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

'Learning' means a relatively permanent change in behavior that occurs as a result of experience with the environment.  Learning requires interaction with and experience of the environment. Experience can happen randomly, on its own, when the child discovers things for himself. 

Key Points

Learning as an active process-

• Active methods that require the learners to rediscover or reconstruct the truths to be learned should be used. The teacher also provides counterexamples to the learner that lead to reflection of their often hasty solutions.
• In an active learning environment, learners give more importance to the construction of the knowledge by self, in place of accepting the knowledge given by teachers.
• Learning is something that occurs as a result of certain experiences
• Learning involves problems solving.
• Learning leads to a change in behavior.

Thus from the above-mentioned points, it is clear that learning is an active process because knowledge is constructed by the learner by acting upon it. 

Additional Information

• Active learning is more emphasized. Learner’s readiness, mental set, and motivation are considered as a basis for deciding the method of teaching to be used.
• Active learning involves self-study, discussion, problem solving, comprehension and cooperation within the group, development of skills and sensibility, a higher order of thinking and reflection like analysis, synthesis, evaluation, construction, etc.
• Thus, active learning “is anything that involves students in doing things and thinking about the things they are doing”.

Learning is a process by which behaviour is either modified or changed through experience or training. Learning is thus a relatively permanent change in response potentiality which occurs as a function of reinforced practice.

Key Points

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

• It emphasizes the fact that specific or general abilities won't be able to make learning effective till then the learners are eagerly, mentally, physically and emotionally ready and present to learn.
• E. L. Thorndike, an American psychologist has developed three primary laws of learning in his "Trial & Error Theory". 'Law of readiness' is one of them and it also implies that students learn best when they are ready to learn. The other two laws are 'law of exercise' and 'law of effect'. 
• ​Law of Exercise: It means a child learns when he practises when he does exercise.
• Law of Effect: It is based on motivation and reinforcement to make the learning experience pleasant for learners.
• Mental factors as motivation, readiness to learn, attitude and behaviour, etc. are mainly responsible in the context of students readiness to learn.

 

The first and foremost thing to learn anything is motivation or more prominently intrinsic motivation When a student is fully motivated to learn a language he/she can overcome all other barriers. Imitation, habit formation, or oral approach comes under the process of learning, these are important during the learning process. 

Thus from the above-mentioned points, it is clear that in the context of students readiness to learn it is important for the teacher to gauge the motivation of students to learn.

An effective classroom is an open classroom where the teacher is a facilitator and a role model and not merely an instructor. For effective classroom management, it is necessary that pupils are engaged in work.

Key Points

Following are some strategies for the effective classroom-

• Methods like debates, discussions, role play, simulation tasks, brainstorming are oriented towards discovery rather than passive learning and emphasize development and adaptation of instruction to learner needs.
• Linking education with life skills and by developing in them generic skills related to problem-solving, creativity, decision making and a practical and functional outlook thereby ensuring learner-centred pedagogy, student-teacher interaction and heightened involvement on the part of both the teacher and the learner.
• The teacher arranges lessons to enable students to gain insight and a heightened sense of awareness, coupled with the creation of an encouraging learning atmosphere which helps to realize their potential and lead a healthy and fulfilled life.

Thus from above-mentioned points, it is clear that in an effective classroom the teacher encourages discussion and makes connections with the students' previous knowledge and background.

The overall goal of child-centered education is the all-round development of the child and not only that of acquiring knowledge.

Key Points

Child-centered Classroom:

In a child-centered classroom, the curriculum should be based upon the needs, interests, aptitudes, and abilities of learners at different levels so that it enables them to acquire the necessary skills, knowledge, attitudes, and values for realizing their full potential. 

• The teacher has to accept and respect diversity among children and try to treat all students equally as far as possible.
• Children learn better if they are- encouraged and appreciated.
• Make an effort to call on all students equally. This means calling on boys and girls, high and low achievers, and learners from the high and low socio-economic background all as equally as possible.
• Calling on all learners communicates that you believe all students are capable learners and you expect them to participate and learn.
• As teachers, we have to demonstrate through our behavior that we care about and value all learners in our classroom regardless of gender, culture, socio-economic status, abilities, or achievement.
• Such behavior has been found helpful not only in the increasing achievement of students but also in lowering the number of absentees.

Thus from the above-mentioned points, it is clear that the teacher encourages and appreciates each student to participate.

**Children'**s first few years in school are devoted to the understanding of the language (and through it the socio-cultural understanding) they have learned since their birth.

Key Points

• We will have to take up teaching in the mother tongue and develop the capability of all languages to be used as the language of instruction we want all citizens equal opportunity to compete.
• Languages have words to express the actions (or activities), objects, and customs where the language is being used. If an object or custom does not exist in a particular area, the language being used may not have words for such things.
• One language may have various expressions for a particular concept but the same concept may not be differentiated from another concept for which there may be another word.

Thus from the above-mentioned points, it is clear that as children enter school they should be allowed to speak in their mother tongue because the expression is important.

Additional Information

• However, when we learn a different language we need to consciously develop the vocabulary for the purposes we would be using the language.
• Our students from families not using a standard form of language or a different language may face such handicaps in classroom communication.
• Similarly, the teachers may also be handicapped by our mother tongue.

All effective teachers present a strong case for student / learner-centred education. teachers should be learning facilitators rather than didactic instructors or preachers and that in order to be successful as learning facilitators, they should be trained to be sensitive and caring, genuine and empathetic.

Key Points

Following are some vital role of the teacher in a classroom-

• He/she communicates warmth, understanding and empathy to his/her The Effective Teacher students.
• He/she generates enthusiasm for learning in his/her classroom.
• He/she creates a positive classroom learning environment through a climate of acceptance, caring, feeling of being safe and secure, etc.
• He/she makes effective use of his/her available time.
• He/she values his/her pupils and accepts their opinions.
• He/she is democratic in his/her orientation and does not ridicule his/her learners.
• He/she has a healthy attitude towards his/her profession.
• He/she constantly updates himself/herself by gathering student feedback and self-analysis.
• He/she is more like a friend, philosopher, guide to his/her learners.

Thus from above-mentioned points, it is clear that the role of an effective teacher should be to promote a feeling of security among the children.

As you find students for problem-solving, you will first have to keep in mind that we may perceive the same problem in different ways. The engagement of learners through relevant activities facilitate the construction of knowledge. The constructivist perspective provides strategies for promoting learning by all. 

Key Points

A teacher must provide opportunities to the children to think independently, question, enquire, debate, reflect and arrive at concepts or create new ideas. An element of challenge is critical for the process of active engagement and learning various concepts, skills and positions through the process.

The teacher promotes problem-solving skills in the student by-

• provides an opportunity with diverse materials for every child
• allows children to develop and learn at their own pace
• provides a stress-free stimulating and enabling learning environment
• allows children to explore, observe and experiment
• helps children to develop their skills and abilities
• builds experiences on children’s previous experiences and learning
• provides lots of opportunities to learn and encouraging them to explore the given opportunities and materials.
• Teachers need to collaborate and map the theme together. This helps in creating a holistic plan, encompassing a wide variety of activities addressing progression in learning across age groups.

Thus from above-mentioned points, it is clear that the teacher can promote problem-solving skills in the students by providing students with diverse materials and encouraging them to explore their materials.

All children can learn by their own strategies, it refers to those approaches, habits of mind, ways of doing things that an individual adopts in order to pursue some desired end. Every child has special interests and learning styles.

Therefore, the teacher needs to adopt innovative and different strategies to help all children succeed as learners and needs to understand the children's strategies and discuss and have a dialogue with children. 

Key Points

In this context, a teacher should follow following strategies-

• Observe children to identify their interests, needs and capabilities and the pace of their development.
• These goals need to be based on children’s strengths, weaknesses and interests.
• provides opportunity to every child
• ensures that every child is safe, secure and feels valued
• is balanced, flexible and purposefully planned
• allows children to develop and learn at their own pace
• provides a stress free stimulating and enabling learning environment
• allows children to explore, observe and experiment
• helps children to develop their skills and abilities
• builds experiences on children’s previous experiences and learning
• provides them time to respond
• promotes active play and learning
• provides lots of opportunities to learn through play

Thus from above-mentioned points, it is clear that a teacher needs to understand the children's strategies and discuss and have a dialogue with children.

Children experience a number of socio-emotional needs and new dimensions are added to these needs as they grow. 

• These two aspects of development, social and emotional, generally occur together and are studied under the head of 'socio-emotional development'.
• The social development of a child deals with her social context, which includes her parents, siblings, peers, neighbors, teachers, and relatives, and the influence of these on the attitude of the child.

Key Points

Characerstics of Social-emotional Development

• The social context involves the interpersonal relationships of an individual, her acquired social skills, values, and how an individual adjusts to society. learning such qualities as sharing, cooperation, waiting for one’s turn, respecting other people and things, and so on, forms a part of learning through social context.
• Emotions are the feelings or affect of an individual towards a person, object, or situation, which may generate physiological arousal, conscious experience, and/or behavioral expressions.
• Learning involves the acquisition of new knowledge, skills, values, and dispositions and as it takes shape in the young child's life it is more than intellectual in nature. It is a process located in and influenced by the social and emotional experiences and characteristics of the environment.
• The nature and quality of emotional experiences and the sense of security and belongingness at home and in the immediate surroundings at the early stages in life and attachments developed are crucial for the learning to take place.

NOTE: Genetic make-up, Maturation and physical appearance are also the factor affecting growth and development but these factor plays a least role in learning.

Thus from the above-mentioned points, it is clear that social context and emotions play a very important role in learning.

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

Key Points

• 'Early childhood' lies between the age of '2 to 6 years'.
• It is a very crucial period for the overall development of the child.
• It is also known as the toy age, pregang age, and exploratory age, etc.

Characteristics of early childhood:

• Develops the skills of language acquisition.
• Faces problem with the concept of conservation.
• Struggles with the idea of centration and reversibility.
• Begin to use words and pictures to represent objects.
• Learns to compare objects through external characteristics.
• child increases the coordination of social skills with one's and others' emotions.

Thus, from the above-mentioned points, it is clear that 'Early childhood' refers to the period from 2 to 6 years. 

Additional Information

The terms growth and development are often used interchangeably. Actually, they are conceptually different. Neither growth nor development takes place all by itself.

Key Points

• Growth refers to quantitative changes in size which include physical changes in height, weight, size, internal organs, etc.
• Development, by contrast, refers to qualitative changes taking place simultaneously with quantitative changes of growth. It may be defined as a progressive series of orderly, coherent changes.

Important Points

Implications of Principles of Growth and Development in the teaching-learning process:

Knowledge of development patterns, what these are like, and what causes variations in the development of children, is essential for both scientific and practical reasons.

• Knowledge of development patterns would help the teacher to provide the children with appropriate learning opportunities.
• Knowledge of the pattern of human development will help you know, for example, what to expect of children.
• It will also help you know approximately at what age behavioral changes take place, and when these patterns are generally replaced by more mature patterns. This is significant since, if too much is expected from children, they develop a feeling of inadequacy.
• Knowledge of development patterns helps teachers and parents guide the child's learning properly.
• Knowledge of development patterns helps teachers and parents prepare the child psychologically for the physical and behavioral changes that would occur as they grow up. In fact, in this matter, the role of the school is crucial.

Hence, we can conclude that knowing about principles of growth and development is important for a teacher because this knowledge would help the teacher to provide the children with appropriate learning opportunities.

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. 

• Development takes place when environmental forces interact with the hereditary forces in an organism as they are the elements that play a vital role in determining the development of an individual.
• How a person will develop depends on the environment but how far a person can develop depends on heredity.
• Heredity places limit on IQ and the environment determines the numeric position of IQ within these limits.

Important Points

Let's Understand in Brief:

Thus, from the above-mentioned points, it is clear that a child's development is the result of a combination of heredity and environment.

The social and cultural contexts in which children grow up exert influences in making sense of the social world of the child, children develop in quite different ways and also describe how development is shaped by the role of culture and the child’s immediate environment. 

• The socio-cultural perspective emphasizes the role of culture and social interaction in the process of child development.

Key Points

• Lev Vygotsky, the propounder of socio-cultural perspective, focuses that a child’s thinking does not develop in a vacuum but rather is influenced by the sociocultural context in which s/he grows up.
• Vygotsky believed that the development of memory, attention, and reasoning includes learning to use the language, mathematical systems, and memory strategies that are prevalent in society.
• Thus, it is clear that each culture provides its members with certain tools of thought. How individuals in various cultures passed information to posterity are embodied in various languages; thereby shape thoughts. Hence we may say that thinking varies across social and historical contexts.

Thus from the above-mentioned points, it is clear that children are influenced by the social and cultural context they grow up in.

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

Key Points

Pre-operational stage: A 5-year-old child is in the Pre-operational stage (2 to 7 years). 

• They become capable of engaging in goal-directed activities in this stage.
• The child at this stage is not able to understand how things operate internally or how things relate to one another.
• Think about things symbolically and Imagining.

Important Points

​Limitations of Pre-operational Stage: 

• The pre-operational child cannot understand relational terms such as larger than, darker than, etc.
• At this stage, the reversible thinking is not developed, so the child is unable to understand the concept like Conservation of Number, Conservation of Liquid, Conservation of Length, Conservation of Mass, etc.
• Pre-operational thinking tends to be egocentric.
• Pre-operational thinking tends to focus on only one aspect or dimension of a problem at a time.
• The child at this stage is not able to understand how things operate internally or how things relate to one another.
• These limitations make the pre-operational child’s thinking illogical and inconsistent.
• Much of the child’s thinking unsystematic, inconsistent, illogical, and disjointed.

Hence, we can conclude that the cannot reverse her thinking that is why a 5-year-old child fails to reason why the quantity of water remains the same after transferring it from a tall and narrow glass to a wider container.

Preschool children can identify common properties or a relationship between two objects which are not identical. This ability is called identifying common relations. 

Key Points

Developmental tasks of Preschool children:

• Learning to see a relationship between things. is the basis for making sense of a complex world. As the child sees common relations between pairs, she understands that there are diverse ways of relating objects, i.e., pairs can be of many kinds - opposites, cause and effect, and so on.
• The ability to understand cause-effect relationships lies at the root of all scientific investigations. An understanding of cause and effect conveys to the child that there is an order in things. As the preschooler understands cause and effect relationships, she also knows that she can act upon objects and make things happen. This understanding is the basis for generating hypotheses and predicting results.
• Children often ask, 'What would happen if....?", "What made that happen?" and then link these explanations with what they already know. In this way, their understanding of cause and effect also grows.
• It reflects the preschoolers' reasoning abilities, shows their understanding of cause and effect, and reflects their ability to deal with situations by generating alternative solutions. It will be useful if, as you interact with preschoolers, you keep noting the different abilities they display, the various concepts they seem to understand, and the reasoning abilities they show.

Additional Information

Piaget's four stages of Cognitive Development:

 

Hence, we can conclude that while riding a bicycle a boy prompts his sister - "Drive fast! We will reach there earlier". He is showing an understanding of cause and effect.

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

Important Points

The process of adjusting, deleting schemas, and forming new schemas to maintain equilibrium is called Adaptation.

Key Points

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

• Piaget used the term schema (plural is schemata) to refer to the mental structures which help individuals to adapt to and organize their environment. He believed that the mental structures construct the meaning of the new experience and facilitate one's cognitive; adaptation to the new experience or environment.
• Adaptation, as you may have studied in Biology, is a process through which living beings adjust to their environment. Just as human beings adapt to the environment, their thinking also adapts to the changes they experience. These changes lead to changes in mental schemes. Two basic processes are involved in adaptation: assimilation and accommodation.
• Assimilation takes place when people try to understand something new by fitting it into what we already know.
• Assimilation is a process in which a child using an existing schema to deal with a new object or interpret the external world.
• Assimilation refers to the act of captivating information and observations in a way that is well-matched with the person's current schema of the world. In other words, it means 'understanding reality'.
• For example, a 2-year-old child sees a man who is bald on top of his head and has long frizzy hair on the sides. To his father’s horror, the toddler shouts “Clown, clown”.
• Accommodation occurs when a person must change existing schemes to respond to a new situation. 
• For example, a child realizes that a four-legged animal that neighs cannot fit into her existing schema of ‘dog’. The child assimilates this information into her schema for a dog.
• Equilibration:  If the "new situation" is adjusted with the existing schema then that stage is referred to by Piaget as the "stage of equilibration" in that the existing knowledge base is working.

Thus from the above-mentioned points, it is clear that the process of adjusting, deleting schemas, and forming new schemas to maintain equilibrium is called Adaptation. 

Additional Information

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

• Lev Vygotsky emphasized that the acquisition of speech is the major activity in cognitive development.
• He believed that cognitive skills and patterns of thinking are the product of the interaction between the individual and the socio-cultural institution where the individual grows up.
• Vygotsky embedded in this theory, the concept of 'private speech' which is a kind of speech directed to self with no communicative function.
• Children use private speech to guide their actions by speaking themselves.

Important Points

Private Speech:

• It refers to the speech produced aloud by young children which seems to be addressed either to the self or to others, which sometimes cannot be easily conceived by a listener.
• It has a major role in the augmentation of the self and self-consciousness. It is the main aspect in the development of self and subjectivity.
• It is important in the cognitive development of the child and gradually enables her to regulate oneself, monitor oneself, plan and solve problems.
• With age, however, private speech disappears or transformed into silent inner speech or verbal thought but in few cases it proceeds to the end of adolescence and even later.

Hence, from the above-mentioned points, it becomes clear that the term, "Private Speech" was first used by Vygotsky.

Additional Information 

The other two kinds of speech proposed by Vygotsky in his "Socio-cultural Theory" that a child progresses while developing language functions.

These stages are:

There are many theories in psychology that are related to different schools of psychology such as cognitive, humanistic, behavioristic, etc.

These theories are propounded by eminent psychologists to provide a framework to understand different aspects of human behaviour.

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

Important Points

Lev Vygotsky emphasizes the importance of interaction in his theory by introducing three concepts which are as follows:

 

Hence, it could be concluded that according to Vygotsky, children learn a lot through interaction with their peers.

Lawrence Kohlberg, an American psychologist, has propounded the 'Theory of Moral Development'.

• He has made a systematic study of moral development in his theory that is categorized in 3 levels and 6 stages.
• He has studied moral development by posing moral dilemmas to groups of children as well as adolescents and adults.

Important Points

The three level of Moral Development includes:

• Preconventional Level:
• At this level the child is not responsive to cultural rules and labels of good and bad, right or wrong but interprets these labels in terms of physical or hedonistic consequences of actions or in terms of physical powers of those who communicate the rules and labels.
• Conventional level:
• At this level maintaining the expectations of the individual, family, group or nation is perceived us of value in its own right regardless of the immediate and obvious consequences.
• Postconventional Level:
• At this level there is a clear effort to define moral values and principles that have validity and application apart from the authority of the groups or persons.

Additional Information

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

 

Thus, from above-mentioned points, it is clear that Kohlberg's idea of moral development has three levels.

The learner-centred approach of teaching puts learners in the centre and gives primacy to children's experiences and needs.

• It strongly believes that when children are given the freedom to work at their own pace, they develop the ability to assimilate the concepts efficiently.
• It suggests an approach of teaching different from the existing practice of having a uniform curriculum, uniform instructional and evaluation strategies for the whole class.

Important Points

Characteristics of the learner-centred approach:

• It stresses the importance of enquiry, observation and investigation.
• It takes into account learner's capabilities, capacities and learning styles.
• It uses methods like experiential learning, problem-solving, concept mapping and creative writing.
• It emphasizes to provide ample opportunities to the children to foster their own strategy of learning to perform a task.
• In this method, teachers facilitate students as a facilitator by providing with proper environment and materials to learn at their own pace.
• Children create their own knowledge from their experiences and interactions with the world around them.
• Teachers foster children’s learning and development best by building on the existing knowledge, abilities, interests, needs, styles of learning and strengths of the children in the class.

Hence, it could be concluded that Learner-centred approach is one in which learners with the teacher's guidance are made responsible for constructing their own understanding.

Additional Information

Learner-centred approach advocates: 

• Flexible curriculum
• Varied learning time
• Varied methods of teaching
• Varied learning experiences/tasks/activities
• Varied methods of assessing children’s progress

Intelligence involves several capabilities together. It is the ability to understand the incoming information and make sense out of it.

Key Points

• It is the ability to acquire new skills and use the existing knowledge to complete a task or deal with a situation.
• Intelligence refers to the capacity to acquire and apply knowledge.
• It is the ability to solve problems, learn from experiences, and apply knowledge to deal with new situations.
• Intelligence includes the capacity to understand novel stimuli, learning a language, and communicate with others, being aware of the environment, have the ability to reason, plan, and solve problems creatively.

Thus from the above-mentioned points, it is clear that Intelligence includes a set of capabilities that allows an individual to learn. 

Additional Information

Some theories related to Intelligence- 

As per Vygotsky’s sociocultural perspective, interaction with adults and abler peers is of critical importance in the development and learning of children. Thus, the language of interaction also assumes a central role in development. 

Key Points

Language Development as per Vygotsky:

• Language is the primary means of communication. We communicate with others by talking or writing, that is, through verbal (speech) and written language. Children develop language by seeing and hearing others speak.
• Vygotsky believed that since language differs across cultures and communities, thinking/ Cognitive Development cognition also differs. Therefore, language is not only needed for interaction with others, it is an important aspect of the development of mental processes in the socio-cultural milieu.
• Language includes social and cognitive aspects. Without going deeper into the issue, here we would say that a teacher should provide ample space and freedom for children to talk, freely express themselves in whatever language they want.
• A child should think of and play numerous language games, especially while teaching primary school children, who are still developing a system of language. Therefore, talking in mother tongue and using mother tongue in different ways aids in children’s cognitive development.

Thus from the above-mentioned points, it is clear that "The importance of communication with others as a major factor in the development of a child's language" is expressed by Vygotsky. 

Additional Information

Women Education- Education of women there occupies top priority amongst various measures taken to improve the status of women in India. Through various efforts are made to improve girl’s enrolment and provide adult education for women. Factors affecting enrolment and retention of girls in educational institutions are many.

Key Points

• The statement implies that the teacher holds a biased belief that girls should be educated in a specific manner to fulfill traditional gender roles as wives and mothers.
• This type of thinking reinforces gender stereotypes and limits the potential and opportunities for girls.
• It goes against the principles of gender equality and restricts girls from pursuing their interests, talents, and aspirations beyond societal expectations.

Therefore**, it promotes gender bias and hinders the empowerment and development of girls.**​

Assessment is one of the steps of evaluating student’s performance. It is a process of collecting, receiving, and using data for the purpose of improvement in the learning process. 

• It is integral to the teaching-learning process which helps in facilitating student learning and improving instructions.
• Assessment facilitates mapping different dimensions of a child’s development holistically to provide a more authentic picture to help the child, teacher, and hence the system.
• From the assessment, it is revealed that if the desired level of mastery has not been attained by learners, the teaching-learning process may be repeated and certain remediation may be provided to them.
• Assessment of performance of learners not only helps a teacher to make academic decisions but also provides him/her feedback on the teaching strategies adopted by him/her, his/her level of teaching.

Important Points

Assessment should focus on furthering learning as it helps in:

• collecting relevant information on student learning.
• making reliable decisions about educational planning.
• determining the effectiveness of the learning process or program.
• promoting a learner-friendly environment to optimize student learning.
• assessing both scholastic and co-scholastic aspects of students' growth.
• laying emphasis on thought processes and de-emphasizing memorization.

Therefore, from the above-mentioned points, it is clear that assessment should focus on furthering learning.​

Children with special need are disabled ns any restriction or lack (resulting from an impairment) of ability to perform an activity in a manner or within the range considered normal for a human being. 

• Special education is individualized education for children with special needs. Special education means, “Specially designed instruction, to meet the unique needs of a child with special needs including instructions conducted in the classrooms.
• Inclusive education, as an approach, seeks to address the learning needs of all children (disabled and non-disabled) with a specific focus on those who are vulnerable to marginalization and exclusion.
• Inclusion emerged as a result of the social justice movement in the field of disability which emphasizes that schools should create an environment in which students with special needs are seen as valuable members of the social community.

Thus from above-mentioned points, it is clear that children with special needs should be included in 'regular' set-ups with special provisions.

Additional Information

The children with special needs are broadly categorized into the following categories-

Diversity in literary terms means differences. The term diversity, when used in discourse related to people or communities or in social contexts is more specific, indicates that a group of people is made up of individuals who are different from each other in some way or the other or it means collective differences among people, that is, those differences which mark off one group of people from another.

• For example, differences in culture, language, gender, appearance (e.g. skin color, hair type) lifestyle, social and economic status, family structure, abilities, (e.g. physical, social, creative, and intellectual), values, and beliefs.

Key Points

Role of teacher in celebrating diversity in the classroom:

• The role of the teacher in the diverse classroom is based on a value system that:
• welcomes, respects, and celebrates diversity arising from gender, nationality, race, the language of origin, social background, religion, class and caste, level of educational achievement, disability, etc.
• A teacher is expected:
• to transfer the understanding and position about diversity into the classroom processes,
• to identify and recognize the threads of diversity among learners to address the corresponding issues and challenges concerning curriculum design,
• teaching-learning practices and processes, and learning materials so that subsequently the different learning needs of children are met.

Thus from the above-mentioned points, it is clear that To deal with diversity in her classroom a teacher needs to be sensitive to the social and cultural context of the students.

Learning Disability is an umbrella term that encompasses a variety of specific kinds of learning problems. Children with learning disabilities experience difficulty in learning and using certain skills namely reading, writing, listening reasoning, and mathematics. 

Key Points

Learning disability is often identified by 

• School psychologists, clinical psychologists, and neuropsychologists through a combination of intelligence testing, academic achievement testing.
• Classroom performance, social interaction, and aptitude.
• Other areas of assessment include perception, cognition, memory, attention, and language abilities. The resulting information is used to determine whether a child is achieving at his / her potential.

Additional Information

Learning disability is a syndrome found in children of normal or above intelligence characterized by specific difficulties in learning to- 

NOTE:

Characteristics of learning disabled (LD) children-

• Hyperactivity
• Perceptual motor impairments
• Emotional liability (frequent shifts in the emotional mood)
• General coordination deficits
• Attention disorders (short attention span distractibility, perseverance)
• Impulsivity
• Specific academic problems ( reading, writing, arithmetic, spelling)
• Speech and hearing disorders

Thus from the above-mentioned points, it is clear that you identify a child with a learning disability by administering intelligence tests.

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

• It is the ability possesses by people who are creative, persistent, and imaginative.
• Creativity is the cognitive ability to produce something original by offering a fresh perspective.
• It is related to divergent thinking which refers to a way of solving problems by more than one approach.
• It is goal-directed thinking which is unusual, novel, and useful and includes brainstorming and out-of-the-box thinking in it.

Important Points

Creative children are those who show high-performance capability in several areas such as artistic and creative work, leadership quality, keen power of observation, etc.

• These children have divergent thinking and are very curious in nature that's why sometimes the classroom seems monotonous to them because they grab things fastly than of their age peers.

Characteristics of Creative Children:

• Original thought and expression.
• Perceive relation between impossible things.
• Curious, extrovert, and ambitious in nature.
• Think quickly and solve problems in a novel way.
• Convert imaginative and original ideas into reality.
• Use divergent and out-of-the-box thinking in different situations.
• Try new things and risk failure in executing innovative ideas.

Thus, from the above-mentioned points, it is clear that a creative child has the characteristic of original thought and expression.

Creativity- 

The most advanced thought process, creativity, involves the production of uncommon and novel ideas that are highly relevant to the situation.  Creativity is goal-directed thinking which is unusual, novel, and useful. 

• Guilford (1986) considered creative thinking as involving divergent thinking, which emphasizes fluency, flexibility, originality, and elaboration.
• Divergent thinking is closely associated with creativity and originality and involves the ability to envision multiple ways to solve a problem.
• Divergent thinking is concerned with thinking in different directions, sometimes searching, sometimes seeking variety.
• Divergent thinking comprises a relatively distinct group that stands apart from the conventional concept of general intelligence.

Thus from the above-mentioned points, it is clear that Creativity includes the ability to do divergent thinking. 

Additional Information

Characteristics of Creativity-

• It is imaginative involving imagination since it is the process of generating something original.
• It is purposeful, that is, creativity is imagination put into action towards an end.
• Creativity involves the generation of ideas and also evaluate, and deciding which one is the most adequate

Key Points

Test for measuring Creativity-

• Torrance Tests of Creative Thinking (TTCT)
• The Wallach and Kogan Tests
• The Guilford Battery.

Development refers to functional or nonorganic changes and is usually qualitative in nature (e.g., development of intelligence). Child development is marked by three interrelated processes.

• They are differentiation, integration, and learning.
• In child development, successive stages and patterns do not merely follow one-another but emerge directly from that which preceded it.

Important Points

The effect of each area of development cannot be separated easily. We do not know any child well until we know her in all spheres of functioning. 

Key Points

​Interrelationship among various areas of development:

• We have been talking of development in various areas as if each occurs independently of the others**. However, development in each area affects development in others.**
• Development of physical skills makes the infant mobile, increases her range of activity, and helps her to explore her surroundings. This also helps in cognitive development.
• Language development helps the child to communicate better. It also allows her to interact with more people.
• This interaction has a significant influence on her social development.
• The increasing complexity of thought and social interaction helps her to understand concepts like right and wrong and good and bad. When we observe or talk about a child, we have to study her as a whole person.
• A child is a complete person with the experiences and skills in one area influencing the development of others.

Hence, we can conclude that when a child's capability in any particular area of development has an impact on all areas of development.

Many second language learners may have difficulty reading and understanding the written content in a word problem. For example, if a student is learning English as a second language, he might not yet know the key terminology needed to solve the equation. 

Key Points

• In other words, second language learners who have had formal education in their home countries generally do not have mathematical difficulties; hence, their struggles begin when they encounter word problems in a second language that they have not yet mastered.
• For this reason, it is recommended that students learn key terminology introducing word problems in their mother tongue as well.
• And it is prior to attempt to solve mathematical word problems. Learners at the primary level experience difficulty in comprehending word problems as they often pose a challenge because they require to:
• read and comprehend the text of the problem,
• identify the question that needs to be answered, and
• finally, create and solve a numerical equation.

Hence, it can be concluded that experiencing difficulty in comprehending word problems by the learners at the primary level can be best addressed by introducing word problems in mother tongue as well.

Problems involving subtraction are more complex for children to handle than those involving addition. This is because they have to identify which quantity has to be taken away from which. This is very important because so far they were exposed to addition, where 2 + 3 = 3 + 2. But 9 - 3 is not the same as 3 - 9, that is, subtraction is, not commutative.

Let us now consider the different types of word problems related to subtraction that children come across. Broadly, there are four such models, namely:

• Complementary addition- What number/how many things should be added to one number or group to get the other. (e.g. "A crate can have 50 bottles. 20 bottles are already in it. How many more bottles can be put into the crate?")
• It also helps children learn to subtract mentally and get comfortable with adding tens and ones in their heads.
• Partitioning- An action of taking away or removing some objects, and finding out how many remain. (e.g., there were 15 toffees in this container, and 10 have been eaten. How many are left?)
• Reduction- When the original amount and the balance or remainder are known, to find the part that has been given away. (e.g., there were 15 toffees in a container, and there are only 5 now. How many have been eaten?)
• Comparison- The difference between two groups or numbers, namely, how much one is greater than the other, how much more is in one group than in the other. (e.g., if Munna has 15 erasers and Munni 5, how many less does Munni have than Munna?)

Hence, it can be concluded that the above problem is about complementary addition.

The numbers that are found to have been constructed to measure different parts of a complete object are known as fractional numbers (or fractions).

Like fractions: Fractions with equal denominators are known as like fractions. The question that is mentioned above-showing error in subtraction of like fractions i.e.,

$\dfrac{2}{3} - \dfrac{1}{3}=\dfrac{1}{0}$

Note that:

• Modelling situations using quantities, shapes and forms is one of the best strategies would be most appropriate to follow.
• Such representations aid visualization, clarify essentials, help us discard irrelevant information.
• Again, what we need are illustrations that show a multiplicity of representations so that the relative advantages can be understood.
• For example, a fraction can be well understood through an object and its cut pieces that means, to explain the error by using a fraction kit or paper folding.
• Representations are useful and appropriate in a different context. Learning representation about fractions is far more useful than the algorithm for subtraction of fractions​, asking the student to do the same question 10 times so that he/she will not repeat the mistake or giving more questions for practice. As, all of these will create boredom in classroom and learning mathematics will no remain as a fun-activity for the leaners.

Hence, it can be concluded that as a teacher, one of the strategies that would be most appropriate to follow is to explain the error by using a fraction kit or paper folding.

Area is the term used to define the amount of space taken up by a 2D shape or surface. We measure area in square units cm²  or m².

• Children are introduced to the area in class 5, where they will be asked to find the area of various shapes, simply by counting the 1cm² squares they occupy on paper.
• In class 6 children will be expected to use the formula (length x width) to work out the area of a rectangle. They will often be given rectangles not drawn to scale, so will need to remember this formula.
• They also need to estimate the area of irregular shapes. In class 7, children will need to work out how to find the area of an irregular shape, such as the following. Often, not all the measurements of each side will be given to make this harder.
• A good way of finding the area of a shape like this is to split the shape up into smaller shapes and then work out the area of each of these.
• The areas of the smaller shapes can then be added up to find the answer.
• Example: the best resource to compare the areas of two leaves in class 5. Bring in a nice variety of leaves for different species which have variable leaf shapes and sizes.
• It has been used to demonstrate the use of graph paper in measuring surface.
• Each of the examples were hand-drawn onto the grid paper using the same dried, pressed leaf as students would do in class.

Hence, it can be concluded that the best resource to compare the areas of two leave is graph paper.

Measurement of an object is done to quantify its shape, size, perimeter, area, etc. to get an exact idea about its attributes.

• The teacher should first introduce the non-standardized measures at the primary level as children to some extent are familiar with them and can relate to them easily.

<br>

Key Points

• Non-standard measures may include the use of a hand span to measure the length of any object, comparison between two objects to decide which one is smaller or bigger, use of foot-steps to measure the distance between two things, objects, or places, and so on.
• Then the conservation of length must be taught to them i.e., by comparing the two objects or things to introduce the measurement in primary classes.
• Such as compare the height of two children, comparing the length of pencils, and comparing the hand-spans of learners by measuring the length of their desks.
• After that, the teacher should introduce the standard units of measurement by mentioning some of the problems of using non-standard measures to give meaning to the use of rulers, scales, and measuring cups.
• Such as measurement of the length of the desk by using hand-spans of learners and show them why the length is different as the size of their hand-spans varies. So, to measure accurately and irrespective of the size of hand-spans, we use a scale or ruler to measure the length of an object.
• There, the main important aspect of measurement of length is the ability the use scale i.e., to measure the length between two points one must know how to use the scale with precision otherwise the measurement will not be valid.
• Without having the proper ability to use any measuring scale, one can not do measurement correctly.
• And after learning the ability to use scales, the children should be encouraged for Iteration so that they can attain mastery in the ability to use scales properly.

Hence, it could be concluded that the ability to use scale is an important aspect of the measurement of length.

Mathematics is a subject matter which mainly deals with the representation and management of quantitative data. It deals with data analysis, integration of various fields of knowledge, involves proofs, deductive and inductive reasoning, and generalizations.

• The teaching of mathematics should be done in a simplified way to develop an in-depth contextual understanding of concepts among students.

Key Points

Mathematical games at primary level:

• At the primary level, the teaching of mathematics should be done in simple to complex ways so that the students at the beginning of learning mathematics.
• The students of primary classes could not be able to understand the complexities of mathematics through the direct lecture method.
• So, to arouse their interest and curiosity in learning mathematics the teacher uses different types of "games" as they will actively participate in playing games.
• They enjoy playing games which will not only develop their positive attitude and liking towards mathematics but also will provide a joyful learning experience to them.
• The use of most of the sense organs is required while playing which makes them extra conscious towards what they are playing, how to play it, and how to follow the rules of a game properly.
• Games also provide an opportunity for the extension of mathematical concepts as the students can revise the already acquired mathematical knowledge and learn new knowledge easily.
• Also, they will explore the new dimensions of mathematics in games such as solving puzzles or playing "SUDOKU" they will get to know the multiplication of a number is the number of times you add a specific into it i.e. (3 × 9 = 27) when you add "three" total nine times you will get "27".
• It becomes easy for the students to interpret the mathematical concepts in games as they are well-structured and challenges the students to go beyond their comfort zone.

Hence, it is concluded that games provide an opportunity for the extension of concepts.

Textbooks play an important role in mathematics education because of their close relation to classroom instruction. They identify the topics and order them in a way students should explore them. They also attempt to specify how classroom lessons can be structured with suitable exercises and activities.

• In some sense, they provide an interpretation of mathematics to teachers, students, and their parents. Moreover, textbooks have a prominent position in curriculum reforms and are considered the most important tool for the implementation of a new curriculum.

Important Points

The following are the qualities of a good math textbook:

• It should be by the aims and objectives of the teaching-learning process.
• It should be well illustrated and there should be a diagram and figures wherever needed.
• The content should be up-to-date.
• It should provide sufficient materials to motivate the students to solve problems in the classroom as well as in daily life.
• The problems should relate to the real-life needs.
• It should foster the right attitude towards self-study and self-reliance among pupils.
• It should promote logical and psychological arrangement of contents.
• It should be done by promoting project works, field works and laboratory works.
• It should promote the use of analytic, synthetic, inductive-deductive, problem-solving, and heuristic approaches to teaching.

A good Mathematics textbook at the primary level should relate Mathematical concepts to the everyday life of the child.

The Van Hiele's levels originated in 1957 given by Pierre Van Hiele and his wife from the Utrecht University in the Netherlands. It helped in shaping the curriculum throughout the world that especially influenced the learning of geometry at a large level.

• It provides an insight to the teacher about how the students learn geometry at different levels.
• It described how the students learn at each level and pass to another level.

Key Points

Van Hiele levels: In early schooling, the learners began to learn about shapes and try to differentiate various shapes from each other. The students learn according to their level of experience and their individual differences, the age can be different in each stage as they learn at their own pace. The Van Hiele levels are described below:

Hence, it is concluded that the boy is at the level of visualization of Van Hiele's levels of geometrical thinking.

Mathematics is a man-made, well-disciplined subject, which deals with abstract concepts and things. It has its own language, its own tools and mode of operation to help people in a proper understanding of nature’s work and complicated problems of life. 

Important Points

Zero (0) is a numerical digit used to represent that number in numerals. It can be used as the additive identity of the integers, real numbers, and many other algebraic structures.

• The concept of 'zero' in the classroom can be introduced by the Subtraction process.
• We first associate the number 0 with empty and nothing and slowly help them understand the relation of 0 with other numbers.
• After that, a teacher can use various activities and tools to explain the concept of zero. some of these are-
• Bowls and Number Cards
• Paper Cups and Branches of Leaves
• Trees with Apples Pictures
• Counters

Hence, we can conclude that the concept of 'zero' can be introduced best through the Subtraction operation by subtracting the same number from the same number. For Example Subtracting 8 from 8 gives Zero. (8-8=0). A teacher can use this activity with balls, a pencil, a pen, or other dummy objects.

Mathematics introduces children to concepts, skills, and thinking strategies that are essential in everyday life and support learning across the curriculum. It helps children make sense of the numbers, patterns, and shapes they see in the world around them.

The goals of the Mathematics curriculum at the primary stage:

• To Develop interest in the learning of mathematics.
• Help students understand and acquire basic mathematical concepts and computational skills with their thinking abilities.
• Help students develop creativity and the ability to think, communicate, and solve problems in an easy way.
• Help students develop number and spatial sense and the ability to appreciate patterns and structures of numbers and shapes.
• Enhance students’ lifelong learning abilities through basic mathematical knowledge.

Important Points

Mathematics Curriculum for the primary stage:

• Number: Whole numbers, The nature of numbers, Fractions, decimals, and percentages, Calculating devices.
• Shape and Space: Lines, Angles, Directions, Two-dimensional shapes, Three-dimensional shapes
• Measurement: Money, Length, Time, Weight, Perimeter, Area, Volume, Speed
• Data Handling: Statistics (e.g., pictograms, bar graphs, etc.)
• Algebra: Algebraic symbols, Basic Equations

Hence, we can conclude that Ratio and Proportion is not part of the Mathematics curriculum at the primary stage.

Mathematics is a man-made, well-disciplined subject, which deals with abstract concepts and things. It has its own language, its own tools, and mode of operation to help people in a proper understanding of nature’s work and complicated problems of life. The three basic groups of mathematical concepts that are essential in all topics included in the mathematics curriculum at the primary school level are numbers and operations on numbers, spatial thinking, and measurement.

Children’s Development of Mathematical Concepts:

• Measuring: In pre schoolers or Kindergartner, a student may be learning simple measurements using non-standard units, such as measuring how long something is using paper clips or blocks, instead of a ruler. They come to learn how to classify objects based on weight (heavy/light); capacity (holds more/less); and length (long/short).
• Time: They understand concepts such as morning, afternoon, and night and words that describe time such as before, after, or next, to name a few. In school, they may be learning the days of the week, and how to read a calendar. They learn that a year is longer than a month, and a month is longer than a week, etc.
• Predicting: Through experiences, children start to make predictions about what will happen next. For example, if they see it is raining out, they may predict that there will be indoor recess at school.
• Problem-solving: Children at this age can solve simple problems.
• Cause and effect relationships: They understand if they go out in the rain, they will get wet. If they take their friend’s crackers, they can predict the effects of their actions: they will have more crackers, their friend will have fewer, and their friend may become angry.

Important Points

Most appropriate to assess children's understanding of Mathematical concepts in Class I is observation.

• Classroom observation needs to focus on what the students are doing and how teacher practice affects this.
• Observing Classroom Activity when given a task to solve (Related to number System)
• Introduction to an Observation Framework which helps in the teaching-learning process.
• The Context of a Lesson Observation

Hence, we can conclude that observation is most appropriate to assess children's understanding of Mathematical concepts in Class I.

Calculation

Let the number which comes in blank space be 'a'

LHS : 1011 × 101 = 102111

RHS : 103000 - 7 × a

⇒ 102111 = 103000 - 7 × a

7 × a = 103000 - 102111 = 889

7 × a = 889

⇒ a = 889 ÷ 7 = 127

∴ The required number is 127.

Calculation

Let the number which comes in blank space be 'a'

The place value of 6 in 16470 = 6000

The place value of 6 in 7605 = 600

As given, 6000 - 600 = 6 × a

⇒ 5400 = 6 × a

⇒ a = 5400 ÷ 6

∴ a = 900

Hint

To find the place value of a digit : Firstly, write the digit whose place value is to be found and count the number of digits after it, then write as many zeroes after that digit. For Example : The place value of 5 in 25664 is 5000. As there are three digits after 5 so put three zeroes after 5.

Calculation

Let the number which comes in blank space be 'a'

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

Factors of 84 = 1, 2, 3, 4, 6, 7, 12, 14, 21, 28, 42, 84

So common factors of 56 and 84 = 1, 2, 4, 7, 14, 28

The sum of the common factors = 1 + 2 + 4 + 7 + 14 + 28 = 56

As given, 56 = 400 - 43 × a

⇒ 43 × a = 400 - 56 = 344

⇒ a = 344 ÷ 43 = 8

∴ The required number is 8.

Concept

Dividend = Divisor × Quotient + Remainder

Calculation

Writing the given numbers as per the formula given above

32456 = 24 × 1352 + 8

46951 = 83 × 565 + 56

So, the remainders are 8 and 56

The Sum of Remainders = 8 + 56 = 64

As per the question, 64 is divided by 16

∴ The remainder is 0.

Formula Used :

LCM(a, b) = (a × b) ÷ GCD(a, b)

Calculation:

Prime factorization of 16 = 1 × 2⁴

Prime factorization of 24 = 1 × 2³ × 3¹

Prime factorization of 36 = 1 × 2² × 3²

The smallest common multiple(or LCM) of 16, 24 and 36 = 2⁴ × 3² = 144

The largest common factor (or GCD) of 16, 24 and 36 = 2² = 4

According to question, 

144 ÷ 4 = 36.

Given:

Nishu has chocolates = $6\frac{1}{2}$ dozens

Nishu gave chocolates to Ravi = 1/6 of $6\frac{1}{2}$ dozens

Nishu gave chocolates to Rahul = 1/13 of $6\frac{1}{2}$ dozens

Half of the chocolates given to her friends = 1/2 of $6\frac{1}{2}$ dozens

Concept used:

One dozen = 12

Calculations:

 $6\frac{1}{2}$ dozens = (13/2) × 12

⇒ 13 × 6 = 78 chocolates 

The number of chocolates given to Ravi = (1/6) × $6\frac{1}{2}$ dozens

⇒ 78 × 1/6 = 13 chocolates

The number of chocolates given to Rahul= (1/13) × $6\frac{1}{2}$ dozens

⇒ 78 × 1/13 = 6 chocolates

The number of chocolates given to her friends = (1/2) of 78

⇒ (1/2) × 78 = 39

The number of chocolates given to friends, Ravi and Rahul = 39 + 6 + 13

⇒ 58

The number of chocolates left with her = Total chocolates - The number of chocolates given to other friends, Ravi and Rahul

⇒ 78 - 58 = 20

∴ The number of chocolates left with her is 20

Given:

15 ones + 15 thousands + _____ tens = 16165

Calculations:

15 ones = 15 × 1

⇒ 15

15 thousands = 15 × 1000

⇒ 15000

Let the number be 'x' 

x tens = 10 × x

⇒ 10x

15 + 15000 + 10 x = 16165

⇒ 15015 + 10x = 16165

⇒ 10x = 16165 - 15015

⇒ 10x = 1150

⇒ x = 1150 ÷ 10

⇒ x = 115 

∴ The number of tens is 115

Given:

A drum contains oil = 174 liters and 400 milliliters

This oil-filled into 32 containers.

Calculations:

1 liter = 1000 milliliters

174 liters and 400 millimeters = 174.4 liters

Each container filled oil = total liters of oil ÷ number of containers 

⇒ 174.4 ÷ 32 = 5.45 liters

If 18 containers filled with oil = each container oil × number of containers 

⇒ 18 × 5.45 = 98.1 liters

∴ The oil in 18 such containers = 98.1 liters

Given:

On a map, a length of 3/4 centimetre represents a distance = 240 km 

Calculations:

240 km = 3/4 centimeter

⇒ 1 km = (3/4) × 1/240

⇒ 1 km = 1/320 centimeters

1120 km = 1120 × 1/320 centimeters 

⇒  7/2 = 3.5 centimeters 

∴ The length on the map will represent a distance of two cities which are 1120 km apart on the ground = 3.5 centimeters (three and half centimeters)

Checking all statements one by one : 

1. 1 kilogram = 1000 grams 

One-hundredth of one kilogram = 1/100 × 1000 grams = 10 grams 

So, the given statement is not correct.

2. 1 cm = 10 mm

⇒ one-tenth of 1 cm = 1/10 × 10 mm = 1 mm

So, the given statement is correct.

3. 1 lakh = 100000

⇒ 100000= 100 × 1000

So, 1 lakh equals a hundred thousand.

∴ The given statement is correct.

4. 1 crore = 10000000

One hundredth of a crore = 1/100 × 10000000 = 100000

which is one lakh so, this statement is also true.

Concept

Volume of cuboid = length × breadth × height

Volume of cube = side³

Number of cubical boxes that can fit inside cuboidal/cubical store = Volume of cuboidal/cubical store ÷ Volume of one cubical box

Calculation

Length and breadth of cuboidal store = 16 m and 13 m respectively

Boxes are to be placed to a height of 7 m 

so, height = 7 m

Volume of cuboidal store = 16 × 13 × 7 = 1456 m³

Similarly, Length and breadth of cubical box = 8 m each and height = 7 m

Volume of cubical store = 8 × 8 × 7 = 448 m³

Volume cubical box of side 1 m = 1 × 1 × 1 = 1 m³

Number of boxes to be placed = (1456 ÷ 1) + (448 ÷ 1) = 1904

So, the number of boxes = 1904.

Given:

Each wire length = 272 cm 

Number of wires = 2

side of square = 18 cm + width of rectangle

Concept used:

One wire length = perimeter of rectangle

One wire length = perimeter of square

Formulae required: 

Area of square = side × side

Area of rectangle = length × widdth 

Perimeter of a square = 2 × ( length + widdth) 

Perimeter of side  = 4 ×side

Calculations:

Perimeter of Square = 272 cm

⇒ 4 × side = 272

⇒ side = 272 ÷ 4

⇒ side = 68 cm

Perimeter of rectangle = 272 cm

2× ( length + width) = 272

⇒ (length + width) = 272÷ 2

⇒ Length + width = 136 cm

⇒ Length + 68 - 18 = 136 (∵ width = side - 18)

⇒ Length = 136 - 50 

⇒ Length = 86 cm

Area of square = 68 × 68

⇒4624 cm²

Area of rectangle = 86 × 50 

⇒  4300 cm²

The difference between area of square and rectangle = 4624 - 4300

⇒ 324 cm²

∴ The required value is 324 cm²

Option 1:

An hour = 60 minutes

A minute = 60 seconds

An hour = 60 × 60

The number of seconds in 6 hours is equal to the number of minutes in 12 days. 

 The number of seconds in 6 hours = 6 × 60 × 60

⇒ 21600 seconds

The number of minutes in 12 days = 12 × 24 × 60

⇒ 17280 minutes

21600 > 17280 

Hence, The number of seconds in 6 hours is not equal to the number of minutes in 12 days.

Option 2:

The number of minutes in 15 days is equal to the number of seconds in 8 hours.

The number of minutes in 15 days = 15 × 24 × 60

⇒ 21600 minutes

The number of seconds in 8 hours = 8 × 60 × 60

⇒ 28800 seconds

21600 < 28800 

The number of minutes in 15 days is not equal to the number of seconds in 8 hours.

Option 3:

The number of minutes in 10 days is equal to the number of seconds in 6 days

The number of minutes in 10 days = 10 × 24 × 60

⇒ 14400 minutes

The number of seconds in 6 days = 6 × 24 × 60 × 60

⇒ 518400 seconds

14400 < 518400 

Option 4:

The number of seconds in 2 hours is equal to the number of minutes in 5 days.

The number of seconds in 2 hours = 2 × 60 × 60

⇒ 7200 seconds

The number of minutes in 5 days = 5 × 24 × 60

⇒ 7200 minutes

7200 = 7200

∴ Option 4 is true

Given:

Reshma bought fresh fish = 963 kg

<br>

Fresh fish rate per kg = 25 per kg

<br>

The selling price of dried fish = 108.5 per kg

<br>

Formula required:

<br>

Profit = Selling price - cost price 

<br>

Calculations:

<br>

The Total cost price of fresh fish = 963 × 25

<br>

⇒ Rs. 24075

<br>

When fresh fish is dried, it becomes one-thirds of its weight. (∵ 1 - 1/3 = 2/3)

<br>

Then, the weight of dried fish = 963 × 2/3

<br>

⇒ 642 kg

<br>

She sold dried fish = Rs. 108.5 per kg

<br>

Hence, the selling price of dried fish 903 kg = 642 x 108.5

<br>

⇒  Rs. 69657

<br>

Profit = 69657 - 24075

<br>

⇒  45582

<br>

∴ Reshma earned Rs. 45582

<br>

1/3rd is the weight loss and 2/3rd is the weight of the fish remains. So the profit is calculated according to the remaining weight of the fish.

Given:

Speed of train = 60 kmph

Time taken to travel in train = 1 hour 20 mins

Speed of bus = 50 kmph

Time is taken to travel in bus = 54 mins

Speed of boat = 15 kmph

Time is taken to travel in boat = 1 hour 36 mins

Calculations:

Jhon traveled distance by train = 1 hour 20 mins × 60 kmph 

⇒ (80/60) × 60 = 80 km

Jhon travelled distance by bus = 54 minutes × 50 kmph

⇒ (54/60) × 50 = 45 km

Jhon travelled by boat = 1 hour 36 mins × 15 km

⇒ (96/60) × 15 = 24 km

Total distance travelled by Jhon = distance travelled by train + distance travelled by bus + distance travelled by boat

⇒ 80 + 45 + 24 = 149 km

∴ The total distance travelled by Jhon = 149 km

As a society, we are yet to appreciate how crucial the work of the primary school teacher is, for society as a whole. Teaching at the primary level requires a specific kind of expertise which includes both knowledge and skills.

Important Points

Following are some key actions required for making mathematics joyful for class while teaching Numbers—

• Participation
• Engagement
• Observations
• Making a hypothesis and verifying them
• Problem posing
• Experience with counting
• Problem-solving
• Visualization and representation
• Making connections
• Systematic reasoning
• Mathematical communication

Hence, we can conclude that to develop all the above characteristics a student is required to practice mathematics more and more. And also Numerals should be introduced only after the learners have experience with counting.

Additional Information

The pedagogy at the primary stage includes the following sequence of activities while dealing with different concepts, competencies, and skill—

• Children learn to enjoy mathematics rather than fear it.
• Children learn important mathematics—Mathematics is more than formula and mechanical procedures.
• Children see mathematics as something to talk about, to communicate through, to discuss among themselves, to work together on.
• Children pose and solve meaningful problems.
• Children use abstractions to perceive relationships, to see structures, to reason out things, to argue the truth or falsity of statements.
• Children understand the basic structure of Mathematics— Arithmetic, algebra, geometry, and trigonometry, the basic content areas of school Mathematics, all offer a methodology for abstraction, structuration, and generalization.
• Teachers engage every child in the class with the conviction that everyone can learn mathematics.

Number Concepts: Counting, recognising and using numerals correctly, comparing numbers and operations on numbers are considered as important milestones in the development of number concepts.

One-to-one Correspondence: It refers to the concept that each object is counted only once.

• First assigning a number to a particular object which forms one of a sequence of objects is known as ordinal aspect of number. Ordinality refers to the order (what is the position?) of the objects in a collection. Ordinality develops earlier at about 3 to 5 years of age after the child is able to match the objects in two collections using the method of one-to-one correspondence along with the knowledge of number names.
• The second and final step of counting is of knowing that the number of objects in a collection (‘manyness’, or ‘numerosity’) i.e. the cardinal aspect. Cardinality refers to the size (How many objects?) of the collection.

Hence, we conclude that one-to-one correspondence is one of the aspect of number sense.

The numbers that are found to have been constructed to measure different parts of a complete object are known as fractional numbers (or fractions).

Note that:

• Modelling situations using quantities, shapes and forms is one of the best strategies would be most appropriate to follow.
• Such representations aid visualization, clarify essentials, help us discard irrelevant information.
• Again, what we need are illustrations that show a multiplicity of representations so that the relative advantages can be understood.
• For example, a fraction can be well understood through an object and its cut pieces that means, to explain the error by using a fraction kit or paper folding.
• Representations are useful and appropriate in a different context.

Hence, we conclude that the above situation can be best explained by using paper folding.

Explanation:

• Bead strings are ideal for helping to maintain student interaction in the classroom.
• If a student reads 203 as twenty-three then a teacher can use beads and strings activity.
• This activity is great for emergent learners during maths lessons.
• They are perfect for both group as well as individual led work, encouraging problem-solving, number exploration, and familiarity with multiples of ten.

Important Points

Beads and Strings activity:

• Bead strings are used for visualizing numbers with a moveable object.
• A teacher can hide or cover certain parts of a bead string so the students find it easier to count each bead by counting it one by one.
• We can Use bag tags to label the beginning and end of the string as 0 and 100.
• A 10 bead string contains five white and five red beads.

Key Points

​Recognizing the number 203:

• Split the beads to represent the numbers 20 & 23, then ask the pupil what number it represents.
• From the beads below, you could prompt students to count all the green beads, and write down the number it represents.
• Then by doing this activity a pupil comes to know that there is a difference between 23 & 203. So

So Misconception of Recognising a Number can be cleared by Beads and Strings activity.  So Option 3 is the correct answer.

Additional Information

Other Uses of beads and strings activity:

• Recognizing numbers
• Place value
• Estimation skills
• Large numbers
• Addition and subtraction

Assessment in preschool should be formative, continuous, and flow from the experiences planned in the curriculum. It implies observing and documenting the development of the child, by interpreting the evidence from day-to-day experiences of the child to recognize and encourage strengths and addressing learning/developmental gaps.

Important Points

If a student noticed that how are the 'monkeys that dance to entertain people, different from the monkeys that are free' and observe that there are behavioral change in both of them then he differentiate between them based on his knowledge gathered through observation. 

Key Points

Observation- 

• Observation is the simplest tool for assessing the outcomes. However, they require training for collecting information and interpreting the same for decision making.
• The method of teaching environmental studies in a classroom should be based on activities, which require careful, systematic, and well-directed observations, by a learner as a means of acquiring knowledge.
• They should be helped to sense and feel objects, study their shapes and sizes, and to observe things around them

Thus from the above-mentioned points, it is clear that observation is being assessed.

Assessment in preschool should be formative, continuous, and flow from the experiences planned in the curriculum. It implies observing and documenting the development of the child, by interpreting the evidence from day-to-day experiences of the child to recognize and encourage strengths and addressing learning/developmental gaps.

\

Key Points

Anecdotal records:

• Anecdotal records are short and significant descriptions of the performance and behavior of children in unexpected events, which would not be documented otherwise and are quite useful to observe day-to-day basis.
• Brief written notes based on observations of children—how and where children spend time, their social relationships, their use of language, modes of interaction, information about health and nutrition habits.
• An anecdotal record should be brief, concise, the objective report of an incident exactly happened.

Additional Information

Uses of anecdotal records-  

• Anecdotal records are of special value in indicating social and emotional situations
• They give a realistic picture of students’ personality
• Anecdotal records are very useful in fields where formal measurements are very difficult
• A healthy teacher-pupil relationship is established when teachers are asked by the school organization to write down anecdotal reports.

Thus from the above-mentioned points, it is clear that if a teacher maintains a record of a child's progress on a day-to-day basis and also keeps the observational narrative records of significant incidents in his life, the above activity is used as a/an Anecdotal Records.

Important Points

The environment is defined as the total planetary inheritance and the totality of all resources. The main focus of EE should be to expose students to the real-life world, natural and social, in which they live; to enable them to analyse, evaluate, and draw inferences about problems and concerns related to the environment. 

• If the teacher gives the opportunity to 'Name a bird and describe its beak and explain how the shape of its beak is related to its food habit', it acts best for analysis and argument.
• The children's explore ideas of birds their living places, eating habits, common features like feathers and sounds produced by them and feeding birds.
• The student’s role is that of the observer and recorder of information and skills.
• This will give them an opportunity to find methods of inquiry to new situations or problems at different levels - local/regional, national and global.
• Learners should be provided much scope for critical analysis and argue about the Birds.

Thus from above-mentioned points, it is clear that 'Name a bird and describe its beak and explain how the shape of its beak is related to its food habit' would best give the child an opportunity to argue and analyse.

Environmental Studies teaching-learning is based on the active participation of pupils in activities. Therefore, the teacher is greatly facilitated in collecting information through observation. 

Key Points

• Observation is the simplest tool for assessing the outcomes. However, they require training for collecting information and interpreting the same for decision making.
• The method of teaching environmental studies in a classroom should be based on activities, which require careful, systematic and well-directed observations, by a learner as a means of acquiring knowledge.
• Children should be required to observe nature in all its aspects, including the vegetation and animal life around them.
• Children should be helped to sense and feel objects, study their shapes and sizes and to observe things around them as if a teacher provides her students with a Neem leaf and a Mango leaf and asks them to state in which way they are similar to and different from each other the child can sense and feel both leaves and then differentiate between them on the basis of his knowledge gathered through observation.

Thus from the above-mentioned points, it is clear that Observing skills will be used in answering this question. 

Additional Information

An open-ended question is those which require thinking creatively to provide an answer or in an easy way can say those question which helps the student to make other related question from the asked question is open-ended.

While the close-ended question is opposite to that of an open-ended question.

• Open-ended questions can not be simply answered as yes or no or in a static response, they are like free to go through your own way.
• The answer varies from person to person.
• The open-ended question helps children to think logically and critically about the situation/problem.

Important Points

The scenario gave in the question, where the teacher used the open-ended questions, Her main objective could be developing students to be a creative thinker.

Key Points

Creative Thinking: This type of thinking is associated with one’s ability to create or construct something new or unusual. The individual himself usually formulates the problem and is also free to collect the evidence and to fashion the tools for its solution. 

• It involves divergent thinking and is not restricted by any pre-established rules.
• The mind must have complete freedom to wander around to create a new idea.
• Open-ended questions are also developed creativity among students.
• When the teacher gives chances to students to solve a problem in different ways he/she started to think in a divergent way because we didn’t set any kind of pre-established rules.

Hence, we can conclude that in the above scenario, the main objective of the teacher is to create creative thinking.

The present syllabus of Environmental Studies has been developed within a child-centered perspective of themes that provide a common interface of issues in social studies, sciences, and environmental education. The syllabus for Classes III-V is woven around six common themes given below. 

Key Points

The predominant theme on ‘Family and Friends’ encompasses four sub-themes:

1. Family and Friends:

• Relationships
• Work and Play
• Animals
• Plants

2. Food
3. Shelter
4. Water
5. Travel
6. Things We Make and Do

 

Refer to image:

Thus from the above-mentioned points, it is clear that the topic Air is not included in the list of themes.

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

Important Points

The NCF 2005 endorses the scope of EVS by emphasizing that it has

• to raise awareness and understanding of children about their environment,
• to be taught as a composite area of study in classes I to V
• building capacities to develop a holistic vision and participate in its protection and management his assertion gains importance as the world is increasingly moving towards protection and conservation of the environment

Key Points

EVS is a Composite Area

EVS at the primary stage is a single study area. It is visualized as a composite study area drawing learning experiences/contents from physical, biological, chemical, social, cultural, and other dimensions of study.

• The contents are organized around curricular themes like Food, Shelter, Water, Travel, etc. This thematic organization is intended to correlate two or more disciplines of study or school subjects.
• This helps children to develop an inter-related and connected understanding of the subject studied rather than a fragmented view of it.
• For each theme, a web of possible connections of concepts and skills are suggested, which are to be developed over the period of primary grades.

Hint

To achieve the above objectives, EVS is organized around three broad principles-

• Learning about the environment
• Learning through the environment
• Learning for the environment

Hence, we can conclude that EVS to be taught as a composite area of study in classes I to V is correct regarding EVS is in accordance with NCF-2005.

Discussion method: Discussion takes place whenever there is a difference of opinion concerning the situation. It involves an interchange of questions and ideas among the students/peers.

Key Points

Purpose of Discussion method: The purpose of the discussion is to encourage an exchange of ideas and viewpoints. 

• Discussion methods may be superior to lectures or reading for the retention of information.
• Give opportunities to all students to speak.
• To develop multiple perspectives.
• This method has been found to be superior in building attitudes that are important in shaping behavior patterns. It should be noted that a teacher can include 4-6 students for small group teaching to enable discussions.

Important Points

There is a need to provide pupils with training and support for group discussion. For this you need to:

• model the way you want pupils to interact with each other
• elicit ground rules for talking in pupils’ own words
• provide the kind of collaborative activities that promote the active involvement of all pupils.

Hence, we can conclude that (A) & (B) statements are correct regarding the purpose of organizing this discussion on "saving water".

When we plan assessment, we have to identify criteria on which any skill is to be assessed. The criterion, on which development of any skill is being assessed, is known as assessment indicators. Various learning indicators have been suggested to assess various science process skills. 

Key Points

Observation Indicator- 

• Children observe critical characteristics of a thing, an event, or a phenomenon by conducting activities in the classroom
• Can differentiate between two similar things based on their observation.
• Example, Different shapes of Leaves Parts of a Flower Shadow of an object, etc.

Recording Indicators-

• They record information in suitable forms, gathered through observation during visits, experimentation, demonstration, etc
• Example, Organizing a survey of the community, Record of the heights of classmates Record of the change in temperature. Record of the amount and the time is taken by the solvent to dissolve.

Thus from the above-mentioned points, it is clear that conducting a paper-pencil test is the least appropriate way for assessment of 'Observation' and 'Recording'. 

Important Points

 let us discuss some learning indicators associated with various skills-

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

Important Points

A class V teacher and her students each grew a rajma plant in their respective plots. Every two days checked its length and noted it. After 3 weeks, all of them depicted their results through graphs. The process of skills being emphasized in these tasks is Measuring and Communicating.

Key Points

Assessment should enhance EVS learning and support good instructional practice. Assessments should be learning opportunities as well as opportunities for students to demonstrate what they know and can do. The process of assessment in EVS includes the following dimensions at the primary stage:

• Development of Measurement Concepts: The significance of assessment to contribute to our understanding to develop the measurement concepts in the child with the help of conservation and transitivity upon which the measurement process is dependent. Measurement concepts like height, weight, length, etc.
• Communication: One of the important outcomes of EVS learning is the development of a way of communication that is typically precise, logical, relevant, and disciplined. Both in oral and written communications, these characteristics can be observed. Besides, the use of symbols, figures**, graphs, and chart**s makes the written communications more precise, and orderly. These aspects of EVS communication have to be included in both formal and informal modes of assessment.

The above skills are being processed when integrated with mathematics.

Additional Information

Processing skills develop in mathematics

• Number Concepts: Counting, recognizing, and using numerals correctly, comparing numbers, and operations on numbers are considered important milestones in the development of number concepts.
• Counting: The common use of numbers is counting. The process of counting involves two steps – first assigning a number to a particular object which forms one of a sequence of objects is known as the ordinal aspect of number. The second and final step of counting is of knowing that the number of objects in a collection (‘manyness’, or ‘numerosity’) i.e. the cardinal aspect.

NOTE: Hypothesising, Predicting and Inferring processing skills are developed at the elementary stage.

Hence, we can conclude that option 4 is predicting the scenario given in the question.

Activities include a sort of fun or play and give joy to the students in classroom teaching. As the students don’t realize that they are learning but in a way, they are gaining knowledge through participating in different activities through “learning by doing” and “learning by observation”. This way helps to develop an interest in science, motivates them to learn more and reduces the abstract nature of the subject to some extent inherently. 

Key Points

Learners must have studied a traditional 5-step scientific method which includes: ‘Problem, Hypothesis, Experimentation, Observation and Results.’

• Observation is a process of ‘seeing’ the things or events with the naked eye with or without the use of any device to unravel the complexity of any phenomena to satisfy the demands of an empirical question.
• Performing experiments by one’s own hands are important as it generates a feeling of direct involvement in the process of generating knowledge.
• the observer is that he/she is likely to be influenced by his/her own biases and, thus make incorrect inferences from his/her observations.

While doing an activity for transacting the concept of floating and sinking of materials, the learner first Some of these materials that did not mix with water, floated to the surface of the water. Others may have sunk to the bottom of the tumbler, in this learner learned through observation, experimentation and inferencing. 

Thus from above-mentioned points, it is clear that Through observation, experimentation and inferencing will be effective for transacting the concept in class 5.

Assessment is the process of gathering useful data on a students' progress. It is an important aspect of the teaching-learning process. Assessment is more than just a means of training how well students are learning.

• The term "assessment indicator" refers to an indicator of progression that identifies children's essential capabilities and skills that will lead to the intended outcome.

Key Points

 Indicators for assessment in EVS include -

• 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, body movements, creative writing, sculpting, etc.
• Explanation – Reasoning, making logical connections
• Classification – Categorizing, grouping, contrasting, and comparing
• Questioning – Expressing curiosity, critical thinking, developing questions
• Analysis – Predicting, making hypotheses and inferences
• Experimentation – Improvising, making things, and doing experiments
• Concern 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, it is clear from the above-mentioned points that retention cannot be an indicator for the assessment of EVS at the Primary Level.

Concept:

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

Explanation:

About mountaineering:

• Thus, mountaineer should undergo extensive training.
• He/she should keep the following equipment with them before starting the expedition.
• Oxygen kit (for low oxygen levels).
• Windcheaters, water-resistant glasses, specialised boots etc.
• Trekking poles (to climb the cliffs).
• Compass and Maps (to show the direction).
• Ice axe.
• Harness and crevasse (for walking on snowy peaks).
• First aid kit.

​Thus, the most important for a mountaineer to carry is an oxygen kit.

Sleeping bag:

• A sleeping bag is lightweight, portable bedding for sleeping outdoors.

Blanket:

• ​A blanket is used for warmth.
• However, it is not needed in the case of an insulated sleeping bag that already protects the person from cold.

Torch:

• A torch is used to find objects in the dark.

• Amongst the things mentioned, the most important is an oxygen kit for a mountaineer because it is the most basic thing for a person to survive.

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 Bay of Bengal:

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

Thus, Puducherry has a coast on the Bay of Bengal.

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

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

Concept:

• Every plant/ tree has a different type of seed.
• Seeds of plant/ tree travel from one place to another by different methods.
• Some travel by wind, some travel by water and some travel with the help of animals.
• Seeds travel from one place to another to help in the propagation of plants/ trees.

​Explanation:

Seed dispersion of different plant/ tree:

Thus, coconut is a tree whose seeds travel from one place to another by water.

Explanation:

• In 2015, NASA announced Sunita Williams as one of the four astronauts who have been selected by NASA for commercial space flights that will return American launches to US soil and further open up low-Earth orbit transportation to the private sector.
• Indian-born NASA astronaut Sunita Williams holds the record for most spacewalk time by a woman with 50 hours and 40 minutes outside the International Space Station (ISS).
• She was the second American astronaut of Indian heritage to go into space after Kalpana Chawla.

Additional Information

• Kalpana Chawla was the first Indian woman to travel in space.
• Ravish Malhotra served as a backup for Rakesh Sharma on the Soyuz T-11.
• Yuri Gagarin was the first person to go into space.
• Neil Armstrong was the first person to land on the Moon.

Concept:

• India is a place of multi-diversity and multi-cuisine.
• Every region has a unique and special dish or drink.

Explanation:

About Kahwa:

• Kahwa chai is a traditional form of tea from Kashmir.
• Kahwah is a traditional preparation of green tea (Camellia sinensis).
• It is consumed in Pakistan, Afghanistan, some Central Asian regions, and in northern India, especially in the Kashmir Valley.
• The tea is made to add a great fragrance by boiling green tea leaves.
• Saffron cultivated in Kashmir, cinnamon bark, cardamom pods, almonds and sometimes Kashmiri roses are added to it.
• Kashmiri Hindus have often referred to Mogul chai as kahwa.
• That means that this tea was introduced back then by the Mughal emperors in the valley.
• In Kashmir, the term Kahwah means "sweetened tea".
• The word also tends to be synonymous with the Turkish word for coffee (kahveh).

​Thus, 'Kahwa' is popular in Kashmir.

Explanation:

• In Rajasthan, hotter areas the deserted ones, Mud houses are built since mud absorbs heats and keeps the house cools.
• People make their houses having very thick walls so that the house becomes cool in summer.
• The roofs of the houses are made of thorny bushes.

Additional Information

• Manali is a hilly area and is in Himachal Pradesh and there the houses are generally made of wood with a sloping stone slate roof due to much rain and snow.
• In Ladakh, The houses are made of stones. The walls of the houses are coated with mud and Lime. Most of the houses are found with two floors. The ground and the first floor. The wooden floor and the wooden ceiling protected them from the cold.
• In Assam, to avoid flooding of the house during rains, the houses there are made ten to twelve feet above the ground on strong bamboo pillars.

Concept:

• Different plants have different types of roots.
• Roots can be modified to store food, breathe or even support.

Explanation:

About sweet potato:

• In sweet potato, roots are modified for storing reserve food materials.
• These modified roots usually are swollen and assume different forms.
• They have an indefinite shape and are pinkish, brownish or yellowish in colour.
• Its large, starchy, sweet-tasting, root vegetable.
• In these plants, the adventitious root modifies to store food.
• It has fibre-like structures to absorb water and minerals.

​

Thus,

(A) it is brown in colour: Incorrect

• It is not always brown in colour, it can be pink or yellow as well.
• Not everything that is brown in colour is a root. Example: Potato and ginger.

(B) it grows under the soil/underground: Incorrect

• Not everything that grows under the soil is root.
• Some are stems as well. Example: Potato, ginger, turmeric.

(C) it has fibre-like structures to absorb water and minerals: Correct

• All roots have root hairs to absorbs water and minerals from the soil.
• Example: Radish and carrot.

(D) it stores food: Incorrect.

• Not everything that stores food is a root.
• Some are stems as well. Example: Potato, ginger, turmeric.

Concept:

• A honey bee is a flying insect.
• It is well known for its ability to produce honey by collecting nectar from flowers.
• Hence the name honey bee.

Explanation:

About Honey bees:

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

Therefore,

(i) Worker bees fly around in search of nectar: True

(ii) Male bees do not have any work to do: True

(iii) The queen bee lays eggs: True

(iv) Worker bees are female-only: True

About Beekeeping:

• Beekeeping is the maintenance of bee colonies, commonly in man-made hives, by humans.
• A beekeeper keeps bees in order to collect their honey and other products that the hive produces.
• The purpose of beekeeping includes products like beeswax, honey, bee pollen, and royal jelly.
• Beekeeping is also done for pollination of crops, or to produce bees for sale to other beekeepers.
• A location where bees are kept is called an apiary or "bee yard".
• An apiarist is a fancy word for a beekeeper.

Concept:

• Every region is known for growing something.
• The type of soil and climate at a place determines the type of food grown there.
• The food grown in a particular place becomes the staple food of the place.

Explanation:

Food grown at different places:

Thus, tapioca is grown in Kerala.

Concept:

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

Explanation:

Animals and their super senses:

Silkworm: 

• Some male insects can recognise their females by their smell.
• Silkworms can find their female worm from many kilometres away by her smell.

Tiger: 

• ​A tiger can see six times better at night than most of us.
• The tiger’s whiskers are very sensitive and can sense the movements or vibrations in the air.
• A tiger’s sense of hearing is so sharp that it can make out the difference between the rustling of leaves and the sound of an animal moving on the grass.
• The ears of the tiger can move in different directions and this helps to catch the sounds from all around.
• Tigers make different sounds for different purposes like when it is angry or to call out to a tigress. It can also roar or snarl.
• Tigers mark their area with their urine.
• A tiger can at once come to know if there is another tiger in its area by the smell of the urine.

Vulture:

• Vultures can see four times as far as we can.
• These birds can see things from a distance of eight metres what we can see from a distance of two metres.

​Hawk:

• Their eyes are forward-facing, which gives them excellent binocular vision.
• Their eyesight is one of the sharpest among all animals.
• Their eyes also allow them to focus quickly as they dive.

Thus, a silkworm can find its female partner many kilometres away just by her smell.

Concept:

• Condensation is the process in which gas changes into a liquid when it touches a cooler surface.

Explanation:

• The air blown from the mouth is hot and the glass of the spectacles is comparatively colder.
• The hot air we breathe out contains water vapours.
• This turns into tiny droplets of water when it comes in contact with the colder glass.
• This makes the glass moist and hazy.

Thus, the reason is that the hot air from his mouth condensed to form tiny droplets on the glass of his spectacles.

Explanation:

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

Thus, the neighbouring states of Gujarat are Rajasthan, Madhya Pradesh and Maharashtra.

Concept:

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

Explanation:

About Madhubani painting:

• Mithila painting, popularly known as Madhubani art.
• It is from the district of the same name in Bihar and is now well-known all over the world.
• The colours used in Madhubani paintings are usually derived from plants and other natural sources.
• Women usually paint their homes to celebrate festivals and the theme of the painting can be varied from nature to myths.
• Women decorate the nuptial chamber and the inner walls of their homes to celebrate festivals.
• The return of Ram from exile and Krishna playing with gopis are the preferred subject matter.
• Artists often show scenes of nature, an abundant harvest, tantric images of snake worship, and even city scenes if they have visited one.
• The United Nations in India decided to display Indian folk paintings for the eighth Millenium Development Goals programme.
• For which Madhubani artists Satya Narain and Moti Karn created a beautiful expression of prevention of child mortality.
• They showed it by showing how elephants and other animals protect their young ones.

​

Thus, Madhubani is a traditional art form named after a village in the state of Bihar.

​

Other states and their traditional art forms:

Concept:

• Various diseases are caused by animals or are transmitted by them to humans.

Explanation:

About Malaria:

• Malaria spreads only by the disease-carrying mosquitoes.
• The vector of malaria is the female anopheles mosquito.
• Malaria spreads only when a female mosquito that has bitten a malaria patient bites another person.
• A blood test is done to check if a person has malaria or not.
• People with malaria get a fever with chills, sweating, headache, nausea and rigours.
• Malaria is caused by protozoan Plasmodium.
• In early times, the dried and powdered bark of the Cinchona tree was used to make a medicine for malaria.
• Earlier people used to boil the bark powder and strain the water which was given to patients.
• Now tablets are made from this in the form of quinine, chloroquine is given to patients.

Thus, Malaria is caused when a female mosquito that has bitten a malaria patient, bites another person is the correct statement.

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:

Thus, Rina should travel south.

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

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

Key Points

The objectives of teaching environmental studies are: 

• to develop skills among the children and relating their classroom and social experience with their outside world.
• making the learners get involved in group discussions, group projects, encouraging them to speak up the ideas, etc.
• voluntary participation of students by working in a group.
• to develop an awareness of environmental issues.
• personal experiences of students as the basis of knowledge
• to create curiosity about the socio-cultural environment.
• to provide maximum opportunity to a child for acquiring skills of observation, discussion, explanation.
• to create cognitive capacity in learners by organizing various learning activities like puzzle games, brainstorming, etc.
• active learning by association and mutual co-operation of a group of peers.
• transmission of practical knowledge to the students for quality experiences.
• learner's interaction with the sufferers to make learners sensitize towards them.

Hence, we can conclude that to provide maximum opportunity to a child for acquiring skills of recall and memorization is the least appropriate objective of Environmental Studies.