CTET Paper 1 - January 2021 (English-Hindi-Sanskrit) (Previous Year Paper)

Piaget was the first psychologist to make a systematic study of cognitive development.  His contributions include a theory of cognitive child development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities.

Piaget’s theory is based on the idea that the developing child builds cognitive structures, schemes are used to understand and respond to the world around them.

Important Points

The mental networks that children form in their mind are known as 'Schemas' as:

• Schemas are organized bodies of information stored in memory. These are specific psychological structures, constructed in organized ways to make sense of experience.
• The information in a schema provides a representation of how the social world operates as well as allows us to categorize and interpret new information related to the schema.
• We all hold schemas relating to everyday objects in our environment. We might, for instance, hold a schema for automobiles –we have an idea of what they look like, how they are used, what they can do for us, and how to differentiate them from other vehicles such as buses and horse, and buggy.
• More importantly, from a social psychological point of view, we hold a schema for particular people (one’s mother, brother, or sister) and of classes of people playing a given role (mail carriers, teachers, or librarians). Each of these schemas provides a way of organizing behavior into meaningful wholes.

Key Points

Basic Components To Piaget's Cognitive Theory: Piaget introduced some basic components which lead the cognitive development in the child.

• Schemas (building blocks of knowledge)
• Processes that enable the transition from one stage to another:
• Equilibrium
• Adaptation
• Assimilation
• Accommodation
• ​Schemas: Piaget called the schema the basic building block of intelligent behavior – a way of organizing knowledge. A schema can be defined as a set of linked mental representations of the world, which we use both to understand and to respond to situations. These are the mental structures.
• Adaptation refers to adjustments to the changes in the environment, or the ability to understand and fit in with the physical world.
• Assimilation is a process in which a child using an existing schema to deal with a new object or situation. Assimilation refers to the act of captivating information and observations in a way that is well-matched with the person's current schema of the world.
• Accommodation happens when the existing schema (knowledge) does not work and needs to be changed to deal with a new object or situation.
• Equilibration and disequilibration: If the "new situation" is adjusted with the existing schema then that stage is referred to by Piaget as the "stage of equilibration" in that the existing knowledge base is working.

Hence, we conclude that In his theory of cognitive development, Jean Piaget explains cognitive structures in terms of Schemas.

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

Key Points

• 'Preoperational period' lasts around 2 to 6 or 7 years of age.
• In this stage, the child assumes that other people feel, see, and hear exactly the same as the child does.
• It refers to the child's inability to infer the perspective of other people or to see a situation from other's points of view.
• In this stage, the child faces problems with the irreversibility of thought, concept of conservation, and struggles with the idea of centration.
• Due to the Centration in thought, the child can focus his attention only on one aspect of the situation at a time and cannot reverse the direction of his thought.

​Hence, it could be concluded that Pre-operational stage in Jean Piaget's theory of cognitive development characterizes Centration in thought.

Important Points 

The Four Stages of Cognitive Development:

Development is the pattern of progressive, orderly, and predictable changes that begin at conception and continue throughout life. Development mostly involves changes — both growth and decline, as observed during old age. Development is influenced by an interplay of biological, cognitive, and socio-emotional processes. 

Key Points

Nature of Development- 

• Development is lifelong, i.e. it takes place across all age groups starting from conception to old age. It includes both gains and losses, which interact in dynamic (change in one aspect goes with changes in others) ways throughout the life-span.
• The various processes of human development, i.e. biological, cognitive, and socio-emotional are interwoven in the development of a person throughout the life-span.
• Development is multi-directional. Some dimensions or components of a given dimension of development may increase, while others show decrement. For example, the experiences of adults may make them wiser and guide their decisions. However, with an increase in age, one’s performance is likely to decrease on tasks requiring speed, such as running.
• Development is the concern of a number of disciplines. Different disciplines like psychology, anthropology, sociology, and neuro-sciences study human development, each trying to provide answers to development throughout the life-span.
• Development is highly plastic, i.e. within-person, modifiability is found in psychological development, though plasticity varies among individuals. This means skills and abilities can be improved or developed throughout the life-span.

Thus from above-mentioned points, it is clear that development is multi-dimensional is correct in the context of development.

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

Important Points

• The word "culture" derives from a French term, which in turn derives from the Latin "colere" which means to tend to the earth and grow, or cultivation and nurture.
• Culture is the characteristics and knowledge of a particular group of people, encompassing language, religion, cuisine, social habits, music and arts.

Key Points

Lev Vygotsky's social-cultural perspective of learning emphasizes importance of cultural tools in the learning process.

Culture is the main determinant of cognitive development and learning. It plays a significant role in human intellectual development and how humans perceive the world. 

• Learning takes place through the interaction between child and the culture.
• Different cultures play a vital role in shaping abilities and behaviours of a child and works as a tool of intellectual adaptation.​
• The children’s cognitive abilities have been studied from a sociocultural perspective that originated with the work of Vygotsky.
• Vygotsky’s theory placed the idea of children’s participation in socio-cultural activities with the guidance of more skilled partners.
• The child can develop cultural psychology in which learning was seen to depend upon mediation by the social, cultural, and institutional process at various levels.

Hence, we conclude that Lev Vygotsky's social-cultural perspective of learning emphasizes importance of cultural tools in the learning process.

Individual differences refer to distinctiveness and variations among people’s characteristics and behaviour patterns, referring to the extent and kind of variations or similarities among people on some of the important psychological aspects such as intelligence, personality, interest, and aptitude. 

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

Key Points

Following are some advantages of individual difference in the progressive classroom-

• Understanding of individual differences helps in planning course material and training programme.
• Understanding of individual differences of the teachers and the taught can help in matching teaching and learning styles for better- academic results.
• To take care of individual differences you should design your instructional activities to suit the mental level of each student.
• the teacher needs a system of instruction in which pace, a medium of presentation, study style, context and evaluation techniques are adapted to the needs of each individual.
• The individual differences of students in a classroom are advantageous as they lead the teacher to explore a wider pool of cognitive structures.

Thus from above-mentioned points, it is clear that individual differences in a progressive classroom should be treated as important for planning of the teaching-learning process.

Inclusive classroom is a part of 'inclusive education' that refers to the inclusion of all children in the education system, regardless of their differences and disabilities. It is about making school a place where all children can participate and learn.

Key Points 

In an Inclusive classroom emphasis should be on providing opportunities aiming at maximizing potential of individual children as:

• it values the diversity, each child brings to the classroom and facilitates all with equal opportunities to learn and grow.
• inclusive education improves the quality and making provisions of education for all and welcomes and celebrates diversity.
• it provides a provision to include disabled children along with normal children in a regular classroom environment.
• it refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic, or other conditions.

Hence, it could be concluded that in an Inclusive classroom emphasis should be on providing opportunities aiming at maximizing potential of individual children.

Important Points

Basic Principles of Inclusive Education:

• Well constructed educational plan.
• Use of multilingualism as a resource.
• Equity and equal opportunities for all.
• Use of specific pedagogical strategies.
• Sensitization towards individual differences.

In order to provide education through mainstream schools to children with disabilities in accordance with the provisions of the Persons with Disabilities Act, 1995, a Comprehensive Action Plan for including children and youth with disabilities has been formulated. The different sectors to be covered in the plan are-

• Early Childhood Care and Education
• Elementary Education
• Secondary Education
• Higher and Technical Education
• Vocational Education

Important Points

It covers the following components under education for children with a disability–

• Early detection and identification
• A functional and formal assessment
• Educational placement
• Aids and appliances
• Support services
• Social Security
• Teacher training
• Resource support
• Individual Educational Plan (IEP)
• Parental training and community mobilisation
• Planning and management
• Strengthening of special schools
• Non-Discrimination
• Research
• Monitoring and evaluation
• Girls with disability

Thus from above-mentioned points, it is clear that According to Right of Persons with Disabilities Act (2016), a student with a physical disability is appropriate to use.

Swiss psychologist Jean Piaget, in the theory of cognitive development, Piaget discusses the four distinct, universal stages, each characterised by increasingly sophisticated and abstract levels of thoughts. These stages always occur in the same order, and each builds on what has been learned in the previous stage. 

• Sensorimotor stage (Birth- 2 years)
• Pre-operational stage (2-7 years)
• Concrete operational stage (7-11 years)
• Formal operational stage (11+ years)

Key Points 

• Sensorimotor stage-
• Knowledge-based on sensory-motor activities
• No mental image or symbol
• The gradual development of the concept of object permanence
• Pre-operational stage-
• Formation of mental images
• Symbols and words are used to represent the world.
• Limited ways of thinking and egocentric thought
• Concrete operational stage-
• conservation of number, quantity, volume, area, etc.
• logical thinking limited to real and concrete situations.
• ability to understand reversibility or the undoing of some physical changes by reversing the change
• Formal operational stage-
• Thinking logically in abstract situations also
• Engaging in hypothetical and deductive reasoning.
• Increase in capacity to process information

Thus from above-mentioned points, it is clear that the sequence of development among children from birth to adolescence is sensory, concrete, abstract.

Creativity is the phenomenon whereby imaginative and original ideas are turned into reality. 

• It is the ability possesses by the people who are creative, persistent, and imaginative.
• Creativity is a cognitive ability to produce something original by offering a fresh perspective.
• It is the ability to understand, express, and appreciate the human mind as a fundamental product.

Key Points

• Divergent thinking is the primary identifying feature of creativity as it refers to a way of solving a problem by exploring many possible solutions.
• It emphasizes the idea that there is a limitless approach to any given problem.

Important Points

Divergent thinking is required in 'creativity' as it refers to:

• a way of solving problems by more than one approach.
• an act of working with open-ended questions using creativity and ingenuity.
• a process which includes brainstorming, imagination, and out of the box thinking in it.
• the ability possesses by the people who are creative, persistent, and imaginative in nature.

Hence, it could be concluded that Divergent thinking is the primary identifying feature of creativity.

The term diversity used in discourse related to people or communities or in social contexts is more specific, indicates that a group of people is made up of individuals who are different from each other in some way or the other or it means collective differences among people. They can be diverse socially, educationally, economically, culturally, etc.

Key Points

Effective strategies to address learners from disadvantaged and deprived backgrounds- 

• Inclusive education is a movement to empower the vulnerable and marginalized groups to overcome the disadvantages of unequalized socialization and give them examples from diverse settings.
• The curriculum should to be specific and related to the needs and real-life experiences. Emphasis should be on learning manual skills, life skills and technical efficiency.
• Sometime the teacher should talk to the learners to understand their needs and challenges faced by them.
• 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.
• Form collaborative groups to work on activities and encourage students to support each other.
• Motivate the students to set moderately challenging goals and provide appropriate instructional support.

Thus from above-mentioned points, it is clear that in order to address learners from diverse backgrounds, a teacher should draw examples from diverse settings.

Problem solving is a mental process and is part of the larger problem process that includes problem finding and problem shaping. Considered the most complex of all intellectual functions, problem solving has been defined as higher-order cognitive process that requires the modulation and control of more routine or fundamental skills.

Key Points

• Problem-solving ability can be facilitated by encouraging the use of analogies. When you are stuck on a problem and need some innovative ideas, you can get imaginative ideas by making analogies to some other field.
• An analogy is an abstract parallel between two quite diverse things.
• For example, you might analogies driving to project management.

Thus from above-mentioned points, it is clear that problem-solving abilities can be facilitated by encouraging use of analogies.

Learning difficulties can be defined as imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Learning disability is believed to be present if there is a substantial difference between expected and actual performance based on intelligence, ruling out other contributing factors such as poor learning-teaching environment, second language etc. 

Key Points

The individualised teaching program is required so that the child may get specific instruction in the areas of specific need, like reading, writing or math. Following methods are used as special techniques to teach children with special needs:

• Direct Instruction:
• This is a highly structured and organised teaching strategy which is started after the analysis of learning problems with specific learning tasks.
• It is carried on in steps with clear goals to be achieved at each step.
• Feedback and corrections are used and are shown to affect children’s participation and performance positively
• Multisensory instructional strategies:
• highlight learning by seeing, hearing, touching and movement.
• Study skill training or meta-cognitive skill:
• assist students in learning how to take notes and tests, prepare compositions, and remember to bring necessary materials
• Social skill training:
• is used to help children in getting along with peers and adults in various settings and circumstances.
• Inclusion strategies and Cooperative learning:
• are the provisions by state and national authorities that students with learning disabilities should be educated with nondisabled students of their age.
• Additional instructional resources can be used for children with LD while teaching them in a general classroom.
• Teachers should make effort to adopt such methods as to enhance the understanding and participation of LD children with other children.
• Peer mediated instruction and computer-assisted instruction:
• For all these methods to be adequately implemented, it is extremely important that the classroom teacher and school psychologist should be sensitive to the problems and needs of such children and provide appropriate educational settings to LD children.

Thus from above-mentioned points it is clear that in order to address the needs of students who are facing learning difficulties, a teacher should not practice rigid structures for pedagogy and assessment.

Those emotions require a sense of self as well as an ability in order to reflect on one’s actions. Further, these emotions are a result of whether the expectation in terms of social norms and rules are met or not. Examples of self-conscious emotions are embarrassment, guilt, pride, shame, and humiliation. The self-conscious emotions occur as a result of the extent to which an individual is able to meet his/ her own expectations, the expectations of others, or social norms.

Key Points

• Emotion can be termed as an episode that is complex as well as having multiple components.
• Negative emotions can have an impact on a variety of cognitive domains such as shame and guilt.
• Shame and guilt affect the working memory of the learner and leave harmful effects on the cognition, this would cause forgetting and anxiety.
• To further highlight any emotion will thus have physiological, cognitive and behavioural components.
• feelings or emotions that generally have both physiological and cognitive elements and that influence behavior, which affect positively or negatively.
• There are six main components of emotion process, these are discussed as follows-
• Cognitive appraisal
• Subjective experience
• Thought and action tendencies
• Internal bodily changes
• Facial expressions
• Response to emotion

Thus from the above-mentioned points, it is clear that shame can have a negative impact on cognition.

Learning is a natural process of growth or change in a person which is manifested as new modes or patterns of behavior. This change exhibits itself as a skill, a habit, an attitude an understanding, or as knowledge or an application. 

Teaching-learning at the understanding level emphasizes the comprehension of the meaning of something when it is taken out of that particular context. It means seeing solitary facts in relation to general principles.

• Comprehension means mastery of the subject matter. It is reached when a thorough understanding of the subject matter is gained through planned learning. It involves exploration, presentation, assimilation, organization, and recitation through oral presentation.
• The students at this level develop curiosity, interest, inquiry, and persistence which culminates in a scientifically determined conclusion or solution of a problem.
• As we help learners in acquiring information, ideas, skills values, ways of thinking, and means of expressing themselves, we are also teaching them how to learn. In fact, the most important long term outcome of teaching may be the learners’ increased capabilities to learn more easily and effectively in the future.

Thus from the above-mentioned points, it is clear that the exploration of relationships between concepts is the most effective mode of teaching-learning.

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.

Key Points

Mistakes and errors made by students should be seen as opportunities to understand their thinking.

Understanding of errors:

• 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 a teacher should analyze the various errors made by students on a given task because understanding of errors are meaningful in the teaching- learning process.

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

As teachers, we are deeply concerned about classroom learning. Your understanding of classroom motivation would enhance the probability of students' learning better.

Key Points

How to motivate students to learn-

• You have given the class an assignment to be completed within one period. You also discussed the topic and framework of the assignment.
• The teacher manipulated the variable 'difficulty level' to increase the learner's motivation. The initial feeling of success (they got all the sums correct) did not continue to motivate the learner as her higher need was not being met. So, the teacher should always focusing on mastery-oriented goals. for children.
• Affiliation motivation had hit rock bottom. As children grow, the need for peer affiliation becomes stronger.
• Creating a lot of opportunities for exploration for learners, so they can motivate each other and learn effectively.
• The healthy competition between students, motivated them to excel in their work. When they were separated and put into two different sections, the competition motivation became very low and their performance suffered.
• Project work on various topics can also motivate learners. The 'knowledge of results is a stronger motivator for learning than an offhand word of praise.

Thus from the above-mentioned points, it is clear that motivation to learn can be sustained by focusing on mastery-oriented goals.

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

Arousal and Learning-

• It is a known fact that the performance of any individual is directly based upon the learning of that individual.
• Factors of arousal which can be in the form of strong motives also enable the individual to learn.
• For example, if a child has love towards parents then the child learns to do those things very easily by learning them to do them very quickly. Similarly, if the child had not been aroused, he may feel bored and hence would learn the task rather later than the child who has been aroused optimally.
• The individual pays more attention and energy to learn what he wants and satisfies his desires. An angry person wanting to take revenge on the other person learns the necessary things much quickly to satisfy his goal when compared to another person who does not have any emotional involvement in learning the same task.

Key Points

• We all feel emotions on an ongoing basis. At times we get into such a state of arousal that our bodies experience heightened physiological activity and extremes of emotion. This can be both powerful and dangerous, both for ourselves and for others.
• States of arousal can be positive or negative and may include any of these such as fear, anger, curiosity, and love, which are felt with an overpowering intensity that drives us to act, often in an unthinking way.

Thus from the above-mentioned points, it is clear that the best state of learning is moderate arousal, no fear.

Constructivism as a theory is based on the idea that meaningful learning takes place when learners actively construct their knowledge.

• The central idea of the constructivist frame is that learners learn through experiencing things and reflecting on those experiences.

Key Points

• A constructivist view of learning suggests that children play an active role in the construction of their knowledge as in the constructivist frame, the learner is viewed as:
• imaginative based on sources.
• little scientists and markers of meaning.
• problem solver and a scientific investigator.
• creator of knowledge through social interaction.
• builder of new knowledge by activating the previous one.

Important Points

Constructivist environment:

• emphasizes collaboration with others for learning.
• ensures the active involvement of learners and promotes peer tutoring.
• allows learners to foster their strategy of learning to perform a task.
• provides ample opportunities to learners to make them work at their own pace.
• views learners as makers of meaning and creators of knowledge through social interaction.

Hence, it could be concluded that the constructivist view of learning suggests that children play an active role in the construction of their knowledge.

Learning is any relatively permanent change in behavior or behavioral potential produced by experience or practice. It is an inferred process and differs from a performance which is the observed behavior/response/action. 

• The different aptitudes that can be developed in order to improve a learner’s capacity to learn. It is a process of learning.
• There are a number of different learning styles and learning preferences. There is neither a right mix nor is there fixed learning style for every individual. These learning abilities can be modified in the learning process.
• Learning is the outcome of the interaction of the individual with the environment: As a teacher, you have to organize the environment carefully to motivate the students so as to interact with you, peer students, and teaching-learning materials.
• Learning in one situation can be used to solve problems in another situation. Learning mathematics, science, social science, and language helps the child to perform different activities in their real life.
• Learning will facilitate the learner in understanding and analyzing what has been studied and thereby helping them in retaining the subject matter and improving their knowledge.

Thus from the above-mentioned points, it is clear that ability is improvable, belief is good for learning.

The power of an inquiry-based approach to teaching and learning is its potential to increase intellectual engagement and foster deep understanding through the development of a hands-on, minds-on, and ‘research-based disposition towards teaching and learning. There are different methods of instruction under a learner-centered approach as Inquiry approach, Problem-solving approach, etc. 

Key Points

• Inquiry-
• An inquiry approach is a scientific method of instruction. Dewey, the exponent of discovery learning and reflective thinking says “knowledge is an outcome of inquiry and resource in the further inquiry”
• The inquiry is the process of finding out by searching for knowledge and understanding. Inquiry involves identifying problems, posing questions, and seeking answers.
• The inquiry may involve discussing topics with others, reading printed material, conducting field studies and surveys, and carrying out laboratory investigations.
• The power of an inquiry-based approach to teaching and learning is its potential to increase intellectual engagement and foster deep understanding through the development of a hands-on, minds-on, and ‘research-based disposition towards teaching and learning.
• Dialogues- 
• Dialogues were the main aspect of the audio-lingual approach as they provided the learners with an opportunity to mimic/imitate, practice, and memorize bits of conceptual understanding considered to be relevant to their situations.
• Learning occurred through dialogue that took place between the teacher and the learners, between the learners themselves, and between the learner and the text.

Thus from the above-mentioned points, it is clear that Conceptual understanding among students is likely to improve in settings that emphasize inquiry and dialogue.

Learning is any relatively permanent change in behaviour or behavioural potential produced by experience or practice. It is an inferred process and differs from a performance which is the observed behaviour/response/action. 

Key Points

Learning become difficult-

• if the information is presented in disconnected chunks. Most people find it difficult to learn a list at one time and find it easier to break the list into small parts.
• if the learners have no idea about the study skills and therefore it is recommended that study skills be taught at the early level of education.
• if a learners are not prepared for a class.
• if there is lack of prompts and scaffolding.
• if teacher is not using variety of resources and there's lack of opportunities for learners.

Thus from above-mentioned points it is clear that it is difficult for children to learn when information is presented in disconnected chunks.

Evaluation refers to a continuous process of making value judgements based on both qualitative and quantitative data collected over a period of time.

• It emphasizes to ensure the all-round development of students including cognitive, psychomotor, and affective domains.

Key Points

• Evaluation practices should aim at identifying students needs and requirements to:
• improve academic achievements and students' motivation level.
• find and diagnose learner's diverse learning needs for effective learning.
• evaluate learner's achievement to bring improvement for meaningful learning.

Important Points

Other aims of Evaluation Practices should be:

• making reliable decisions about educational planning.
• determining the effectiveness of the learning process or program.
• providing constructive feedback to both the students and the teachers.
• assessing both scholastic and co-scholastic aspects of a child's growth.
• evaluating teaching methodology regarding the expected learning objectives.

Hence, it could be concluded that evaluation practices should aim at identifying students needs and requirements.

Individual difference refers to the difference which distinguishes an individual from another on the basis of psychological characteristics.

• The determinants of individual differences in human is related to the interaction between heredity and environment.
• So, to understand individual differences in development it is important to consider both inherited characteristics as well as environmental factors and their interplay.

Key Points 

Individual differences in development of children can be attributed to interplay of heredity and environment 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 the environment determines the numeric position of IQ within these limits.

Hence, it could be concluded that individual differences in development of children can be attributed to interplay of heredity and 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.

Additional Information

Required steps to meet individual differences:

• Ability grouping.
• Enrichment of curriculum.
• Individualization of instruction.
• Identification of special talents.
• Adoption of modern method of teaching.

Lev Vygotsky was a Russian psychologist and a social constructivist. He has propounded 'Socio-cultural Theory' which emphasizes the role of social interaction in cognitive development.

Key Points

• Lev Vygotsky emphasized that the acquisition of speech is the major activity in cognitive development.
• Vygotsky embedded in this theory, the concept of 'private speech' which is a kind of speech directed to self with no communicative function.
• Children use private speech to guide their actions by speaking to themselves.

Important Points

Private Speech:

• It refers to the speech produced aloud by young children which seems to be addressed either to the self or to others, which sometimes cannot be easily conceived by a listener.
• It has a major role in the augmentation of the self and self-consciousness. It is the main aspect in the development of self and subjectivity.
• This phenomenon starts in the early years of life and proceeds to the end of adolescence and even later.

Hence, from the above-mentioned points, it becomes clear that the above-mentioned kind of 'private speech' is a sign of Self-regulation.

Confusion Points

• Jean Piaget would explain this as 'Ego-centricism' or 'Egocentric speech'. According to Piaget, the egocentric child (age 3 to 5) assumes that other people see, hear, and feel exactly the same as the child does.

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

Key Points

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

• In a progressive classroom ample opportunities should be provided for construction of knowledge as progressive education: 
• emphasizes to enhance skills and understanding of the learners by engaging with the contents and experiences.
• promotes 'learning by doing' to make children self-reliant and productive to use their knowledge and talents effectively.
• ensures the active participation of students by working in a group and applying practical knowledge to complete an activity.

Hence, it could be concluded that in a progressive classroom ample opportunities should be provided for construction of knowledge .

Important Points 

'Progressive Education' Promotes:

• Critical thinking
• Problem-solving skills
• Active engagement of students
• Development of social and communicative skills

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

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

Key Points

According to Lev Vygotsky's theory, the above-mentioned strategy of teacher will act as a scaffold for learning as 'scaffolding' refers to a process through which:

• required assistance is given to children according to their individual needs.
• temporary support is imparted to the children to enhance their learning skills.
• individualized support is provided to children to increase their learning boundaries.

Hence, it could be concluded that according to Lev Vygotsky's theory, the above-mentioned strategy of teacher will act as a scaffold for learning.

Additional Information

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

Gender is a social construct that impacts attitudes, roles, responsibilities, and behaviour patterns of boys and girls, men, and women in all societies. 

Key Points

Gender Stereotyping refers to to-

• one-sided and exaggerated images of men and women which are deployed repeatedly in everyday lives.
• the assignment of roles, tasks and responsibilities to a particular gender on the basis of preconceived prejudices.
• It is also the assumptions made about a particular gender that may be positive or negative.
• Some of the stereotypes of men and women are: ‘men are not sensitive’; ‘women are not great drivers’ and ‘women love nagging and gossiping’.

Thus from above-mentioned points, it is clear that the statement "Don't behave like girls, boys don't cry" reflects gender stereotype.

Additional Information

Strategies to reduce gender stereotype-

• A school that practices gender equality combines healthy educational theory and practice.
• Gender equality can be introduced through the very text/practice of the educational institutions.
• It is ensured that both girls and boys can work in the same group with equal participation.
• The teacher has to evolve inclusive assessment strategies which are free from all biases.

The  'Theory of Multiple Intelligence' or 'Multidimensional Intelligence Theory'  was propounded by an American psychologist 'Howard Gardner' in his book 'Frames of Mind'. 

Key Points This theory describes eight different kinds of intelligence and emphasizes that:

• intelligence is of several kinds.
• intelligence can't be tied to a single domain.
• each individual has his/her own unique abilities.
• intelligence is not dominated by a general factor.

Hence, it could be concluded that the Theory of multiple intelligence emphasizes that there are several forms of intelligence.

Important Points

Types of intelligence suggested by Howard Gardner in this theory:

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

Key Points

• According to Kohlberg "Performing an act and doing something because others approves it", represents Conventional stage of morality as the reason for moral behavior of child during this stage is 'gaining acceptance and avoiding censure by others'.

Important Points

• Conventional Morality is a stage of morality in which:
• children make decisions to please others.
• children try to maintain interpersonal relations.
• children make efforts on the approval of others.

Hence, it could be concluded that according to Lawrence Kohlberg's theory, "Performing an act and doing something because others approves it", represents Conventional stage of morality.

Important Points

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

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

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

Key Points 

Types of Socialization:

• Primary Socialization:
• It happens during infancy and childhood. It refers to the process where the child becomes socialized through the family in the early childhood years. 
• This highlights that the key agent in the process of primary socialization is the family.
• For example, a very young child in a family has little knowledge of his culture. It is through the family that the child gets to know what is accepted and what is not in a particular society.
• Secondary Socialization:
• It occurs once the infant passes into the childhood phase and continues into maturity. It refers to the process that begins in the later years through agencies such as school and peer groups. 
• During this phase more than the family, some other agents of socialization like the school and peers’ group begin to play a role in socializing the child.
• For example, Schools help children in learning the importance of social cohesion and unity and inculcating the informal cues about social roles through interaction.

Hence, it could be concluded that the statement 'School is a secondary socialization agent and family is a primary socialization agent' is correct in the context of socialization of children.

Given:

The capacity of the bucket = 16 litres

Total number of times the mug is dipped = 50

Formula used:

The capacity of the bucket = n × Capacity of the mug

Here, n → number of times the mug is dipped

Concept used:

1 litre = 1000 millilitre

Calculation:

The capacity of the bucket = n × Capacity of the mug

⇒ 16 litre = 50 × Capacity of the mug

⇒ The capacity of the mug = (16 × 1000)/50 mL = 320 mL

∴ The capacity of the mug is 320 mL

Given:

The given number are 8008, 8088 and 8808 

Solution:

Let the required number which is subtracted be x

A/Q

Sum of the given number = 8008 + 8088 + 8808 = 24904

Now, 24904 - x = 17863

⇒ x = 24904  - 17863

⇒ x = 7041

∴ The required number is 7041

Solution:

From the table given in the question

1. Maria has scored more marks than Shehnaz in Maths, Hindi and Science so option 1 is incorrect

2. Shehnaz's Aggregate marks in Maths and Science = 78 + 82 = 160

Maria's Aggregate marks in Maths and Science = 88 + 90 = 178

Shehnaz's aggregate marks in Maths and Science are less than Maria's aggregate marks in these subjects so option 2 is also incorrect

3. Aggregate marks of Maria = 74 + 88 + 65 + 73 + 90 = 390

Aggregate marks of Shehnaz = 81 + 78 + 77 + 72 + 82 = 390

The aggregate marks of Maria and Shehnaz are equal so the option 3 is correct

4. Score of Maria except language = 88 + 65 + 90 = 243

Score of Shehnaz  except language = 78 + 77 + 82 = 237

Maria has scored more marks than Shehnaz in all the subjects except the languages, so option 4 is also incorrect

∴ The correct answer is option 3

Given:

Charge for first 2 km = Rs 50

The total cost of the journey = Rs 258

Calculation:

Cost of the journey for the first 2 km = 50

Cost of the remaining journey = 258 – 50 = 208

The cost of travelling 1 km after the first 2 km = Rs 16

In Rs 16 the distance travelled = 1 km

In Rs 208 the distance travelled = (1/16) × 208 = 13 km

The total distance of the journey = 2 km + 13 km = 15 km

∴ The distance between her home and the railway station is 15 km

Generally, the questions asked by the teacher during the teaching-learning process can be broadly classified into two types:

Open-ended questions

• These questions are also known as the divergent questions where the respondents are free to share, clarify and put their views. The students will elaborate their point of view and the teacher will be able to see the things from a student's perspective.
• These questions are generally framed in a single statement that requires a longer response.

​Close-ended questions

• These questions are also known as the convergent questions where the respondents answer in limited ways, like responding in ‘yes’ or ‘no’; underlining the replied among the predefined responses, putting the sign ‘correct’ or ‘incorrect’.
• They provide limited insight but can be easily used to analyze quantitative data.

​ Key Points

Thus, it is concluded that A and C are close-ended type questions whereas B and D are open-ended type questions.

The aim of teaching Mathematics at school is to develop useful capabilities, particularly those relating to numeracy- numbers, number operations, measurements, decimal, and percentage. The broader aim is to develop the child to think and reason mathematically, to pursue assumptions to their logical conclusions, and to handle abstractions.

Important Points

Desirable teaching-learning practice in Mathematics

• develop a critical understanding of changing perspectives of Mathematics,
• appreciate the Indian contribution in the development of Mathematics,
• intuitive understanding of concepts should be encouraged.
• understand the nature of Mathematics and its place in the curriculum,
• construct teaching-learning objectives for Mathematics,
• identify and use appropriate approach for teaching-learning of Mathematics,
• select and integrate suitable learning resources to facilitate learning in Mathematics,
• construct and use appropriate assessment tools for assessing learners’ progress in Mathematics,
• appreciate the role of innovations and research in expanding the knowledge domain of Mathematics, and
• adopt appropriate strategies for the professional development of the self.

Hence, we can conclude that option 1 is a desirable teaching-learning practice in the context of Mathematics. Rest options are the suggestive measures.

Mathematics is not just the study of numbers and statistical data but also studies the different types of shapes, figures, and patterns.

• In early schooling, the learners began to learn about shapes and try to differentiate various shapes from each other.
• The Van Hiele's levels originated in 1957 given by Pierre Van Hiele and his wife from the Utrecht University in the Netherlands.
• It helped in shaping the curriculum throughout the world that especially influenced the learning of geometry at a large level.
• It provides an insight to the teacher about how the students learn geometry at different levels. It describes how the students learn at each level and pass to another level.

Key Points

The Van Hiele levels are described below:

Hence, it is concluded that Rohit is at the level 2 (Relationships) stage of Van Hiele's visual thinking.

Mathematics is the study of numbers, shapes, quantities, and patterns. The nature of mathematics is logical and it relies on logic and connects learning with learners' day-to-day life. 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.

Important Points

Teaching-learning in Mathematics

• In the process of knowledge generation new experiences, talking to others and reflective thinking could be helpful. Many times learning includes a change in existing conception.
• In mathematics, the assessment is used by the teachers to modify their teaching strategies, and learners use it to make changes in their learning strategies.
• The assessment helps teachers to appraise the learners to monitor their learning and guide the instruction at the process and provide feedback helpful to learners.
• It provides opportunities for learners to develop an ability to evaluate themselves; make judgments about their own performance and make necessary improvements.
• For the development of mathematical concepts, you should ask those questions which test learners’ ideas, provide feedback to learners, contrast learners’ ideas, make learners use evidence to explain ideas, to apply their conceptions to the phenomenon, summarize results, and represent result symbolically.

Hence, we can conclude that Providing complete solutions to students' wrong answers is least likely to impact teaching-learning in mathematics because this will not help in logical thinking.

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. Unfortunately, the current focus of Mathematics education is mostly on memorizing formulae to solve specific problems and applying them to examination questions.

• 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.
• 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 option 1 is incorrect regarding mathematics teaching-learning.

Multiplication represents the repeated addition of a number with itself. For example: 3 + 3 is represented as 3 × 2. 

Important Points

Addition: When two collections of similar objects are put together, the total of them is called addition.

Properties of addition in natural and whole numbers:

• Closure property: The sum of two natural/whole numbers is also a natural/ whole number.
• Commutative Property: p + q = q + p where p and q are any two natural/ whole numbers.
• Associative property: (p + q) + r = p + (q + r) = p + q + r . This property provides the process for adding 3 (or more) natural/whole numbers.
• Additive Identity in Whole Numbers: In the set of whole numbers, 4 + 0 = 0 + 4 = 4. Similarly, p + 0 = 0 + p = p (where p is any whole number). Hence, 0 is called the additive identity of the whole numbers.

Key Points

Properties of Multiplication:

• Commutative Property: a × b = b × a. Example, 9 × 4 = 4 × 9 = 36
• Closure property: If p and q are natural or whole numbers then p × q is also a natural or whole number. Like in the above example, 4 and 9 are natural numbers, so is their multiple (36).
• Associative property: (p × q) × r = p × (q × r) (where p, q, and r are any three natural/whole numbers)
• Identity of multiplication: The number ‘1’ has the following special property in respect of multiplication. p × 1= 1 × p = p (where p is a natural number)
• Distributive property of multiplication over addition: p × (q + r) = (p × q) + (p × r).

Note: There is no distributive property for addition. One should not be confused (p + q) + r = p + (q + r) as distributive, the given property is associative property for addition.

In a mathematics class, students at the primary level enjoy learning, solving problems, develop mathematical curiosity, and become confident in using mathematics to analyze and solve problems.

Important Points

The Importance of Mathematics at the Primary Level (NCF 2005): National Curriculum framework, 2005 recommends that teaching of mathematics at the primary level should focus on-

• Helping students to connect classroom learning with everyday life
• Children learn to enjoy Mathematics rather than fear it
• Children pose and solve meaningful problems
• Practical activities related to the environment
• Songs, picture study, games, puzzles, quiz, the narration of events
• Children see mathematics as something to talk about, to communicate through, to discuss among them, to work together, etc.

Hence, we can conclude that Making mathematics part of children's life experiences is the most important aspect of teaching mathematics at the primary level.

Mathematics plays a vital role in the education system as it has universal applicability. Mathematical knowledge is used in almost every aspect of our everyday life such as money exchange, etc.

• The mathematical understanding will develop best when the learners learn by doing only.
• The teacher should try to engage every child in the classroom activities, quizzes, and experiments.

Key Points

Teaching 'Numbers' at the primary level:

• At the primary level, the teacher expects the children to develop a positive attitude and a liking towards mathematics.
• The concept of "numbers" is taught in the primary classes in which they learn the sub-topics of counting, numerals, face value, place value, etc.
• It is not necessary that writing of numbers is taught in a sequence i.e., children might learn to write 9 first and then they learn to write 2.
• Also, writing numbers in numerals i.e., 9 as IX is not encouraged at the primary level.
• Numerals should be introduced only after the learners have experience with counting.
• Intuitive understanding of numbers should be encouraged at the primary level i.e., children will be able to identify the number of objects before counting them.
• Order irrelevance of numbers should be encouraged at the primary level.
• For example, children should first practice writing numbers and then move to number names.

Hence, we can conclude that statements A and D are true regarding teaching 'Numbers' at the primary level.

Teaching Aids: These are sensory devices, they provide a sensory experience to the learner, and i.e. the learners can see and hear simultaneously using their senses. These are instructional devices that are used to communicate messages more effectively through sound and visuals.

Important Points

Cuisenaire rods are the teaching aids for teaching and learning mathematics. A Cuisenaire rod is made up of squares equal to the number the rod represents, and the rods help us visualize math operations.

This aid is providing hands-on experience to students which helps to explore mathematics and learn mathematical concepts:

• Arithmetical operations
• Working with fractions
• Finding divisors

Additional Information

Other Teaching aids for teaching mathematics

• Number Charts are a really useful tool when teaching a young child counting of numbers in learning mathematics.
• Abacus is the best teaching aid that makes math make sense. The kids who use the abacus concretely understand numbers, they can see what they are doing in math and why they got the answer they did. It is hard for young kids to understand abstract concepts.
• Geoboard is an electronic teaching aid for teaching geometry basics, including shapes, perimeter, area, and much more.

Hence, we can conclude that Cuisenaire rods are most suitable for teaching children the concept of fractions.

The basic structure of mathematics includes arithmetic, algebra, geometry, and trigonometry that helps in learning the techniques to handle abstractions and structures.

• The teaching of mathematics must develop attitudes to think, reason, analyze, and articulate logically.
• The nature of mathematics highly influences the nature of the teaching-learning process in mathematics.

Key PointsNature of mathematics:

• Mathematics plays a very important role in education because it has universal applicability i.e., it is present everywhere in our life from buying vegetables to predicting the weather of different cities at a time. Therefore, it has a wide scope of generalization.
• The teaching of mathematics proceeds from the concrete to abstract concepts of mathematics. In primary classes, the mathematical concepts are concrete in nature which moves to abstract from one class to the next class.
• At the primary level, the teaching of concrete concepts helps in developing the basic mathematical skills that are required to handle abstractions in the later level of learning.
• And then in the upper primary and higher classes the abstract concepts of mathematics are taught like algebra, trigonometry, etc.
• The mathematical concepts are hierarchical in nature which add on the practical and conceptual knowledge from one class to the next class i.e., the mathematical concepts are taught in a pre-defined order like first the teaching of arithmetic and then the algebra, trigonometry, and calculus are taught.
• Just like we use letters, alphabets, and words to write or speak a language, mathematical language uses symbols, numbers, diagrams, and graphics to express, define, or prove the mathematical statements and concepts.
• So, there exists a considerable and specific vocabulary of mathematics. For example, terms like percent, discount, commission, dividend, invoice, profit, and loss, etc.

Thus it is clear that primary level mathematics is concrete and does not require abstraction is not correct with regard to the nature of mathematics.

Learning Mathematics is concerned with both comprehending the facts, theories, rules, and laws, and with the aim of learning mathematics which is much broader. As a teacher, one should make his/her students understand that mathematics has various applications in daily life. Similarly, it is the duty of the teacher to convince students that mathematics is not a subject to be learned by rote learning. Children do come across situations to solve problems, and for the same, mathematical reasoning is used.

• Mathematical reasoning enables children to arrive at solutions/judgments/conclusions after manipulating the facts involved in the problems. To solve problems, children evaluate situations, select problem-solving strategies, draw logical conclusions, develop and describe solutions, and recognize how these solutions can be applied.
• Spatial reasoning involves composing and decomposing shapes and figures, visualization, or the ability to mentally manipulate, rotate, twist, or invert pictures or objects, spatial orientation, or the ability to recognize an object even when the object’s orientation changes.

Important Points

Activities to develop spatial reasoning among students:

• Navigation to find a way.
• Parking the car in a parking lot.
• Tessellating the plane with the motif to get a tessellation of a horse and rider.
• See a variety of tilings -on floors, on walls, decoration pieces, etc.
• Judge where the ball will land when playing ball games, such as tennis, basketball, or soccer.
• Figuring out how many items are able to fit into a box of a certain size.

Key Points

A tessellation is another name for tiling, which is used by artists more than mathematicians. Tessellations use either a single shape which may or may not be regular or at most a few shapes, to cover the plane. The emphasis is on using shapes that look natural like birds, fish, horses, people, etc., rather than pure geometric forms. Through the following activity, you can pick up some basic principles involved in creating tessellations and make some of your own tilings.  

Look at the picture:

NOTE: 

• Solving Sudoku puzzles develop problem-solving ability.
• Drawing bar graphs to represent data develop creativity skills
• Identifying patterns in a number chart develop the skills of tracing pattern.

Hence, we can conclude that Identifying tessellating figures is most likely to develop spatial reasoning among students.

Basic mathematics has been brought out to cater to the basic needs of the workers to understand the basics of mathematics and their application in day-to-day life. Certain basic aspects of mathematics, e.g. addition, subtraction, division, multiplication, percentage, profit, and loss, etc. are very important for everyone in daily life. 

Important Points

Perimeter: "The sum of lengths of all sides of a closed geometrical figure or the length of the boundary of a closed geometrical figure is called its perimeter."

The formulae for the perimeter of a rectangle and a square. The shape of the figure determines the perimeter. Every different shape has a different formula of the perimeter.

1. Square : a = side 

• Perimeter = 4 a

2. Rectangle : a = length b = breadth

• Perimeter = 2 (a + b)

Key Points

Area and perimeter are two different terms and have different formulas:

1. Square : a = side 

• Perimeter = 4 a
• Area= 2xa

2. Rectangle : a = length b = breadth

• Perimeter = 2 (a + b)
• Area= a x b

Same are but different perimeter: If two rectangles with the same area, and talking about the perimeter of those shapes. We found out that rectangles that have the same area don't necessarily have the same perimeter.

Hence, we can conclude that the shape of the figure determines the perimeter is the correct statement.

The teaching of natural numbers can be approached in two ways, either by following the history of the development of number ideas or by simulating the same through activities in the classroom. In both cases, the key idea to be exploited is a one-to-one correspondence between objects in a group and notches or tally marks to keep a record of the sizes of the group. 

To any given finite set we attach a label, called a number. The same label is attached to all those sets which are in one-to-one correspondence with the given set. Through activities - playing with blocks, crayons, and other objects -two primary number concepts**, cardinal and ordinal, may be developed.**

Important Points

In mathematics, ordinal numbers are used to rank the things or arrangement of things in sequence order. For example, I live on the third floor of this building reflecting number 'three' is used in an ordinal sense. It is showing the sequential counting of the floors the building has. 

Key Points

Ordinal Numbers: These are used not for counting but for ordering and mechanizing the arrangement of things. An ordinal number tells the place in the sequence of numbers (which is used in counting). 

• For example, participants in a conference can be listed in the desired sequence based on some suitable principle, and then this sequence can be mechanized with the help of ordinal numbers.
• Indo-Arabic numerals (0-9) as ordinal numbers for the systematic listing of subjects both broader and narrower.
• It not only indicates that on the library shelves the book bearing the class number 954 will come after that of 953 and so on. Similarly, 511 will come earlier than 512 on the shelves, not that it is of less value than 512. And-by the same rule, 45 will come earlier than 5, and 301 earlier than 92.

Hence, we can conclude that number I live on the third floor of this building where 'three' is used in an ordinal sense.

The Mathematics curriculum at the primary level (I to V) aims to develop a number of mathematical skills and processes in children. At primary stage, children get the first taste of the basic concepts of Mathematics like number system, geometry, pattern, symmetry, etc. 

Important Points

Introducing the concept of triangles at the primary level:

• Show your children the triangles and explain that all triangles have three sides and three corners. Count the sides and corners on all of the triangles you present. Help the children see that although the sides may be different lengths if a shape has three sides and three corners, it is a triangle.
• The child should be exposed to triangles of all types and also to other figures.
• Give the child a large number of triangles made of drawing sheets. Ask the child to explain each model. The child may be helped to derive the common characteristics of a triangle on the basis of its shape, number of sides, number of angles, and number of vertices. Then withdraw the models from the child.
• Ask him to draw a picture made up of a different figures and ask him to describe all the figures used in it.
• Demonstrate an activity, by taking three sticks and prove the properties like the sum of any two sides of any triangle is greater than the third side.
• By using the paper folding and paper cutting activity you may also prove the other properties like the sum of angles of any triangle is equal to 180 degrees.

Additional Information

Classification of Triangle:

• Acute angled triangle: If all the three angles of a triangle are acute angles, then it is an acuteangled triangle.
• Right-angled triangle: A triangle in which one angle is a right angle, it is a right-angled triangle.
• Obtuse angled triangle: A triangle in which one angle is obtuse, it is an obtuse-angled triangle.

Hence, we can conclude that option 3 is correct with regard to introducing the concept of triangles at the primary level.

The aim of teaching Mathematics at school is to develop useful capabilities, particularly those relating to numeracy- numbers, number operations, measurements, decimals, and percentages. 

The broader aim is to develop the child to think and reason mathematically, to pursue assumptions to their logical conclusions, and to handle abstractions.

Key Points 

A good mathematics curriculum should present suitable learning experiences to foster common needs as citizens and special needs as an individual. The main consideration should be given to desirable pupil growth within the overall purposes of all levels of education.

• In the primary school mathematics curriculum, the following topics have been included;
• Tessellation
• Symmetry
• Patterns
• Fractions
• The negative numbers concept should be introduced at the upper primary level for better understanding.
• The concept of area measurement should be introduced at both levels as per the conceptual understanding and difficulty level.
• The foundation of algebraic thinking can be laid at the primary level.
• The concept of fractions should be introduced only at the primary level.
• Natural numbers, whole numbers, properties of numbers (commutative, associative, distributive, additive identity, multiplicative identity), number line.
• Seeing patterns, identifying and formulating rules to be done by children. (As familiarity with algebra grows, the child can express the generic pattern.)

Hence, we can conclude that option 4 is correct concerning the mathematics curriculum. 

Hint

• The concept of negative numbers should be introduced at the upper primary level for better understanding, not at the primary level.

Given:

The sum of five consecutive numbers is 20

Concept used:

Numbers that follow each other continuously in the order from smallest to largest are called consecutive numbers. For example 1, 2, 3, 4, 5, 6, and so on are consecutive numbers.

Calculation:

Let the consecutive number be x, x + 1, x + 2, x + 3, x + 4

Now, A/Q

x + (x + 1) + (x + 2) + (x + 3) + (x + 4) = 20

⇒ 5x + 10 = 20

⇒ 5x = 10

⇒ x = 2

Then, The consecutive number is 2, 3, 4, 5, 6

The sum of first 3 consecutive number = 2 + 3 + 4 = 9

∴ The sum of the first three consecutive numbers is 9

Given:

Remainder = 5

Formula used:

Number = Quotient × Divisor + Remainder

Calculation:

The divisor is twice the remainder

Divisor = 2 × Remainder = 2 × 5 = 10

And, The divisor is 5 times the quotient

Divisor = 5 × Quotient

⇒ Quotient = Divisor/5 = 10/5 = 2

Now, Number = Quotient × Divisor + Remainder

⇒ 2 × 10 + 5 = 25

∴ The number is 25

Calculation:

Converting the given fraction to the decimal,

5/6 = 0.83

3/4 = 0.75

1/2 = 0.50

2/3 = 0.67

3/5 = 0.60

Here, we can see the largest fraction is 5/6 and the second-largest fraction is 3/4

∴ The largest and the second-largest fraction is 5/6 and 3/4 respectively

Alternate Method

Taking the LCM of the denominator part of the given fraction

LCM of (6, 4, 2, 3, 5) is 60

Multiplying the given fraction with 60,

(5/6) × 60 = 50

(3/4) × 60 = 45

(1/2) × 60 = 30

(2/3) × 60 = 40

(3/5) × 60 = 36

Here, we can see that the largest value is 50 and the second largest value is 45

∴ The largest and the second-largest fraction is 5/6 and 3/4 respectively

Given:

Area of the square = 144 cm²

Length of the rectangle = 16 cm

Formula used:

Area of the rectangle = Length × Breadth

Area of the square = side²

The perimeter of the square = 4 × side

Perimeter of the rectangle = 2(length + breadth)

Concept used:

The perimeter of the rectangle and the square will be the same when the same wire is bent to form the rectangle and the square.

Calculation:

Area of the square = 144 cm²

⇒ side, (a) = √144 = 12 cm

Perimeter of the square = Perimeter of the rectangle = 4 × 12 = 48 cm

Now, Perimeter of the rectangle = 2(length + breadth)

⇒ 2(16 + breadth) = 48 

⇒ breadth = 24 - 16 = 8 cm

Area of the rectangle = 16 × 8 = 128 cm²

∴ The area is inclosed by the wire is 128 cm²

Given:

Ruhi is 19^th from both ends

Concept used:

There are 18 students from the beginning and 18 students from the last and Ruhi is in middle

Calculation:

The total number of the student present = 18 + 1 + 18 = 37 

∴ The student present in the class is 37

Calculation:

The time at which Asmita reaches school = 8∶30 am – 15 minutes = 8∶15 am

Asmita reaches half an hour earlier than her colleague. So, Her colleague reaches school at  8∶45 am

And, Her colleague is 40 minutes late for the meeting

The scheduled time of the meeting = 8∶45 am – 40 minutes = 8∶05 am

Given:

Side of the square = 1 cm 

Total numbers of the square = 48

Concept used:

A factor divides a number completely without leaving any remainder

Calculation:

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

The total number of ways to arrange these small cubes to make area is 48 cm² are as follows,

Sides of the rectangle = 1 × 48 = 48 cm2 

Sides of the rectangle = 2 × 24 = 48 cm2 

Sides of the rectangle = 3 × 16 = 48 cm2 

Sides of the rectangle = 4 × 12 = 48 cm2 

Sides of the rectangle = 6 × 8 = 48 cm2 

∴ The total number of ways to arrange these small squares to make area 48 cm2 is 5

Calculation:

The cost of 1 packet of crayons = Rs 15.50

The cost of 2 packets of pencil = 2 × 14 = Rs 28

The cost of a packet of sketch pens = Rs 22.50

The cost of 1 pair of scissors = Rs 17

The cost of 5 sheets of glazed papers = 5 × 2.50 = Rs 12.50

The cost of 1 pack of decorative stickers = Rs 5

The total cost of the items = 15.50 + 28 + 22.50 + 17 + 12.50 + 5 = Rs 100.50

∴ Sohail has to pay Rs 100.50 to the shopkeeper

Concept used:

A two-digit number is formed by the combination of the unit place and the tens place

Calculation:

Let the unit and the tens digit be x and y

Number = 10y + x

Now, A/Q

The tens digit is double of the one's digit

y = 2x      ----(1)

The sum of its digit is 9 

x + y = 9      ----(2)

From the eq (1) and eq (2)

x + 2x = 9

⇒ 3x = 9 

⇒ x = 3

From eq (1), y = 2 × 3 = 6

Number = 10y + x = 10 × 6 + 3 = 63

The number is greater than half of 100 i.e 50 and more than 6 tens i.e 60 and less than 8 tens i.e 80

∴ The required number is 63

Concept used:

Prime numbers are whole numbers greater than 1, that have only two factors 1 and the number itself

The smallest prime number is 2 and the largest single digit prime number is 7

The largest single-digit odd number is 9

Calculation:

The digit at the unit place is the largest single-digit odd number i.e 9

The digit at tens place is square of the smallest prime number i.e 2² = 4

The digit at tens place is two-third of the digit at hundreds place

The digit at the hundreds place = (3/2) × 4 = 6

The digit at the thousands place is the largest single digit prime number i.e 7

The digit at the ten thousands place = 4/3 × digit at the hundreds place = (4/3) × 6 = 8

Number = 87649

∴ The five-digit number is 87649

Additional Information

Don't find all the number just find unit digit and the tens digit and check the option

Option method is useful in this type of question so go according to the option.

Concept used:

In the train, there is the 24-hour clock

Total number of days in May month is 31

Calculation:

Total time from 30^th May 2020 at 23 ∶ 40 hours to 31^st May 2020 at 00 ∶ 00 hours is 20 minutes

Total time from 31^st May 2020 at 00 ∶ 00 hours to 1^st June 2020 at 00 ∶ 00 hours is 24 hours

And, Total time from 1^st June 2020 at 00 ∶ 00 hours to 1^st June 2020 at 5 ∶ 15 hours is 5 hours and 15 minutes

Total travel time = 20 minutes + 24 hours + 5 hours + 15 minutes = 29 hours and 35 minutes

∴ The total taken by the train in the journey is 29 hours and 35 minutes

Anecdotal records are short and significant descriptions of the performance and behavior of children in unexpected events, which would not be documented otherwise and are quite useful to observe day-to-day basis. They are brief written notes based on observations of children—how and where children spend time, their social relationships, their use of language, modes of interaction, and information about health and nutrition habits. 

Uses of anecdotal records-  

• Anecdotal records are of special value in indicating social and emotional situations.
• They help in identifying a child's areas of interest and relationships, etc.
• They give a realistic picture of students’ personality, that is, identifying their strength and weakness.
• Anecdotal records are very useful in fields where formal measurements are very difficult.
• A healthy teacher-pupil relationship is established when teachers are asked by the school organization to write down anecdotal reports.

It should be noted that anecdotal records are not meant for making statements of judgement. Also, only identifying the problematic situation is not the only use of anecdotal records.

Planning is preparing a sequence of action steps to achieve some specific goal. If you do it effectively, you can reduce much the necessary time and effort of achieving the goal. In disciplinary terms, planning is referred to as a ‘management technique.’ A plan is like a map. When following a plan, you can always see how much you have progressed towards your goal and how far you are from your destination. Knowing where you are is essential for making good decisions on where to go or what to do next. Note that: 

• The contents of EVS are organised thematically. Topics of both social studies and science are integrated.
• Transacting EVS (integrated themes) requires teachers to move beyond the individual boundaries of disciplines (their own subject specialisations) and plan appropriate learning experiences to help children synthesize multiple perspectives and develop integrated concepts.
• So, a teacher needs to combine two or more subject areas into one lesson to teach EVS in an integrated manner.

Hence, we conclude that a teacher needs to combine two or more subject areas into one lesson to teach EVS in an integrated manner.

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:

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

Hence, we conclude that 'Things we make and do' is one of the six themes suggested in the EVS syllabus as per NCF 2005.

Assessment is a process of collecting relevant information on student learning. It is one of the crucial components of the teaching-learning process. Assessment does more than just measuring learning.

Formative Assessment:

• It is a type of assessment that refers to monitor the child's progress throughout the learning and teaching process.
• Oral testing, anecdotal records, portfolios, class test, etc are the tools of formative assessment.
• It provides feedback to the teachers regarding the effectiveness of their teaching.

Formative Assessment in EVS at Primary Stage includes:

• enhancement of students' learning
• identification of deficiencies in teaching
• improvement of academic achievements
• identification of learning gaps of students
• encouragement of students' motivation level
• removal of learning gaps with appropriate strategies

Note: It is not necessary to report in every quarter of report card.

Hence, it becomes clear that formative assessment is not necessary to report in every quarter of report card.

Gender stereotype is an unfair idea about the personal attributes and traits of males and females. It refers to a generalized view or characteristics that ought to be possessed by women and men, which is an obstacle in achieving gender equality. 

Gender disparity refers to inequality between individuals based on their biological genders.

Key Points

• To avoid the situation of gender stereotype, a family can start involving boys into household chores that were mainly concerned with girls traditionally which gave rise to gender biasing and stereotyping.
• In school, a teacher can invite a student's mother to class who is an auto driver.

Hence, we conclude that, in the above situation, a teacher can invite a student's mother to class who is an auto driver.

Children come to the school with their own experience and understanding of their environment (which is unique to him/her), EVS teacher has to provide learning experiences within this concrete environment for the children, enabling them to build connections/relationships and learn from the environment.

Key Points

• Children need to be helped to make connections between their observations and experiences in their environment and derive meaning (new information /knowledge) or connect with their previous knowledge or which they have already mastered.
• This requires teachers to develop a deeper understanding and insights into the way children learn and assimilate knowledge from their daily experiences.
• For example, a teacher can tell students to draw a diagram of the digestive system to elicit learners' ideas about digestion.

Hence, we conclude that in the above situation, the teacher wanted to elicit learners' ideas about digestion.

The teaching-learning process in an EVS classroom should be designed so as to help the learner acquire knowledge and skills in an interactive environment. It should be seen as an opportunity for teachers and students to learn together. There is a need to shift from the mere transmission of information to involvement in group work, debate and discussions. This approach to learning keeps both learners and teachers alive to social realities. The following suggestions can you help make the teaching-learning process in EVS participatory:

• Assign students to work in groups and assume the role of a coach / a coordinator.
• Create a classroom environment that includes group workspaces where resources are shared.
• Teach students how to cooperate with each other.
• Create circumstances for students to interact with each other to express their opinions and to evaluate other students’ arguments.
• Link the school to the community at large, e.g. engage students to collect data from the village about food habits or electricity use, etc.
• Arrange debate/dialogue/discussions on emerging issues, e.g. 'Use of diesel vehicles in transportation should be prohibited' to help students in appreciating multiple perspectives on this issue.
• Arrange discussions of students with local resource persons and public functionaries, e.g. artisans, artists, postman, bank officials, police officers, farmers.

Hence, we conclude that the purpose of organizing debate is to help students in appreciating multiple perspectives on this issue.

A map is a representation of the earth on a flat surface. Maps are very much used by motorists, defence personnel, tourists, and so on. But to use a map, it is necessary that one knows how to read a map as the map has its own language. A map cannot be meaningful unless the reader is able to make out what the map contains. ‘Map literacy’ is essential for understanding maps. Activities that a teacher can give to the students while teaching about map skills are as follows:

• The teacher can ask the students to identify the geographical setting by looking at the colours of the map.
• The teacher can ask the students to locate different places on a map.
• The teacher can ask the students to identify the scale of a given map and ask them to calculate the distance between any two places.
• The teacher can ask the students to identify directions through a map.

From the above, it is clear that mapping skills in EVS help develop ​understanding of the relative position of places.

Remedial teaching refers to teaching which is intended to improve learners’ ability to learn something.

Key Points Remedial teaching is required for all weak, average, and mentally retarded children with the purpose:

• to eliminate their ineffective habits**.**
• to reteach them the items not properly learnt.
• to arise their interest in learning with stimulating approaches.
• to make them learn better by providing necessary help and guidance.
• to transmit practical experiences to them according to their diverse needs.

The best way to address the above situation may be to find his difficulty and talk to him and adjust the class work accordingly.

Concept Map:

• Students learn different concepts in a topic, but many times it is found that they treat the concepts they have learnt as disjointed and isolated facts and they are unable to interlink the relationships between these concepts.
• No concept in a subject is isolated; a particular concept of a subject is interlinked with different branches of another subject (for example, it usually happens in math's and social science) in different ways and different manners.
• There are different ways/ types of concept maps can be formed on a particular concept.
• Therefore, the number of connections and depth of understanding can be assessed by the number of linking lines and used by the student’s concept map.
• Hence, a concept map provides a concrete record of the connections perceived by the students, and thus it indicates how the student’s knowledge is organised and interconnected.
• More specifically, concept mapping can furnish valuable insight into the depth of students’ understanding because it reflects the accuracy and strength of their connections.
• Even Venn Diagram of some concepts can play a role of concept mapping.

It should be noted that a child can be assessed on the basis of how he is concerned for justice and equality, and cooperating others.

Hence, Concept mapping is not a broad indicator of EVS assessment.

For several reasons, textbooks continue to be the main source of teaching and learning in schools. Because it acts as an aid to the teacher from which a teacher explains facts and figures. It is not wrong to say that teachers spend most of the class time simplifying it and familiarising students with it. 

In the above situation, the paragraph can be used for identifying the source which is mentioned at the end of the story, to help learners to appreciate technology 1000 years back, and to help learners to appreciate the role of evidence in history.

The textbook can be used as one of the best source of learning if properly used because of its following characteristics:

• Following the recommendations of the NCF 2005, the textbooks have now been developed very systematically indicating teachers’ activities and learners’ activities in and out of the classroom.
• The concepts related to a topic are organized in a comprehensive way in the textbook which gives sufficient idea for organizing a lesson.
• The concepts are presented with a variety of activities like song, story, pictures, puzzles and discussions which create interest among the students to learn more.
• To strengthen the concepts taught, a number of practice activities are given for the students to do. These practice activities will provide you with ideas to generate several such activities and more innovative practices for your students.
• The new textbooks have been developed not merely to give factual information but also with the scope for student interaction.
• The activities and exercises given in the textbook can also be used to assess the extent of learning each student has acquired at the end of the topic/lesson.

Hence, we conclude that  a,c and d are true in the context of the paragraph in the textbook.

Environmental Studies is a multidimensional subject that covers important principles from various academic fields. It is a broad field that studies the basic principles of EVS as well as associated subjects such as social science, science, language, mathematics, etc. EVS emphasizes the following points:

• The contents of EVS are organized thematically. Topics of both social studies and science are integrated because at the primary level students are not matured enough to study 'heavy' subjects like science and social science. Also, the reduced curriculum makes learning meaningful at primary stage.
• Provides scope for children’s expressions–oral and written and other creative expressions, etc.
• Children learn about their environment through exploring and experiencing it, gathering and analysing information based on their observations and experiences, and constructing their own knowledge, enriching and enhancing it.
• Learning is planned to progress from what the child already knows, to what is to be learnt, from local to global, or from the immediate environment to community and society and beyond.
• Chapters begin with key questions initiating children into thinking and constructing their own knowledge.

Hence, we conclude that the integrated nature of EVS helps to ​reduce curriculum load and help children to learn meaningfully.

Today a range of educational media are available. The newspaper, relatively cheap and universally available, is an invaluable learning resource. Moreover, the educational potential of electronic media can be exploited for education in a variety of innovative ways. Video, film, television, computers, internet—all these offer the possibility of bringing the world into the classroom. Media provides a set of teaching-learning resources, popular and easily available. For EVS, the main advantage of using media is that students learn about current environmental issues and engaging them with the real world. Some ideas on how to use media for EVS include:

• Using ‘Newspaper cuttings’ related to EVS students can undertake research work or project on an identified theme in EVS.
• Facts and opinions with regard to relevant environmental themes can be discussed using environment-related channels and magazines.
• You can make children read scientific or environment-related stories from magazines or newspapers.

Hence, we conclude that newspaper and magazine helps learners to engage with the real world.

Questioning Skills refer to one’s ability to formulate and respond to questions about situations, objects, concepts, and ideas. Questions may derive from oneself or from other people. It arouses curiosity in the classroom.

Key Points Guidelines to Enhance Questioning Skills Among Children in the Classroom:

• Create an atmosphere of trust and encourage questions.
• Encourage divergent questions.

Respond in an encouraging way.

• Model good questioning skills.
• Reduce the number of questions that can be answered by only “yes” or “no.”
• Do not stop the discussion with the right answer.
• Increase wait time between asking and answering questions to at least five seconds.
• Provide good halting times.
• Develop sensitive listening techniques.
• Develop silent time.
• Appreciate questions that are appropriate to the developmental level.
• Ask them to come up with their own student questions in the lesson, quiz, or assignments.
• Have interesting topics of discussion.

Hence, we conclude that Questioning as a strategy in teaching-learning of EVS is used for ​Arousing curiosity in the classroom.

Field trip refers to a learning approach that ensures the active involvement of learners in the learning process by taking them to a certain place where they can earn knowledge by engaging with real situations. It:

• reinforces experiential and contextual learning.
• provides an active learning experience to learners.
• involves learners in both group and self-directed activities.
• links classroom learning to life outside school or with the real-world.
• gives students a lot of opportunities for observation and exploration.
• enhances the process skills of students, can be used for assignments and projects for formative assessment, and provides concrete experiences to students.

Hence, we conclude that to involve the maximum number of senses of students, organizing a field trip to a nearby place is the best strategy.

Explanation:

First from point X one go 125 m south,

Then turn east 100 m

Then go to east 125 m

Hence the X, Y point get opposite to each other.

With respect to school at Y my house X is 100 m west.

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

The incorrect option is  Male bees are very important for the hives. 

Key Points

• Every honey bee colony comprises a single queen, a few hundred drones and several thousand worker castes of honey bees.
• A queen bee is the only female bee in the hive that gets to reproduce.
• Worker bees are all female and are all offspring of the queen.
• Queen is a fertile, functional female, the worker is a sterile female and the drone is a male insect.
• Queen and worker develop from the fertilized egg while drone develops from an unfertilized egg.
• Further differentiation of queen and worker depends on the quality and quantity of food that is fed to the queen or worker larvae.

Explanation:

Male bees are very important for the hives → Incorrect (Worker bees are important because they feed other bees)

Most of the bees in the hive are worker bees → Correct.

There are only a few males in the hive → Correct.

Every beehive has one queen bee that lays eggs → Correct.

​

Additional Information

The queen:

• ​There is only one queen in a colony and considerably larger than the members of other castes.
• Swarming is the natural method that honeybee colonies use for multiplying their colonies.
• The old queen is killed as soon as the new queen is fertilized.
• The phenomenon of raising a queen in the off-season is called supersedure.
• The normal lifespan of a queen is 3 years.

​The drone:

• ​The drones are male bees with no sting.
• They are much larger and stouter than either the queen or the workers.
• Their only function is to impregnate the young queen a task which they are unable to perform until they are about 10 days of age.
• They also help in the maintenance of hive temperature.
• The drones are produced by unfertilized eggs of the queen, or by those workers which take up the reproductive function due to the absence of a queen in a colony.
• The normal lifespan of a drone is 57 days.

​The worker:

• ​Smallest inhabitants of the beehive.
• They are imperfect females incapable of laying eggs.
• Worker bees primary duties are cleaning, feeding developing larva once hypopharyngeal glands develop, ripening of honey, secreting/moulding of wax into combs.
• The lifespan of a worker is about 4 weeks during the active season and 8 to 10 weeks during the less active season.
• On certain occasions when the colony is in need of a queen, some of the workers start laying eggs from which only drones are produced.
• These workers called laying workers.

The correct answer is South America​.

Concept:

• Humans carry seeds from one place to another, knowingly or unknowingly.
• People bring the seeds of plants that they find beautiful or useful, to grow in the garden.
• Later the seeds of these plants spread to other places.
• Many years later people may not even remember that these plants did not grow there earlier.

Explanation:

• Chilli is a fruit of the plant ‘Capsicum annuum and capsicum frutecens’ that come from the genus capsicum belonging to the family of Solanaceae which also includes tomato and potato.

Additional Information

Vegetables and their country of origin:  

Concept:

• Speed: The distance traveled by the body in unit time.
• $Speed = \frac{{Distance}}{{Time}}$
• Also, $Time= \frac{{Distance}}{{Speed}}$
• Average Speed: Since the body does not always have the same speed, So we use the concept of average speed. It is the ratio of the total distance covered to the total time taken by the body.
• $Average;Speed = \frac{{Total;Distance}}{{Total;Time}}$

Calculation:

Total distance = 1145 km

Total time taken = 1.5 hr + 24 hr + 4.5 hr = 30 hr

We know that,

$Average;Speed = \frac{{Total;Distance}}{{Total;Time}}$

$⇒ Average;Speed = \frac{{1145;km}}{{30;hr}}$

⇒ Average Speed = 38.16 km/hr

The average speed of the train was nearly 38.5 km/hr

Explanation:

• The world’s first oil well was drilled in Pennsylvania, USA, in 1859.
• Eight years later, in 1867, oil was struck at Makum in Assam.
• In India, crude oil is found in Andhra Pradesh, Arunachal Pradesh, Assam, Gujarat, Rajasthan, Tamil Nadu and in the river basins of Godavari and Krishna.

So, Gujarat and Tamil Nadu produce crude oil (Petroleum).​

Important Points 

• Odisha: Crude oil is not produced here.
• Bombay High: Offshore crude oil produced.
• Bihar: Crude oil is not produced here.
• West Bengal: Crude oil is not produced here, famous for natural gas and coal bed methane.

Explanation:

• Dr. Bhim Rao Baba Saheb Ambedkar is the father of the Indian constitution.
• He was born on 14^th April 1891 at Mhow in the Central Provinces (now in Madhya Pradesh).
• He is popularly known as the 'Modern Manu'.
• He served as the first law minister of the government of India from 1947 to 1951.
• He was appointed as the chairman of the Drafting Committee of the Indian Constitution.
• He was posthumously honoured with the Bharat Ratna in 1990.

Additional Information 

• Notable works:
• The Untouchables.
• The Annihilation of Caste.
• Pakistan or the Partition of India.
• The Buddha and his Dhamma.
• Chaitya Bhoomi is the cremation place of B. R. Ambedkar

The Correct answer is:  A, C and D

Key Points

• Roots are the underground structures that help in the absorption of water and minerals, provide a proper anchorage to the plant parts, store reserve food material (Carrot, Radish), and synthesize 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.

A. To give support to the plant.

C. To store food.

D. To absorb water and minerals.

The correct answer is Manipur.

Key Points

• There are currently 28 states and 8 union territories in India.
• Manipur is a northeast state in India.
• Union territories are federal territories governed directly by the Central Government of India.
• The President of India appoints an administrator or lieutenant governor for each Union Territory.
• Union Territories in India are:

1. National Capital Territory of Delhi.
2. Andaman and Nicobar Islands.
3. Dadra and Nagar Haveli and Daman and Diu.
4. Chandigarh.
5. Jammu and Kashmir.
6. Lakshadweep.
7. Ladakh.
8. Puducherry.

• Delhi, Puducherry, and Jammu, and Kashmir were given partial statehood among 8 union territories.
• These three union territories have their own locally elected legislative assembly and government.
• Ladakh became the union territory of India on 31^st October 2019
• Ladakh is the largest union territory of India.
• Also called Little Tibet.
• Current Lieutenant Governor: Radha Krishna Mathur.
• Lakshadweep is the smallest Union Territory of India.
• Formed on 1^st November 1956.
• Adopting the official name as Lakshadweep in 1973.
• Administrator: Praful Patel
• The union territories of Daman and Diu and Dadra and Nagar Haveli merged into a single union territory known as Dadra and Nagar Haveli and Daman and Diu on 26^th January 2020.
• Jammu and Kashmir was stripped of its state status on 31 October 2019 and is now a Union Territory. The former state was bifurcated into two UTs-- Jammu and Kashmir, and Ladakh. Unlike Ladakh, the UT has its own Legislature.

The Correct Answer is: Eagles, Kites, Vultures

Key Points

• Birds with eyes on the sides of their heads have a wide visual field, useful for detecting predators, while those with eyes on the front of their heads, such as owls, have binocular vision and can estimate distances when hunting.
• Binocular vision of birds can see distinctly.
• The birds which fly high need a binocular vision for their food.

Birds like Eagles, kites and vultures are able to see objects four times as far as of human eye.

Key Points

• Traditional Regional Sarees of India

Concept:

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

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

Explanation:

• Gandhinagar is situated at SW from Delhi.
• Patna is situated at SE from Delhi.

Explanation:

Gregor Johann Mendels Theory

• Mendel used a number of contrasting visible characters of garden peas- round/wrinkled seeds, tall/short plants, white/violet flowers, and so on.
• He took pea plants with different characteristics- a tall plant and a short plant, produced progeny from them and calculated the percentages of tall or short progeny.

Hence, we conclude that ​Gregor Johann Mendel​ had done experiments to know the inherited properties of parents on ​pea plant.

Additional Information

Darwin Theory

• Darwin gave the theory of natural selection.
• Each species reproduces to maintain its race.
• The species struggle for survival with changing environmental conditions.

MS Swaminathan

• He was a geneticist.
• He is remembered as he had introduced a high-yielding variety of wheat.
• Book "The Quest for a World Without Hunger" was released by Prime Minister Narendra Modi on MS Swaminathan.
• Green Revolution made the country self-reliant in foodgrain production.
• Post Green Revolution, there is an increase in the use of chemical fertilizers and irrigation water to meet the nutrients and water demand respectively, of high yielding varieties (HYVs) of crops.

Concept:

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

Explanation:

Houses in Assam:

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

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

Description of houses of different places: