languages. Multilingualism is constitutive of the identity of a child and a typical feature of the Indian linguistic landscape, must be used as a resource, classroom strategy, and a goal by a teacher.

Benefits of Multilingual Classroom:

• It emphasizes on the significance of a smooth transition between the home and school language.
• Multilingualism encourages children to believe in themselves.
• It shows a greater number of independent cognitive strategies at their disposal and exhibits greater flexibility in the use of these strategies to solve problems.
• It is also a way of ensuring that every child feels secure and accepted and that no one is left behind on account of his / her linguistic background.
• Multilingual children are capable of greater cognitive flexibility and creativity and perform better academically than monolinguals.

Hence, it could be concluded that most classrooms in India are multilingual and this needs to be seen as a resource by the teacher.

Mistakes and Errors:

• When a learner can’t master a topic, he/she is vulnerable to make errors. Errors are nothing but incorrectness made by a child during learning.
• It also takes place due to the mismatch in previously assimilated and the newly accommodated knowledge.

Children’s Errors and Mistakes:

• are a significant step in the teaching-learning process.
• are necessary in the learning process to give insight into children's thinking.
• help the teacher to be aware of learners' learning styles, to cater them according to their needs.
• are considered as a part of the teaching-learning process as it helps to understand the child.

Hence, it could be concluded that mistakes and errors made by students should be seen as opportunities to understand their thinking.

Additional Information

Reasons for Mistakes and Errors:

• Lack of interest & knowledge
• Misunderstanding of concept
• Missing out on important points or steps
• Inability to grasp the central idea or concept
• Forgetting related previously assimilated knowledge

"Jean Piaget", a swiss psychologist, belongs to the cognitivism school of psychology, is famous for his work on child development. He made a systematic study of cognitive development in his theory. 

Key Points

According to Piaget

• He strongly believes that children are little scientists and they actively construct their understanding of the world.
• There is no knowledge that is pre-existing in the world such that it can be ‘taught’ to a child. Nor does knowledge comes innately (on its own) to the child. Knowledge develops when a child acts in the world.
• His theory also helps in understanding how children ‘construct’ knowledge. Thus, it is also known as a theory in ‘Constructivism’.
• Jean Piaget stressed that children actively construct their understanding of the world. The information does not simply enter their minds from the environment.
• As children grow, additional information is acquired and they adapt their thinking to include new ideas, as this improves their understanding of the world.

Hence, we can conclude that Piaget views children as active builders of knowledge and little scientists who construct their own theories of the world.

Additional Information

Pedagogy refers to the set of principles that influence the approaches to the teaching-learning process. It consists of a learning environment, teaching-learning arrangements, methods, general educational principles, etc.

Key Points

Child-centered pedagogy refers to a pedagogy that emphasizes to shift teaching to learning as it emphasizes upon:

• enabling children to express their ideas freely.
• allowing students to work at their own pace freely and willingly.
• giving primacy to children’s voices and their active participation.
• providing opportunities to students to foster their own strategy of learning.
• catering totality of students' experience that occurs in the educational process.
• using different kinds of innovative learning strategies to address children's' diverse learning needs.
• planing the process of learning after understanding the psychology and interests of children.

Hence, it could be concluded that child-centered pedagogy means giving primacy to children’s voices and their active participation.

Teachers play the most crucial role in the life of a child, especially in the understanding of complex concepts in children through planning and dedication. 

• The benefits of teaching are maximized when teachers act as a facilitator for the students. A teacher also functions as a learner, counselor, manager, assessor, and innovator.

Key Points

A teacher can help the children to process a complex situation by breaking the task into smaller parts and writing down instructions as dividing tasks into small steps with instruction will help the learners in:

• assimilate the idea effectively.
• putting their thoughts on paper.
• achieving the desired goal easily.
• organizing information systematically.
• reducing the extraneous cognitive load.
• recognizing the basic components of the task.

Hence, it could be concluded that a teacher can help the children to process a complex situation by breaking the task into smaller parts and writing down instructions.

Learning is the acquisition of new behaviour or the strengthening or weakening of old behaviour as a result of experience. It represents progressive changes in behaviour.

• Learning also involves the acquisition of knowledge, habits, and attitude. The term learning covers every modification in behaviour to meet environmental requirements.

Key Points

The above-mentioned phenomenon is learning problematic because:

• individuals build new knowledge by activating their previous Knowledge.
• they are creator of knowledge. They actively construct their own knowledge.
• they learn through experiencing things and reflecting on those experiences, etc.
• individuals interpret experiences and do not reproduce knowledge as it is received.

Hence, it could be concluded that expecting the student to reproduce knowledge in the same way as it is received is problematic, because individuals interpret experiences and do not reproduce knowledge as it is received.

Learning curve is a graphic representation of how learning takes place in a particular situation. In all types of learning situations, the course of learning can be depicted and described graphically by drawing learning curves against the x and y-axis.

Key Points Stages of Learning Curve:

• Stage 1: In this stage, the learner slowly increasing the speed to understanding the concept of learning. This is the beginning stage of learning, in which learner is motivated to gain new information.
• Stage 2: In this stage, the learner steeps accelerating in learning the concepts. After some time the learner gains a total understanding of the concept and reaches the boom stage of learning.
• Stage 3: In this stage, learning plateau occurs, after gaining the mastery on the concept, the learner feels bore and want to learn new thing. So the teacher should always introduce the same concept with innovative methods, this will overcome the boredom.

Important Points

When students are given an opportunity to discuss a problem in groups, their learning curve becomes better as discussion is a teaching methodology which facilitates meaningful learning by emphasizing upon:

• sharing ideas and experiences with peers and teachers.
• learning through meaningful interaction in group settings.
• looking at any issues from different angles and points of view.
• developing a democratic way of thinking and the spirit of tolerance.
• increasing the maximum participation of students in the learning process.

Hence, it could be concluded that when students are given an opportunity to discuss a problem in groups, their learning curve becomes better.

Development refers to an increase in structure for better and enhanced functioning of organs. It is a complex and continuous process, thus there are some principles that need to be followed for a better understanding of the concept.

Key Point

• A child develops in an orderly sequence which is almost similar in all children.
• A child develops in an orderly sequence which is almost similar in all children.The rate and speed of development may vary in individual cases but the sequence of development patterns is almost the same in all children.
• Prenatal (before birth) and postnatal (after birth) development of human beings follow a pattern or a predictable sequence. Physical development, motor or language development and intellectual development take place in definite sequences.

Hence, it could be concluded that the pace of development varies from one individual to another, but it follows a sequential and orderly pattern.

Development describes the growth of humans throughout their lifespan, from conception to death. It includes all aspects of human growth, including physical, emotional, intellectual, social, etc.  

Key Points 'Sociocultural context' plays an important role in development. 

• Social interaction is the primary cause of learners' development as individuals learn and develop through interaction and collaboration with others.
• Socio-cultural factors refer to the combination of social and cultural factors that affect human development. These factors play a vital role in shaping the abilities and behaviors of a child.
• Socio-cultural factors that influence development include:
• Ethnic values
• Cultural beliefs
• Cultural identity
• Religious rituals
• Religious practices
• Regional differences
• Cross-cultural difference

Thus, it is clear that 'Sociocultural context' plays an important role in development.

No two individuals are exactly the same. We all differ from one another not only in height, weight, colour, appearance, speed of reaction but also in behaviour.

Individual differences are characteristic of all living organisms. It refers to the difference which distinguishes an individual from another on the basis of psychological characteristics.

Individuals differ from one another due to the interplay between heredity and the environment. 'Hereditary and Environment' are complementary in determining the development of an individual as:

• all the mental and social traits depend on the environment.
• all the potential inputs for growth and development depend on heredity.
• all the inborn traits, instincts, potentials, and I. Q. depends on heredity.
• heredity places limit on IQ and environment determines the numeric position of IQ within these limits.

Hence, it could be concluded that individuals differ from one another due to the interplay between heredity and the environment.

Important Points

• Heredity: It refers to the traits that pass down from the parents to their offspring. It is the most important personality and intelligence determinant.
• Environment: It refers to the circumstances in which an individual lives. Child's immediate environment strongly influenced their personality and intelligence.

Socialization is the process through which community transact or educate their members about the norms and values of society to be socially acceptable. Socialization is a combination of personality development and cultural development.

It is an act which ensures the:

• transmission of manners and culture.
• adaptation of social norms and values.
• internalization of attitudes and customs of society.

All types of socialization may be classified into two broad groups, viz. primary socialization and secondary socialization. This division is based on the primary and secondary needs of individuals.

Important Points

Let's understand in brief the types of Socialization:

Hence, it could be concluded that family plays a primary role in the socialization of the child.

Piaget's Theory of Cognitive Development- 

According to Piaget, cognitive development takes place at different rates at different stages of development. At the elementary level, there is not only an increase in children's capacity to learn but also a qualitative change in their thinking process. 

Piaget has classified the whole continuum into four stages to elaborate on the process of cognitive development- 

• Sensory Motor Period (0-2 years)
• Pre-operational period (2-7 year- (a) pre-conceptual phase (2-4 years), (b) Intuitive phase (4-7 years)
• Concrete operation period (7- 11 years)
• Formal operational period (11-15 years)

Concrete Operational is the third stage in cognitive development theory in which-

• Operational thinking starts
• intelligence is demonstrated through logical and systematic manipulation of symbols to concrete objects.
• children become more practical and realistic
• develops problem-solving capacity, but concrete problems only, not abstract problem
• can categorize object on the basis of attributes
• capacities like conservation, numeration, seriation, classification, and relationship development.

Here it is clear that Concrete operational child - Is able to conserve and classify is the correctly matched pair.

Important Points

Cause and Effect

• It is often considered human nature to ask, “why?” and “how?”
• A cause is something that produces an event or condition; an effect is what results from an event or condition. The purpose of the cause-and-effect is to determine how various phenomena relate in terms of origins and results.
• Example: Clothes dry faster in the sun. Here, the cause is Sun and the effect is dry faster.

Important Points

Let us review other terms i.e. egocentric thinking, reversible thinking, and symbolic thought which are well explained by Swiss psychologist Jean Piaget (1896-1980) who was the most well-known and influential theorist for cognitive development.

The Four Stages of Cognitive Development:

It can be concluded that  when a child says, "Clothes dry faster in the sun." She is showing an understanding of cause and effect.

Swiss psychologist Jean Piaget (1896-1980) was the most well known and influential theorist for cognitive development. His views indicate that there is no knowledge that is pre-existing in the world such that it can be ‘taught’ to a child nor does knowledge comes innately (on its own) to the child. Knowledge develops when they act in the world.

• His theory also helps in understanding how children ‘construct’ knowledge. Thus, it is also known as a theory in ‘Constructivism’.

Key Points

• Piaget realized that older children were able to answer more questions on the same test. Also, there were qualitative differences between the answers and the logic that the older children applied, but they are not quantitatively different.
• According to Piaget, children's thinking differs in kind from adults than in amount.
• That is, as compared to the younger children older children were able to apply logic which was more adult-like.
• Piaget further realized that incorrect answers given by children helped in analyzing children’s logic and thought better than the correct answers. Moreover, there was a similarity between the ‘incorrect’ logic among the children of the same age.

Hence, we can conclude that according to Piaget, children's thinking differs in kind from adults than in amount.

Lev Vygotsky, a Russian psychologist and a contemporary of Jean Piaget proposed a theory of cognitive development known as ‘Socio-Cultural Theory’. He coined the term scaffolding. But before understanding the concept of scaffolding in the words of Vygotsky, there is a need to consider the following points:

Key Principles of Socio-Cultural Theory:

• Society and the culture of the children play a vital role in the development of their cognition.
• The sign system or the language of the society works as a tool in gaining knowledge.
• Inputs from others and especially from more knowledgeable people and adults have the capacity to affect the development of cognition.

Vygotsky used the term scaffolding in this sociocultural theory of learning.

Scaffolding- It is temporary support given by MKO. It is stopped when the learner becomes able to perform independently. Giving prompts and cues, and asking questions at critical junctures.

Important Points

Let's understand the Key Concepts of the sociocultural theory of learning in brief**:**

• More Knowledgeable Others (MKO): He defined intelligence as “the capacity to learn from instruction”. According to him, these are those people, who are more knowledgeable and have better expertise in a particular domain. These MKO can help in improving the skill of the children. MKO need not to be a person in all instances. Sometimes, MKO can be computers also.
• Zone of Proximal Development (ZPD): It is the key feature of Vygotsky’s theory. The concept of MKO is closely related to ZPD. According to Vygotsky, ZPD is the difference between the present level of development attained without anyone’s assistance and the potential level of development that can be attained under the guidance of MKO.
• Scaffolding: Scaffolding is a temporary structure, made up of wooden planks and metal poles, to support the workmen in constructing, maintaining, and repairing a building. 
• Vygotsky used this term to describe social and instructional support provided by MKO to students to learn new concepts and skills.
• Once the skill is learned by the student, the instructional support is withdrawn, just like scaffolding after completing the construction.

Refer to this figure:

So, it can be concluded that giving prompts and cues, and asking questions at critical junctures are examples of scaffolding.

Lev Vygotsky, a Russian psychologist proposed a theory of cognitive development known as ‘Socio-Cultural Theory’. Vygotsky considers social factors and language important and also recognizes the role of teachers and adults.

Key Principles-

• Society and the culture of the children play a vital role in the development of their cognition.
• Sign system or the language of the society works as a tool in gaining knowledge.
• Inputs from others and especially from more knowledgeable people, peer and adults have the capacity to affect the development of cognition.
• should make sense in the new concept by joint activity with peers, adults and the teacher
• Vygotsky said that cognitive development occurs under an interpersonal social situation.

Important Points

Some other central concept of Vygotsky's socio-cultural theory are-

More Knowledgeable Others (MKO)- According to him, these are those people, who are more knowledgeable and have better expertise in a particular domain. These MKO can help in improving the skill of the children. MKO need not to be a person in all instances. Sometimes, MKO can be computers also.

Zone of Proximal Development (ZPD)- ZPD is the difference between the present level of development attained without anyone’s assistance and potential level of development which can be attained under the guidance of MKO.

Scaffolding- Vygotsky used this term to describe social and instructional support provided by MKO to students to learn new concepts and skills. Once the skill is learned by student, the instructional support is withdrawn.

Kohlberg, an American psychologist, studied moral development by posing moral dilemmas to groups of children as well as adolescents and adults. He felt that moral development is a slow process and evolves over time.

• Moral reasoning of preschool children was influenced by a concern for obedience and punishment and for satisfying personal needs.
• When children enter the stage of concrete operations, they turn away from their egocentric thinking, growing more concerned about appearing ‘good’.
• Kohlberg identified three general levels of moral reasoning: Pre-conventional, Conventional and Post-conventional and described two stages at each level.

Important Points

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

Thus, it is clear that Kohlberg has given the stage of moral development. 

• Kohlberg’s best-known dilemmas involve a man named Heinz, who must choose between stealing medicine and letting his wife die.
• The stages of cognitive development has been given by Jean Piaget. Cognitive development takes place at different rates at different stages of development.

A learner or child-centred classroom 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.

It, therefore, suggests an approach of teaching different from the existing practice of having a uniform curriculum, uniform learning material and activities, uniform time, and uniform instructional and evaluation strategies for the whole class.

Key Points

Learner-centered classroom advocates:

1. The child is the focus of the entire process of teaching-learning.
2. The child is not a passive but an active participant in the classroom process.
3. Has a democratic climate so that the child gets maximum opportunities for interaction with other children in the class, with the teacher, and with a variety of teaching-learning material.
4. The students learning collaboratively and share the information actively.
5. Activities planned by teachers and carried out by children become the medium of learning for the child rather than only the textbook.
6. Teacher adopts a variety of teaching-learning strategies to address the needs of all children at the same time.
7. Varieties of activities/opportunities are available in the classroom, which enables each child to learn at her/his own pace and in tune with her/his own learning style.
8. The teacher is a friend and a facilitator for the children and allows the center of the action to shift in the classroom from herself/himself to the children.

Hence, we can conclude that a class in which the students are sitting in groups and the teacher takes turns to go to each group is illustrative of a child-centered classroom.

Intelligence involves a number of abilities together. It is the ability to understand the incoming information and make sense out of it. It is the ability to acquire new skills and use the existing knowledge to complete a task or deal with a situation. 

• Intelligence includes the capacity to understand novel stimuli, learning language and communicate with others, being aware of the environment, to reason, plan, and solve the problems creatively.
• Both genetic and environmental factors play a vital role in shaping intelligence.
• Intelligence is the capacity of the organism to adjust itself to an increasingly complex environment.
• The concept of intelligence is a readiness to learn, the ability to do abstract thinking and the ability to adapt speed and accuracy.
• Intelligence helps us in understanding thinking and reasoning about things.

Hence, it could be concluded that intelligence is a set of capabilities.

​

Additional Information

The first test to measure intelligence was developed by Binet and Simon in 1905.

• Terman in 1916 revised the test and devised the concept of Intelligence Quotient.
• Intelligence Quotient: It is commonly known as IQ refers to the score of a standardized test that assesses and measures human intelligence.
• An individual’s Intelligence Quotient (IQ) is determined by the formula given below,
• ${\bf{Intelligence}};{\bf{Quotient}};\left( {{\bf{IQ}}} \right) = \frac{{{\bf{Mental}};{\bf{Age}};\left( {{\bf{MA}}} \right);}}{{{\bf{Chronological}};{\bf{Age}};\left( {{\bf{CA}}} \right)}} \times 100$
• Where Mental Age is based on intellectual development.
• Chronological Age is the number of years a person has lived.

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

Important Points

• Sensitive periods are periods of psychological development in the child. This period is a time of limited duration.
• During the sensitive periods, the child has very powerful capacities. The child can do great things and make very important acquisitions, like language and movement.

Key Points  

Let us look at the stages of language development in early childhood:

3-12 months

• In this period, a baby will most likely coo and laugh, play with sounds, and begin to communicate with gestures like waving.
• Babbling is an important developmental stage during the first year. At this stage, though, this ‘speech’ doesn’t mean anything. First words often start by around 12 months.

12-18 months

• At this age, children often say their first words with meaning. For example, when your child says ‘Dada’, a child is actually calling for dad.

18 months to 2 years

• In child’s second year, their vocabulary has grown and they’ll start to put two words together into short ‘sentences’.

2-3 years

• A child can speak in longer, more complex sentences now, and is getting better at saying words correctly. A child might play and talk at the same time.

3-5 years

• A child might say things like, ‘Will I grow into a watermelon because I swallowed the watermelon seed?’ and show understanding of basic grammar, as they experiment with more complex sentences that have words like ‘because’, ‘if’, ‘so’ or ‘when’.

5-8 years

• A child can become a storyteller in different ways and build different types of sentences. These skills also let the child share ideas and opinions.

Hence, it could be concluded that early childhood is a sensitive period for language development.

Gender stereotypes are one-sided and exaggerated images of men and women which are deployed repeatedly in everyday lives.

Stereotyping is a process by which children are socialized into sex roles, and by which adults and children are denied opportunities for more individually varied development. 

Important Points

In the scenario, A teacher remarks in  a co-education class to boys, "Be boys and don't behave like girls." This remark reflects the stereotypical behavior of discrimination between boys and girls.

Key Points

Gender Stereotyping Behaviour:

• Gender stereotyping often reveals conventionally simplified visuals concerning the standard social roles of men and women (boy and girl).
• It refers to the assignment of roles, tasks, and responsibilities to a particular gender based on preconceived prejudices.
• Gender stereotypes are beliefs held about characteristics and activity-domains that are considered being appropriate for men and women.
• Whenever people apply gender assumptions to others, they are propagating gender stereotyping.
• Some of the stereotypes of men and women are: ‘men are not sensitive’; ‘women are not great drivers’.
• It is a basic overview of the gender characteristics, disparities, and roles of individuals and groups.

Hence, we can conclude that option 2 is reflecting the scenario given in the question.

Assessment plays a significant role in the teaching-learning process. Assessment of learning helps a teacher to design his/her teaching in a better way and to know the attainment level of learners in the subject content. An assessment helps a learner to know his /her learning progress.

Key Points 

• From the assessment, it is revealed that if the desired level of mastery has not been attained by learners, the teaching-learning process may be repeated and certain remediation may be provided to them.
• It helps students to know their progress in learning and learning difficulties in different subject areas.
• The quality in assessment decides the quality of learning.
• If you carry out assessment effectively, learning will be enhanced otherwise learning will not match the expectation of assessment.
• Assessment of performance of learners helps a teacher to make academic decisions but also provides feedback on the teaching strategies.

Thus from above-mentioned points, it is clear that assessment is a way to improve learning. 

Additional Information

Assessment can be classified into four types on the basis of their purposes-

Inclusion in a classroom refers to a process by which efforts are made to ensure equal opportunities for all children, regardless of their background, money, class, ethnicity, gender, race, or whatever the index of diversity be, to enable full and active participation in all aspects of life, including civic, social, economic, and political activities, as well as participation in decision-making processes. 

Important Points

• Inclusive education is about how we develop and design our schools, classrooms, and activities so that all students learn and participate together. It emphasizes the right of each child and providing equity and equality of educational opportunities to all children.
• It is a process to bring all students together in one classroom and school, regardless of their strengths or weaknesses in any area, and it seeks to maximize the potential of all students.
• It is a process that allows every individual to feel accepted, valued, and safe.
• It is a process where diversity in a group concerning any aspect is appreciated and in which everyone is recognized and respected for his/her worth.

Thus from the above-mentioned points, it is clear that Inclusion is the philosophy that all children have a right to get equal education in a regular school system. 

Key Points

• Article 14, Article 21A, The 86 Constitutional Amendment Act 2002 of the Indian Constitution clarifies that "all" includes children with disabilities as well.
• The concept of inclusive education refers to Impairment, Disability, Special Educational Needs, Learning Difficulty,

The socially disadvantaged child is one who is from a socially and economically backward section of the community, who cannot profit from school because of deprivation of one sort or another.

Such children show cumulative academic deficits, a high dropout rate, and a progressive decline in intellectual functioning. 

Key Points

Strategies to cater to the needs of a socially disadvantaged child:

• Such a child has characteristics like backwardness, frustration, aggression delinquency, inferiority complex, alienation, and lack of motivation.
• A teacher should try to find out more about them and involve them in class discussions.
• Interest in learning has to be, created by the teacher, effort should be towards developing self-confidence, self-respect, and a sense of cultural identity.
• The curriculum should be specific and related to the needs and real-life experiences.
• Emphasis should be on learning manual skills, life skills, and technical efficiency.
• Measures like increasing the access of schools to children either by opening new schools, providing residential facilities to them, or opting for open learning systems (open school, non-formal education centers) may be used for the socially disadvantaged children.

Thus from the above-mentioned points, it is clear that to cater to the children from 'disadvantaged' backgrounds, a teacher should try to find out more about them and involve them in class discussions.

When there is some deficit in these basic processes required in understanding or using language, spoken or written; it may be manifested in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

• Despite their average or above-average intelligence, they have difficulty in learning scholastic skills. The disorder is called a ‘learning disability’.
• In language-based learning disabilities (or just learning disabilities), many children with reading problems have spoken language problems.

Key Points

Dyslexia has been used to refer to the specific learning problem of reading. Dyslexia is associated with the 'Reading disorder' as it refers to a difficulty in Reading, Writing, and Spelling.  

Dyslexia is the most common learning disability(Reading disorder) which makes learners:

• confuse with the same shapes and sounds of the alphabet.
• unable to read, interpret, and understand letters and words.
• bewilder in identifying and relating speech sounds with letters and words.
• Dyslexia is a disorder in children who, despite conventional classroom experience, fail to attain the language skills of reading, writing, and spelling commensurate with their intellectual abilities.

Here it is clear that if a child writes 'b' as 'd', 'was' as 'saw', '21' as '12' then he/she has a language-based learning disability called Dyslexia. 

Additional Information

Some other learning disabilities-

Those who are able to use their sight in some way to read are classified as partially impaired students. Educational experiences in regular classrooms are frequently visual. But with some modifications, teachers can usually apply the same general principles of instruction to both students with and without visual impairment. 

Assistive aids for partially visually impaired children in regular settings:

• The teacher should organize teaching for the disabled along with normal children with special provisions.
• On identification, these children can be made to sit in the front row, so that the writing on the blackboard is clearly visible to them.
• You should also make sure that you write in bold and clear letters.
• In this situation, you can make your teaching effective by maximum utilization of three-dimensional aids and auditory, tactile aids. Teachinglearning can be made even easier by providing lenses, magnifying glasses, large-sized printed materials, audio cassettes, and actual objects.
• In order to reduce the reading load on the students with visual problems, we can train them in listening skills.
• Provide them opportunities for participation in physical education programs.

Thus from the above-mentioned points, it is clear that a child who can see partially should be put in a 'regular' school while making special provisions.

The process of learning is influenced by a variety of personal factors like movement, repetition, feedback, stress, and emotions. Learning takes place as a result of the emotions experienced by us.

• Emotions can be termed as motivators of human behavior and learning and as such behavior can be directed and activated by emotions.
• Emotions can be both positive and negative.

Important Points

Emotional factor affecting learning:

• Desirable or positive emotional conditions enhance the quality and speed of learning. Happiness, joy, and satisfaction are always favorable of any type of learning.
• Adverse or negative emotional conditions, on the other hand, hinder learning. The situations that evoke negative emotions are avoided by us.
• Our emotional competency shows how much of that potential we have realized by learning and mastering skills and translating these skills into coping strategies of practical life.
• Emotions promote the learning of information that will help us in making appropriate responses in the future.
• Emotions aid in verbal and non-verbal communication by helping the listener/observer understand what we are experiencing.

Thus from the above-mentioned points, it is clear that learning is influenced by a learner's emotions. 

Additional Information

• Emotions prepare an individual for action.
• Emotions help in effective interaction with others.
• Emotions play a role in the shaping of the future behavior of an individual.

Piaget in his theory of cognitive development describes changes in the thinking of a child at different stages of development. The child grows not only does her information increase but the manner in which she thinks also changes. At successive ages, her thought is qualitatively different from the earlier ages.

The teacher can play a vital role to enable the student to make conceptual changes in their thinking, he should-

• make the child's thinking progressive, cultured and civilized.
• by stimulating such methods which help in developing students' thinking process to analyses and integrate facts
• help in developing their abilities in the presentation of their ideas and facts clearly and fluently.
• a teacher should hear the student's point of view, to get an explanation of her difficulties and attitude towards her experience which help the child to make a conceptual change in their thinking.
• provide children opportunities for sharing of ideas and encourage discussion
• categorizing, naming, and sporting activities, asking students to make connections and transfer activities can also make conceptual changes in a child's thinking

Here it is clear that to enable the student to make conceptual changes in their thinking, a teacher should make clear and convincing explanations and have discussions with the students.

Children construct their knowledge by their active engagement in the learning process. A learning environment promoting participation, cooperation, collaboration for construction of knowledge is basically an active learning environment.

• Most importantly, these learning activities should begin with learners posing their own questions regarding topics under study.
• These methods are often incorporated to engage learners in the following: questioning, process skills, discrepant events, inductive activities, deductive activities and information gathering and debates.
• Children need opportunities to construct knowledge by solving real problems by asking and refining questions, investigation, analysing and debates.

​Thus from above-mentioned points, it is clear that the meaning of active engagement in the primary classroom is Enquiry, Questioning and Debate. 

Additional Information

• Enquiry- The enquiry is apparently a set of activities characterized by a problem-solving approach in which each newly encountered phenomenon becomes a challenge for thinking.
• Questioning-  In questioning, learner raises several questions(research) based on the stated problem whereas in hypothesis learner forms several tenable solutions linked with the stated problem which are tested and verified.

Creativity is the recombination of ideas or restructuring of ideas that leads to a new thought, a new output, or a new product. The stress here is on combining ideas in various unique ways. 

Key Points

• Children will be most creative when they participate in an activity in which they find interest, enjoyment, satisfaction, and challenge.
• It has often been found that when children initially show a high level of interest and motivation in a task.
• The provision of freedom for creative individuals to follow their own areas of interest and the maintenance of interpersonal relationships and the team spirit necessary for the accomplishment of specific projects.
• The interest of the learner in the subject is one of the important factors affecting the learner’s preparedness.
• Interests are influenced by cultural factors and are emotionally weighted. An unpleasant emotion weakens interests while pleasant emotion strengthens them.

Thus from the above-mentioned points, it is clear that children are most creative when they participate in an activity of their interest.

Additional Information

• Creativity and intelligence are regarded as totally independent of each other. Intelligence is not supposed to influence creativity.
• Creativity is viewed as a mental operation accessible to everyone. It is supposedly dependent on domain-specific knowledge and deliberate practice.

National Curriculum Framework (NCF)-2005, stated that the main goal of Mathematics education in schools is the mathematization of the child’s thought processes. Basically, it means that children should learn to think about any situation using the language of Mathematics. Further NCF argued that, for the realization of this vision, school Mathematics needs to recognize and try to work to achieve aims. 

Key Points

The following are some of the specific (narrower) aims of mathematics education:

• To ensure a good start for the students in learning mathematics.
• To give clarity on the fundamental concepts and processes of the subject.
• To create love, faith, and interest in learning mathematics.
• To develop in them a taste and confidence in mathematics.
• To develop the skills and capabilities to apply mathematical concepts in real life.
• To develop an appreciation for accuracy.
• To acquaint them with the relation of mathematics with their present as well as future life.
• To see aesthetics in mathematics.
• To develop in them the habits like regularity, practice, patience, self-reliance, and hard work.
• To apply mathematics in other subjects.
• To acquaint them with mathematical language and symbolism.
• To prepare them for mathematical exhibitions.

Thus from the above-mentioned points, it is clear that option 4 is the correct answer for preparing children for higher education in Mathematics is not the major aim of mathematics.

Mathematics is the study of numbers, shape, quantity, and patterns. Mathematics is the 'Queen of all Sciences’ and its presence is there in all the subjects. It acts as the basis and structure of other subjects.

Key Points

Qualities of a Good Textbook of Mathematics:

• It should be child-centred subject matter should be arranged from "simple to complex" and "concrete to abstract" method the subject matter should create interest in the pupil.
• It should contain a sufficient number of examples and questions.
• The language used in the text would be simple and easily understandable.
• The books should be written in listed simple, precise, and practical language.
• At the end of the book, there should be given tables and appendices.
• The most important and general speciality is it should be free from mistakes.
• In the textbook, there should also solve examples so that the child can develop concept understanding and he can easily solve the practice questions based on it.
• Practice questions develop the child's ability to solve questions within the time limit and provide an opportunity to follow practice and error theory.

Hence, in Mathematics textbooks concept at the primary level are presented from concrete to abstract manner.

Geometry includes Euclidean geometry, Projection, Analytical geometry, Trigonometry, Combinatorial geometry, differential and Algebraic Geometry, etc. 

• According to two Dutch educators, Dina van Hiele-Geldof and her husband, Pierre Marie van Hiele, behaviors such as these reflect a student's level of geometric maturity.
• The model consists of five levels of understanding. The levels, labeled "visualization," "analysis," "informal deduction," "formal deduction," and "rigor" describe characteristics of the thinking process.

Key Points

The sequence of development of geometrical understanding:

Level 1: Visualization

• At this initial stage, students are aware of space only as something that exists around them.
• Geometric concepts are viewed as total entities rather than as having components or attributes.

Level 2: Analysis

• At this level, an analysis of geometric concepts begins, through observation and experimentation, students begin to discern the characteristics of figures.
• These emerging properties are then used to conceptualize classes of shapes.
• Thus figures are recognized as having parts and are recognized by their parts.

Level 3: Informal Deduction.

• At this level, students can establish the interrelationships of properties both within figures and among figures.
• Thus they can deduce the properties of a figure and recognize classes of figures.

Level 4: Formal Deduction

• At this level, the significance of deduction as a way of establishing geometric theory within an axiomatic system is understood.
• A person at this level can construct, not just memorize, proofs; the possibility of developing a proof in more than one way is seen; the interaction of necessary and sufficient conditions is understood; distinctions between a statement and its converse can be made.

Level 5: Rigor

• At this stage the learner can work in a variety of axiomatic systems, that is, non-Euclidean geometries can be studied, and different systems can be compared.
• Geometry is seen in the abstract.

Hence, we can conclude that option 2 is correct regarding the correct sequence of development of geometrical understanding.

Number sense is a person’s general understanding of numbers and operations along with the ability and inclination to use this understanding in flexible ways to make mathematical judgements and to develop useful and efficient ways of managing numerical situations.

Key Points

• Most of us find it easier to introduce ‘zero’ to children by writing ‘0’ on the board, rather than using objects to get the idea across. In fact, we tend to introduce any number name to children, by writing its numeral (i.e., the symbol for it) on the board or on paper. Zero should be introduced after children develop number sense
• But, if we do this, children may begin to think that, for instance, ‘two’ has something to do with the shape of the written symbol ‘2’, instead of understanding that the symbol is just an arbitrary way of denoting ‘twoness’. Therefore; numerals should be introduced only after the child has some concept of numbers.

Thus from the above-mentioned points, it is clear that Zero should be introduced after children develop number sense.

Additional Information 

• Thus, while introducing a concept, we should devise as many different activities as possible with a variety of materials, so that children can correctly absorb the concept and generalise it.

E - L - P - S: Has the title of this section stumped you?

• Children, similarly, don't understand new symbols that are thrust upon them without giving them an adequate grounding.
• You need to offer a child carefully sequenced learning experiences in mathematics to build up understanding.
• Mathematics, like any other learning, is a continuous process. Children need to move from concrete experiences to visual, symbolic, and abstract activities. This sequence is characterized by

Important Points

• (E) experience with physical objects (e.g., stones, sticks, or any easily available objects)
• (L) using spoken language to describe the experience (e.g., by using word/story problems, games);
• (P) representing this experience through pictures (e.g., represent quantity through pictures);
• (S) generalizing the experience through written symbols (e.g., numerals).

Let us trace this sequence in the context of a child learning the concept of 'half', assuming that she is familiar with whole numbers.

• (E) She divides her sandwich/chapati, or pieces of colored paper, or other such objects into two halves. Later, she divides, say 6 objects, into two sets.
• (L) She starts associating the word 'half' with the quantity. You can devise games to get her acquainted with the names of various fractions.
• (P) You can show her various pictures, as in Figure, and ask her to say in which figures the line divides the figure in half,
• There can be several variations.
• (S) Later, she learns the written symbol for representing 'half

Thus from the above-mentioned points, it is clear that the correct sequence of the activities that the teacher needs to follow is C, D, A, B.

Mathematics is one of the few subjects that have practical, cultural, and disciplinary value. Mathematics has the potential to range across all three values, but due to the inappropriate teaching-learning process, its potential is not being utilized to its optimum level. It should be noted that:

Key Points

• Mathematics should be integrated with other subjects like language and art.
• The learner learns more about mathematical ideas as he/she observes, analyses, and discovers relationships and formulates generalization from a number of problems or patterns.
• Encourage learners to share, discuss, negotiate, argue, and compare their ideas. It plays an important role in creating mathematical knowledge.
• Culture and context have a role in constructing mathematical knowledge.
• The learning process involved: Classification, communication, interpretation, reasoning, problem-solving, argumentation, etc.
• Analyses and synthesis are approaches that use reasoning and arguments to discover relationships.
• Coordinate the idea of mathematics and some other ideas like social or related to other branches of knowledge.
• Mathematical learning is a social process involving dialogue.

Hence, we can conclude that Mathematics should be integrated with other subjects like language, art etc. in classes I and II.

Calculations:

1001 × 111 = 110000 + 11 × _____

⇒ 111111 = 110000 + 11 ×  _____

⇒ 111111 - 110000 = 11 ×  _____

⇒ 1111 = 11 ×  _____

⇒ 1111 ÷ 11 =  _____

⇒ 101 =  _____

∴ The number in the blank space is 101

Given:

(The place value of 5 in 15201) + (the place value of 6 in 2659) = 7 × ______

Calculations:

The place value of 5 in 15201 = 5 × 1000

⇒ 5000

the place value of 6 in 2659 = 6 × 100

⇒ 600

(The place value of 5 in 15201) + (the place value of 6 in 2659) = 5000 + 600

⇒ 5600

Let  the number in the blank space be 'x'

5600 = 7 × x

⇒ x = 5600 ÷ 7

⇒ x = 800

∴  The number in the blank space is 800

Calculation:

Factors of 36 = 1, 2, 3, 4, 6, 9, 12, 18, 36

Factors of 48 = 1, 2, 3, 4, 6, 8, 12, 16, 24, 48

Common factor for 36 and 48

= 1, 2, 3, 4, 6, 12

Let x be in the blank space.

According to the question,

1 × 2 × 3 × 4 × 6 × 12 = 999 + 9 × x

⇒ 1728 = 999 + 9x

$\therefore x = \frac{{729}}{9} = 81$

Formula Used :

Dividend = divisor × quotient + remainder

Calculation

26679 = 39 × 684 + 3

29405 = 34 × 864 + 29

So, the remainders are 3 and 29

Difference of remainders = 29 - 3 = 26

According to the question, 26 is divide by 18 

so, we get 26 = 18 × 1 + 8

So, the remainder is 8.

Given:

Numbers =  36, 54, and 60

Calculations:

Prime factors of 36 = 2 × 2 × 3 × 3

⇒ 2² × 3²

Prime factors of 54 = 2 × 3 × 3 × 3

⇒ 2 × 3³

Prime factors of 60 = 2 × 2 × 3 ×  5

⇒ 2² × 3 × 5

The LCM of 36, 54, and 60 = 2² × 3³ × 5

⇒ 4 × 27 × 5 = 540

The smallest common multiple of (36, 54 and 60) ÷ 90 = 540/90

⇒ 6

∴ The smallest common multiple of (36, 54, and 60) ÷ 90 is equal to 6

Total number of toffee, which has Sonu = 5 × 12 = 60

Sonu gave

 of these to Amita.

∴ Number of toffees Sonu gave to Amita $= \frac{1}{3} \times 60 = 20$

Sonu gave $\frac{2}{5}$ of these to Anil $= \frac{2}{5} \times 60 = 24$

∴ Number of toffees Sonu gave to Hamida $= \frac{1}{{12}} \times 60 = 5$

∴ Total number of toffees Sonu gave to Amita, Anil and Hamida = 20 + 24 + 5 = 49

∴ Remaining toffees = 60 – 49 = 11

Given:

112 ones + 12 thousands = 11012 + _____ tens

Calculations:

112 ones  = 112 × 1 = 112

12 thousands = 12 × 1000 = 12000

Let the number of tens be x

⇒ 10 × x = 10x

Hence, 112 + 12000 = 11012 + 10x 

⇒ 12112 = 11012 + 10x 

⇒ 10x = 12112 - 11012

⇒ 10x = 1100 

⇒ x = 1100/10

⇒ x = 110

∴ The number in the blank space is 110

Given:

A container contains milk = 51 liters and 750 milliliters

This milk filled = 23 bottles

Calculations:

1 liter = 1000 milliliters

51 liters and 750 millimeters = 51.75 liters

Each bottle filled milk = total liters of milk ÷ number of bottles

⇒ 51.75 ÷ 23 = 2.25 liters

If 16 bottles filled with milk = each bottle milk × number of bottles 

⇒ 16 × 2.25 = 36 liters

∴ The coil in 16 such bottles = 36 liters

Given : 

1/2 cm on map = 200 km on ground

Calculation

1/2 cm on map = 200 km on ground

⇒ 1 cm on map = 400 km on ground

or 1 km in ground = 1/400 cm on map

∴ 1800 km on ground = 1800 ÷ 400 = 4.5 cm on map.

So, the correct answer is option 3) four and a half-centimeter.

Option 1: One centimetre is one-hundredth of one metre

one metre = 100 cm, one-hundredth of one metre = 1/100 × 100 cm = 1 cm

Option 2: One millilitre is one-hundredth of one litre

one litre = 1000 ml, one-hundredth of one litre = 1/100 × 1000 ml = 10 ml

∴ This option is not correct and hence, is the correct answer.

Option 3: One lakh is equal to one hundred thousand

one lakh = 1,00,000

one hundred thousand = 100 × 1000 = 1,00,000

Option 4: One crore is equal to one hundred lakh

one crore = 1,00,00,000

one hundred lakh = 100 × 1 lakh = 1,00,00,000 = 1 crore

∴ The option that is not correct is option 2

Option 2 is not correct and in the question, it is asked to tick the option which is not correct.

Given:

Length of cuboidal box = 13 cm

Breadth of cuboidal box = 11 cm 

Hight of cuboidal box = 9 cm 

 A cubical box has side = 12 cm

Side of small cubical box = 1 cm

Tanu wants pack small cubes boxes = 3060

Formula required:

Volume of cuboidal box = length × breath × height

The volume of cube = side³

Calculations:

Volume of cuboidal box = 13 × 11 × 9

⇒ 1287 cm³

The volume of cube = 12 × 12 × 12 

⇒ 1728 cm³

Total volume of both the boxes (cube and cuboid) = 1287 + 1748

⇒ 3015 cm³

Samll cube volume = 1 × 1 × 1

⇒ 1 cm³

The number of small cubical boxes fit into both cubical cuboidal boxes = 3015/1

⇒ 3015

After 3015 fits in then, The number of the cubes left unpacked in these boxes = 3060 - 3015

⇒ 45

∴ The number of the cubes left unpacked in these boxes is 45

Given:

The length of rectangle = 48 cm

The breadth of rectangle = 21 cm 

The side of a square =  two-thirds the length of the rectangle 

Formulae required: 

Area of rectangle = Length × breadth

Area of square = side × side

Calculations:

Area of rectangle = 48 × 21

⇒ 1008 cm²

Side of square = (2/3) × length of a rectangle

⇒ (2/3) × 48 = 32cm

Area of square = 32 × 32 

⇒ 1024 cm²

Sum of the areas = 1024 + 1008 

⇒ 2032 cm²

∴ Sum of the areas is 2032 cm²

Given product = 672 × 36 × 25

in 1 week, the number of second equals to:

3600 × 24 × 7 s

= 36 × 100 × 24 × 7

= 36 × 25 × 4 × 24 × 7

= 36 × 25 × 672 or 672 × 36 × 25

∴ The product 672 × 36 × 25 equals The number of seconds in 1 week

Given:

Savi bought fresh fish = 2709 kg

Fresh fish rate per kg = 27 per kg

The selling price of dried fish = 97.5 per kg

Formula required:

Profit = Selling price - cost price 

Calculations:

The Total cost price of fresh fish = 2709 × 27

⇒ Rs. 73143

When fresh fish is dried, it becomes one-third its weight.

Then, the weight of dried fish = 2709 × 1/3

⇒ 903 kg

She sold dried fish = Rs. 97.5 per kg

Hence, the selling price of dried fish 903 kg = 903 x 97.5

= Rs. 88042.5

Profit = 88042.5 – 73143

= 14899.5

∴ Savi earned Rs. 14899.5

Given:

Juhi travelled distance by cycle = 16km

Speed of cycle = 15 kmph

Juhi travelled distance by scooter = 20km

Speed of scooter = 50 kmph

Juhi travelled distance by car = 50km

Speed of car = 60 kmph

Formula required:

Time = Distance/speed 

Calculations:

Juhi travelled time by cycle = 16/(15/60)

⇒ 16 × 60/15 = 64 min

Juhi travelled time by Scooter = 20/(50/60)

⇒ 20 × 60/50 = 24 mins

Juhi travelled time by car = 50/(60/60)

⇒ 50 × 60/60 = 50 mins

Juhi total time taken = 64 + 24 + 50 

⇒ 138 mins

∴ The total time to cover certain distance is 138 mins

Concept

To understand decimal representation of a number, knowledge of place value is must.

'Deci' means one-tenth so, decimal numbers are numbers whose place values are based on 10s.

In decimal numbers, the position of a numeral in relation to the decimal point determines its place value. For example, the place value of the 9 in 95.32 is in the tens place, while the place value of 3 in 95.32 is in the tenths place.

Mathematics is the study of numbers, shapes, quantities, and patterns. Mathematics is the ‘queen of all sciences’ and its presence is there in all the subjects. It acts as the basis and structure of other subjects.

Key Points

• Children understand the basic structure of Mathematic - arithmetic, algebra, geometry, and trigonometry, the basic knowledge of arithmetic operations such as addition, subtraction, multiplication, and division. These are known as four fundamental operations in arithmetic.
• It deals with quantitative facts, relationships as well as with problems involving space and form.
• It is a logical study of shape, arrangement, and quantity.
• Mathematics has helped us quantify ideas, to be precise, and to utilize spatial concepts in our day-to-day living.
• It is used throughout the world as an essential tool in many fields including natural science, engineering, medicine, and social science.
• Mathematics not only helps in day-to-day situations but also develops logical reasoning, abstract thinking, and imagination.

Hence, we can conclude that the four fundamental operations in arithmetic are addition, subtraction, multiplication, and division.

Learning Mathematics is a big challenge for primary learners. Mathematics though it occupies a significant place in our scl~ool curriculum, its learning is a problem for a large number of children even at class I stage. The problem is to Ignore acute from class III onwards. The teacher should develop knowledge on the methods and strategies by which learners learn Mathematics.

Teaching the concept of addition to Class II students the addition should be introduced through word problems. For example, Adding 2 pencils and 3 pens will make 5, etc.

Key Points 

Teaching basic concepts of mathematics through a word problem at the primary level:

• Word problems are often seen as a way to bridge the divide between real life and the mathematics classroom.
• Students have mastered the technical competencies of doing mathematical operations such as addition, subtraction, multiplication, or division.
• Word problems can play a significant role in making school mathematics meaningful and contextual for students.
• Along with connecting everyday reasoning with classroom context, they can also connect school mathematics with everyday situations and everyday problems, and vice versa.
• It is therefore very important that students are exposed not only to solving word problems but also to constructing them themselves.

Hence, we can conclude that for teaching the concept of addition at the primary level, the teacher should introduce the concept through word problems.

Children should be exposed to verbal problems at an early stage, not after they have 'learned their facts. While you are interacting with a child, look for natural opportunities to ask the child a verbal problem about the concept you are helping her learn.

Key Points

Broadly, there are two models of word problems involving addition, that children are exposed to, namely: 

• Augmentation -.where a quantity is to be increased (or augmented) by some amount, and the increased value has to be obtained. (e.g., to a crate containing 5 bottles, 4 more are added. How many bottles in the crate now have?)
• Aggregation - when they need to combine two or more quantities (like sets of objects, money, distance, volume, etc.) to obtain a single quantity. (e.g., if Munni has 3 pencils and Munna has 2, how many pencils are there altogether?).
• “A basket contains 5 apples and 7 more apples are added to it. How many apples are now there in the basket?” It is an aggregation structure since two quantities combine.

Hence, we can conclude that the above word problem is related to aggregation.

Mathematics is the study of numbers, shape, quantity, and patterns. Mathematics is the ‘queen of all sciences’ and its presence is there in all the subjects. It acts as the basis and structure of other subjects.

Important Points

Role of Errors in Mathematics: Error analysis in mathematics teaching strives to identify the nature of errors a learner may commit in dealing with a particular type of assignment.

• Errors and mistakes form an integral part of learning Mathematics. So, learning mathematics also involves making mistakes or errors.
• Students also learn from their mistakes and errors.
• Errors play a role in the learning of mathematics because errors reflect the thinking of a child and give ideas about how children construct Mathematics concepts.
• Errors are the window of a child's thinking, the error they make represent the way they are thinking.
• Errors are not just careless answers but sometimes they are intelligent generalization making by students with their previous experience.
• Approaches to use errors as learning opportunities can help to overcome the traditional transmission view of mathematics teaching and learning.

Key Points

Errors should be seen as opportunities to understand student's thinking to provide a remedy.

Innovative Remedial Measures are adopted according to the type of errors committed by the students in their Formative Assessments in mathematics. For example

1. For computational errors:- drill work is practiced.
2. For language comprehensive errors: - suitable questions with solutions are provided & explained in detail.
3. For careless errors:- common misconceptions are listed out from the experience so that students recall them while solving questions.
4. For incorrect formulae error: handouts with correct formulae & figures are provided and wherever possible explained through activities.

Hence, we can conclude that errors are the opportunity about the ideas of a student concerning mathematics which could be clarified through remedial teaching methods.

The correct answer is 10 × 10 square grid.

Key Points

• A 10 × 10 square grid is an excellent teaching aid for demonstrating fractions to Class IV students.
• This visual representation can help them understand that 1/10 represents 10 out of 100 squares (a whole row if you divide the grid into ten), while 1/100 is just a single square.
• Therefore, they can easily see that 1/10 is indeed greater than 1/100. Option 4 is correct.

In everyday life, you come across plane figures of various types which could be rectangular, triangular, circular, or any other irregular shape. You know that all these are 2-dimensional figures enclosing a certain amount of region of the plane. By the region of the plane, we mean the part of the plane covered by these figures. This part of the plane or the size of the planar region is the area of these plane figures.

Key Points

Methods of Measurement of areas

• Comparison by Observations: Sometimes just by looking at the two given regions you can decide which of the two is larger, particularly when the regions are of the same shape. You can observe that the floor of the room is much larger in area than the top of the table kept in the room and the top of the table is much larger than the book kept on it. However, the observations fail at times even when the regions are of the same shape.
• Comparison by Superposition: Comparison of two planar regions of a similar type can be done by superimposition. This can be done by placing one region over another or, by placing over one another the cutouts of the two regions. These cutouts can be obtained by drawing the outlines of these regions on a plane of paper/cardboard and then cutting along the outline.

Additional Information

• Nonstandard units are used by children in the early year's foundation stage and Year 1 to introduce without having to use scales of any kind as this can make it seem more complicated.
• Estimation: It is the process to find approx or estimate values or the process of approximation is termed as an estimation. It is one of the most effective processes used in Mathematics.

Hence, we can conclude that observation is best suited for the comparison of sizes (areas) of two or more two-dimensional objects.

Learner-Centered Methods

Learner-centered methods are those methods where the focus of attraction is learners than teachers. It is through the involvement of learners the method develops. The recent psychological approaches in the classrooms give more importance to learner-centered methods than teacher-centered methods. 

Key Points

Benefits of Using games and puzzles in teaching mathematics

• Involve a challenge, usually against one or more opponents.
• Meaningful situations - for the application of mathematical skills are created by games.
• Motivation - children freely choose to participate and enjoy playing.
• Positive attitude - Games provide opportunities for building self-concept and developing positive attitudes towards mathematics, by reducing the fear of failure and error.
• Increased learning - in comparison to more formal activities, greater learning can occur through games due to the increased interaction between children, opportunities to test intuitive ideas, and problem-solving strategies.
• Different levels - Games can allow children to operate at different levels of thinking Pedagogy of Mathematics and to learn from each other. In a group of children playing a game, one child might be encountering a concept for the first time, another may be developing his/her understanding of the concept, a third consolidates previously learned concepts.
• Independence - Children can work independently of the teacher. The rules of the game and the children's motivation usually keep them on task.

Hence, Mathematical puzzles inculcate a problem-solving skill among students developing their interest and cognitive skills in mathematics.

Mathematical Communication refers to the communication by which learners discuss, share, analyze, and make their sense of maths. It is used to express mathematical thoughts and ideas.

Key Points

Communication in Mathematics develops the ability to organize, consolidate, and express mathematical thinking among the students.

Aims of encouraging mathematical communication in the classroom:

• Enabling learners to reason logically.
• Enhancing mathematical understanding.
• Making learners able to assimilate mathematical terms.
• Enabling learners to express mathematical thoughts and ideas.
• Developing the ability to recognize the patterns of mathematical thought.
• Enabling learners to use precise language while talking about mathematical statements and using them.

Hence, it could be concluded that Mathematical communication refers to the ability to consolidate and organize mathematical thinking.

Science process skills are the processes that are being used by various scientists while doing science. Some common science process skills are Observing, Classifying, Communicating, Measuring, Predicting, and Inferring.

Important Points

A Class V teacher takes an aluminum foil and puts it in water and shows that it floats. She then crumples and squeezes the foil tightly and puts it in the water again and shows to the students that it sinks. After this, She asks the students to think and give reasons why they think and give reasons why they think this has happened. This is the process of observing.

Key Points

Basic Process Skills in Science

Let us discuss the basic science process skills, which as a science teacher, you can develop in your learners:

• Observing: Observing is the most basic process of science and creates a base for higher scientific inquiries. If you ask your learners which sense they are using while observing, many of them may reply: eyes.
• You have to help them in understanding that “Observing means using our various senses to obtain information (or data) about objects or events attended”.
• Observations are not to be limited to seeing things only. We use more than one sense organ to collect data (or information) about the objects in our daily acts.
• Actions like- looking at the change of color in litmus solution, feeling vibrations in tongs by touching it, smelling the odor of resultant gas during a chemical reaction, hearing the change in pitch of the sound in a musical instrument, and tasting a solution to find out if it has sugar or salt in it- involve observation using one or the other sensory organ.
• Properties of different objects like color, size, shape, hardness, texture, luster, sonorous and density, etc. are all observable by using more than one sense.
• Learners should also understand that observations may be qualitative or quantitative.
• For example, if you ask a learner to observe a cuboid-shaped object, she can come out with both qualitative as well as quantitative data
• Classifying: Classification of objects (or events) is a process of imposing order on a collection of objects (or events) based on similarities, differences, and interrelationships. It is good to organize our observations in ways that carry some special meaning.
• Learners in a secondary class have a basic understanding of grouping objects into general categories. Such as, they can classify fruits and vegetables, round objects and square objects, wooden articles and plastic articles, stationery items and play material, etc. based on their everyday observations and experiences. But, they need to be given specific training for learning how to classify objects or events into scientific categories.
• Communicating: In the most generalized form, communication means sending and receiving the message through verbal or nonverbal means. People communicate in various modes such as, speaking, writing, drawing, gesturing, acting, singing, modeling, storytelling, etc.
• Communication in science is a specialized skill through scientific knowledge is being shared and communicated among the scientific community. In order to facilitate your learners about scientific communication, ask them to perform the following activity.
• Predicting: Predicting is to forecast about what a future observation will be. Predictions are based on our observations, measurements and inferences that we make about relationships among various observed variables. They are our best guesses based on the available information/data in hand. You can start with example of weather forecasts, in which meteorologists predict the weather on the basis of available information, observations, analysis and prior experiences.
• Measuring: To find the size, weight, quantity, etc. of somebody/something in standard units by using an instrument like scale, weight, measuring tapes, etc.
• Hypothesizing: ​A hypothesis is a proposed explanation for a phenomenon and Hypothesizing is put (something) forward as a hypothesis.

NOTE: In the given question, the Teacher is performing the experiment in the laboratory and students are observing it. After Repetition of this experiment she as asks questions to the students, students process the information in memory and give a suitable answer as they observed through the experiment. The concept of Observational Learning was given by Albert Bandura.

Hence, we can conclude that the above scenario is given in question reflecting the observing skills.

EVS is a subject which is concerned with nurturing children's curiosity about the natural environment.

Students are taught EVS at primary level because:

• to connect learners to the natural and socio-cultural environment
• exploring their surroundings and getting connected.
• developing awareness about environmental and social issues.
• to promote plurality of texts and contexts.
• for building capacity for critical thinking and problem-solving.
• nurturing the curiosity and creativity particularly with the natural environment.
• locating and comprehending relationships between the natural, social and cultural environment.

Hence, we conclude that acknowledging the superiority of textbook knowledge over actual observation is not the aspect of EVS.

EVS at the primary level, its broad objectives, and some of the values inherent in teaching-learning of EVS. It will empower you to develop knowledge, ideas, values, and attitudes about the surrounding world of the learners and make them aware to inculcate habits of being more environmentally friendly.

Key Points

Environmental Education at this level is all about preparing learners to become global citizens with the ability to think critically, and to develop sensitivity and respect for the natural and socio-cultural environment.

• To sensitize the students to the 'concept of conservation of trees' a teacher should Motivate each student to adopt and nurture one tree
• Conservation can be further promoted through children’s involvement in activities that make the school cleaner, prettier, and more environmentally sustainable, including planting vegetable gardens, trees or flowers, painting walls, or removing debris from school grounds.
• Foster a reasoned and sensitive concern for the quality of the environment and the management of natural resources.

Explanation:

• Trees are vital for filtering sun, dust, and noise and for beautifying the school.
• Indigenous trees, shrubs, and flowers should be planted in the school compound along with edible plants meant to teach children food production and conservation.
• Trees also have a softening and calming effect on the learning environment and its users.
• Planning school landscaping is a good way to involve children in the realization of a child-friendly school.

Hence, we can conclude that Motivating each student to adopt and nurture one tree is correct regarding sensitizing the students to the 'concept of conservation of trees.

Collaborative learning/Group Learning is the educational method of using a group of students to enhance learning and acquiring skills. Groups of two or more students work together to solve problems, complete tasks, or learn new concepts. 

• This approach actively engages students to process and synthesize information and concepts, rather than using rote memorization of facts and figures.
• Students work with each other on projects, where they must collaborate as a group to understand the concepts.

Important Points

In EVS, children particularly enjoy learning crafts and arts in groups, because-

• It promotes peer learning
• It improves social learning
• Develops self-management and leadership skills
• Children become happy and respond with enthusiasm when their creative works are appreciated
• Increases students' skills and knowledge
• Improves relationships across teams and peer groups.
• Improves knowledge acquisition and retention
• Turns to learn into a truly active process
• Promotes learning from others viewpoints
• Promotes listening to criticism and advice
• Improves cooperation

​

Additional Information

Collaborative learning theories:

• Vygotsky’s theory of social development
• Piaget’s theory of cognitive development
• Kegan’s Cognitive Developmental Theory

Hence, we can conclude that all the above statements are correct.

Assessment is basically carried out by a teacher to ensure that teaching-learning objectives formulated for a given learning task have been achieved through the task of teaching and learning.

Experimentation is a forward-looking process for developing and evaluating new concepts. In experimentation children demonstrate proficiency in experimenting, executing a series of steps in a reasonable amount of time, following instructions, creating drawings, manipulating material or equipment, or reacting to real or simulated situations. Developing and identifying concepts using Experimentation allows one to:

• Test validity/feasibility
• Take advantage of other studies/experiments conducted and
• Save resources and avoid duplication.

Important Points

The most appropriate way of assessing experimentation indicator is Hands-on activity.

Hands-on activity:

• Hands-on activities let the students' mental ability to grow and learn based on their experiences and the environment.
• They learn while discussing, investigating, creating, and discovering with other students.
• As the students become familiar with the subject they are learning, they begin to make decisions, requiring less teacher support, and allowing more interactive learning experiences to occur.

Additional Information

Other Methods For Assessment:

Directs Assessment Methods:

• Portfolios
• Embedded assessments
• Capstone experiences or senior projects
• Examinations or standardized tests external to the courses
• Internships and other field experiences

Indirect Assessment Methods:

• Surveys
• Exit interviews and focus groups
• Inventories of syllabi and assignments

Hence, we can conclude that Hands-on activity is the most appropriate way of assessing experimentation indicators.

Concept Formation:

• Concepts are the result of elaboration and a combination of individual sensory experiences.
• Concepts are complex relationships that are continuously changing with experience and knowledge.
• Concepts may relate to objects, to people to qualities.
• Concepts may be definite or indefinite accordingly.
• The child may have a clear and accurate concept of what generosity means but may not know the word that describes this quality.

Important Points

Alternative conceptions related to the concepts they are going to learn. In the collaboration stage, learners discuss freely their alternative conceptions/misconceptions and can communicate with their peers. The sources of alternative conceptions are:

Family and Community:

• A family is a social group and has been defined as the smallest identifiable social unit.
• In many human societies, it is assumed that the family performs biological as well as social reproduction for the survival and continuation of society.
• The family and community play a crucial role in concept formation.
• Students from many concepts with the help of Family and Community.

Textbooks and other books

• ​Textbooks are predominantly textual with some images.
• Normally, content in a textbook is organized under chapters, units, and lessons.
• Most textbooks are written in factual or information giving style with little or no interactivity inbuilt in the text.
• So Child Develop a concept with the help of books.

Stories and Poems:

• Fairy tales, dissertations, calendars, maps, time-tables, detective stories, dictionaries, textbooks, and newspapers are all genres of writing that influence the structure of a reader's thought apart from specific expressions inscribed in them.
• For example, in fairy tales, a reader may expect events and characters not encountered in their material world and lessons of moral or practical import.
• In calendars, the reader expects particular sequential arrangements and elements depicted as situated along with it.

Hint

• Teachers and Schools are the primary sources of Concept Formation

Hence, we can conclude that students in primary classes have a lot of alternate conceptions in many topics like living-nonliving, water cycle, plants, etc. The sources of these alternate conceptions are family and community, textbooks and other books and stories and poems.

In India pickles, murabba and papads are examples of preserved products made from certain vegetables/ fruits/ grains. Foods are subject to physical, chemical, and biological deterioration.

• Food deterioration is associated with spoilage, development of off-flavors, deterioration of textures, discoloration, and loss of nutritional value in varying degrees, reducing aesthetic appeal and rendering it unfit/unsafe for consumption.
• Several factors can lead to food deterioration or spoilage e.g. pests, infestation by insects, inappropriate temperatures used for processing and/or storage, excessive exposure to light and other radiations, oxygen, moisture.
• Food is also contaminated by microorganisms [bacteria, fungus, and molds) or chemicals such as pesticides.

Important Points

• Glass, jars, and bottles are dried in sun before filling them with pickle to remove moisture content present in the jar and micro-organisms.
• Explanation: The food items are easily attacked by bacteria and fungus due to the water content available in them.

Key Points

Food processing is a branch of manufacturing wherein raw materials are transformed into intermediate foodstuffs or edible products through the application of scientific knowledge and technology.

• Many food processing operations are designed to extend the shelf life of food products. The concepts associated with food processing are reducing/eliminating microbial activity and other factors that influence food spoilage. The principal microorganisms that cause food spoilage are bacteria, fungi, yeasts, and molds.
• Factors influencing microbial growth are nutrient availability, moisture, pH, oxygen levels, and the presence or absence of inhibiting substances e.g. antibiotics. Oxidative enzymes in fresh fruits and vegetables continue to use oxygen to metabolize, reducing the shelf life of fruits and vegetables.

Hint

So the basic concepts in food processing methods to prevent food spoilage are:

1. Application of heat
2. Removal of water moisture
3. Lowering of temperature during storage
4. Reduction of pH
5. Controlling the availability of oxygen

Hence, we can conclude that Glass jars and bottles are dried well in the sun before filling them with pickles to remove the moisture completely.

Natural sources of water: 

The oceans, seas, rivers, lakes, springs, waterfalls, glaciers or the snow-capped mountains, rain, the ponds, the groundwater, etc. Of all the water available on earth, potable or water fit for human consumption can be found only in the rainwater, inland surface water bodies like rivers, lakes, ponds, and underground water from wells and handpumps. The major portion in the oceans and seas is salty and cannot be consumed as such. 

Important Points

Renu's grandmother shows her a dried-up well and tells her that 15-20 years ago there was water in the well, but now it has completely dried up.

The reasons for drying up of water in wells are:

• A lot of boring pumps have come up in the nearby area.
• The soil around the trees, well and nearby area is now covered with cement.

Key Points

Depletion of Ground-water sources

The supply of groundwater is not unlimited, nor it is always available in good quality. In many cases, the abstraction of excessive quantities of groundwater has resulted in the drying up of wells, salt-water intrusion, and drying up of rivers that receive their flows in dry seasons from groundwater. The reasons for drying up of water in the well are cementification of surrounding areas and a lot of boring pumps, creates groundwater levels very low.

• Depletion of groundwater increases pumping costs, causes wells and rivers to dry up, and in coastal regions seawater can intrude in groundwater.
• A well will go dry when water levels drop below a pump intake.
• This does not mean that a dry well will never have water in it again, as the water level may come back through time it will get water back.
• The water level in a well depends on several things, such as
• The soil around the trees, well and nearby area is now covered with cement.
• A lot of boring pumps have come up in the nearby area.
• The depth of the well
• The type (confined or unconfined) of aquifer the good taps
• The amount of pumping that occurs in this aquifer, and the amount of recharge occurring.
• The increase in population also needs more use of water.
• Due to all these reasons water in the wells dries up fastly.

Hence, we can conclude that statements A and B are correct regarding the scenario given in the question.

Answer: The egret and the buffalo have a symbiotic relationship.

Concept:

• Egrets are wading birds, closely related to herons with generally long legs, S-shaped necks, and bills, as well as short tails.
• They are generally white in colour.
• Buffaloes are large animals and have large heads.
• They have a hump on their back which is near to their shoulders.
• Mostly buffaloes fur is black to brown in colour.
• Buffaloes are the most potent domestic animals in the world for their milk.

Key Points

• Symbiosis is a close relationship between two species in which at least one species benefits.
• For the other species, the relationship may be positive, negative, or neutral.
• There are three different types of symbiotic relationships:​
• Mutualism: 
• It is a type of symbiotic relationship in which both species benefit.
• Example: Egrets follow grazing buffalo and eat the flies and bugs that tend to bother the cattle.
• The movement of foraging livestock also dislodges various insects from the field, which egrets feed on.
• Commensalism: 
• It is a type of symbiotic relationship in which one species benefits while the other species are not affected.
• Example: Orchids growing on branches.
• Parasitism: 
• It is a type of symbiotic relationship in which one species (the parasite) benefits while the other species (the host) is harmed.
• Example: Roundworms are parasites of mammals, including humans, cats, and dogs.​

Thus, an egret sits on a buffalo because the egret and the buffalo have a symbiotic relationship.

Concept:

• Plants have different types of roots.
• Some store food, some breathe some hang from the branches.

Explanation:

• Roots are the underground structures that help in the absorption of water and minerals provide a proper anchorage to the plant parts, storage of reserve food material (Carrot, Radish), and synthesis of PGR (plant growth regulators).
• Sometimes roots get modified to perform different functions like storage of food, respiration, climbing, etc.
• These types of roots are called modified roots.
• Examples - prop root of the Banyan tree for providing support, Pneumatophores of Rhizophora, and Mangrove plants for respiration.

So, these statements are correct.

• To give support to the plant.
• To store food.
• To absorb water and minerals.

Thus, roots do not function to provide humus.

Concept:

Indian women have had some success at the World Weightlifting Championships. Kunjarani Devi, Karnam Malleswari, Lalita Polley, Bharti Singh, Neelam Setti Laxmi, and Saikhom Mirabai Chanu are the winners who secured medals at the said tournament.

Explanation:

Karnam Malleswari:

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

Hence,

A. She is a weight lifter of international fame: Correct

B. She is from Karnataka: Incorrect (She was born in Srikakulam, Andhra Pradesh)

C. She has many records to her credit. She could lift weights up to 130 kg: Correct

D. She started lifting weights when she was 12 years old: Correct

Concept:

• Rajasthan faces a shortage of water due to less rainfall.
• Hence, the people of Rajasthan have developed many ways to conserve water since ancient times.
• Lakes and johads were made to collect water.
• Some water from the lakes soaked into the ground and reached the wells and bavoris (stepwell).
• Step wells (baori) are the traditional method of water conservation.

Explanation:

• Stepwells are so-called because they have steps that lead to the reserve of water.
• In ancient time, step-wells were built to provide water to travellers.
• These step wells were built beautifully.
• Some of them can still be traced.

A. They are a traditional system of water storage and conservation. - Correct

B. They were used as a community resource. - Correct

C. They are found/constructed mainly in rain-parched states. - Correct

D. They contain only contaminated water. - Incorrect (These water are useful for many purposes including drinking so not contaminated)

Key Points

• The total utilisable water resource in the country is only 1,122 cubic km.
• India ranks 133 in the world in terms of water availability per person per annum.
• Thus, it is very important to conserve water.
• Water conservation includes all strategies, policies, methods and rules made in order to conserve water not just for the present but the future as well.
• Dams, reservoirs, rainwater harvesting, step-wells, canals are all included in water conservation.
• Archaeological and historical records show that from ancient times we have been constructing sophisticated hydraulic structures like dams built of stone rubble, reservoirs or lakes, embankments and canals for irrigation.

India is known to be a boiling pot of art and culture with every region having its own traditional artform or painting.

Explanation:

About the Warli tribe:

• The Warli or Varli are an indigenous tribe of western India, living in mountainous as well as coastal areas along the Maharashtra-Gujarat border and surrounding areas.
• In modern-day, the Warli tribals live in the Thane district of Maharashtra.
• The Warli tribals have their own animistic beliefs, life, customs, and traditions.
• The Warli speak the Varli language, classified as Konkani, with some degree of influence from Marathi.

Thus, the place 'Warli' is in the State of Maharashtra.

Other states and their traditional artforms:

About the Warli painting:

• Warli tribals decorate their house walls with paintings depicting their lives and other routine activities of their daily lives.
• These rudimentary wall paintings use a set of basic geometric shapes: a circle, a triangle, and a square.
• These shapes are symbolic of different elements of nature. The circle and the triangle come from their observation of nature.
• The circle represents the sun and the moon, while the triangle depicts mountains and conical trees.
• In contrast, the square renders to be a human invention, indicating a sacred enclosure or a piece of land.

​

Key Points

• Tamilnadu is the southern states of India, Chennai (formerly known as Madras) is the State Capital of Tamilnadu.
• Tamil Nadu is the tenth largest Indian state by area and the sixth-largest by population(Census,2011). Neighbouring states of Tamil Nadu are Andhra Pradesh, Kerala, Karnataka.
• Presently Governor of Tamil Nadu is the Shri Ravindra Narayana Ravi, and Chief Minister of Tamil Nadu is Muthuvel Karunanidhi Stalin.

​

Hence, The neighbouring States of Tamil Nadu are - Kerala, Karnataka and Andhra Pradesh

Answer is: Tiger

Concept:

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

 Key Points

Animals and their super senses:

• Vulture:
• Vultures can see four times as far as we can.
• These birds can see things from a distance of eight metres what we can see from a distance of two metres.
• Silkworm: 
• Some male insects can recognise their females by their smell.
• Silkworms can find their female worm from many kilometres away by her smell.
• Dog: 
• Dogs mark out their own area on the road.
• They can make out if another dog has come into their area by the smell of its urine or potty (latrine).
• Tiger: 
• ​A tiger can see six times better at night than most of us.
• The tiger’s whiskers are very sensitive and can sense the movements or vibrations in the air.
• A tiger’s sense of hearing is so sharp that it can make out the difference between the rustling of leaves and the sound of an animal moving on the grass.
• The ears of the tiger can move in different directions and this helps to catch the sounds from all around.
• Tigers make different sounds for different purposes like when it is angry or to call out to a tigress. It can also roar or snarl.
• Tigers mark their area with their urine.
• A tiger can at once come to know if there is another tiger in its area by the smell of the urine.

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

Concept:

• When one travels by train from Ahmedabad to Kerala a person comes across various landscapes.
• The states that one crosses while travelling from Ahmedabad to Kerala are:
• Gujarat
• Maharashtra
• Goa
• Karnataka
• Kerala
• They come across various rivers, tunnels and landforms.
• A tunnel is an underground passageway, dug through a hill or rock.
• It is enclosed except for entrance and exit, commonly at each end.

​Explanation:

Aravallis:

• Aravalli Range is the oldest mountain range.
• It rose in the Pre-Cambrian era.
• It is a type of fold mountain.
• It is a mountain range in Northwestern India.
• The Aravalli ranges span Haryana, Rajasthan, Gujarat, and Delhi.
• Guru Shikhar is the highest peak.

Western Ghats:

• The Western Ghats mark the western edge of the Deccan Plateau.
• The Western Ghats lie parallel to the western coast.
• They are continuous and can be crossed through passes and tunnels only.
• Their average elevation is 900– 1600 metres.
• The Western Ghats cause orographic rain by facing the rain-bearing moist winds to rise along the western slopes of the Ghats.
• The Western Ghats are known by different local names such as:
• Sahyadri in Maharashtra
• Nilgiri hill in Karnataka and Tamil Nadu
• Anaimalai hill and Cardamom hill in Kerala.
• The height of the Western Ghats progressively increases from north to south.
• Most of the peninsular rivers have their origin in the Western Ghats. Example: Tungabhadra, Krishna, Godavari

Eastern Ghats:

• The Eastern Ghats mark the eastern edges of the Deccan Plateau.
• The Eastern Ghats lie parallel to the eastern coast.
• The Eastern Ghats include several discontinuous and dissimilar hill masses.
• They generally trend northeast-southwest along the Bay of Bengal.
• The Eastern Ghats run from northern Odisha through Andhra Pradesh to Tamil Nadu in the south passing some parts of Karnataka.
• Mahedragiri Mountain is the highest peak of Eastern Ghat which stands at a height of 1501 meters.
• The Eastern and the Western Ghats meet each other at the Nilgiri hills.

Vindhyachal:

• The Vindhya Range is a complex, discontinuous chain of mountain ridges, hill ranges, highlands and plateau escarpments in west-central India.
• The exact extent of the Vindhyas is loosely defined.
• Today, the term principally refers to the escarpment that runs north of and roughly parallel to the Narmada River in Madhya Pradesh.
• Depending on the definition, the range extends up to Gujarat in the west, Uttar Pradesh and Bihar in the north and Chhattisgarh in the east.
• The Sad-Bhawna Shikhar or the "Goodwill Peak" is the highest peak of the Vindhya range.

Thus, when one is travelling from Ahmedabad to Kerala by train the tunnels crossed are in the hills of Western Ghat.

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.
• For example for a person staying in Sydney, he/she can consider themselves in the northern hemisphere, then India will be in the southern hemisphere.
• Meanwhile, for a person staying in Delhi, Sydney will lie in the southern hemisphere. Everything is relative.
• 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.
• Argentina is a country in the southern half of South America on one side of the equator most commonly referred to as the southern hemisphere.
• Whereas India lies on the other side of the equator in the Asian sub-continent most commonly referred to as the northern hemisphere.

​

​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.

The correct answer is oil cuts off oxygen supply, thereby stops the breeding of mosquitoes

Concept:

• Illness/Diseases: It is a state of experience by the body when one or more of the control systems of the body are not functioning normally.  
• Communicable disease: The diseases which are infectious or transmissible from a body to body through biological agents in humans and animals. Ex- Influenza, Ebola, Covid-19, etc.
• Non-communicable disease: The disease that is not transmissible directly from one person to another through biological agents, Ex- Astana, Diabetes, etc.

Explanation:

Stagnant water:

• When the flow of the water stops and that water is there only for some period of time is called stagnant water.
• Stagnant water is the main source for many types of diseases too.
• The rainwater collected in the open tyres and also in the tank and if not looking for a long time may become a house for many types of diseases.
• Malaria may be caused by stagnant water.
• Water pollution can often lead to increased breeding of mosquitoes that carry parasites.
• The growth or breeding of the mosquitoes can be stopped by spraying the kerosene on the water.
• This happens because when we spray the kerosene then the oxygen supply to the larva (small mosquitoes) stops and they die in the water.
• Spreading oil over water cuts the oxygen supply, hence mosquitoes cannot breed in them.
• Polio is caused by a virus known as poliovirus and it can cause paralysis.
• Pneumonia is a lung disease that happens because of bacterial or viral infections.
• Chicken Pox is caused by the varicella-zoster virus. The disease is also known as Varicella.

So Malaria is a disease that may be caused due to stagnant water.

Additional Information

Some common communicable diseases are:

Colony-

• The colony is composed of two or more co-relative individuals which remain in close association with one another.
• Some insects like bees, ants, and termites, live together in groups called colonies.
• Hence, they are called colonial insects.

About Honey bees:

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

Ant:

In the colony of ants, work is assigned as

• It is usually seen that ants follow one another. The main reason behind this is that ants secrete an invisible chemical named trail pheromone.
• This chemical scent help to reach the food source from the nest.
• Using this scent, other fellow ants follow the one 'queen ant' unless they reach the food.
• As soon as the food disappears, the ants no longer secrete scents and the trail fades away.

Explanation:

Social insects are best exemplified by all termites (Isoptera; sometimes Blattodea) and ants (Formicidae) and by various bees and wasps (Hymenoptera).

• Social insects are differentiated in structure, function, and behaviour into castes, the major ones being the reproductives (e.g., the queen) and the steriles (workers and soldiers).
• Besides carrying out the basic function of reproduction, the members of the reproductive caste generally select the site for a new colony and excavate the first galleries.
• The workers care for the eggs and larvae, collect food for other members of the colony, and construct and repair the nest, while the soldiers defend the colony against predators.
• They establish fungus gardens and feed on them.

Hence Spider is not a colonial insect and is the correct option.

Explanation:

In Assam state houses are -

• The houses are made up of strong bamboo pillars as bamboo are most available resource with their strong structure.
• The inside of house are made of wood which can be hold on bamboo bases.
• The most of the villages construct their wooden houses 3 to 3.5 m above the ground on strong bamboo pillars as floods are more often in this state.
• Since there is a heavy rain zone so their roofs are sloping that not store water on roof.

Hence, we conclude from the above-mentioned points that in Assam is state which is suitable answer.

Additional Information

Description of houses of different places:

• In Ladakh, houses are made of woods, with sloping roofs and covered in snow.
• In Kashmir, some old houses have a special type of window which comes out of the wall. It is called 'dab'.
• In villages of Kashmir, houses are made from stone cuts and kept one on top of the other and coated with mud.
• In Srinagar, 'Donga' houseboat can be seen in Dal Lake and Jhelum river. From inside it is just like a house with different rooms.
• In Manali (Himachal Pradesh), houses are made of stone and wood, but not on bamboo pillars.

Explanation:

'Kuduk' is a Dravidian language spoken by nearly two million Oraon and Kisan tribal people of Jharkhand, Madhya Pradesh, Chhattisgarh, Odisha and West Bengal in India.

Torang means Forest in kuduk language.

• Adivasis are the people who live in the forest.
• 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.

The syllabus of EVS has been developed within a child-centred perspective of themes that provide a common interface of issues in social studies, sciences and environmental education. The syllabus for Classes III-V is woven around six common themes given below; the predominant theme on Family and Friends encompasses four sub-themes:

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

The syllabus web moves outward over the three years; it gradually extends the child’s understanding of her world, beginning from the immediate ‘self ’ to include her family, the neighbourhood, the locality and also the country. Thus by the time the child reaches Class V, she is able to see her ‘self ’ in the larger context – as part of a community, the country and also, more tacitly, as located in this world. Note that:

• ‘Plants’ and ‘Animals’ have consciously been included under the theme of ‘Family and Friends’ to highlight how humans share a close relationship with them and to also provide a holistic and integrated scientific and social perspective of studying them.
• The theme ‘Family and Friends’, especially through its two sub-themes Relationships and Work and Play, allows children to look at their own body as part of their ‘self’ in a more contextual and connected manner.

Hence, we conclude that 'Food' is one of the themes in EVS.

The syllabus determines the basic content of instructions in a given subject and the range of knowledge and skills which the pupils must acquire and establish in detail, the themes and individual points to be studied in each school year. The syllabus is a refined detail of the curriculum at a particular stage of learning for a particular subject. 

• Thematic learning is an instructional method of teaching in which emphasis is given to choosing a specific theme for teaching one or many concepts. This is a creative and exciting form for learners. Pedagogy of thematic learning is based on its exploration of broad areas in one theme.
• EVS is an approach to the learning of environment in totality without being burdened by any disciplinary considerations. The focus is on-
• Surroundings rather than content
• The situation rather than subject
• Experience rather than knowledge

The above points suggest that it helps in softening subject boundaries and accessing knowledge holistically.

Themes in EVS are as follows:

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

Hence, adopting a theme-based approach in EVS helps in softening subject boundaries and accessing knowledge holistically.

EVS is a subject that is concerned with the development of learner's awareness about environmental issues.

• There are different kinds of teaching-learning methods for EVS learning that makes learning a fruitful process and the 'Storytelling' is one of them.

Key Points

• Storytelling refers to the art of narrating a story more interactively to people who are willing to listen. It is used as a strategy in language teaching which broadens learner's reading choices.
• In a storytelling approach, the story chosen by the teacher to narrate is directly or indirectly related to the lesson to develop their fullest potential, both educationally and morally.

Important Points 

Reasons for including storytelling as pedagogy in EVS classroom: 

• Stories develop integrated language skills.
• Stories cut across various subject areas.
• Stories include experience of the people.
• Stories make learners aware of ethics, norms, and values.
• Stories provide contexts to relate EVS concepts.
• Stories engage learners with language to ensure better learning.
• Stories increase children's listening, vocabulary, and imagination power.
• Stories help children to easily relate themselves to the story while listening.​

Hence, it could be concluded that Stories help in class management is the least appropriate reason for including storytelling as pedagogy in the EVS classroom.

The National Curriculum Framework 2005 indicates some of the objectives of teaching science at the primary stage as follows:

• to train children to locate and comprehend relationships between the natural, social and cultural environment;
• to create cognitive capacity and resourcefulness to make the child curious about social phenomena, starting with the family and moving on to wider spaces to nurture the curiosity and creativity of the child particularly concerning the natural environment (including artifacts and people)
• to develop an awareness about environmental issues
• to engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.
• Rote Learning should be avoided.
• Topics should be explained in the form of the story rather than direct definitions and descriptions to keep the interest of the child in better learning.

Key Points

According to Child-Centered Approach-

• The themes and concepts introduced in the textbook are consistent with the children’s age and cognitive development.
• Almost all activities are related to real-life experiences and contexts of the children. It can be observed that the scope for exploration by the children to go beyond the textbooks, problem-solving, projects, etc. are insufficient.
• All the textbooks have an adequate number of problems/exercises.

​Hence, we can conclude that the textbooks provide more scope for children’s questioning, providing scope of exploration, understanding without rote learning, and definitions.

Assessment is done to determine the outcomes (what students have learned), process (the way they learned), and their approach to the learning before, during, or after the program or course.

• During instruction, the assessment can be used to determine what students are learning so that if there a need, the teacher can adjust their teacher.
• It is a process-oriented approach that is used to identify the areas for improvement in the learning process.

Important Points

In assessing the students the teacher will follow the procedure by: 

• preparing a list of learning indicators and sub-indicators makes the reporting more detailed.
• give remarks like 'fair', 'good' and 'very good' give an understanding of a child's learning.
• maintain portfolios of children should not contain only their best work but all kinds of work.
• Avoid personal biasness while assessing the work of students.

Key Points

Assessment 

• It is the process of collecting information with regard to the abilities, interests, aptitude, personality, and attitudes of learners.
• It is a process-oriented approach that is used to identify the areas for improvement in the learning process.
• It is used to determine the outcomes (what students have learned), process (the way they learned), and the learning approaches of the learners.
• It also helps the teachers to analyze their teaching approach to learning before, during, or after the program or course which gives an idea to them whether they should continue with their present teaching techniques and approaches or should change them.
• It is a wider concept than evaluation and it is included in the process of evaluation.
• During instruction, the assessment can be used to determine what students are learning so that if there a need, the teacher can adjust their teaching.

Hence, we can conclude that giving personal details and individual feedback to a child is a desirable practice statement that is least appropriate about the assessment procedure.

Assessment plays a significant role in the teaching-learning process. Assessment of learning helps a teacher to design his/her teaching in a better way and to know the attainment level of learners in the subject content. Assessment helps a learner to know his /her learning progress. It also benefits the school management (including the principal), parents, curriculum designers, subject experts, planners, guidance workers, counselors, and content writers.

Important Points

By posing the above question to students, the teacher wants to assess the Observation and recording skills of the students. Teachers assess what they have observed from their environment and recorded their observations in their notebooks. After some time, they will discuss it in the class.

Key Points

• The purpose of questioning is to get a clear idea about their observation and recording skills.
• It helps the teacher in assessing the understanding level of students.
• Asking quality questions from time to time can monitor student’s progress of learning and instill confidence in them.

Hint

• Observing skills: Observing skill creates a base for higher scientific inquiries. If you ask your learners which sense they are using while observing, many of them may reply: eyes. You have to help them in understanding that “Observing means using our various senses to obtain information (or data) about objects or events attended”. Observations are not to be limited to seeing things only. We use more than one sense organ to collect data (or information) about the objects in our daily acts.
• Recording Skills: Students record information in suitable forms, gathered through observation during visits, experimentation, demonstration, etc

Hence, we can conclude that from the above question, the teacher wants to assess the observation and recording skills.

Additional Information

• Classifying: Classification of objects (or events) is a process of imposing order on a collection of objects (or events) based on similarities, differences, and interrelationships.
• Hypothesizing is to forecast what a future observation will be. These are based on our observations, measurements, and inferences that we make about relationships among various observed variables.
• Experiment skills: Students are able to perform experiments systematically under guidance.

Based on the NCF 2005, at the national level, Environmental Education (EE) is introduced at the elementary education level as Environmental Studies (EVS).

• EVS for classes III to V deals with the study of our environment (physical, biological, social, and cultural) with an emphasis on its preservation and conservation.
• EVS at the elementary level is an integrated subject that draws upon insights from sciences (physical, chemical, and biological), social studies (history, geography, civics, etc), and environmental education (protection and conservation).

Key Points

• The thematic organization of the contents in EVS cuts across the boundaries of several disciplines such as social sciences, sciences, languages, history, geography, civics, etc., developing in children an interdisciplinary perspective to the understanding environment and environmental problems.
• EVS is an interdisciplinary study of how humans interact with their environment – physical, biological, social, and cultural.
• EVS is also envisaged not only as a valuable education as regards environment but is a life skill education as it encourages children to develop knowledge, ideas, values, and attitudes about the world and how it works and learn to communicate and collaborate with other children and adults in their environment.

Hence, the interdisciplinary nature of EVS addresses environmental issues by using contents and methods of science, social science, and environmental education.