CTET Paper 1 - July 2013 (English-Hindi-Sanskrit) (Previous Year Paper)

Cognition: It refers to all kinds of thought processes such as perceiving, memorizing, learning, analyzing, problem-solving, applying, and evaluating. 

Play is an important part of a child's development and growth which ensures:-

• the development of self-confidence and a healthy brain.
• to make children learn teamwork and communication skills too.
• to make the child socialized and to keep the child fit and fight diseases.
• the overall development of the child such as physical, social, and cognitive.
• the active engagement of children with their surroundings for meaningful learning.
• Cognitive competence: It consists of the ability to solve problems, learn from experiences, and apply knowledge to deal with new situations.
• Social competence: It consists of social, cognitive, emotional, and behavioral skills that are necessary for a person to be socially acceptable.

Note: Remaining options are not true because:

• Development and learning are influenced and affected by socio-cultural context.
• Students learn in different ways as every student has their own learning needs.
• Questioning by teacher and students facilitate learning in a meaningful and constructive way.

Hence, from the above-mentioned points, it becomes clear that Play is significant for cognition and social competence.

Development and growth is a wide, complex and continuous process of human life.

• Development: It refers to a qualitative change that results in an increase in structure for better and enhanced functioning of organs.
• Growth: It refers to a quantitative change that results in an increase in height, weight, and length of the child.

Important Points

Understanding of human's growth and development enables a teacher to:

• understand the sociology of learning.
• be clear about teaching diverse learners.
• be aware of the principles of child psychology.
• use specific pedagogy to meet learner's learning needs.
• be conscious of the importance of individual differences.

Hint

Diverse learners could be with reference to their learning abilities, socio-economic backgrounds, cultural variations, or even emotional behavioral characteristics. 

Hence, we can conclude that understanding Human Growth and Development enables a teacher to be clear about teaching diverse learners.

Motivation is the internal drive that pushes individuals, including young children, to act or learn. In pre-primary education, children are naturally curious and learn best through exploration and discovery. 

Key Points

• In the given question, the children's satisfaction comes from the opportunity to explore and make sense of their environment.
• Their distress arises when this exploration is blocked, suggesting they are motivated by a need to reduce their ignorance.
• This means they are attempting to overcome the gaps in their understanding through active discovery.
• Their behavior is not about impressing others or causing disruption; rather, it reflects a strong desire to learn.
• The drive to reduce ignorance fuels their engagement with their surroundings and makes learning meaningful.

Hint

• ​Wanting to affiliate with the class relates more to social motivation and the desire to feel accepted, which, while important, does not explain the distress caused by restricted discovery.
• Creating disorder in class indicates disruptive behavior, which is not relevant here as the children are not being mischievous but rather curious.
• Exercising power is associated with control or dominance, which is unlikely to be the core reason for distress in such young learners.

Hence, the correct answer is to reduce their ignorance.

Motivation: The process that guides an individual to achieve a goal.

From the above-mentioned statement it would be appropriate to describe Rajesh as an intrinsically motivated learner as intrinsic motivation refers to the behaviour which focuses on:

• personal satisfaction and internal rewards.
• purposes to learn and improve to serve a cause.
• working for its own sake and inherent accomplishment.
• determination, desire, dedication and devotion towards learning.

Extrinsic motivation: It refers to a behaviour or action which is guided by external rewards or avoiding punishment. 

Hence, we conclude that the above situation is of intrinsic motivation.

According to Bloom's Taxonomy, different types of questions require us to use different kinds or levels of thinking. Knowledge, comprehension, and application are more concrete thinking skills. Analysis, synthesis, and evaluation require more abstraction and are known as critical thinking skills.

Important Points

• To test one’s Knowledge skills, use words and phrases such as: how many, when, where, list, define, tell, describe, identify, etc., which will draw out factual answers and test a child’s recall and recognition skills.
• To find out Comprehension skills, use words such as: describe, explain, estimate, predict, identify, etc, to encourage your child to translate, interpret, and extrapolate.
• To test Application skills, use words such as: demonstrate, apply, illustrate, show, solve, examine, classify, and experiment, etc., to encourage your child to apply knowledge to situations that are new and unfamiliar.
• For Analysing skills use words and phrases such as: what are the differences, analyze, explain, compare, separate, differentiate, arrange, etc., to encourage your child to break information down into parts.
• To test Synthesis skills, use words and phrases such as: combine, rearrange, substitute, create, design, invent, what if, etc., to encourage your child to combine elements into a pattern that’s new.
• To check Evaluation skills use words such as: assess, decide, measure, select, explain, conclude, compare, and summarize, etc., to encourage your child to make judgments according to a set of criteria.

Hence, it is clear that differentiate is the cognitive verb that is used to analyze the given information.

From the above-mentioned condition of Seema, it could be interpreted that she may not be able to deal with sudden emotional outburst.

Emotional outburst:

• refers to the rapid change in emotional expression.
• makes people totally unable to control their emotions.
• is caused by sudden fear, anxiety, anger, irritability, etc.
• results in disruptive and inappropriate responses of a person.

Additional information:

• Emotion: It is a mental state associated with fear, anger love, etc.
• Emotional intelligence: It refers to the capability of an individual to recognise, control and manage one's own emotions and the emotions of others as well.

Errors are a necessary condition in the learning process to give insight to Children's thinking. It helps the teacher to be aware of their learning styles, to cater them according to their diverse learning needs.

A teacher should not correct students while they are trying to communicate ideas because the prompt error correction will make student hesitate to show their thought in communication which will be a hindrance in the process of meaningful learning.

Problem-solving is a learner-centred approach which emphasizes learner's active involvement in the learning process.

In this approach, teachers create a problematic situation for students and then assists them in perceiving, defining and stating the problems in a fear-free classroom environment.

Steps involved in the process of problem-solving:

• Identify and define the problem.
• Anticipate outcomes or set subgoals.
• Explore possible strategies/solution.
• Select and implement best solution.
• Evaluate the solution/outcome.

Learning disability refers to the neurological disorder that causes cognitive impairment. Dyslexia, dysgraphia, dyscalculia, etc are the example of learning disability.

It is a variable state as it can be: 

• improved by appropriate input.
• addressed by special education.
• reduced by enhancing concentration.

Learning disability refers to a neurological disorder that causes cognitive impairment. A learning disability in motor skills is called 'dyspraxia'.

Key Points

It is also known as motor learning difficulties which affect the coordination and movement of gross motor skills(running) and fine motor skills(writing).

Conducive learning and thinking environment refer to the environment that is free of distraction and disruption. It introduces a new dimension to educational experiences.

Conducive learning environment could be made more constant and enlivening by allowing students to take some decision about what and how to learn as it will: 

• Promote the child-centered approach to education.
• Get students to focus on you now and then by not keeping slides up for too long.
• Give primacy to children's experiences and needs.
• Allow children to work at their own pace freely and willingly.
• Provide them opportunities to foster their own strategy of learning.

Hence, it becomes clear that allowing students to make some decisions, is appropriate for a conducive environment.

Giftedness is a characteristic of children that refers to perform a task extraordinarily when compared with others of their age. Giftedness is an interplay  between genetic makeup(heredity) and environmental motivation(environment) as:

• all the mental and social traits depend on environmental motivation.
• both are complementary to each other in moulding the life of an individual.
• inborn traits, instincts and I. Q. of an individual depends on the genetic makeup.
• no child is born gifted but only with the potential for giftedness and environment nurtures that potential.

Note: Psychosocial factors refers to the factors which affect a person socially and psychologically. Eg- negative experiences, loneliness, etc.

Gifted students refer to the students who perform task extraordinarily when compared with others of their peer group. They always show novelty in expression, curiosity, creativity and independence in thought.

Gifted students need support such as conduction of creative tasks, stimulating and enriched learning environment which is not ordinarily provided by the school as they:

• grab things fastly and efficiently than of their age-peers.
• possesses out of the box thinking and keen power of observation.
• are curious that's why normal classroom seems monotonous to them.
• need customised and stimulating instructions method of teaching-learning.

Note: Remaining options are not relevant because:

• Gifted students also need teacher's guidance to manage their study.
• they wouldn't be a model for others as every student has their learning desire.
• Learning disability can also present in children with average and above-average I.Q.

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

• It values the diversity, each child brings to the classroom and facilitates all with equal opportunities to learn and grow.
• Inclusive education improves the quality and making provisions of education for all.
• Inclusive education welcomes and celebrates diversity in the classroom.
• It provides a provision to include disabled children along with normal children in a regular classroom environment.

Important Points

An inclusive school is committed to improving the learning outcomes of all students irrespective of their capabilities as inclusive school ensures to:

• value the diversity each child brings to the classroom.
• facilitate all children with equal opportunities to learn and grow.
• make school a place where all children can participate and learn.
• create diverse and meaningful learning experiences for every learner.
• include all children in the education system, regardless of their differences and disabilities.

Hence, we can conclude that option 1 is correct regarding inclusive school.

Learning disability refers to the neurological disorder that causes cognitive impairment. It can't be attributed to cultural factors as they can present in children of any culture.

Itin learning

Note: Cultural factors may affect student's communication pattern, behavioral expectations, cultural practises, etc but can't be the cause of learning disability.

Physically challenged children refer to children who are suffering from locomotor and neurological disabilities and these disabilities hinder them from living a normal life.

Important Points

• It is the responsibility of a teacher never to demotivate the physically challenged children and always encourage them to take part in different learning activities.
• While taking children out to the playground, the teacher should ask Mohan why don't use his crutches to go to the playground.
• Also, the teacher should never address them by the name of their disability like Polio-afflicted children will now present a song.
• Arranging the alternative activity for them will make them realize that they are physically backward and they are not able to do the same activity which normal students are doing.
• Teachers should encourage such children to be self-reliant as much as they can.
• So, in this context, the teacher should never say "Wheel-chaired bound children may take the help of their peers in going to the hall".

Here the sentence mentioned in option number (3) would be appropriate to be said as this particular sentence won't make the child feel that he is incapable in any way while the other options will remind the child of his/her physical incapacity.

Readiness for learning refers to the present cognitive level of students in the learning continuum. It implies the degree of inquisitiveness of an individual to learn.

Key Points

• It emphasizes the fact that specific or general ability won't be able to make learning effective till then the learners are eagerly, mentally, physically and emotionally ready and present to learn.
• E. L. Thorndike, an American psychologist has developed three primary laws of learning in his "Trial & Error Theory". 'Law of readiness' is one of them and it also implies that students learn best when they are ready to learn.

Additional Information

• The other two laws are 'law of exercise' and 'law of effect'. 
• ​Law of Exercise: It means a child learns when he practises when he does exercise.
• Law of Effect: It is based on motivation and reinforcement to make the learning experience pleasant for learners.

Hence, we conclude that “Readiness for learning” refers to ​the present cognitive level of students in the learning continuum

School-based assessment refers to the process of assessing students regularly by their teachers in the school.

School Based Assessment emphasizes:

• making assessment an integral part of learning.
• diagnosing student's difficulty with proper guidance.
• stimulating continuous and comprehensive evaluation.
• helping the learners to make them learn more through diagnosis.
• developing both scholastic and co-scholastic aspects of learner's growth.

Hint

• Remaining options are not relevant in the context as the school-based assessment is a positive phenomenon which emphasizes to make learning and evaluation a productive and effective process.

Hence, it could be concluded that the School Based Assessment helps all students learn more through diagnosis.

'Continuous and Comprehensive Evaluation' also known as 'CCE' has been introduced as a school-based system of evaluation by the CBSE in 2009 with the enactment of the "Right to Education Act".

• CCE refers to all-around development including both scholastic and co-scholastic aspects of a child's growth.
• It makes evaluation an integral part of learning through diagnostic and remedial teaching.

Important Points

CCE emphasizes upon: 

• enhancing the thought process and de-emphasizing memorization.
• developing student's cognitive, psychomotor and affective domains.
• assessing both scholastic and co-scholastic aspects of child's growth.
• making evaluation an integral part of by diagnostic and remedial teaching.
• observing and recording the methods of learning to make improvements.

Hence, it could be concluded that Continuous and Comprehensive Evaluation emphasizes how learning can be observed, recorded and improved upon.

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

Key Points

A school should address individual differences of students by:

• providing multiple learning opportunities.
• following a child-centred and flexible curriculum.
• observing and diagnosing the learner's individual needs.
• working with specific and collaborative teaching models.
• using different pedagogy to meet learner's diverse needs.

Hint

Remaining options are not true because:

• Removal of individual difference is not possible and if possible then also it **won'**t facilitate meaningful learning.
• Referring slow learners to special schools will make the child feel being segregated and could lead to low self-esteem.
• Following the same level of curriculum for all students will be an obstacle as every learner has their own individual learning needs.

Hence, it could be concluded that schools can address the Individual differences in students by following a child-centered curriculum and providing multiple learning opportunities to them.

Additional Information

• A child-centred curriculum refers to the curriculum whose centre of focus is the child. By saying child the centre of focus, it means that those methodologies are adopted for teaching which is easy to grasp for a child to learn.

Individual difference refers to the difference which distinguishes an individual from another based on psychological characteristics. School should cater to individual differences to understand why students are able or unable to learn as it will help to:

• use different pedagogy to meet learner's diverse learning needs.
• decide appropriate strategies for every student to make them learn best.
• observe and diagnose the learner's individual needs by finding suitable ways.
• understand the sociology of learning and major principles of child psychology.

 Hence , it could be concluded that schools should cater to individual differences to understand why students are able or unable to learn.

The sounds th, ph, ch are 'phonemes' which refers to the:

• Specific or distinct units of sound that distinguish one word from another.
• The smallest unit of sound that makes a difference in pronunciation and meaning.
• Speech sounds which are represented by placing the letter between slashes.
• Eg- thin: /th/, chin: /ch/

Theory of Multiple Intelligence which describes eight different kinds of intelligence is propounded by an American cognitive psychologist 'Howard Gardner'. This theory emphasizes that:

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

This theory suggests that if a teacher faces difficulty to make learning easy for a learner in a traditional way, he/she must adopt different ways according to the unique abilities and intelligence of the learner.

Important Points

Refer to the diagram to know the eight types of intelligence.

Hence, it could be concluded that Howard Gardner’s theory of multiple intelligences emphasizes the unique abilities of each individual.

The Triarchic Theory of Intelligence is proposed by 'Robert Sternberg', an American psychologist. He is known for his research and work which are always based on human intelligence and creativity.

The Triarchic Theory is comprised of three sub-theories, each of which relates to a specific kind of intelligence:

• the contextual sub theory, which corresponds to practical intelligence, or the ability to successfully function in one’s environment.
• the experiential sub theory, which corresponds to creative intelligence, or the ability to deal with novel situations or issues.
• the componential sub theory, which corresponds to analytical intelligence, or the ability to solve problems.

Important Points

This theory advocates that intelligent behavior takes place from a balance among three aspects of intelligence which are contextual, experiential, and componential intelligence. These three distinct types of intelligence are also known as practical, creative, and analytical intelligence.

• Practical intelligence: Practical intelligence is related to the contextual sub theory. Practically intelligent people are especially adept at behaving in successful ways in their external environment.
• Creative intelligence: The experiential sub theory is related to creative intelligence, which is one’s ability to use existing knowledge to create new ways to handle new problems or cope in new situations.
• Analytical intelligence: The componential sub theory is related to analytical intelligence, which is essentially academic intelligence. Analytical intelligence is used to solve problems.

Hence, it could be concluded that the following three aspects of intelligence are dealt with by Sternberg’s Triarchic Theory, except social aspect.

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

Key Points

Gender stereotyping is an unfair idea which refers to a generalized view or characteristics that ought to be possessed by women and men.

• To avoid gender stereotyping in class, a teacher should try to put both boys and girls in non-traditional roles.
• This activity will remove the stereotype from the mind of students that certain activities are only meant to be done by the girls and not by the boys and vice versa.
• It will also promote the sense of gender equality among them.

Hence, we conclude that to avoid gender stereotyping in class, a teacher should ​try to put both boys and girls in non-traditional roles.

Heredity and environment are the elements that play a vital role in determining the personality development of an individual. How a person will develop depends on the environment but how far a person can develop depends on heredity. 

Key Points

The role of hereditary and environment in the development of a child can be understood by the following points-

• The relative contributions of peers and genes are not additive, but they are productive(dependent on each other).
• It is defined by J.S. Ross. According to him, the form in which a child grows is just because of heredity.
• Heredity gives us the abilities for development, which are used by the environment.
• Height, Complexion, colours of eyes are varied from person to person due to heredity and their features.
• The individual is the result of multiplication between heredity and environment.
• The individual is represented by the area of a rectangle, whereas heredity is the base and environment is the height. The area of the rectangle does not depend merely upon the base or height, it depends on both. Similarly, the individual is a result of heredity and environment. Hence, The development of hereditary potentialities is a matter of environment. A = b x h
• 'Without the environment, heredity is useless and the environment without heredity means nothing.'
• These observable characteristics of an individual are the result of the interaction between the person’s inherited traits and the environment.

               Development = environment × heredity;

Thus from the above-mentioned points, it is clear that the relative contributions of peers and genes are not additive is true about the role of heredity and environment in the development of a child.

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

Key Points

Socialization is a combination of personality development and cultural development.

It is an act which ensures the:

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

Important Points

Two main types of socialization:

• Primary socialization: Takes place early in life. Eg- family.
• Secondary socialization: Takes place throughout one's life. Eg- peer groups.

Hence, it could be concluded that Socialization is an adaptation of social norms.

Additional Information

Features of socialization-

• Early social response
• Response to other children
• Group activities
• Social perception
• Sympathy & Cooperation

From the above-mentioned situation, it could be interpreted that giving students a lot of practice in fielding will best help them in achieving that goal as 'drill and practice' is a teaching methodology which emphasizes upon:

• practising to learn something effectively.
• activating knowledge through application.
• mastering specific skills through repetition.

Note: E. L**. Thorndike**, an American psychologist has developed three primary laws of learning in his "Trial & Error Theory". 'Law of exercise' is one of them and it also implies that learning takes place through constant practice and not by watching others. The other two laws are 'law of readiness' and 'law of effect'.

'Lev Vygotsky', a Soviet psychologist, has propounded the "Socio-cultural Theory". In the above-mentioned phenomenon, according to Vygotsky's perspective, her students will internalize various views and develop multiple perspectives of the situation as his theory emphasize that learning takes place through:

• active construction of knowledge.
• interaction with society and environment.
• collaboration, cooperation and group work.

Here the teacher is providing her students with multiple opportunities to 'debate' which will also help the learners to actively internalize the concept while working collaboratively and looking at any issues from different angles and point of views.

Internalize: In this, the person adapts or internalize all the rituals of society in them.

Construct: It is a mental activity, in which conclusion or results can be drawn through analysis or observation.

Operationalize: It refers to put something into practice, operation or use.

Rationalize: It is a process of justifying and explaining something with logical reasons.

Jean Piaget', a swiss psychologist, has proposed the concept of 'assimilation' in his 'theory of cognitive development. It refers to the process of applying previous concepts to new concepts.

Eg- On seeing 4 legs and black colour of any animal a child recognize them like a dog or a goat (not able to make a difference in both of them).

Here, Sita has assimilated eating rice and dal in her schema as she is not modifying her pre-existing mental structure rather just applying her previous knowledge.

Accommodation: The act of modifying pre-existing schema to incorporate new information.

Initiation: The act of beginning or starting something.

Given:

Number = 12345

Formula Used:

Face value = Value of digit

Place value = position of the digit in the number

Calculation:

Face value (3) = 3

Place value (3) = 3 × 100 = 300     (∵ 3 is at hundreds place)

Difference = 300 – 3 = 297

∴ The required difference is 297

Given:

Perimeter of square = Perimeter of rectangle = 24 cm

Length of rectangle = 8 cm

Formula Used:

Perimeter of rectangle = 2 (length + breadth)

Area of rectangle = length × breadth

Calculation:

Breadth of rectangle = (24 – 2 × 8)/2 = 4 cm

∴ Area of rectangle = 8 × 4 = 32 cm²

Calculation:

Option 1: 1 kg = 1000 gms ⇒ 56.7 kg = 56.7 × 1000 = 56700 gms (false)

Option 2: A cube is a structure having six sides or six faces. (true)

Option 3: 1 cm = 10 mm ⇒ 1 mm = 0.1 cm (true)

Option 4: 0.10 = 10/100 = 1/10 = 0.1 (true)

∴ Option 1 is not correct.

Given:

Speed of boats is 20 km/h and 23 km/h

Formula Used:

Relative speed = Sum of the speed of boats (if travelling in the opposite direction)

= Difference between the speed of boats (if travelling in the same direction)

Distance = speed × time

Calculation:

∵ Both boats travelling in the same direction

⇒ Relative speed of both boats = 23 – 20 = 3 km/h

∴ Distance between the boats = 3 × 3.5 = 10.5 km

Calculation:

Short Trick:

Apply Digital Root method which is sum of digits when divided by 9 will give the same remainder when the number is divided by 9.

Sum of digits = 9 + 0 + 7 + 0 + 7 = 23 = 5

⇒ 5 when divided by 9, will give remainder as 5

∴ Remainder = 5

Detailed Solution:

90707 = 9 × 10078 + 5

On dividing by 9,

⇒ 10078 + (5/9)

∴ Remainder = 5

Given:

Quantity of fresh fish = 1500 kg

Price of fresh fish = Rs. 25 per kg

Price of dried fish = Rs. 80 per kg

Formula Used:

Earning (Profit) = Selling Price – Cost Price

Calculation:

Total cost of fresh fish = 1500 × 25 = Rs. 37,500

Weight of dried fish = 1500/3 = 500 kg

Total cost of dried fish = 500 × 80 = Rs. 40,000

∴ Earning = 40000 – 37500 = Rs. 2,500

Calculation:

(9 - 1) ÷ 8 = 1

(98 - 2) ÷ 8 = 12

(987 - 3) ÷ 8 = 123

(9876 - 4) ÷ 8 = 1234

(98765 - 5) ÷ 8 = 12345

(987654 - 6) ÷ 8 = 987648 ÷ 8 = 123456

Given:

Quantity of juice in 1 bottle = 750 ml

Number of bottles in a carton = 6

Calculation:

∵ There are 6 bottles in a carton

Total volume of juice in 1 carton = 6 × 750 = 4500 ml = 4.5 litre

∴ Required number of cartons = 450/4.5 = 100

Given:

Dimensions of the box = 4 cm × 3 cm × 2 cm

Formula Used:

The volume of a rectangular box = length × breadth × height

Calculation:

Volume of the recatnagular box = 4 × 3 × 2 = 24 cm³

∴ Required number of boxes = 8664/24 = 361

Given:

Numbers are 5, 10, and 35

Formula Used:

Smallest common multiple = LCM of numbers

Biggest common factor = HCF of numbers

Calculation:

Factors of 5 = 5¹

Factors of 10 = 2¹ × 5¹

Factors of 35 = 5¹ × 7¹

⇒ HCF = 5

⇒ LCM = 5 × 2 × 7 = 70

∴ Required difference = 70 – 5 = 65

Given:

Number = 105

Formula Used:

If N = x^a × y^b (where x and y are prime numbers), then,

Number of factors = (a + 1) × (b + 1)

Calculation:

Factors of 105 = 3¹ × 5¹ × 7¹

∴ Number of factors = (1 + 1) × (1 + 1) × (1 + 1) = 8

Given:

Time at present = 2:17 P.M. 

Calculation:

11 hours 59 minutes = 12 hours – 1 minute

12 hours from 2:17 P.M. = 2:17 + 12:00 = 2:17 A.M.

∴ Required time = 2:17 – 0:01 = 2:16 A.M.

Concept used:

Right angle = 90° 

Calculation:

According to the question

1 right angle = 90°

Number of degrees in three and one half right angles = 3.5 × 90° = 315°

Concept used:

Thousand → 1000

Hundred → 100

Tens → 10

Ones → 1

Calculation:

We know, 123 = 1 × 100 + 2 × 10 + 3 × 1

⇒ 123 = 1 hundreds + 2 tens + 3 ones

∴ 11 ones + 11 tens + 11 hundreds = 11 × 1 + 11 × 10 + 11 × 100

⇒ 11 + 110 + 1100 = 1221

Concept used:

1 thousand = 1000

1 hundred = 100

1 tens = 10

Calculation:

Five hundred nine = 509

Three thousand twenty eight = 3028

∴ Required sum = 509 + 3028 = 3537

Lower level demand questions are those which reproduce previously learnt rules or formulae.

The above question asked to students of Class IV refers to lower-level demand task as it requires procedural skills only. We can write equivalent fraction only by multiplying or dividing both numerator and denominator with the same number, which requires procedural skills.

Key Points

Lower-level demand task (based on memorization)

• Reproducing previously learned facts, rules, formulas, definitions or committing them to memory
• Cannot be solved with a procedure
• Have no connection to concepts or meaning that underlie the facts rules, formulas, or definitions

Lower-level demands (procedures skills)

• are algorithmic
• require limited cognitive demand
• have no connection to the concepts or meaning that underlie the procedure
• focus on producing correct answers instead of understanding
• require no explanations

Higher-level demands (procedures with connections): 

• use procedure for deeper understanding of concepts
• broad procedures connected to ideas instead narrow algorithms
• usually represented in different ways
• require some degree of cognitive effort; procedures may be used but not mindlessly

Higher-level demands (procedures without connections):

• require complex non-algorithmic thinking
• require students to explore and understand the mathematics
• demand self-monitoring of one’s cognitive process
• require considerable cognitive effort and may involve some level of anxiety b/c solution path isn’t clear

Hint

• Higher-level demand task required deep knowledge about facts and concepts.

Hence, we can conclude that the above question asked to students of Class IV refers to lower-level demand task as it requires procedural skills only.

Error analysis is a method commonly used to identify the cause of student errors when they make consistent mistakes. It is a process of reviewing a student’s work and then looking for patterns of misunderstanding. Errors in mathematics can be factual, procedural, or conceptual, and may occur for a number of reasons. 

Key Points

The most probable reason for writing 0.50 is larger than 0.5 is a misconception regarding the significance of zero in ordering decimals.

• They would not have a clear concept about dealing with zero right to the decimal.
• The only time you would want to keep zeros is when dealing with money. Monetary amounts require two place values after the decimal to indicate cents to the Hundredth place.
• Writing .5 cents is not appropriate; it should be ₨0.50.
• The concrete experience of representation of decimal numbers on a number line is required for abstract problems.
• Such misconceptions can be cleared by several examples.

Hence, we can conclude that students often make a mistake in comparing decimal numbers. For example, 0.50 is larger than 0.5. The most probable reason for this error is a misconception regarding the significance of zero in ordering decimals.

A teacher prompts the students to prepare Mathematical journal with the theme "Application of Mathematics in Daily life". This activity helps the students to connect Mathematical concepts and its applications and to share their knowledge and ideas. This means that teacher wants to establish a relationship between the daily life of student and mathematics. Here are some use of mathematics in daily life-

• In purchasing things (application of addition, subtraction, product and division)
• In playing games
• In measurement, music and art
• Mathematics not only helps in day-to-day situations but also develops logical reasoning, abstract thinking and imagination.

Van-Hiele geometrical thought describes the different levels of learning geometry based on understanding. In the visual level, the child classified the shapes according to their appearance (Child classified the polygons based on the number of sides).

Key Points

Van Hiele level of Geometry is a method involving 5 steps in which the first step is called the 0 levels.

Five levels of thinking are as follow:

• Visualization Level: Describe and sort out shapes based on appearance.
• Descriptive/Analytic Level/ Analysis: Students start analyzing, classifying, and naming the properties of geometrical figures.
• Abstract/Relational Level/ Informal Deduction: Perceive the relationship between properties and figures and create meaningful definitions.
• Formal Deduction Level/: At this level students can provide deductive geometrical proofs and can differentiate between necessary and sufficient conditions.
• Mathematical Rigor Level: This is the final step where geometry is understood as a mathematician.

Hence, it could be concluded that this child is at the Analysis Level of Van-Hiele Geometrical thought.

Some children understand the fundamentals of numbers and mathematics, while others struggle with basic counting, number recognition, understanding of symbols, quantity discrimination, and concepts of addition and subtraction. Students need to establish and understand these competencies before moving on to more complex mathematical tasks. 

Key Points

A child displays difficulty in differentiating between numbers, operations and symbols, two clock hands, different coins etc. This implies that the species barrier affecting his learning is poor visual processing ability i.e, visual discrimination, spatial organization and visual coordination.

• Visual discrimination - It is an ability by which student observe likeness and differences in similar objects (based on colour, print, shapes etc). Difficulty in differentiating between numbers (6 & 9), operations (- & ÷) and symbols (< & >) are some examples.
• Visual Coordination- It is an ability to control eye-handed movement with the help of vision.
• Spatial Organization- It is one of the basic themes in geography. It works on to recognize and organize objects in space or 3D space.

Hence, we can conclude that the child displays poor visual processing ability i.e, visual discrimination, spatial organization, and visual coordination.

Mathematics is the study of patterns, numbers, geometrical objects, data, and information. It deals with data analysis, integration of various fields of knowledge, deductive and inductive reasoning, and generalizations.

Key Points

NCF 2005 emphasizes on Constructivist Approach of learning as it focuses on the active participation of learners through engaging activities.

Some recommendations or the NCF are:

• Children see mathematics as something to talk about, to communicate through, to discuss among themselves, to work together on.
• Children pose and solve meaningful problems.
• Children learn to enjoy mathematics rather than fear it.
• Children learn important mathematics—Mathematics is more than formula and mechanical procedures.

Hint

• Memorizing of definition and formulae, submission of regular working, and effective lecture and instruction by the teacher are not constructive methods of learning as they can only help in the completing syllabus.

Hence, we can conclude that NCF 2005 emphasizes on Constructivist Approach of learning as it focuses on the active participation of learners through engaging activities.

The way of representing 15 or any other number in the above manner can be used to teach the concept of representation of a number as a product of two numbers, commutative property of multiplication, multiplication identity, identification of prime and composite numbers.

As a product of two number-

Commutative property of multiplication: 3 × 5 = 5 × 3

Multiplication identity:-

As  15 × ? = 15;

= 15 × y = 15;

= y = 1;   here y is a multiplicative identity of 15 i.e, 1

Identification of prime and composite number-

Prime number: -  A number which has only 2 factors( 1 and the number itself) For eg: 2, 3, 5, 7, 11 …etc

3 and 5 are prime number;

Composite number-  A number which has more than 2 factors(excluding 1) For eg: 4, 6, 8, 9…etc. Any number which is not prime (except 1) is composite.

product of any two prime number, 15 = 3 × 5.

The teaching-learning activities of a classroom mainly depend on the actions taken by the teacher. The teacher conducts various activities in a teaching-learning process to facilitate the students' learning experiences.

• The teacher needs to check the performance or the level of learning of students so that the learning can be facilitated in better ways.
• To monitor the learning of students, the teacher keeps evaluating the performance of learners by asking them questions about the learned concepts.

Key Points

Open-ended question -

• Open-ended questions are those which can not be answered only by ‘yes’ or ‘no’
• It requires a full answer and began with ‘why’, ‘how’ etc.
• It required a full answer with deep subject knowledge (maybe more than one answer).
• Give complete mental development

On writing any four number greater than 2.7, children use his previous knowledge about the number system, decimal and relations (greater than or less than), and give more than one answer. Students may give different answers.

Note-

Writing the numbers 25, 71, 19, 9, 8, 17, 85 in ascending order practices only procedural skill.

Hence, we can conclude that write any four number greater than 2.7 is an open-ended question.

Teaching aid is an important component of the teaching-learning process which helps the teacher to make the teaching of a specific lesson/unit interesting. The use of teaching aids in the teaching process makes the teaching-learning process more stimulating, more reinforcing, and more effective.

Important Points

Geo-Board- It is a board like structure with several nails on it which are half inside, on which students can make several 2D figures with geo-band like a triangle, rectangle, polygon etc.

• It is a rectangular plyboard of a certain size that has iron nails fixed on its surface in proper rows.
• The iron nails must be at a distance of 1 cm (preferably) to each other.
• By using various rubber bands of different sizes, different types of geometrical shapes can be formed on it such as line segments, triangles, quadrilaterals, rectangles, squares, etc.
• It is very helpful in learning the concept of the area and perimeter of different geometrical shapes.
• For example, Students can use Geoboards to form a rectangular/square shape by using rubber bands. It will be in Geo-Board units. If Geo-Board nails are at a distance of 1 cm each, then the perimeter will be in cm and the area in sq. cm.

Hint

• Nets of 3d solids - In this, we create and convert 2D figure into 3D figure.
• Cubes are 3-dimensional figures with length, breadth, height, surfaces and edges.
• Black-board surfaces are not appropriate for class II students, in this age children learn through activity.

Hence, we can conclude that the most appropriate tool to expose the students of class II to plane figures, their vertices, and edges is geo-board.

Problem-solving is a process of overcoming difficulties that appear to interfere with the attainment of a goal. 

• It is a mental process and is part of the larger problem process that includes problem finding and problem shaping.
• Problem-solving is a higher-order cognitive process that requires the modulation and control of more routine or fundamental skills.
• Problem Solving is the framework or pattern within which creative thinking and reasoning take place. It is a basic skill needed by today's learners.

Important Points

Given question is asked to enhance problem-solving skills using learnt concepts . As –

• Students identify 2D shapes from the immediate environment
• Easily make cube, cylinder and cone using nets designed for this purpose.
• relates different commonly used larger and smaller units of length, weight and volume and converts larger units to smaller units and vice-versa.
• applies the four fundamental arithmetic operations in solving problems involving money, length, mass, capacity etc.

This question will make students able to solve the problem by using their previous knowledge of different concepts. Also, this will help students think divergently.

Hence, we can conclude that the teacher wants to enhance problem-solving skills using learnt concepts by asking the above question.

Benjamin Bloom's Taxonomy is a set of three hierarchical models that refers to the classification of educational learning objectives. In the taxonomy, Bloom identified three domains of learning which includes cognitive, affective and psychomotor.

Key Points

One of the domains from the cognitive domain is the analysis which is explained below:

We can answer this question by analyzing the problem given above. In this part of bloom’s cognitive domain, students break the concepts into parts and relate to each other. From the above question, students analyse the concept of multiplication and divide, but also distinguish each other and solve this problem by divide operation.

Attributes of Bloom’s cognitive domains are-

• Remembering
• Understanding
• Applying
• Analyzing
• Evaluating
• Creating

Hence, we can conclude that the above question is assessing the analysis competence of Bloom’s cognitive domain.

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.

Key Points

Rashid can classify the various type of triangles in different categories but has difficulty in understanding the abstract proof for the sum of three angles in a triangle to be always 180. According to Piaget Cognitive Theory Rashid is at Concrete operational stage (7-11 years), because in this stage child began to develop fundamental logics an ability to sort and classify the objects.

• Sensorimotor stage (0-2 years) )- In this stage, the child began to develop his senses such as hearing and seeing and learns hand and eye coordination.
• Pre-operational stage (2-7 years)- In this stage child began to classify the things in certain classes with similar objects with a lot of error in their concepts. But they do not understand concrete logic in this stage.
• Concrete operational stage (7-11 years)- in this stage child began to develop fundamental logics an ability to sort and classify the objects.
• Formal operational stage (Above 11 years)- In this stage children began thinking systematically. In this stage, Rashid can easily understand the abstract proof for the sum of three angles in a triangle to be always 180.

Hence, we can conclude that Rashid is lying at the stage of concrete operational.

According to NCF 2005, the main goal of mathematics education is the development of children's ability in mathematization. It means that children should learn to think about any situation using the language of mathematics. They can use the tools and techniques of mathematics in real life.

Clarity of thought and pursuing assumptions to a logical conclusion is central to the mathematical enterprise. While there are many ways of thinking, the kind of thinking one learns is the ability to handle abstractions and an approach to problem-solving.

Key points:

• Performing other activities like finding the square root and cube root are examples of procedural knowledge.
• To formulate the Theorems of Geometry and their proofs independently and translate word problems into linear equations can improve reasoning ability in a child.

The highlights of a good textbook are-

• They contain numerous exercises to give rigorous practice.
• All concepts can be introduced through situations.
• It should relate classroom learning to the real-life needs and physical and social environment of the learners.
• It should contain solved examples along with a good number of practice questions.
• It should contain sufficient provisions for revision, practice and review.

Note about options-

• Only solved examples can not improve reasoning ability of the child.
• Books should not be thick and heavy. Reducing the weight of bags is one of the most important recommendations of child-centred education.

National Curriculum Framework (NCF), 2005 provides a guideline with which teachers and schools can choose and plan experiences that they think children should have. It seeks to reform the curriculum and to bring learning experiences in and outside the classroom.

Key Points

It should be noted that:

• NCF 2005 emphasizes that succeeding in mathematics should be mandatory for every child.
• The main goal of mathematics education at the primary level is the ‘mathematization’ of a child’s thinking.
• Engaging every learner with a sense of success, while at the same time offering conceptual challenges to the emerging mathematician.
• Changing modes of assessment to examine the abilities of students rather than procedural knowledge.
• Enriching teachers with a variety of mathematical resources.

Hence, we conclude that National Curriculum Framework (NCF), 2005 emphasizes that succeeding in Mathematics should be mandatory for every child.

Explanation:

About Ronald Ross:

• Ronald Ross proved that mosquitoes spread malaria.
• Ronald Ross was an English Scientist born on May 13, 1857.
• He established the fact that the malaria parasite is present in the gastrointestinal tract of mosquitoes in 1897.
• He received the Nobel Prize in Physiology/Medicine in 1902.

Thus, the correct answer is Ronald Ross.

Option 4 is the correct answer: Rajat might be suffering from Malaria.

Malaria:

• Malaria is caused by protozoa called Plasmodium.
• Plasmodium Vivax, Plasmodium malariae, Plasmodium Falciparum and Plasmodium Ovale are the plasmodium species causing Malaria.
• Symptoms: Temperature falls and rises at fixed time intervals, chills, sweating, headache and nausea.
• Carrier: Female Anopheles mosquito.
• Quinine is primarily used for the treatment of Malaria and it has a bitter taste.

Typhoid:

• It is a bacterial disease caused by Salmonella Typhi.
• Typhoid spreads through contaminated food and water.
• Fever, fatigue, diarrhoea and gastrointestinal discomfort are the major symptoms.

Diarrhoea:

• It can be caused by a range of viruses and bacteria.
• Diarrhoea causes intestinal infections and food poisoning.

Cholera:

• It is a bacterial disease caused by vibrio cholera.
• Cholera spreads through contaminated food and water.

Option 3 is the correct answer: Al Biruni was a traveler from Uzbekistan who wrote a book that is helpful to know the past of our country.

• Al Biruni belongs to Khwarizm- A city located on the banks of Amu Darya (Oxus River), presently in Uzbekistan.
• He traveled around the world to study and explore the world.
• He wrote a book 'Kitab-al-Hind' that contains an account of the Indian subcontinent from 1017-1030 AD.
• He also wrote Al-Qanun-al-Maqsudi, Athar-al-Bagiya, Tarikh-ul-Hind and Kitab-al-Jamikar.
• Contributions to the field of knowledge made by him:
• He calculated the maximum and the minimum distance between the moon and the Earth.
• He said that the tide formation depends on the phases of the moon.

Explanation:

• Some animals are active during the day while others are active at night.
• Those that are active at night are known as nocturnal animals.
• Examples of nocturnal animals: Bats, Desert Rats, Desert snakes, Owls etc
• Animals who live in the desert are usually nocturnal to avoid the intense heat during the day.
• Those animals that are awake at night can see things only in black and white colours.
• Their eyes are modified to enhance vision during the night such as they have very large pupils eg, owls.

Two things contribute to the night vision of animals:

• Broad pupils: The animals that can see at night have broad pupils so that they can gather as much light as they can.
• Rod cells: Animals have around 25 Rod cells (photosensitive cells) for every one cone cell (colour detectors).
• That is why animals can see even in low light but cannot see the variety of colours.
• The layer of Tapetum Lucidum tissues increases the light being absorbed by the eyes.
• This layer also makes the eyes of animals glow at night.

∴ Thus, the animals that awake at night can see objects only in black and white.

Explanation:

About Elephant and its herd:

• The elephant is the largest existing mammal on the Earth
• The herd follows matriarchy, i.e. the oldest female elephant becomes the head of the herd.
• There are 10 to 12 female elephants and young ones in a herd.
• It mainly consists of females and baby elephants.
• There is no male elephant in the herd, they leave when they turn 14 or 15.
• The herd sometimes is joined by the (bull) elephants depending on the climate and terrain.
• An adult elephant can eat up to 100kgs (1 quintal) of leaves and twigs in one day.
• A three-month-old elephant weighs about 200 kgs (2 quintals).
• Elephants do not rest much and sleep for only 2-3 hours per day.
• Elephants are usually found in tropical habitats.
• Elephants love to play with mud and water. The mud keeps their skin cool.
• Their big ears also work like fans. The elephants flap these to keep themselves cool.
• Family is what forms the basis of the formation of elephants but it can consist of more than one family.

Thus, 

A. An elephant herd has mainly females and baby elephants up to 14-15 years old: Correct

B. An elephant herd comprises members of a particular family: Incorrect

C. The oldest female is the leader of the herd: Correct

D. An elephant herd may accommodate any number of female elephants and young ones: Incorrect

Concept:

• The flower is the reproductive unit of a plant.  It is meant for sexual reproduction.
• The flower may contain essential and non-essential whorls.
• A complete flower made of two different parts:
• Vegetative Part - This part of the flower consists of the following. Example: Petals and Sepals
• Reproductive Part - This part of the flower consists of the following. Example: Stamen and Pistil

Explanation:

Pollen: 

• The male gametophytes of the seed plants are called pollens.
• The minute grains of the pollens are called Pollen grains.
• Pollen grains are present in the microsporangia on Anthers.

Thus, inside the petals, in the middle of a flower, we find a thin powdery structure, called pollen.

• Radicle: It is a part of the plant embryo which develops into a root. It is also known as the Embryonic root.
• Stigma: The top of the female part of the flower the pistil where the pollen grains germinate.
• Anther: Produce male sex cells (pollen grains).

Other parts of a flower and their functions:

• Sepals: Protect the unopened flower.
• Petals: Maybe brightly coloured to attract insects.
• Stamens: The male parts of the flower (each consists of an anther held up on a filament).
• Carpel: Female reproductive part of the flower which consists of ovules (inside which the egg cells ultimately form), ovary, style, and stigma.
• Ovary: Produces the female sex cells (contained in the ovules).
• Nectary: Produce a sugary solution called nectar, which attracts insect.

Concept:

• Gujrat lies in the western part of India.
• It is surrounded by Pakistan in the northwest.
• In the south, it is surrounded by the Arabian Sea.
• It is landlocked by the three Indian states of Rajasthan, Madhya Pradesh and Maharashtra.

​Explanation:

Thus, Dhokla with chutney and lemon rice is a famous dish of Gujarat state hence it is most likely to be served there.

Explanation:

• The birds move their neck very often because their eyes are fixed.
• The birds' eyes are fixed on the two sides of their head, due to which they can see in one side with one eye.
• Therefore unlike humans who use both eyes to see an object, the binocular vision of birds is low.
• To cope up with this thing the birds move their neck so that they can get two images of the object from two different distances.
• Then their brain uses these two images to measure the depth/distance.

​Thus, birds move their neck very often because their eyes are fixed.

Concept:

• Proper food and diet are necessary for fast recovery from any diseases.
• A doctor advises different types of food during different diseases.

Explanation:

• Anaemia means having less ‘haemoglobin’ or iron in the blood.
• Iron is the chelating metal ion in Haemoglobin, therefore amounts of iron regulate the haemoglobin formation in our body.
• People should eat jaggery, amla and green leafy vegetables because these have iron.
• Amla: It is a citrus fruit rich in vitamin C. Vitamin C helps to absorb iron from food and helps in haemoglobin formation.
• Jaggery: Jaggery is itself rich in iron and hence assists in increasing the haemoglobin content in the blood.
• Green leafy vegetables are also a source of iron.
• Beans, Meat and poultry products, Seafood, Liver and Nuts and seeds are also recommended to patients with low haemoglobin amounts.

Thus, Amla, green leafy vegetables and jaggery are recommended to the patients with low haemoglobin in their blood.

National Curriculum Framework (NCF) 2005 is one of the four NCF published in India by NCERT. It seeks to provide a framework for the betterment of educational purposes and experiences.

• NCF is driven with the vision to address issues such as equality of opportunities, quality experiences, educational purposes, etc.
• NCF strongly recommends that the teaching of EVS at the primary stage should primarily aim at linking classroom learning to life outside the school.
• It helps learners to connect their conceptual understanding with their own experiences.

The Other Aims of Teaching EVS Recommended by NCF:

• Making children sensitized for their environment.
• Developing awareness about environmental issues.
• Providing an opportunity to interact with the community.
• Helping children to explore and connect to their surroundings.
• Nurturing the curiosity of the child concerning the natural environment.

Hence, it becomes clear that 2005 strongly recommends that the teaching of EVS at the primary stage should primarily aim at linking classroom learning to life outside the school.

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

EVS at the primary stage is visualized as an integrated subject. It is beyond a single subject approach.

The Requirements of the EVS Curriculum at Primary Stage Aims at the Following Goals:

• It should suit the cognitive level of learners.
• It should help children to explore their surroundings.
• It should provide learning opportunities in a real setting.
• It should inculcate in learners a concern for the environment.
• It should provide children's concrete learning experiences.
• It should engage learners in acquiring methods to generate knowledge.

Note: EVS is a subject that primarily focuses on making children sensitize to their environment and rather making them able to enter the professional work field.

Hence, it becomes clear that EVS is not consistent with equipping learners with knowledge and skills to enter the world of work.

EVS is a subject that is concerned with making children sensitize to their environment by developing awareness about environmental issues.

Key Points

Higher priority and space has been given in NCERT textbooks on EVS to provide opportunities to learners for contemplation and wondering as it will:

• help children to pursue imaginative activities and questions.
• encourage children to reflect on their learning and thinking.
• discourage rote learning and address the problem of curricular burden.

Additional Information

• National Council of Educational Research and Training (NCERT): It refers to the functions of conducting educational research that assists the government to improve the qualitative standards of school education.
• Note: Remaining options are not relevant in the context as a textbook is not the only source of knowledge, but should support children to construct knowledge through active participation.

Hence, we can conclude that Higher priority and space has been given in NCERT textbooks on EVS to provide opportunities to learners for contemplation and wonder.

EVS class helps children to develop desirable attitudes, values, and behaviour pattern necessary for an environment-friendly lifestyle.

An EVS textbook is a tool to be used in the teaching-learning of EVS to facilitate effective learning. It supports children to construct knowledge through active participation.

• Poems and stories are effective tools of the teaching-learning process.
• They are also used as a method of teaching to broaden learner's reading choices.

Key Points

Objectives of Including Poems and Stories in EVS Textbooks:

• To promote imaginative and creative ability in the learners.
• To make learners aware of ethics, norms and values of society.
• To develop interest and providing fun and enjoyment to learners.
• To provide fun and enjoyment for learners.
• To increase learner's vocabulary, listening, and critical thinking skills.
• To develop learner's fullest potential, both educationally and morally.

Hence, it becomes clear that change in routine and monotonous content is not an objective of including poems and stories in EVS textbooks.

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

According to NCF 2005, EVS education should be true to the child, true to life and true to science.

Let's understand it briefly:

• True to the child: It implies the idea that EVS education should be comprehensible and understandable to all child and should be able to involve the child in meaningful and productive learning.
• True to life: It implies the idea that EVS education should be relatable to the children's immediate environment and should prepare them for their world of work and maintenance of the environment.
• True to science: It implies the idea that EVS education should be done by dealing with every considerable aspect of the environment and should engage the child in acquiring environmental knowledge.

Characteristics of EVS curriculum which meets the above - mentioned requirements:

• It promotes the value of freedom from fear and prejudice.
• It requires learners to view the subject as a social enterprise.
• It emphasizes more on the process of teaching and learning.
• It helps children to explore their surroundings and to get connected.
• It provides children opportunities to express, experiment, and ask questions.
• It contains real-life incidents and everyday challenges to make learning enliven.

Note: The statement mentioned in option number (4) is not relevant in the context as there is no place for terms and definition in EVS curriculum and it discourages bookish and rote learning.

From the above-mentioned phenomenon, it could be interpreted that showing a video film on animal and their usefulness will be the best teaching strategies to be selected to introduce the topic.

Advantages of a video film is an audio-visual aid

• maximizes learning with the help of the auditory and visual system.
• presents the lesson effectively for heightening learner's intellectual abilities.
• activates the sense of both hearing and vision to enrich learner's knowledge.
• introduces such complex concepts which can't be introduced by other teaching aids.
• includes an LCD Projector, TV, computer, video, film projector, virtual classroom, etc in it.

Note: Remaining options are not relevant in the context as they will only activate the sense of vision that's why couldn't facilitate effective and meaningful learning.

An EVS textbook is a tool to be used in the teaching-learning of EVS to facilitate effective learning. It supports children to construct knowledge through active participation.

No Right, No Wrong: Since teaching-learning of and for ‘Environment’ are contextual. Hence, no single viewpoint or opinion may remain valid in all situations

From the above-mentioned statement, it could be interpreted that this shift has been done:

• to cater to learners according to their learning needs.
• to help the teacher to know how children are learning.
• to provide children with an opportunity to express their ideas.
• to better understand children's abilities and to encourage them accordingly.

Hence, in the above situation, the shift has been done because it helps the teacher to know how children are learning.

Here the activity "Asking students to collect related information from all possible sources." is appropriate in the context as it includes the essential elements of active learning.

By arranging this activity the teacher can facilitate active learning by involving learners in intellectual tasks such as:

• discovering, exploring and inspecting.
• data handling and questionnaire construction.
• collecting accurate information and concluding.

Note: Remaining options are not fulfilling the criteria of the above-mentioned essential elements of active learning that's why not suitable in the context.

Taking students to a field trip is not the relevant activity in the context as field trips are organised to observe and experience such a phenomenon which couldn't be observed within the four walls of the classroom.

This topic doesn't require a field trip because no such specific observation has to be recorded which couldn't be possible in the school premises only. Remaining activities are enough for teaching the topic effectively.

Note:

• Probing questions: It refers to questions which require more detailed or additional information/answers.
• Multimedia capsule: It is a teaching aid which is used in a digital classroom to share information in computerized form.

An EVS textbook is a tool to be used in the teaching-learning of EVS to facilitate effective learning. It supports children to construct knowledge through active participation.

Inclusion of the 'Do this and find out' section in EVS Textbooks Aims at:

• giving a concrete sense of learning to learners.
• involving learner actively in meaningful activities.
• providing direct hands-on experiences to learners.
• By involving in hands-on activities a child gains experience which makes learning meaningful.
• Oral testing, home assignment, and practice are also useful in learning but less than hands-on experiences.
• nurturing learner's curiosity through self-directed activity.

Note: Remaining options are not relevant in the context as the above-mentioned section primarily focuses on making learners work on their own pace through meaningful activities rather than improving examination performance or keeping students engaged.

Hence, it becomes clear that the section on 'Do this and find out' included in different topics in EVS textbooks aim at providing direct hands-on experiences.

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

• Assignment refers to a piece of work allocated to students as part of the course of study.
• It significantly enhances the learning capabilities of students.
• A good assignment in EVS should primarily aim at providing extended learning opportunities because learning opportunities make learners independent and constructivist in learning.

The Other Aims of an EVS Assignment:

• Locating and comprehending relationships between the natural, social, and cultural environment.
• Studying inter-relationship between the human and natural systems.
• Drawing attention to different people, cultures, and communities.
• Developing understanding, critical thinking, and problem-solving skills.
• Addressing environmental issues and making plans to bring improvements.

Hence, it becomes clear that good assignments in EVS should primarily aim to revise the lesson for effective learning.

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.

Important Points

In the above scenario, the major objective of organising a field trip to a zoo should be providing an active learning experience to learners so that they can make the best of their educational experiences.

Key Points

The other objectives of organising field trip:

• Strengthening experiential and contextual learning.
• Exposing learners to different places and natural setting.
• Involving learners in both group and self-directed activities.
• Linking classroom learning to life outside school or with real-world.

Hence, we can conclude that as an EVS teacher, the major objective of organizing a field trip to a zoo should be to provide an active learning experience to students.

EVS class helps children to develop desirable attitudes, values, and behaviour pattern necessary for an environment-friendly lifestyle.

• EVS is a multidimensional subject that covers important principles from various academic fields.
• It is a broad field that studies the basic principles of environmental education as well as associated subjects such as social sciences, sciences, etc.

Objectives of the Study of EVS Concerning Social Sciences:

• Enabling children to respect differences in cultural practices.
• Enabling children to question existing ideas and practices.
• Enabling children to grow up as a responsible member of society.
• Enabling children to study human behaviour and diverse languages.
• Enabling children to address social issues and becoming socially acceptable.

Note: Enabling children to learn the correct definition of key terms is not relevant as it won't facilitate effective and innovative ways of learning.

Hence, from the above-mentioned points, it becomes clear that Enabling children to learn the correct definition of key terms is not an objective.

Environmental studies, therefore, means education about the environment through the environment and for the environment. 

Education in environmental and social issues in over schools would help to create an educator citizenry capable of making the decisions that future society will face.

Key Points

From the above-mentioned phenomenon, it could be interpreted that asking the students to undertake group projects to collect and analyse related information will be more effective to achieve this objective as it will promote:

• voluntary participation of students by working in a group.
• personal experiences of students as the basis of knowledge.
• active learning by association and mutual co-operation of a group of peers.
• transmission of practical knowledge to the students for quality experiences.
• learner's interaction with the sufferers to make learners sensitise towards them.

Note: Remaining activities like organizing lectures, making charts, and writing slogans will not be effective in the context because they will not give the learners the concrete experience of learning.

Hence, we can conclude that asking the students to undertake group projects to collect and analyze related information is correct regarding learning experiences.

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: Formative assessment primarily focuses on finding and diagnosing learner's individual needs rather than grading and ranking them.

Hence, it becomes clear that formative assessment in EVS at the primary stage does not include grading and ranking of students.

Concept:

• The disappearance of forest or deforestation refers to the action of transforming wide areas of trees into cleared land.
• Natural causes such as fires, floods and human activities such as mining, dam construction are the causes of deforestation.

Explanation:

Digging of mines:

• It refers to the digging of the earth to extract minerals having commercial importance in the market.
• Many minerals are found in forests or tropics hence it leads to deforestation.

Construction of dams:

• It refers to constructing barriers to restrict the natural flow of water to convert its mechanical energy into stored potential energy.
• Dam projects generally require a huge area of forest land hence it leads to deforestation.

​

• The remaining activities are not responsible for the disappearance of forests as they don't require the removal of trees from the land, these activities are done without damaging the natural environment.

Thus,

A. Digging of mines:  responsible for the disappearance of forests.

B. Constructing dams: responsible for the disappearance of forests.

C. Collection of leaves and herbs to sell them in the market: not responsible for the disappearance of forests.

D. Weaving baskets from bamboo: not responsible for the disappearance of forests.

E. Making leaf plates out of fallen leaves: not responsible for the disappearance of forests.

Concept:

• Various types of materials are available to humans.
• Different materials have different properties.
• On the basis of their properties materials are used for different purposes.

Explanation:

About Bronze:

• Bronze is not an element, it is an Alloy.
• This alloy is made up of Copper (88%) and Tin (12%), obtained by melting and mixing the two metals.
• The alloy obtained is harder than the metal copper.
• It is reddish-brown in colour.
• It is not a  good conductor of electricity.
• Bronze is used in canons instead of iron because of its lighter weight and strength.
• Malleable and ductile nature of bronze makes it a suitable alloy to be used for making statues.
• It is also used in making musical instruments, ball bearings and bushings.
• Tribal people have been using bronze to make many things for thousands of years.
• Bronze is the first alloy to be used in the history of mankind.
• Indus valley civilisation is a Bronze Age civilisation.
• Bronze is heavier than aluminium.

Thus,

A. Bronze is an element like iron, silver and gold: Incorrect

B. Bronze is made on melting copper and tin: Correct

C. Bronze is very strong and is used in making cannons and statues: Correct

D. The utensils made of Bronze are lighter and stronger than aluminium: Incorrect

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:

• Gujarat is the westernmost state of India and Madhya Pradesh lies in the East of Gujarat.
• Andhra Pradesh is located to the south of Madhya Pradesh.
• Therefore while going from Gandhidham to Bhopal he will travel towards the East direction and then will move in the Southern direction towards Hyderabad.
• Gandhidham is a city in the Kutch region of Gujarat and should not be confused with Gandhinagar- the capital of Gujarat.
• Bhopal is the capital of Madhya Pradesh and Hyderabad is the capital of Andhra Pradesh and Telangana.
• Hyderabad is now a part of Telangana (after the partition of Andhra Pradesh).

Thus, the person has to first travel towards the East and then towards the South.

Concept:

Distance**:**

• The measurement of how much any object moved is called distance.
• It is a scalar quantity.

Displacement:

• The minimum distance between two points is called the displacement of the object.
• It is a vector quantity.

Explanation:

Given - 1 cm = 110 metres is the conversion scale

Therefore, 15 cm will be

$\Rightarrow 15 cm=15 \times 110 ,m = 1650 ,m$

As we know, 

$\Rightarrow 1 ,meter ={1 \over 1000 }km$

$\Rightarrow 1650 ,meters={1650 \over 1000}km=1.65km$

• The magnitude of displacement is equal to the minimum possible distance between two positions. So distance ≥ Displacement.
• For a moving particle, distance can never be negative or zero while displacement can be (Zero displacement means that body after motion has come back to initial position). i.e., Distance > 0 but Displacement > = or < 0.
• For motion between two points displacement is single-valued while distance depends on the actual path and so can have many values.
• For a moving particle, distance can never decrease with time while displacement can.
• A decrease in displacement with time means the body is moving towards the initial position.

Thus, the actual distance between the two localities is 1.65 kilometres.

Mount Everest, the highest peak in the world, is located in Nepal. It stands at an elevation of 8,848.86 meters above sea level and forms part of the Himalayan mountain range. Situated in the northeastern region of Nepal, it lies on the border between Nepal and the Tibet Autonomous Region of China. Known locally as Sagarmatha in Nepal and Chomolungma in Tibet, Mount Everest attracts climbers and adventurers from across the globe. It is a symbol of natural grandeur and a significant part of Nepal's identity.

Concept:

• Mountaineering is a much demanding adventurous activity.
• It is sought after by people who are willing to undergo extensive physical training and have strong willpower.
• The climate at higher elevations is not the same as at sea level, and hence the mountaineers face the following difficulty:
• Lack of oxygen.
• Low atmospheric pressure.
• Very low freezing/sub-freezing temperatures.
• Very high chilly winds.
• Other than climatic factors, the topography adds another difficulty to the climbers as:
• At the high mountain, slopes are steep and walking becomes difficult.
• Snow on the mountain makes it slippery.
• Avalanches, landslides are common in the mountains.

Explanation:

Qualities of a group leader in mountaineering:

• The Leader must help others carry their bag.
• He should let the group go ahead and stay at last so that he can monitor the group activities
• Help those group members who cannot climb properly.
• The leader must find a suitable place for rest and arrange for the food.
• He also looks after the others and is liable to be punished for the mistakes made by other members.

Thus, 

A. Help others in carrying their bags: responsibility of a group leader

B. Let the group follow you and keep at the front: not a responsibility of a group leader

C. Ask those to stay back who cannot climb properly: not a responsibility of a group leader

D. Look after those who are not well and arrange food for the group: responsibility of a group leader

E. Find a good place to stop and rest: responsibility of a group leader

The correct answer is option 1 i.e. everyday happenings.

• It is mentioned that ''A poem can be compared to a photograph as it reflects real life, real situations and fillings, In a poem a poet captures the exact moment and represents it the way he/she has seen it.''
• Clearly, the themes of poems are usually about everyday happenings.

The correct answer is option 2 i.e. appeal to.

• It is mentioned that ''Usually poets in their works present facts in order to capture attention of many people.''
• Distract means interfere with the normal arrangement or functioning of.
• Appeal to means make a serious, urgent, or heartfelt request.
• Disturb means interfere with the normal arrangement or functioning of.
• Confuse means make (someone) bewildered or perplexed.
• The most appropriate word which is nearest the meaning is 'appeal to'.

The correct answer is option 3.

• Epoch means a particular period of time in history or a person's life.
• ​Eg- the Victorian epoch.

The correct answer is option 1.

• Subjective evaluation means based on or influenced by personal feelings, tastes, or opinions.
• Only option 1 gives an example of 'subjective evaluation' as it states the choice of people i.e. based on likes of people.

The correct answer is option 1.

• It is mentioned that ''Poets present their ideas in short phrases. ''
• Short phrases are sequences of two or more words.
• Clearly, the most appropriate answer is option 1.

The correct answer is religious and philosophical 

Key Points

• It is mentioned that ''Poets of Romantic Movement wrote their poems to share their feelings. They wrote to help people understand their time from the poet’s point of view. ''
• Since the poems were written to share feelings, the poetry at that time was mostly philosophical and religious.
• Thus, the correct option is 1 and therefore the answer.

The correct answer is Complexity

Key Points

Meanings of the given words are-

• General means affecting or concerning all or most people or things; widespread.
• Photograph means a picture made using a camera, in which an image is focused on to light-sensitive material and then made visible and permanent by chemical treatment, or stored digitally.
• Complexity means the state or quality of being intricate or complicated.
• Evaluation means the making of a judgment about the amount, number, or value of something; assessment.
• Clearly, 'complexity' is the correct word

The correct answer is secretly controlling thoughts.

Key Points

• It is mentioned that ''These are not new facts that are presented to an audience. Poems are always aimed at reaching feelings of people and, thus, pulling strings.''
• The phrase indicates that the poems reach the people's feelings and in this way they secretly control their thoughts.