CTET Paper 1 - July 2019 (English-Hindi-Sanskrit) (Previous Year Paper)

Right to Education Act,2009 ensures “Every child of age 6-14 years must be given free and compulsory education”.

• According to RTE 2009, the school should ensure the Inclusion of Students with disabilities/special needs as per the provision of the Act (which means inclusive education).
• According to the RTE Act, children with special needs should study in inclusive education setups with provisions to cater to their individual needs.
• Reservation of  25% seats for children belonging to economically weaker sections in private schools.
• Establishment of primary and upper primary schools within the distance of 1km and 3kms respectively from the child's house.

Key Points

Inclusive education:

• Inclusive education is a setting where disabled children are made to sit along with normal children in regular classrooms.
• Inclusive learning values diversity recognizes the needs of the individual student and its important role in building an ethical and diverse society. It develops a sense of belonging amongst all the students and helps in community building.
• Inclusive Education is concerned with the learning and participation of all students who are vulnerable to external pressures not only those with impairments but also ‘having special educational needs.
• Inclusion is all about embracing all.

Hint

• In an integrated education model, whenever possible, students with disabilities attend a mainstream school.
• Inclusive education implies ensuring that no child is left behind in education.
• While both integrated and inclusive education aims to bring students with disabilities into the mainstream classroom, one system (Integrated education) expects students to adapt to the pre-existing structure while the other (Inclusive education) ensures the existing education system will adapt to each student.

Hence, it could be concluded that the Right to Education Act, 2009 advocates Inclusive education.

Inclusion: It is the philosophy that all children have a right to get equal education in a regular school system.

Key Points

Some important features of Inclusive education:

• Inclusive education is a sitting where disabled children are made to sit along with normal children  (Mainstreaming) in regular classrooms.
• Inclusive learning values diversity recognizes the needs of the individual student and its important role in building an ethical and diverse society. It develops a sense of belonging amongst all the students and helps in community building (Cultural education).
• Inclusive Education is concerned with the learning and participation of all students vulnerable to exclusionary pressures not only those with impairments or those who are categorized as having special educational needs. Inclusion is all about embracing all.

Hint

• Mainstreaming: The term ‘mainstreaming’ is used when students start participating in the regular classroom, for at least some time during the school hours. Thus, the child could be mainstreamed for all or part of the day and for all or only a few subjects. Often the terms ‘integration’ and ‘mainstreaming’ are used interchangeably.
• Cultural education: Education that learns to reflect upon different cultures.
• Special education: Education that is provided to students who have special educational needs due to learning difficulties, physical disabilities, or behavioral problems.

Therefore, it could be concluded that Inclusion can be the best option as the philosophy that all children have a right to get equal education in a regular school system.

It should be the quality of a teacher to respect all cultures, values, ethics, etc without any discrimination and teach the students the same.

• A teacher needs to understand individual differences based on Diversity of language, Culture, Community, and Religion, Gender, Family, Emotion, Physical differences, Attitude, Personality, Aptitude, Intelligence, and Acquisition of core skills.

Role of Teachers in Diverse Classroom:

• The teachers need a well-constructed educational plan.
• The teachers need to use multilingualism as a resource.
• The teachers need to use specific pedagogical strategies.
• The teachers need equity and equal opportunities for all.
• The teachers need to sensitization towards individual differences.

Key Points

• The teachers need to equip themselves with effective teaching-learning strategies to justify their roles in the diverse classroom to promote the students’ achievement and use effective instructions that help in real-life situations.
• The teachers never ceased their efforts in providing quality learning experiences to those diverse students including the average ones.
• Teacher place the children with special needs in an area with minimal extraneous distractions and where the teacher can readily ascertain whether the student is attentive.
• The teachers need to accommodate all children regardless of their physical, intellectual, social, emotional, linguistic, or other conditions.
• The teachers need to advocate providing education as per learners' age irrespective of their physical disabilities and mental disabilities.
• The teachers need to value the diversity, each child brings to the classroom and facilitates all with equal opportunities to learn and grow.

Therefore, It can be concluded that A teacher should communicate that she respects and values all cultures in the classroom.

Active participation is a way of working that supports an individual’s/student’s right to participate in the activities as independently as possible. Encouraging active learning helps students to achieve higher grades, based on their enhanced skills and understanding as they gain knowledge by experience. Hence they learn effectively. It promotes recall and deeper understanding of materials, as students are engaged with the content rather than simply memorizing and listening to it.

Key Points

The teacher's work is not limited to assessing and giving grades, or classroom teaching but the responsibility increases when RTE( Right To Education) Act 2009 says that the teacher's role increases with evaluating the child's weakness and strength then solve them with remedial and diagnostic teaching.

The child can learn effectively when he have to

• Learn without burden
• Develop a sense of self-reliance and dignity of the individual
• Develop a child-centered approach
• Inculcate the feeling of oneness, democracy, and unity
• Provided with a standard curriculum.
• Connecting knowledge to life outside the school.
• Ensuring that learning is shifted away from rote methods.
• Overall development of children rather than remain textbook-centric.
• Making examinations more flexible and integrated
• Opportunities to explore various elements and start making sense of studies in daily experiences, experiments, and hands-on activities.
• Textbooks function as an important resource for knowledge construction.

Additional Information

• **Memorizing/**Copying is not durable unless it is experienced.
• Also when learning is totally controlled by the teacher, students feel dependent and controlled and hence cant enjoy learning as a result learning effectiveness is reduced/decreased.

Therefore, Children learn effectively when they actively participate in different activities and tasks.

Questioning refers to the most effective strategy to arise curiosity and inquisitiveness too. Asking questions makes the classroom's ambiance more interactive.

In the class, questioning by students should be encouraged as it could enhance their cognitive competencies in the following ways:

• Questions inspire learners to look out for information that aligns with their pursuits and might consequently promote lifelong learning.
• Asking questions allows learners to link between various pieces of information which can assist them in structuring essays and debates.
• Questioning boosts their confidence-up, makes them able to put forth their views, and helps the children to make the best of their educational experiences.
• Asking questions and doubts in the class helps students developmentally and emotionally. Also asking questions increases creativity among children which makes the classroom more effective.

Hence, we can conclude that the children are always encouraged to ask questions in the class.

Meaningful learning is an active, constructive, and durable process. It implies understanding i.e a child must feel that the information is useful and not limit them to only memorizing it. It requires active learning techniques. It also implies linking new information to existing knowledge.

• Memorization and recall is a traditional process that sometimes helps students in gaining marks and grades but in the long run, not helpful as it is not durable.
• Learning is defined as a permanent change in knowledge, behaviours, skills, values, and behaviour that is gained through continuous practice or experience.
• Instruction and direction are the key principles for motivation in learning.
• Exploration and interaction help to gain experience and, hence learning occurs.

Following are the Objectives of CCE:

• To lay emphasis on thought processes and meaningful learning practices and to de-emphasize memorization.
• To the all-around development of students including cognitive, psychomotor, and affective domains.
• To emphasize continuity and regularity of assessment.
• To assess both scholastic and co-scholastic aspects of a child's growth.
• To make evaluation an integral part of learning through diagnostic and remedial teaching.

Additional Information

• Co-operative learning: It is a teaching strategy where students of mixed levels of ability are arranged into groups to meet specific learning and interpersonal goals. "Each member of the group collectively contributes to achieving active and meaningful learning".
• Continuous and Comprehensive Evaluation: commonly know as 'CCE' has been introduced as a school-based system of evaluation for meaning-making and construction of knowledge rather than memorization and rote learning by the CBSE in 2009 with the enactment of the Right to Education Act.

Therefore, Memorization and recall is not a key process through which meaningful learning process occurs.

Children are divided into different categories based on their interests,  behaviour, nature, I.Q level, understandings, grasping abilities, etc

Important Points

They are categorised as:

• Creative children: These categories of children have divergent thinking, are curious in nature, are exceptional from normal children, have I.Q ≥ 120  and is able to find solutions for different problems on their own.
• The gifted child: These types of children are usually introverted in nature, no-assertive, and independent in their judgement.
• Disabled child: Disabled children are again divided into different groups based on the types of disabilities. They can be learning, cognitive, developmental, intellectual, mental, physical, sensory or some combination of these.

Key Points

Learning disabled:

Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing, and/or math. They can also interfere with higher-level skills such as organization, time planning, abstract reasoning, long or short-term memory, and attention. It is important to realize that learning disabilities can affect an individual’s life beyond academics and can impact relationships with family, friends, and the workplace.

Learning disabled are again classified as:

• Special learning disorder:
• Auditory processing disorder
• Dyscalculia
• Dysgraphia
• Dyslexia
• Language processing disorder
• Non-verbal learning disorder
• Visual-motor disorder

ADHD (Attention-deficit Hyperactivity Disorder) {Other related disorders}

A disorder that includes difficulty staying focused and paying attention i.e. tendency to get distracted easily, difficulty controlling behavior, and hyperactivity. Although ADHD is not considered a learning disability, research indicates that from 30-50 percent of children with ADHD also have a specific learning disability and that the two conditions can interact to make learning extremely challenging.

Hence, it could be concluded that I – d, II – a , III – b, and IV – c represent the correct matching of children in column A with their primary characteristics in column B.

• Error: 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.
• Misconceptions: It takes place due to the mismatch in previously assimilated and the newly accommodated knowledge.

Children’s errors:

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

Hence, it could be concluded that children’s errors are a part of learning and give an insight into their thinking.

Additional Information

Reasons for errors and misconceptions:

• 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

The purpose of education is to make students aware of their surroundings to develop knowledge and skills about their environment. A good teacher helps his students to achieve the desired goals through various activities in the learning process.

Assessment: 

• It is used to determine the outcomes (what students have learned), process (the way they learned), and their approach to the learning before, during, or after the program or course.
• It is an important part of the teaching-learning process.
• It provides feedback on the performances of the students so that they can be improved further.
• It makes the teaching-learning process dynamic and self-developing.
• It helps the teacher to modify and improve the teaching-learning process.

Important Points

• The primary purpose of assessment is to improve students‘ learning and teachers‘ teaching as both respond to the information it provides. Assessment for learning is an ongoing process that arises out of the interaction between teaching and learning. What makes assessment for learning effective is how well the information is used.
• It also becomes important for a teacher to timely review, evaluate, and check the progress and achievements of the students to keep them on track and to remove their learning difficulties.

System improvement

• One of the primary purposes of assessment is the improvement of system as a whole including management, curriculum and academics.
• A teacher uses different kinds of techniques to check or evaluate the progress of the students such as tests, assessment, and evaluation.

Assessment and Evaluation

Hence, we can conclude that assessment should be a part of the teaching-learning process.

Learning theories are conceptual frameworks describing how information is absorbed, processed and retained during learning.

Important Points

It is mainly divided into 3 frames:

• Behaviourist: They look at learning as an aspect of conditioning and will advocate a system of rewards and targets in education.
• Cognitivist: They believe that the definition of learning as a change in behavior is too narrow and prefers to study the learner rather than their environment and in particular the complexities of human memory.
• Constructivist: They believe that a learner's ability to learn relies to a large extent on what he already knows and understands, and the acquisition of knowledge should be an individually tailored process of construction.

According to constructivism, by reflecting on our experiences we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

Key Points

Some of the important characteristics of learning are given below:

• Learning is growth
• Learning is purposeful
• Learning is adjustment
• Learning is experience
• Learning is intelligent
• Learning is both individual and social
• Learning is active
• Learning is the product of the environment
• Learning affects the conduct of the learner

Hence, We conclude that in a constructivist frame, learning is active and social in its character.

Motivation is the drive to achieve something in life that satisfies one’s needs. There are two primary types of motivation namely, intrinsic motivation and extrinsic motivation.

Important principles of motivation in learning are as follows:

• All learning must have a purpose.
• Students need skills and knowledge.
• Specific directions empower students.
• Students want to have fun while they learn/work.
• Curiosity
• A blend of praise and Encouragement
• A combination of intrinsic and extrinsic rewards.
• Involvement in collaborative activities preoperational

Let's Understand in Brief:

Therefore, When students believe that their teacher likes them, this is probably the most important principle of motivation and students are eager and motivated to learn.

According to RTE 2009 ( Right to Education Act), a teacher can take a number of steps to make a child an effective problem solver.

• Problem-solving is the act of defining a problem; determining the cause of the problem; identifying, prioritizing, and selecting alternatives for a solution; and implementing a solution. The problem-solving process.
• Problem solver children seek opportunities in the midst of chaos. Problem solvers tend to enjoy the challenges that problems can present, develop realistic solutions, can reproduce results, weigh all of their options,

Key Points

Some of the traits that can be developed in children to become effective problem solver are:

• By developing the trait of self-recognition in the children.
• By enabling students to accept demerits and remove them.
• By developing thoughts and rationality in them.
• By developing language skills in them.
• By making them try multiple times to find a solution.
• By encouraging them to be self-dependent.
• By rewarding them when they solve problems by own.
• By high levels of creativity and the ability to create original and imaginative ideas.
• By a heightened sense of awareness.
• By good skills in problem-solving.
• By curious and impulsive nature.
• By fast learners with good memories.
• By innovators and good problem solvers.
• By fluency of ideas.

Important Points

• Memorization does not play an important role in the development of a child for making him an effective problem-solver.
• Giving objective type tests, intelligence tests, and observing how the child interacts with peers in team tasks, are not effective ways to identify a creative child by the teacher.

Therefore, A teacher can encourage children to become effective problem solvers by encouraging children to make intuitive guesses and to look at multiple solutions to the problem.

Teaching Method- A teaching method comprises the principles and methods used by teachers to enable student learning. These strategies are determined partly on the subject matter to be taught and partly by the nature of the learner.

Key Points

The learner-centred method or student-centered method: In this method, learners/students are the centers of learning, their ideas and thought are highly appreciated. Here, the focus of instruction is on learner/student. In a learner-centered classroom, students choose what they will learn, how they will learn, and how they will assess their own learning.

Additional Information

There are many types of learning methods. Some of them are:

• Inductive Method- In this method, the learner observes and analze particular objects of similar and different nature and try to arrive at general truth.
• Deductive Method- In this method, the rule, principle or generalization is applied to a problem and inference is formulated that the problem falls under such rule, principle or generalization.
• Deductive method and inductive method are opposite to each other as deductive method follows the rule to example while inductive method follows examples to rule.
• The traditional method of learning: It is also termed teacher-centered learning which includes memorization, recitation, copying, etc. in this method teachers direct students to follow them thereby not developing their critical thinking skills.
• Inter-personal intelligence: It is the ability to understand and interact effectively with others which involves verbal and non-verbal communication, moods and temperament sensitivities and the ability to entertain others from multiple perspectives.

Hence, in learner-centered method, the learner chooses what they will learn, how they will learn, and how they will assess their own learning.

Cognition and Emotion interact to determine ongoing behaviors. Our cognition, i.e. our perceptions, memories, interpretations are essential ingredients of emotions. So the process of emotion starts with cognition. Therefore, we can say that there is a role of cognition in emotion. 

• Cognition:
• It is the activity of knowing the acquisition, organization, and use of knowledge.
• All our mental abilities - perceiving, remembering, and reasoning, are organized into a complex system, the overall functioning of which is termed as cognition.
• Emotion:
• It is defined as a strong mental or instinctive feeling such as love or fear involving many bodily processes, and mental states.
• An emotion combines cognition, bodily arousal, and behavior in a ready-made formula for responding in line with the way the situation has been interpreted.

Important Points

Effect of Cognition on Emotion- 

• Cognition helps us to understand the perceptions, abilities, and emotions of individuals and has many implications for the teaching-learning process.
• If pressures due to stress continue, one may suffer from mental overload. This suffering from a high level of stress can rapidly cause individuals to lose their ability to make a sound decision.
• The cognitive effects of stress are poor concentration and reduced short-term memory capacity.

Hence, it could be concluded that the principle 'Cognition and emotion are not separable' is correct in the context of the question.

Socialisation- When a child learns to behave in accordance with the social expectancy and social norms, it is called 'socialisation'. The basic objective of socialisation is adaptation and adjustment in the social environment. Socialisation is the process that gradually develops in a child.

Important Points

Primary socialization is the period early in a person's life during which they initially learn and build themselves through experiences and interactions around them. This process starts at home through the family, in which one learns what is or is not accepted in society, social norms, and cultural practices that eventually one is likely to take up.

Secondary socialization: It can provide vast amounts of knowledge and information about different cultures and societies. It is through these processes that children learn how to behave in public versus at home, and eventually learn how they should behave as people under different circumstances; this is known as secondary socialization.

Key Points

Agents of socialization are as follow:

• Primary Agents of Socialization- They are family members and relatives as they are the ones with whom children interact since birth. Family is the primary socializing agency.
• Secondary Agents of Socialization- These are a school, neighbourhood, media, government, peer group, laws of society etc.
• social agents.

Hence, from the above-mentioned points, it becomes clear that Family is the primary socializing agency.

Jean Piaget is known as the major exponent of intellectual development. His work is primarily concerned with describing and explaining, in a very systematic way, the growth and development of intellectual structure and knowledge.

Key Points

• Though the process of development is explained in terms of several concepts, principles, and mechanisms that Piaget identified, it is described in terms of an invariant sequence of the qualitatively different stages with each stage necessary for launching one on to the next stages.
• Piaget’s theory was born out of observations of children, especially as they were conducting play. When he was analyzing the results of the intelligence test, he noticed that young children provide qualitatively different answers to older children.
• These observations reinforced his idea that young children and older children have qualitative and quantitative differences in thinking.
• The qualitative character facilitates the analysis, specification, and expression of the actual structures underlying intellectual operations as opposed to the quantitative treatment of the behavioral outcome.
• He realized that the older children were able to answer more questions on the same test. Also, there were qualitative differences between the answers and the logic that the older children applied.
• That is, as compared to the younger children older children were able to apply logic which was more adult-like.

Hence, it could be concluded that the major proposition of Jean Piaget’s theory is that Children’s thinking is qualitatively different from adults.

Gender refers to the socially constructed differences between men and women. It refers to the masculine and feminine qualities, behaviour, roles, and responsibilities that society upholds. Gender can be changed / re-oriented.

• Gender is a social construct that impacts attitudes, roles, responsibilities, and behavior patterns of boys and girls, men, and women in all societies. Increasing attention has been given to the importance of achieving gender equality in education.  It rejected the underlying biological distinction word "sex” and the expression of "sexual inequality”, which appears as “an ideological shield for maintaining domination”. 
• A society comprises males and females. Gender biases, gender stereotypes are common ill practices in our society.
• According to West and Zimmerman,” Gender is not a personal trait but an emergent feature of social situations both as an outcome of and a rationale for, various social arrangements and as a means of legitimizing one of the most  fundamental divisions of society.”

Hence gender is considered as a social construct.

Gender-related terminologies:

Development refers to an increase in structure for better and enhanced functioning of organs. It is a product of the interaction of hereditary and environment.

• The major domains of development such as physical, cognitive, social and emotional are developed in an integrated and holistic process.

Important Points

Let's Understand in Brief:

Hence, it could be concluded that Physical, Cognitive, Social and Emotional domains identify the broad domains of development.

Intelligence: Intelligence can be defined as the ability to grasp information, understanding concept, and solving problems.

Key Points

General ability of Intelligence consists of the following specific abilities and capacities:

• Adaptability to a new environment or to changes in the current environment.
• Capacity for knowledge and the ability to acquire it.
• Capacity for reasoning and abstract thought.
• Ability to comprehend relationships.
• Ability to evaluate and judge.
• Capacity for original and productive thought.
• Ability to learn from and about the external environment and to interact effectively with it.

From the above points, we can conclude that intelligence is multi-dimensional involving several abilities not entirely measurable by intelligence tests**.**

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

In progressive-education children are seen as active explorers 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 progressive-education children are seen as active explorers.

Additional Information

'Progressive Education' Promotes:

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

Lev Vygotsky is best known for his sociocultural theory and language theory.

According to Lev Vygotsky learning is a social activity as he emphasized learning is an outcome social-interaction.

Key Points

In Vygotsky's theory of Socio-Cultural Development, he states that the skills children learn first are related to interactions with others and they then take that information and use it within themselves.

In his theory, Vygotsky mentioned three key areas :

• Zone of Proximal Development: It is the gap between the actual developmental level of a person as determined by independent problem solving, and the levels of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers. It also includes scaffolding.
• Private Speech: It takes place when children talk to themselves. Children spoke to themselves as a way of guiding themselves through action.
• Make-Believe Play: Children use make-believe play to test multiple skills and achieve important cultural activities. In this, children learn how to act in agreement with their internal ideas, not just the external ones. Eg: Children used to play and act as adults like teachers, doctors, shopkeepers, etc.

Hence, we can conclude that According to Lev Vygotsky, learning is a social activity.

The preoperational stage is a stage used in Jean Piaget's theory of cognitive development.

Cognitive Development Theory- Jean Piaget said that a child's power to reflect and discover the reality of life is not only depends on the child's maturity level nor on his or her experience but on the interaction of both.

Jean Piaget made a systematic study of cognitive development among children of different age groups and he categorized it into different developmental stages.

HintChildren gradually becomes capable of engaging in goal-directed activities by the end of the Sensory Motor stage. They are able to chase somebody, they are able to put take out their toys from a box and put them back.

Important Points

Stages of Cognitive Development-

These stages are:

• Sensorimotor: (birth to age 2)

In this stage, children achieve object permanence i.e knowing that an object appears even when it is hidden.

• Preoperational: (from age 2 to age 7)

In this stage, young children can think about things symbolically. Thinking is still egocentric, and the infant has difficulty taking the viewpoint of others**. Irreversibility of thought is seen during the preoperational stage.**

• Concrete operational: (from age 7 to age 11)

 Children can conserve numbers (age 6), mass (age 7), and weight (age 9). Conservation is the understanding that something stays the same in quantity even when its appearance changes.

• Formal operational: (age 11+ - adolescence and adulthood).

In this stage, children develop abilities to think about abstract concepts and test hypotheses.

Key Points

Jean Piaget’s stages of cognitive development can be summarised briefly by the following diagram:

Motivation is the drive to achieve something in life that satisfies one’s needs. Motivation is the process of arousing movement in the organism. It is the process of stimulating people to act to accomplish the goals.

Types of Motivation- There are two primary types of motivation namely, Internal motives and external motives.

1. Internal motives- These motives are also known as physiological motives. These motives are essential for the survival of the organism. Such motives can be triggered when there is an imbalance in the body. These motives are- hunger, thirst, sleep, sex etc.

2. External motives- These motives are also known as social motives. These motives are learnt or acquired in social groups as a result of interaction with the family and the society. These are achievement, power, affiliation motives etc. 

Key Points

• All children are naturally motivated to learn and are capable of learning.
• Children’s motivation to learn cannot be pre-determined by hereditary only as it depends upon a large number of factors.
• Motivation and learning capacity cannot be limited by socio-economic background.
• It is not necessary to punish or reward every time to motivate children. Motivation can be intrinsic too.

Additional Information

Important principles of motivation in learning are as follows:

• All learning must have a purpose.
• Students need skills and knowledge.
• Specific directions empower students.
• A blend of praise and Encouragement etc.

Hence, we conclude that all children are naturally motivated to learn and are capable of learning.

Motor development refers to physical development and motor skill is simply an action that involves using muscles.

Key Points

• Gross motor skills are larger movements that a child makes with his/her arms, legs, feet, or entire body. So crawling, running, and jumping is gross motor skills**.** By 6 to 12 months of age, infants may be able to crawl, stand or walk**.**
• Fine motor skills are smaller actions. When a baby/child picks things up between his finger and thumb or wriggles his toes in the sand, he’s using his fine motor skills. But it’s not just about fingers and toes. When the baby/child uses his lips and tongue to taste and feel objects he’s using fine motor skills, too. Fingers and toe muscles are the last to develop in physical/motor development.

Hence, the correct sequence is from gross motor development to fine motor development.

Additional Information

• Cephalocaudal sequence refers to head to toe sequence: According to this principle, the child first gains control of the head first, then the arms, then the legs.
• Proximodistal sequence means that development proceeds from the centre of the body towards the outer part of the body.

Cognitive Development Theory- Jean Piaget said that a child's power to reflect and discover the reality of life not only depends on the child's maturity level nor on his or her experience but on the interaction of both.

Important Points

Jean Piaget theory of cognitive development explains cognitive development according to different ages by categorizing it into four developmental stages.

These stages are

1. Sensorimotor: (birth to age 2)-In this stage, children achieve object permanence i.e knowing that an object appears even when it is hidden.

2. Preoperational: (from age 2 to age 7)-In this stage, young children can think about things symbolically. Thinking is still egocentric, and the infant has difficulty taking the viewpoint of others**.** Irreversibility of thought is seen during the preoperational stage**.**

3-concrete operational: (from age 7 to age 11)-This stage was considered as the main turning stage of cognitive development in which children marks the beginning of logical or operational thought i.e children can work things internally in their head. Children can conserve numbers (age 6), mass (age 7), and weight (age 9). Conservation is the understanding that something stays the same in quantity even when its appearance changes.

Key Points

4-formal operational: (age 11+ - adolescence and adulthood)- In this stage, children develop abilities to think about abstract concepts and test hypotheses.

• Intelligence is demonstrated through the logical use of symbols.
• Capable of understanding abstract concepts.
• Eco-centric thoughts return to this stage.
• The brain of the child matures.
• Thinking acquires order and logic.
• Experiences enrich with the age.
• Thoughts get organized and matured.

Hence, We can say that the period that initiates the transition to adulthood is adolescence.

Cognitive Development Theory- Jean Piaget said that a child's power to reflect and discover the reality of life not only depends on the child's maturity level nor on his or her experience but on the interaction of both.

Key Points

According to Jean Piaget:

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

Hence**, According to Jean Piaget,** children understand the world around them by adjusting their ideas when they find differences between what they know and what they discover**.**

In Vygotsky's theory of Socio-Cultural Development, he states that the skills children learn first are related to interactions with others and they then take that information and use it within themselves.

In his theory, Vygotsky mentioned three key areas :

• Zone of Proximal Development: It is the gap between the actual developmental level of a person as determined by independent problem solving, and the levels of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers. It also includes scaffolding.
• Private Speech: It takes place when children talk to themselves. Children spoke to themselves as a way of guiding themselves through action.
• Make-Believe Play: Children use make-believe play to test multiple skills and achieve important cultural activities. In this, children learn how to act in agreement with their internal ideas, not just the external one. Eg: Children used to play and act as adults like teacher, doctors, shopkeepers, etc.

Hence, we conclude that Lev Vygotsky refers to the verbal dialogues that children have with themselves as private speech.

Gender Stereotyping refers to the relatively fixed and overgeneralized attitudes and behaviours that are considered normal and appropriate for a person in a particular culture based on his or her biological sex. For example, believing that certain acts are meant for boys only and certain things are for girls only. Note that:

• Gender stereotyping can limit the development of the natural talents and abilities of girls and boys, women and men, as well as their educational and professional experiences and life opportunities in general.
• Stereotypes about women result from deeply ingrained attitudes, values, norms, and prejudices against women.
• To avoid the situation of gender stereotype, a family should start involving boys into household chores that were mainly concerned with girls traditionally which gave rise to gender biasing and stereotyping.
• Therefore, "to bridge the gap of gender stereotypes, girls should be asked to help in works outside the home too as well as boys to help inside the home".

Hence, we conclude that the above statement shows gender stereotype.

Experience and learning are co-related factors. Learning is also defined as the change in behavior by experience. Experiential learning is equivalent to personal change and growth. Hence experience cannot be neglected, ignored, or denied.

• The teacher helps children to develop desirable attitudes, values, and behavior patterns necessary for an environment-friendly lifestyle.

According to NCF 2005, there are many factors contributing to quality education such as quality of teachers, curriculum, infrastructure facilities, quality of teaching, etc. It seeks to reform the curriculum and to bring learning experiences in and outside the classroom. 

The NCF 2005 said the primary role of the teacher includes:

• facilitating children’s learning in a manner that helps children to construct knowledge on the previous knowledge of children.
• considering learners as active participants in their learning and not as recipients of knowledge.
• giving plenty of opportunities to children to share their own understanding and knowledge.
• encouraging learners to reflect, analyze, and interpret in the process of knowledge construction.
• creating a fear-free atmosphere, addressing diversity and inclusion, maintaining equity in education.
• Teachers may design, develop and use different resources to help children acquire the concepts, skills, concerns, and dispositions spelled out in the syllabi and embedded in different themes and lessons of the textbooks of different curricular areas.
• It needs to be ensured that a child participates actively and engages meaningfully in different activities or tasks.
• Opportunities need to be provided to children to work both individually and also in groups, discussing, sharing, cooperating, and respecting one another’s viewpoints.

Individual Experiences of Children in a Class will Benefit the Teacher:-

• To connect the subject to the learners' experiential world.
• Promote reflection and learning.
• To explore different ideas on the basis of hands-on experience and previous knowledge.
• Help in the assessment of students.
• Enhancing individual knowledge and skills.
• Increase confidence and motivation in children.

Therefore, In an elementary classroom, it is important to build on the experience that a child brings with her.

Kohlberg explained the development of moral reasoning in children as well as adults. He identified six stages of moral development. 

Key Points

1.Pre-conventional level-

• (i)Obedience and Punishment Orientation: a child or a person avoids or refuses to do some acts to avoid punishment by adults or some other (policemen, government, senior authorities, etc)
• (ii)Self-Interest and Reward Orientation: Children or adults follow rules to get rewards they are expecting for obedience to rules.

2.Conventional level-

• (iii)Good Boy or Good Girl Orientation: It reflects society’s views. They try to be ‘Good girl’ or ‘Good Boy’ or say they like to be rewarded as being “good”.
• (iv) Law and Order Morality: Persons understand that it is important to obey laws and social conventions because they are important in the proper functioning of society. A central idea often prescribes what is right and what is wrong.

3.Post conventional level-

• (v) Social Contract Orientation: Laws are regarded as social contracts rather than rigid rules. The thinking at this level is that those laws which are not welfare-oriented should be changed when necessary to meet the greatest good for a large number of people.
• (vi) Universal Ethical Principle Orientation: In this moral reasoning becomes based on abstract reasoning using a universal ethical principle.

Hence, according to Kohlberg, the child fall under first stage i.e. Obedience and Punishment Orientation.

An inclusive school is a platform where all students irrespective of any differences sit and learn together.

Here, the needs of visually challenged students can be catered by a number of ways.

Teachers can use alternate teaching-learning methods like:

• Asking students to clap or raise hand.
• Proper seating arrangements
• Avoiding gestures, always verbalize whatever is written in blackboard
• Helping students to visualize/imagine the theme taught.

Note:

• Inclusive education doesn’t allow sending students with disabilities to special class or to special educator or making any kind of distinguish among students.
• Providing them extra time may distract other students without visual disabilities and it is not considered.
• Making them sit with high achievers may lower their confidence.

Hence, we conclude that using alternate teaching-learning methods and resources can be an effective strategy in the above situation.

Associative Law:

• It means the numbers are associated in any desired way or sequence. The grouping of numbers doesn’t affect the result.
• Changing the grouping of multiples does not change the product.

For example:-

a × b × c = b × c × a = c × a × b

16 × 25 = 400 = 40 × 10.

Hint

• Repeated Addition: It means a number is added the number of times by which it is multiplied.
• Eg: 25 × 5 = 25 + 25 + 25 + 25 + 25.
• Inverse Multiplication Law: It states that the product of any number and it's reciprocal is always 1
• Eg: a × 1/a = 1.
• Distributive Law: It means the monomial factor is distributed or separately applied to each term of the polynomial doesn’t affect the result.
• Eg: a(b + c) = ab + ac.

Hence, from the above points, we can clearly infer that the student used Associative Law in the Question.

Conceptual and Procedural Knowledge: A concept may be a generalized idea. The knowledge of an individual on different concepts of Mathematics is called conceptual knowledge. For example, the concept of numbers, arithmetic operations, shapes, fractions, data, chance, etc. or we can also say that conceptual knowledge is nothing but understanding of the concepts like definitions, rules, etc

Important Points

Early number knowledge provides an essential foundation for learning basic arithmetic. It includes the following:

• Classification: To group according to properties
• Conservation: To keep something in mind for future
• Class inclusion: Inclusion of the whole class, for example: while teaching counting, students are asked to count one by one or sometimes in chorus.​
• Learning early numbers
• Mental calculations
• Number acquisition
• Place of counting
• Oral works

Hence, we can conclude that Measurement is not an early number concept. It is a part of the evaluation.

In our day-to-day life, we need to quantify several things that we use or come across like members of the family, and students in the class/school. For counting objects, expressing different quantities, measuring length, weight, volume, expressing time, etc numbers are essential. Numbers have been so intimately associated with our life that we cannot think of anything without them.  Different systems of numbers were developed in different ancient civilizations. Note that:

• A numeral is a representation while a Number is an idea.
• A numeral is a symbol that represents a number. For example, 'three' can be represented as '3' and 'III'.
• The same number can be represented by different numerals as mentioned above.

Hence, both statements are correct.

​Mathematics is the study of numbers, shape, quantity, and patterns. The nature of mathematics is logical and it relies on logic and connects learning with children day to day life.

Key Points

• Visualization:
• Any technique to create images, scenes, diagrams, or animations to convey a message is visualization.
• Visualization through visual imagery is an effective way to communicate abstract or concrete ideas. Hence it is considered as a Mathematical process.
• Estimation:
• It is the process to find approx or estimate values or the process of approximation is termed as an estimation. It is one of the most effective processes used in Mathematics.
• For Example, getting an estimated solution of 72.13 × 5 + 40 =?  While solving the above problem a student will think like 70 × 5 = 350 + 40 so the estimated value of the solution will be around 400.
• Transposition:
• The process in which transfer or exchange of two or more elements or data takes place is called transposition.
• It is the most effective process used in algebra in Mathematics.

Hint

• Memorization refers to remembering something by heart which is not a mathematical process. Memorization has no relation to the mathematical process.
• It is a passive process and can be done only where you know prior events and then memorize the answers accordingly. But this method cannot be opted in a situation where you don’t know exactly what the question will ask.

Hence, from the above points, we can clearly infer that Memorization is not a mathematical process.

Combining two or more parts to make a whole is called the aggregation structure of addition. One quantity is increased by some amount is called an augmentation structure.

Important Points

• In the above example, (A) represents the total no. of oranges = 15 + 17.
• It is an aggregation structure since two quantities combine.
• (B) represents increased price of mobile phone (₹9,950 + ₹375 = ₹10325)
• It is an augmentation structure of addition as it represents an increased amount/price.

Hence, we can conclude that ‘A’ represents ‘aggregation’ structure of addition whereas ‘B’ represent ‘augmentation’ structure of addition.

According to the psychologist Jean Piaget**, Conservation** refers to a logical thinking ability that allows a person to determine that a certain quantity will remain the same despite adjustment of the container, shape, or apparent size. Note that:

• Conservation of mass/length: 7 years
• Conservation of weight: 9 years
• Conservation of volume: 11 years

Hence, Conservation of weight is grasped before conservation of volume but not before conservation of number.

Literal meaning of the verb ‘mathematize’ is ‘to reduce to or as if to mathematical formulas.’ In general, the term “mathematization” refers to the application of concepts, procedures and methods developed in mathematics to the objects of other disciplines or at least of other fields of knowledge. In the above situation:

• To arrange rectangular arrays, students need to have basic ideas about the properties of a rectangle.
• To arrange tiles students should have ideas of area, perimeter, and factors so that tiles can be adjusted on the required area according to size.
• Tiles are considered as 2D figures so volume has no role to play in this context.

Hence, in the above situation, the concepts of Area, Factors, and Perimeter are addressed.

Reasoning is the process of thinking about something in a logical way in order to form a conclusion or judgment. It is the ability of the mind to think and understand things in a logical pattern using a variable. Logical Thinking is a process that involves moving from one related statement or thought to another making a pattern.

NOTE:

• Memorization refers to remembering something by heart which is not a mathematical process. Memorization has no relation to the mathematical process.
• It is a passive process and can be done only where you know prior events and then memorize the answers accordingly. But this method cannot be opted in a situation where you don’t know exactly what the question will ask.
• Rote Learning is also a memorization technique based on repetition. The idea is that one will be able to quickly recall the meaning of the material the more one repeats it.

Hence, from the above points, we can clearly infer that reasoning, using variable, look for a pattern are the set of problem-solving strategies in mathematics.

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

Five levels of thinking are as follow:

• Visualization Level 0: Describe and sort out shapes on the basis of appearance.
• Descriptive/Analytic/Analysis Level 1: Students start analyzing and naming the properties of geometrical figures.
• Abstract/Relational/Informal Deduction Level 2: Perceive the relationship between properties and figures and create meaningful definitions.
• Formal Deduction Level 3: At this level students can provide deductive geometrical proofs and are able to differentiate between necessary and sufficient conditions.
• Mathematical Rigor Level 4: This is the final step where geometry is understood as a mathematician.

Hence, we conclude that Van Hiele’s levels refers to stages in the development of Geometrical thinking.

The National Council for Educational Research and Training (NCERT) published a document called the National Curriculum Framework (NCF). NCF 2005 has been translated into 22 languages and influenced the syllabi in 17 states. According to NCF 2005,

• Teaching mathematics to focus on developing the child’s resources to think and reason, to visualise abstractions and to formulate and solve problems.
• Encouraging children to answer in their own words and from their own experiences, rather than simply memorising and getting answer.
• A child constructs his/her knowledge while engaged in the process of learning. Allowing children to ask questions that require them to relate what they are learning in school to things happening outside.

Hence, as per the recommendation of NCF 2005, Primary School mathematics curriculum should relate to children’s everyday experiences.

Teaching-learning resources are texts, audio-video materials, and digital aids that assist you in the effective transaction of curricular content. Teaching-learning resources help learners to concretize abstract concepts and thereby enhance comprehension.

Key Points

Graph paper:

• The concept behind Decimal multiplication can be easily explained by the use of graph paper with the help of blocks.
• Graph paper has a wide range of uses in mathematics and science.
• It has a network of grids that form small squares that are used to represent mathematical data.
• Two straight lines, one horizontal and the other vertical (known as the X-axis and Y-axis, respectively), are drawn on the graph paper, which intersects at a point called the origin.

Hint

• Taylor’s abacus: It is a computing device that works by counting beads.
• Number chart: It is generally used for counting, recognizing numbers in basic skills like addition, subtraction, and in multiplication Tables.
• Dienes blocks: It is a mathematical manipulating tool that helps children to learn basic mathematics like addition, subtraction, place value, counting, and simple multiplication.

Hence, from the above-mentioned points, it becomes clear that Graph paper is best suited to explain the concept of multiplication of two decimal numbers.

Mathematics is a branch of science that deals with counting, calculating, and studying numbers, shapes, and structures.

• It is the study of numbers, shapes, quantities, and patterns.
• It relies on logic and connects learning with children's day-to-day life.

Key Points

To access primary level students’ learning in mathematics includes a number of effective strategies. Some of them are as follows:

• Conceptual understanding
• Reasoning skills and Analysing children’s errors
• Promote problem-solving skills
• Creativity in mathematics
• Develop Mental mathematics
• Designing tasks that elicit more than one level of response
• Assigning meaningful Homeworks
• Designing tasks to differentiate between rote memorization and conceptual understanding
• Support conceptual thinking.

Hence, we can conclude that Using primarily group-administered tasks is not an effective strategy to assess primary-level students’ learning in mathematics.

Mathematical concepts are abstract in nature and helping learners construct these meaningfully has always been a challenge for teachers. Teaching mathematics requires thinking about concepts, learner-centred pedagogy and diversified creative assessment. 

Key Points

It should be remembered that:

• Focusing patterns of students errors helps to understand the level of thinking and thought pattern of students and it is considered as an effective mathematics pedagogy.
• Making connections with everyday experiences helps students to understand basic concepts easily and is durable. It also helps students to visualize the topics. Hence, it is also a characteristic of effective mathematics pedagogy.
• One of the basic characteristics of effective mathematics pedagogy is using various teaching-learning strategies for a single concept according to needs and individual differences of students.

NOTE:

• There are no such strict time rules when introducing new concepts since qualitative learning is important and not quantitative.

Hence, following strict time rules when introducing a new concept is not an characteristic of effective math pedagogy.

Let the number of total students be ‘X’

Given in the question,

Students playing Badminton = ½ X

Students playing Volleyball = ¼ X

Students playing Tennis = 1/8 X

Students playing Chess = 1/16 X

According to question,

Number of students playing Volleyball = ¼ X = 160

= ¼ X = 160

= X = 160 × 4 = 640

i.e total no of students = 640

Now, substituting the value of x we get,

Students playing Chess = 1/16 X = 1/16 × 640 = 40 (ANS)

Important Points

Similarly, if the other number was asked:

Students playing Badminton = ½ X = ½ × 640 = 320

Students playing Volleyball = ¼ X = ¼ × 640 = 160

Students playing Tennis = 1/8 X = 1/8 × 640 = 80

Remaining = 640 – (320 + 160 + 80 + 40) = 640 – 600 = 40

According to Question, number of students swimming = 40

Calculation:

We know that a quarter means ¼ 

Let x quarter is equal to 18 3/4

x × 1/4 = 18¾

x = 18¾ ÷ ¼ = 75/4 ÷ ¼ = 75

∴ Number of quarters are 75.

In this question, we need to apply hit and try method using the two largest three-digit numbers that can be formed from the given digits 2, 3, 4, 6, 7, 8.

Largest digits can start from either 7 or 8.

Now, we would arrange the digits in a manner that their sum must satisfy options.

We can have the following arrangements starting from ‘7’ or ‘8’:

$\frac{\begin{matrix} {} & 7 & 6 & 3 \ + & 8 & 4 & 2 \ \end{matrix}}{\underline{\begin{matrix} {} & 16 & 0 & 5 \ \end{matrix}}}$       $\frac{\begin{matrix} {} & 7 & 3 & 6 \ + & 8 & 4 & 2 \ \end{matrix}}{\underline{\begin{matrix} {} & 15 & 7 & 8 \ \end{matrix}}}$      $\frac{\begin{matrix} {} & 7 & 3 & 6 \ + & 8 & 2 & 4 \ \end{matrix}}{\underline{\begin{matrix} {} & 16 & 0 & 0 \ \end{matrix}}}$ 

Note: Digits can be shuffled accordingly but the first digit should either be 7 or 8. So, that we can get two largest 3-digit number.

Given:

Letter Weighting:

i) 20 g or less – Rs. 5.00

ii) Per every additional 20 g – Rs. 2.00

Parcel Weighting:

i) 50 g or less – Rs. 5.00

ii) For every additional 50 g – Rs. 3.00

Calculation:

Price of letter weight 20 g = 5

Price of letter weight 35 g = 20 g + additional 15 g = 5 + 2 = 7

Price of parcel weight 250 g = 50 g + additional 200 g

⇒ 50 g + additional (4 × 50)g

⇒ 5 + 4 × 3 = 17

Price of parcel weighting 300 g = 50 g + additional 250 g

⇒ 50 g + additional (5 × 50)g

⇒ 5 + 5 × 3 = 20

Total postal charge = 5 + 7 + 17 + 20 = 49

∴ Deepa will pay Rs 49

Calculation:

Let the whole number be W.

According to question,

(50 + W) + (50 – W) = 100

Formula used:

Duration of journey = Arrival time – Departure Time 

Solution:

Here, 24 hours clock is used 

Now we check the options:

Duration of the journey, using the above table for arrival and departure 

(1) Nagpur to Chennai = 20:45 – 05:35 = 15 hrs 10 mins

(2) New Delhi to Nagpur = (24:00 + 05:25) - 15:55 = 13 hrs 30 mins

(3) Bhopal to Chennai = 20:45 – 00:05 = 20 hrs 40 mins

(4) Bhopal to Vijayawada = 14:15 – 00:05 = 14 hrs 10 mins

∴ The correct answer is option 1

Concept used:

Descending order:- arranged in a series that begins with the greatest or largest and ends with the least or smallest

Descending orders refers to decreasing orders.

30.5 > 3.50 > 3.055 > 3.05 > 3.005 > 0.355

In this question, we shall keep in mind that all quantities should be in the same unit

∵ options are provided in grams ‘g’ unit, so we prefer that.

weight of Almonds = 5.3 kg = 5300 g

weight of Raisin = 2100 g

weight of Cashews = 2.2 kg = 2200 g

Total weight = 5300g + 2100 g + 2200 g = 9600 g

Number of packets = 24

Weight of each packet = 9600 g ÷ 24 = 400 g

Given:

A beaker is 3/7th filled

To fill the tank to its brim (completely) another 16 litres are required.

Calculation:

Let the total capacity of beaker be ‘x’

According to question,

3x/7 + 16 L = x

⇒ x – 3x/7 = 16 L

⇒ 4x/7 = 16 L

⇒ x = (16 × 7)/4

⇒ x = 28 L

∴ The capacity of the beaker is 28 Litre

Alternate Method

Let the total capacity be 7 litres

Now, 3 part is filled with water,

So, 4 part is left which is equal to 16 litres

∴ 1 part = 16/4 = 4 litres

∴ Total capacity = 7 × 4 litres = 28 litres

Given:

Money saved on Monday = ₹ 50

Money saved on Wednesday = ₹ 100

Money saved on Friday = ₹ 80

Money spent on Sunday = ₹ 60

Concept used:

Total money saved = Saving - Expenditure

Calculation:

Total money saved by Asha in a week = (50 + 100 + 80) - 60 =  230 - 60 = 170

Price of Mobile = 5,950

The number of weeks required = 5950/170 = 35

∴ Total number of weeks required to buy mobile phone by Asha is 35

First condition is satisfied by all four options (i.e.) they are 2-digit even number. To check number of factors, we proceed as follows:

56 = 2³ × 7 = (3 + 1) × (1 + 1) = 4 × 2 = 8

24 = 2³ × 3 = (3 + 1) × (1 + 1) = 4 × 2 = 8

36 = 2² × 3² = (2 + 1) × (2 + 1) = 3 × 3 = 9

48 = 2⁴ × 3 = (4 + 1) × (1 + 1) = 5 × 2 = 10

{trick: prime factorization and then adding 1 to the powers and multiplying it}

Second method

We check factors of given numbers

56 = 1, 2, 4, 7, 8, 14, 28, 56

24 = 1, 2, 3, 4, 6, 8, 12, 24

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

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

Counting the number of factors, we get 36 is having 9 factors.

Perimeter = 10 cm × 4 = 40 cm 

If the side of the square is doubled, it becomes

10 cm × 2 = 20 cm

Perimeter = 20 cm × 4 = 80 cm

\(RequiredAns=\frac{Newperimeter}{Oldperimeter}=\frac{80cm}{40cm}=2times\left( Ans \right)\)

It is clear from the below diagram:

Hence, X is the correct answer.

To convert binary numbers to decimal numbers, we follow the procedure as shown below:

To explain students any concept, a teacher needs to follow a specific sequence. For this to materialize, he may even require some teaching materials. Note that:

• To explain the concept of Quarter in class-III, a teacher should first make students aware of fractions by showing activity or practically cutting a whole into half and quarters so that the concept of students are cleared before they study via books or blackboard.
• Teacher should then show the picture or the pictorial diagram as examples of the practical/activity done. This would clear the doubts and queries regarding quarter running through the mind of students.
• Finally, the teacher should write the Symbol (regarding last activity) on the blackboard because the students are all aware of it and can understand it better.

Hence, we conclude that the correct sequence is BCA.

Concept used:

Prime number: The number which is divisible by 1 and itself.

Ex:- 2, 3, 5 etc

Even number: The number which is multiple of 2 is a prime number

Calculation:

Let the number in the blank be x 

Now, A/Q

72 × 28 = 36 × 4 × x

⇒ 2016 = 144x

⇒ x = (2016/144)

⇒ x = 14

Now, Checking options

A) 14 is a multiple of 7

B) 14 is not a prime number

C) 14 is greater than 10

D) 14 is a multiple of 2 so it is an even number

E) 56 = 4 × 14, therefore 14 is the factor of 56 

∴ A, D and E are correct

Concept:

• The supply of groundwater is not unlimited, nor it is always available in good quality.
• Groundwater is accessed by wells.

Explanation:

The reasons for the drying up of water in wells are:

• A lot of boring pumps in the nearby area.
• Increase in usage.
• The soil around the trees, well and nearby area is now covered with cement.
• The increase in population also needs more use of water.
• Wells are dumped with waste as they do not contain any more water.
• The lakes in which rainwater used to collect are no longer there.
• Fewer trees in the nearby areas, means less rainfall, meaning less surface infiltration.

Key PointsA. The lakes (ponds) in which rainwater is used to collect are no longer there. - Correct

B. The soil around the trees, well and nearby area is now covered with coal tar/cement. - Correct

C. No one uses wells as there are taps in every house. - Incorrect

D. A number of electric motor driven pumps have come up to draw underground water. - Correct

Additional Information

Bawri: 

• Bawri's are deep step wells built into the ground.
• It was the traditional way of rainwater harvesting.
• When it rains, the water accumulates in the tank.
• They are built deep into the ground so that the water does not evaporate easily and can be used during water shortages.

Contemporary research on how children learn to make sense of the world around them and how pedagogy in primary school can enable them to develop scientific abilities and understanding in consonance with social and environmental concerns has supported this integrated structure.

• The NCF 2000 had recommended that Environmental Studies be taught as an integrated course for the entire primary stage, instead of in two distinct parts devoted to science and social studies.
• Environmental studies or EVS is​ the study of the environment in the context of earth and living things. It is more concerned with the scientific attitude to explore, investigate, and develop an understanding of our natural, human, social and cultural dimensions of local and wider environments.

Important Points

The integrated nature of EVS means the teacher aims to develop the different dimensions of one's personality (social, emotional, mental, moral) by teaching one or two subjects together in a collaborative manner because of the following reasons:

• To create cognitive capacity and resourcefulness and to make the child curious.
• To nurture the creativity of the child particularly in relation to the natural and human environment (including artifacts and people).
• To develop an understanding based on observation and illustration, drawn from lived experiences and physical, biological, social, and cultural aspects of life.
• It feels less burdened by the learners as they can learn more comprehensively and they will also able to connect two subjects or topics.
• The child looks at his environment and learns in a holistic or integrated manner. because of the interdisciplinary nature of EVS.
• This approach is learner-centered and in this approach, a learner gets ample opportunity to achieve unified knowledge, which is meaningful.
• Integrating the concepts or issues of environmental studies with other disciplines like social sciences, mathematics, general sciences, languages, etc.

Therefore, In EVS concepts and issues have not been compartmentalized into science and social science because the child looks at his/her environment in a holistic manner.

Concept:

• A hill or ridge of sand piled up by the wind is called a sand dune.
• Sand dunes form when there is
• a ready supply of sand,
• a steady wind, and
• some kind of obstacles such as vegetation, rocks, or fences, to trap some of the sand.

Explanation:

• The city of Abu Dhabi offers various adventurous activities for tourist attraction and one of such activities is Sand dune riding or Sand dune Safari
• Abu Dhabi is the capital of the United Arab Emirates.

Thus, Sand Dunes are found in Abu Dhabi.

Additional Information

• Abu Dhabi is the capital of the United Arab Emirates.
• It is found in the western part of Asia
• It is located in a desert area and has very little water
• The weather is very hot.
• People wear loose cotton clothes and keep themselves fully covered to protect themselves from the strong sun
• Petrol is present in abundant quantities in Abu Dhabi and forms a major part of its exports
• Thus, water is costly than petrol in the region
• The currency of Abu Dhabi is Dirham
• The people of Abu Dhabi speak the Arabic language
• The date is the most common fruit of the region as very little plantation can be done in the desert.

The syllabus is organized not as a list of “topics” but as “themes”. And, each theme has a few sub-themes. The themes in the syllabus do not begin by listing key concepts, or rather key questions that allow each child to think, apply, and develop his/her own understanding and articulate their own learning and ideas. 

• The sub-themes are organized in a spiral and progressive manner with an emphasis on integration.
• The sub-themes allow for a connected and inter-related understanding to develop.

Key Points

Most primary school curriculum working on an integrated approach does not proceed with lists of ‘topics’ from different ‘subjects’ but instead proposes ‘themes’ that allow for a connected and inter-related understanding to develop.

• This requires moving beyond traditional boundaries of disciplines and looking at priorities in a shared way.
• This approach has been followed for the present syllabus.
• Topics are not necessarily ‘integratable’ and are neither close to the way the child relates to her world.

Hence, we can conclude that the themes in EVS developing a connected and interrelated understanding of issues of the learner’s local environment.

In the EVS syllabus of class III to V, there are six broad themes that begin with key questions in a language suitable for children's conceptual understanding.

Key Points

Broad Themes of EVS:-

1. Family and Friends: It encompasses four sub-themes:

• Relationships
• Work and Play
• Animals
• Plants

2. Water: It deals with the important issue of water and with the availability and storing of water.
3. Travel: This theme suggests traveling through deserts, hills, forests, or big cities. It also suggests resources to be brought into classrooms like the experiences of the children of migrating families and discussion of problems faced in starting a new life in a new city.
4. Food: it includes cooking, eating in family and about what we eat and what others eat, what animals eat, etc.
5. Shelter: It evolves into Habitat, which is subsumed in the world of the Living. It deals with the differences in urban and rural houses. It also deals with a variety of houses in different topographical regions.
6. Things we Make and Do:  We humans make things not only to meet our needs but also to express ourselves in a variety of ways and to transcend our limitations. We also comprehend better when we do things ourselves.

NOTE: 'Work and Play' doesn't come under the broad themes of EVS as it is a subtheme under the broad theme 'family and friends'.

Hence, from the above-mentioned points, it becomes clear that 'Work and Play​' is not one of the broad themes of EVS.

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. 

Key Points 

In early school classes i.e., Class I and II, children study only one or two languages and mathematics.

• The requirements of understanding their surroundings, language as a tool for better communication and understanding, and using mathematical terms and ideas in problem-solving are integrated into these subjects only.
• Especially when teaching-learning of early mathematics is taking place the teachers should focus on the all-round development of the child along with outcomes related to mathematics, languages, and EVS which are developed in an integrated manner through examples from the child’s context and surroundings.
• For example: While talking about numbers, the discussion about where these numbers occur in their
• Surrounding: How they use numbers and number operations in their daily life; how can they describe different situations without using number names and symbols, etc., should be held in the classrooms.
• With such discussion, they must realize that mathematical terminology and symbols are strong parts of any language.

Important Points In classes, I and II, the concepts of Environmental Science are integrated into Language and Mathematics.

• The teaching of language and mathematics are woven around the child's immediate environment to ensure contextual learning.
• National Curriculum Framework-2005, has prescribed Environmental Studies as a separate subject in Classes III-V.

Hence, we conclude that for classes I and II, EVS is taught through language and Mathematics.

Environmental Studies at the primary level possesses some special characteristics. Some of the characteristics given by NCERT as follows:

Key Points

According to NCERT;

• It is hoped that children will be supported to construct knowledge far beyond their individual abilities through appropriate questions and interventions, including discussions with adults, in school and also at home, as also among themselves**. i.e. Learning EVS outside the four walls of the classroom**.
• Each child ultimately needs to construct her own understanding, articulation, knowledge, and skills i.e learner actively participates.
• We know that children are not blank slates or empty vessels to be filled by ‘information about carefully listed key concepts and that they cannot learn by passively listening to adults, however expressive they may be.
• They have to construct knowledge for themselves, which can happen when they get the right cues to connect new understanding with what they already possess i.e. Relating the child’s local knowledge to the school knowledge.

Hence, we can conclude that statements A, C, and D are very important in constructing knowledge in EVS.

In EVS, methods or teaching strategies such as surveys, projects, field trips, games, brainstorming, narratives, discussion, experimental investigations, etc., have been found more effective in maximizing learner’s participation in the teaching-learning process (directly or indirectly).

Key Points

Narrative works are the most effective strategy to engage learners in EVS as it helps the teacher to narrate the things that are to be observed and making notes of it. Conveying the observation and experimentation is possible through this process. Thus**, it helps students to visualize the themes.**

• Narratives suggested as ‘resources’ are meant to provide creative opportunities of bringing in experiences of other children/people, who may be very different, but whom children can relate to.
• This can be done through stories, posters, plays, films, and other media.
• For example, In-Class V the theme ‘Travel’ takes children through the ‘rough and tough’ terrain of the Himalayas with, perhaps, the story of Bachhendri Pal, who hoists the national flag after a trying expedition, while they can also be encouraged to design a flag for their own school.

NOTE: 

• Reading textbooks and explanations by the teachers are not effective strategies to make learners active.
• In EVS demonstration strategy or method is not followed. It is mostly used in teaching science

Hence, we can conclude that Narratives is the most effective strategy to engage learners in EVS.

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. 

Key Points

EVS emphasizes the following points:

• The contents of EVS are organized thematically. Topics of both social studies and science are integrated.
• Contents of the EVS are drawn from the children’s own environment.
• 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 analyzing 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 EVS does not emphasize descriptions and definitions.

Activity-based learning is a ‘learner-centred approach in the teaching-learning process. In this approach, the ‘learner’ or ‘child’ and not the ‘teacher’ is the main focus of the educational program. It emphasizes ‘learning’ rather than ‘teaching’.

Key Points

• Activity-based learning integrates multiple methods of teaching like Demonstration, Role-play, Brainstorming, Project method, Debate, etc.
• Activity-based learning brings the real issues and problems from day-to-day life in classroom settings.
• Activities and questions play an important role as they provide opportunities for children to express themselves.
• Thus, activities/questions should be used for assessing children and to develop skills such as creative expression, observation, classification, explanation, etc in children. i.e to express themselves and explore.
• It clarifies abstract concepts, develops concrete thinking and brings reality in real settings.
• During activity-based learning, the learners use his/her multiple senses to understand the concepts and enhance learning.
• It arouses the child’s interests, abilities, and needs during the learning process.

Hence, we conclude that all the above points are the advantages of the activity-based learning.

‘Resource’ means something that can be used to help achieve an aim. As a teacher, you must already be using a number of resources like a dictionary, a map or a model, etc. to help you transact EVS lessons better.

• A textbook is one of the learning resources and not only resource both for children as well as teachers.
• Other learning resources such as family members and community, newspapers, books and worksheets, etc. should be used for better learning.
• While interacting with parents/elders, children collect past information and also get the opportunity to develop discussion/ questioning skills.

Additional Information

EVS learning supports working outside the school walls because it**:**

• promotes peer learning.
• improves social interaction.
• ensures the active participation of all children.
• boosts brainstorming and critical thinking skills.
• promotes hands-on experience.
• promotes real-life experience.
• promotes learning on the basis of previous and home knowledge of the child.
• encourage native or acquired language called mother tongue.
• discourage rote learning and encourage self-learning, experiment, curiosity, questioning, exploration from the surroundings that include people, society, culture, and environment.
• develops communication and lifelong learning skills.
• increases the ability to understand other's perspectives.
• allows collaboration and cooperation of maximum children.

Hence, we conclude that children should be encouraged to tap sources other than textbooks and teachers in EVS.

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. 

Assessment indicator refers to the indicator of progression that identity the fundamental capabilities and skills of students that will lead to the desired outcome.

Key Points

These indicators of EVS learning are process-based and helps the teacher to interpret learning objectives.

Indicators for Assessment in EVS Include:-

• Discussion: Listen, talks express opinions
• Analysis: Defines situation, makes a hypothesis
• Experimentation: Performs simple experiments
• Questioning: Asks questions, raises critical questions
• Explanation: Makes logical connection, thinks critically
• Expression: Expresses through gesture/writing/drawing
• Cooperation: Takes initiative and works together in a group
• Observation and Reporting: Narrates and draws, collects and record information
• Classification: Compares objects and classifies them based on physical features
• Concern for justice and equality: Sensitivity towards disadvantaged people and the environment

Note: Remembering should not be an appropriate indicator for assessment in EVS as it promotes rote learning and discourages the importance of hands-on experiences.

Hence, from the above-mentioned points, it becomes clear that remembering should not be an appropriate indicator for assessment in EVS.

EVS objectives aim at creating a close bond between a student and her surroundings. Assessment in EVS must serve as an appropriate aid in the creation of this bond.

Assessment is integral to the teaching-learning process which helps in facilitating student learning and improving instruction. The methods of assessment can be either formal or informal.

Key Points

Assessment as learning: An activity that helps students to use assessment to improve their own learning**.**

• It allows students to reflect on their own learning.
• It occurs when students reflect on and monitor their progress to inform their future learning goals.
• It is the use of ongoing self-assessment by students in order to monitor their own learning.
• It “characterized by students reflecting on their own learning and making adjustments so that they achieve a deeper understanding.

Important Points

Other Types of Assessment in EVS

• Assessment of Learning occurs when teachers use evidence of student’s learning to make judgments on student’s achievement against goals and standards.
• Assessment for Learning is the process of looking for and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.

Additional Information

• Continuous and comprehensive evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of student development.
• This system was introduced to assess all aspects of a student’s development on a continuous basis.

Hence, we can conclude that In EVS, teachers should provide opportunities to the children to assess themselves. Self-assessment is Assessment as learning.

Group Learning is a learning in which students work collaboratively and involves in active learning. It serves as an important tool for meaningful learning by working together. Group learning:

• promotes peer learning.
• improves social interaction through interaction with peers and elders (group learning).
• ensures the participation of all children.
• boosts brainstorming and critical thinking skills.
• develops communication and lifelong learning skills.
• increases the ability to understand other's perspectives.
• allows collaboration and cooperation of maximum children.
• Providing opportunities as well as the necessary resources to enable children to experiment, explore and discover for themselves (learning by doing).

Important Points 

The given experiment is an example of the Social Constructivist approach.

• In the Social Constructivist approach, students/ learners lay emphasis on learning by doing. Also, children learn better while interacting/discussing with elders/peers.
• Thus, this approach provides opportunities for children to construct their knowledge rather than placing them as recipients of information in the transactional process.
• The knowledge gained by them is thus an outcome of the children’s involvement in the learning process. Engaging/involving children in exploring, observing, discovering the world around them, helps in the process of construction of knowledge.

Therefore, it can be concluded that The teacher makes groups of learners and provides them material related to the experiment.the teachers form groups of learners to

A. promotes peer learning.

B. improves social interaction.

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

Key Points

The major objectives of EVS teaching-learning are to enable children to:

• learn about the environment- by developing an awareness of the natural, social, and cultural environment. It deals with issues/concepts in an integrated manner through various themes and activities related to daily life experiences, e.g. family, friends, plants and animals, etc.
• learn through the environment - emphasizes using various objects, places, plants, and animals in the immediate environment as learning resources;
• learn for the environment - emphasizes inculcation of values, attitudes, and skills related to the protection of the environment;
• enhance/promote curiosity and creativity about the surroundings;
• develop an appreciation for diversity (language, family, habits, variations in plants, animals, culture, etc.) in the surroundings;
• develop sensitivity towards senior citizens, people with disabilities, and disadvantaged groups of society, focusing on their strengths as well as the areas of concern.

Hence, we can conclude that encouraging children to provide textbook definitions is not the objective of teaching EVS.

If we want children to learn social sciences (history, EVS, geography, etc) by developing different kinds of skills, conceptual knowledge, feelings, and sensitiveness. A teacher can draw a broad list of indicators for assessment which can help her to plan the learning tasks. Each indicator consists of abilities that need to be developed in children like observation and recording, analysis of situation or theme, expression, critical thinking, visualization, predicting, making hypotheses, and inferences are abilities that indicate analysis.

Key Points

• Picture reading is an activity in which children are given a picture to which they have to observe and present their observation orally or in writing. Picture reading is an important activity that includes a number of indicators of the learners. These are:
• Observation and recording
• Analysis of situation or theme
• Expression
• Critical thinking
• Visualization

Important Points

Abilities to develop the indicators:

• Observation and Recording: Reporting, narrating, and drawing; picture-reading, making pictures, tables, and maps
• Discussion: Listening, talking, expressing opinions, finding out from others
• Expression: Drawing, pictures, body movements, creative writing, sculpting, etc.
• Analyze: Reasoning, making logical connections, explanation
• Classification: Categorizing, grouping, contrasting, and comparing, analyze
• Questioning: Expressing curiosity, critical thinking, developing questions
• Experimentation: Improvising, making things, and doing experiments
• Concerns for Justice and Equality: Sensitivity towards the disadvantaged or differently-abled, showing concern for the environment
• Cooperation: Taking responsibility and initiative, sharing and working together

Hence, Experimentation is not a part of picture reading.

A rating scale is a tool in which specific traits, skills, or behaviors are listed, and the observer (usually the teacher) assigns a score or mark to indicate the degree to which the learner exhibits each trait.

• For example, a teacher might rate a child’s participation in group activities on a scale from 1 (rarely participates) to 5 (always participates).

Key Points

• To use a rating scale effectively, the teacher must observe the child’s behavior, performance, or participation in real situations over time.
• Observation is therefore the key technique here — without it, the rating would lack accuracy and validity.

Hint

• A checklist is simply used to mark whether a certain behavior or task was done or not, without indicating its quality or degree.
• Assignments are a form of assessment task, not a method for rating performance.
• Written questions test knowledge or understanding, but they don’t measure the degree of a trait through observation.

Thus, observation is the technique that makes the use of a rating scale possible, as it provides the evidence for assigning the appropriate ratings.

Concept:

• Every region follows different agricultural practices.
• Depending on the type of crop and scale of farming various agricultural practices are adopted.

Explanation:

About Jhoom farming:

• After cutting one crop, the land is left as it is for some years.
• Nothing is grown there.
• The bamboo or weeds which grow on that land are not pulled out.
• They are cut and burnt.
• The ash makes the land fertile.
• While burning, care is taken so that the fire does not spread to the other parts of the forest.
• When the land is ready for farming it is lightly dug up, not ploughed.
• Seeds are dropped on it.
• On one farm different types of crops like maize, vegetables, chillies, rice can be grown.
• Weeds and other unwanted plants are also not pulled out, they are just cut.
• So that they get mixed with the soil.
• This also helps in **making the soil fertile.**​

Mistake Points 

The ash obtained on burning the weeds etc. is used as fertilizer: Incorrect

• This indicates that the ashes are sold in the market as a fertilizer.
• The ashes are not particularly used as fertilizer, they are just left on the soil to increase the soil fertility.
• A fertilizer is applied to the soil during the growing phases of a plant.
• But here the burnt ashes are left on the soil as it is to increase the soil fertility, then cropping is done.

​Thus,

A. After obtaining one set of crops the land is left as it is for some year: Correct

B. The bamboo or weeds which grow on the land are pulled out and burnt: Incorrect

C. The ash obtained on burning the weeds etc. is used as fertilizer: Incorrect

D. When the land is ready for farming it is deeply ploughed before dropping the seeds: Incorrect

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:

• In Jammu, Kashmir houses are made of wood and mud/sand. The roofs of the houses are flat and made of thick tree trunks.
• In Assam, houses are made almost ten to twelve feet above the ground. Houses are made on strong Bamboo pillars. The insides of our houses are also made of wood.
• In-plane area (Bihar, Jharkhand, U.P, Delhi etc) houses are made of bricks & stones and concrete.

Description of houses of different places:

The Correct Answer is: black and white

Key Points

• Some animals are active during the day while others are active at night
• Those that are active at night are known as nocturnal animals
• 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

Additional Information

• Examples of Nocturnal Animals: Bats, Desert Rats, Desert snakes, Owls etc
• Other adaptations found in desert animals are high water storage capacity eg, camel
• Camel is called Ship Of Desert
• Similar to animals, desert plants also are different from plants found in other regions

∴ There are animals that awake at night. These animals can see things only in black and white

The Correct Answer is: C, D and A 

Key Points

Earthworm:

• The earthworm is a reddish-brown terrestrial invertebrate.23
• They inhabit the upper layer of the moist soil.
• During day time, they live in burrows made by boring and swallowing the soil.
• Earthworms play a vital role in the natural cycle of the earth.
• The Earthworms soften the soil by digging underneath to make tunnels.
• They play a crucial role in breaking down organic matter and fertilising the soil, simply through their constant eating and pooping.
• Earthworms can be used for fishing and compost.
• Worms are important to the ecosystems in which they live and breed.
• They are known as farmers friends as their compost helps in enriching the soil and give bountiful produce.
• Kingdom: Animalia
• Phylum: Annelida
• Class: Clitellata
• Family: Lumbricidia

Important Points

Earthworms are useful in several ways for farmers:

• Earthworms make the soil porous by digging burrows in the soil. Hence they are called friends of the farmers.
• The nitrogenous wastes and other waste products of the earthworms form food for plants. This process of increasing the fertility of the soil by earthworms is called vermicomposting.
• Earthworms are used as fish bait to catch fish.
• Some tribals in India use earthworms as medicine to cure jaundice, piles, diarrhoea, bladder stones, etc.
• The earthworms reduce both acidity and alkalinity of the soil and create optimum conditions for plant growth.
• The density of earthworms in the soil is considered to be a good indicator of healthy soil because they increase the soil's water-holding capacity and moisture content.

Thus,

A) The earthworms eat the dead leaves and plants. The dropping of the earthworms make the soil more fertile - Correct.

B) The earthworms eat the weeds and save the main crop. - Incorrect

C) Earthworms soften the soil of the field in which they live by digging the soil underneath. - Correct

D) The tunnels digged by earthworms provide easy passage for air and water into the soil. - Correct

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 a metal, like aluminium, iron and copper.
• It is reddish-brown in colour.
• It is made by melting copper and tin in a furnace.
• It is not a  good conductor of electricity.
• Tribal people have been using bronze to make many things for thousands of years.

​Thus, Bronze is a mixture of two metals copper and tin.

Concept:

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

Explanation:

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

Additional Information

• Goa:
• Goa is situated on the west coast of India.
• Goa has a high yield of coconut oil and sea fish.
• Sea fish cooked in coconut oil is popular in Goa.
• Jammu and Kashmir:
• Jammu and Kashmir is a state located in North India.
• Jammu and Kashmir's climate is cold.
• Mustard oil has the healing property and keeps the body warm.
• Fish cooked in mustard oil is popular in Jammu and Kashmir.
• Bihar:
• Bihar is situated in the eastern part of India.
• It lies on the banks of river Ganga.
• The staple food of Bihar generally consists of roti, dal, chawal, sabzi and achar.
• 'Litti chokha' is the most favourite dish of Bihar.
• Mizoram:
• It is located in the northeastern part of India.
• It is generally cool in summer and not very cold in winter.
• Mizoram food is well known for its usage of different types of meat.
• 'Bai' of Mizoram is famous as an easy vegetable stew of seasonal greens and vegetables.
• The Mizo people also like to add bamboo shoot to their food.
• Hong Kong:
• It is inspired primarily by Cantonese cuisine.
• Most of the dishes in Cantonese cuisine is based on Snake.
• Cooked snake and Snake soup are popular in Hong Kong

Concept:

• A day of celebration for religious or other reasons held annually in the same place is called a festival.
• A festival tells various things about the identity, culture, and history of a particular region.
• India is a country full of diversity so there are various festivals of different religions celebrated.
• Different parts of the country have their unique traditions which are highlighted through the festivals celebrated
• Many Indian festivals depend on the lunar calendar.

​Explanation:

Festival and lunar cycle:

Thus, festivals celebrated on the full moon day are Holi, Rakshabandhan and Guru Nanak’s Birthday.

The correct option is Karnataka, Kerala, Gujarat

Concept:

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

Explanation:

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

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

Additional Information

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

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

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:

Jharkhand is located in the North of Odisha on the map of our country.

Ranchi is the capital of Jharkhand.

Concept:

Fuel: The sources of energy for domestic and industrial purposes are mainly wood, charcoal, petrol, kerosene, etc. These substances are called fuels.

• A good fuel is one that is readily available, cheap, burns easily in the air at a moderate rate, and produces a large amount of heat.
• Petroleum is extracted from crude oil.
• With the help of fractional distillation of crude oil, not just petroleum but also a large number of by-products are extracted.
• Byproducts of petroleum are Paraffin wax, Bitumen, Lubricating oil, etc.
• Like Petroleum, gasoline, Naptha, paraffin, Diesel, Fuel oil, Lubricating oils, Bitumen, and some solid carbons.

Explanation:

All the given options are the by-products of petroleum while Coal is a byproduct of Metallurgical Coal and not petroleum.

Additional Information 

Concept:

• Speed: The distance travelled 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 total distance covered to total time taken by the body.
• $Average;Speed = \frac{{Total;Distance}}{{Total;Time}}$

Calculation:

Total distance = 1140 km

Total time taken = 21 hr 30 min = 1290 min

We know that,

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

$⇒ Average;Speed = \frac{{1140;km}}{{21.5;hr}} = 53.02 \ km/hr$

⇒ Average Speed = 53.02 km/hr

The average speed of the train was nearly 53 km/hr

Concept:

• People measure land at different places using different units.
• The major units used are:
• Acre
• Hectare
• Square meter

Explanation:

Lottery farming:

• This type of farming is practised in Mizoram and some parts of Jharkhand and Tripura.
• In the village council (panchayat) the lottery system is organized for which family will get how much land for farming.
• They believe that the land belongs to the whole village and not to separate people.
• So, they take turns doing farming in different parts of the village.
• The chit (Lottery) system decides who get the land.
• A beautiful pot made of bamboo was shaken well.
• One chit was taken out.
• People ask for the land on the basis of Tin.
• The land on which we grow one tin of seeds is called one tin of land.

​Thus, tin means a land on which a farmer grows one tin of seeds