CTET Paper 1 - September 2015 (English-Hindi-Sanskrit) (Previous Year Paper)

Development refers to an increase in structure for better and enhanced functioning of organs.

• The development of human beings is divided into different stages such as Infancy, Childhood (Early & Late Childhood), Adolescence, and Adulthood.

Key Points 

• Infancy refers to the first two years of a child's development in which the child grows rapidly after birth.
• It is a crucial period of development in which the child learns to sit, crawl, stand, etc.

Important Points 

Development in Infancy:

• Language Development: Infants start without language. Yet by four months of age, babies can read lips and discriminate speech sounds. The language that infants speak is called babbling.
• Emotional Development: Infants start without emotions. yet by 2 to 3 months of age, they begin to show smiles and later express their feelings such as anger, fear, etc.
• Social Development: Infants are born social learners. They form healthy attachments with their caregivers and enjoy being around other children of their age.
• Physical Development: The first year of an infant is characterized by rapid physical growth. A normal baby doubles its birth weight in six months and triples it in a year.
• Cognitive Development: In infancy, children develop many elements of abilities to think and to understand the world around them. Infants have remarkably competent organisms, even on the first day of life.

Hence, it could be concluded that the period of infancy is from birth to 2 years.

Additional Information

• Pre-childhood stage: It refers to the age of 2 to 6 years.
• Post-childhood stage: It refers to the age of 6 to 12 years.

Jean Piaget explained that cognitive development proceeds through the following 4 stages.

Growth and Development: 

• ‘Growth’, which refers to an increase in weight, height (length), and changes in body proportions. Growth takes place in the physical aspect only. It refers to quantitative changes e.g. it is possible to measure how tall a child has grown over a specific period of time.

• The term ‘development’ refers to qualitative changes in an individual such as a change in personality or other mental and emotional aspects. However, very often growth and development are used interchangeably.

• Principle of Generality to Specificity:  The development process starts with general responses shown by the child as s/he passes through the later stages s/ he starts exhibiting specific behaviours.

• Initially, infants have certain core reflexes and skills. They may not show what they know because of competing demands on their attention, limitations in what they can do, and immature self-regulation.

• Gradually development becomes more specific and sophisticated like speech development or emotional development, learning how to write alphabets using fine motor skills.

Key Points

Growth and Development Follows:-

• Principle of Continuity: Development follows the principle of continuity which starts with conception and ends with death. It is a never-ending process in life.
• Principle of Individual Differences: It says that every individual is unique in himself/herself as the heredity and environmental factors make him/her different from others.
• Principle of Interrelation: The development of an individual is reflected through the balanced interrelation of all the aspects of life. Development in any aspect affects the other aspect also.
• Principle of Interaction: The principle of interaction suggests that an individual is the product of heredity and environment. In other words, the interaction takes place within and outside forces of the child.
• Principle of Differentiation in Rate: Differentiation in the rate indicates that individuals differ in the rate of development. There is a difference in the rate of development in girls and boys like girls grow faster than boys at the early stage of development.
• Principle of Integration: The principle of Integration refers to the integration of various aspects of development like physical, mental, emotional, social and moral.
• Principle of Predictability: Development is predictable i.e. with the help of the uniformity of the pattern and sequence of development, we can predict the behaviour to a great extent of a child in one or more aspects in a particular stage of her/his growth and development.
• Principle of Sequentiality: It states that every individual although exhibit difference in change, follow the same sequence of change.
• The Cephalocaudal tendency exhibits that the development proceeds in the longitudinal direction i.e. from head to foot. That is the reason why the child first gains control overhead before s/he starts walking.
• Proximodistal tendency proceeds from near to the distant and from parts of the body near the centre develop first then the extremities. Therefore the child in the earlier stage of development exercises on the fundamental muscles rather than the smaller muscles or fine motor skills.

Hence, we can conclude that development proceeds from general to specific.

According to Vygotsky’s 'Social Constructivism Theory', the zone of proximal development tells the child can travel with the help of scaffolding from adults and others through questions or suggestions but yet act and learn independently and reach far beyond in the process

Key Points

• Scaffolding literally means the structure which is made to support the work crew while a building is constructed or repaired.

• In the context of Vygotsky’s theory, it is the adjusted instruction or guidance which an adult or more knowledgeable other provides to the child to accomplish the task, which the child has potential for.

• For example, while solving the jigsaw puzzle, the father explains the child certain helpful techniques like finding the corner or edge pieces first and then focusing on certain sections of the puzzle.

Hence, when adults adjust to the assistance they provide to facilitate the progression of the child from the current level of performance to the potential level of performance, it is called scaffolding. 

Additional Information

• A group of 4 students working on a math puzzle is an example of collaborative learning, which is a part of the participatory learning strategies.
• Participatory learning involves a number of activities in which there is sharing of activities in a group. All students are involved in the learning process and it aims at their comprehensive development.
• Zone of Proximal Development relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner.

According to Piaget's Theory of Cognitive Development, assimilation, accommodation, and equilibrium are the ways through which children integrate new experiences into already existing cognition structures (schema). 

Key Points

• Accommodation: Involves altering existing ideas or schemas as a result of new experiences. The process of accommodation involves altering one's existing schemas, or ideas, as a result of new information or new experiences.
• This happens when the existing schema (knowledge) does not work and needs to be changed to deal with a new object or situation

Mistake Points

• Assimilation of knowledge occurs when a learner encounters a new idea, and must “fit” that idea into their schema.

Important Points

• Schema: A representation in the mind of a set of ideas or actions which go together.
• Equilibration: A mechanism that assists children in achieving a balance between assimilation and accommodation.

NOTE:

• Egocentrism: It refers to the child’s inability to see a situation from another person’s point of view.

Hence, the process of changing the existing schema to include new information is called Accommodation.

Child-centred education includes the following:

• Active participation of children
• The learning environment should not be restricted.
• Different methods of teachings according to the needs of the child.
• Hand-on activities for kids
• Teacher acting as a facilitator.

The other 3 options are not included in child-centred education.

According to Piaget's cognitive development:

Middle childhood corresponds to the age range of 9 to 11 years. The children become more aware of the language and its uses.

• During the pre-operational stage (up to 7 years of age), the child’s speech is mostly ego-centric, which means there can be repetitive phrases or repetitions of phrases, heard in toddler speech, or it can be a monologue of ideas that requires no listener. Eg- A child age 5 to 7 might be heard describing what his toys are doing.
• Socialized speech includes conversations and questions and answers with other people around the child.

Hence, we conclude that in middle childhood, speech is more socialized rather than ego-centric.

Howard Gardner’s Theory of Multiple Intelligence:

Gardner theorizes that people do not have just an intellectual capacity, but have many kinds of intelligence. Below table describes several intelligence and their characteristics:

Hence, we conclude that Raghav has high musical intelligence.

Gender-bias: It refers to the belief when someone prioritize one gender more than the other one. The following are key points related to it:

• This happens due to the stereotypes which people associate with the genders.
• For example, girls are good at cooking, boys are good at mathematics.
• It should be avoided as it gives rise to inequality.

Hence we can say that the teacher is gender-biased if he/she considers such a statement.

Inclusive Education is an approach or an education system that brings all the students under the same roof regardless of their strengths or weaknesses. It welcomes and celebrates diversity.

Key Points

Inclusive education assumes that we should change the system to fit the child as: 

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

Hence, it could be concluded that inclusive education assumes that we should change the system to fit the child.

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. As per NCF, the role of a teacher are the following:

• The teacher is a facilitator, as his role is to create such an atmosphere of learning where the children can themselves realize their true potential and make meaning of the knowledge.
• A teacher is the one who plays diverse roles like an innovator, action researcher, planner, manager, content provider, facilitator, leader, co-creator, etc.
• To provide a safe space for children to express themselves, and simultaneously to build in certain forms of interactions.

Hence, from the above-mentioned points, we conclude that teacher is facilitator.

Gifted students are those who display evidence of high-performance capabilities, in areas such as intellectual, creative, artistic, or leadership quality, or specific academic subjects, in comparison to others of the same age.

Self-efficacy can be defined as one’s belief in one’s ability to succeed in specific situations or accomplish a task.

Characteristics of Gifted students:

• High self-efficacy
• Solving problems insightfully
• Higher-order mental processes
• Gifted students can often think abstractly and process information in complex ways
• They are independent thinkers
• Displays great intellectual curiosity and inquisitiveness
• High level of verbal ability
• High curiosity level
• Has an advanced level of vocabulary for their age
• Incredible comprehension level
• Display exceptional talent in one or more areas
• Uses a lot of common sense
• Able to learn new information readily
• They can come up with different solutions for a given problem

Hence, we conclude that gifted children do not possess below-average mental processes.

Kohlberg's Stages of Moral Development

• Lawrence Kohlberg conducted a series of studies with children and adults.
• His findings suggested that development happens in a specific sequence of stages that is not culture-specific. He identified six stages of moral development within three levels.
• There are two specific stages at each level.
• Moral development in stages indicates that each stage is qualitatively different from the previous one, more comprehensive and correspond to a particular age group.

Individual Difference can be:

• Physical differences
• Difference in culture
• Difference in intelligence
• Difference in personality
• Difference in thinking
• Emotional differences
• Difference in other factors

A variety of learning situations would make sure that students having different learning styles will understand the topic from whichever learning situation is easier and more comfortable for them and thus the individual differences will not hamper the instructions given in the classroom.

Development can be defined as the change of shape, size, health, or change in psychology. Although the development process is continuous, the rate or speed of development varies at different ages of the child. For example, children grow most rapidly during the first three years of life. In their middle childhood, i.e., from 6 - 12 years, their rate of growth is comparatively slow whereas it is accelerated again when they approach adolescence.

• There are 4 dimensions to development namely cognitive, physical, emotional, and social and all areas of development are important.
• The rates at which cognitive and physical development occurs may be fixed but the same is not the case for emotional and social development since it depends on external agents as well.
• All development results from an interaction of maturation and experience. Learning utilizes the milestones of development and is seen more like an external process which is different from development.
• Learning is also a continuous process and the rate of learning any activity or skills doesn’t solely depend on development.
• For example- children will learn to write only after a certain age but to facilitate this, they might need encouragement from adults.

Hence, on the basis of the above points, we can infer that development and learning does not proceed at an equal rate.

In order to know what children understand and are able to know, assessment is done. It is a systematic process of using data to measure skills and knowledge. By assessment, a teacher documents the improvements by a student and his endeavors towards learning.

Key PointsWith assessments as an inbuilt process in teaching-learning, teachers can understand the needs of the learners better and accordingly change or adjust the quality of their instruction during the process of teaching the unit itself.

• It is better when the assessments are conducted by the teacher himself, as the external agency might not be able to understand the needs of the individual learners or proper feedback might not be conveyed to the teacher.
• With assessments conducted at the end or twice in an academic session, teachers don’t get immediate feedback about the progress of the learners and their quality of instruction.

Hence, we can conclude that assessment is an inbuilt process in teaching-learning.

Creativity pertains to finding novel solutions, seemingly unrelated patterns and coming up with unusual ideas. Thus divergent thinking can help one come up with such different ideas.

Vygotsky has developed a sociocultural approach to cognitive development.

His theories stress the fundamental role of social interaction in the development of cognition, as he believed strongly that the community plays a central role in the process of making meaning.

In his socio-constructivist theory, he has mentioned the role of peers and adults in the development of a child. Thus interaction with peers and adults will bring about learning in children.

According to 'Jean Piaget', a Swiss psychologist, children are curious beings and little scientists who:

• use their own logic and abilities to explore the world around them.
• build new knowledge by constructing their own theories of the world.
• learn through experiencing things and reflecting on those experiences, etc.

Note: Remaining options are inappropriate in the context as children are the active builders of the knowledge.

Learning is a sequence of events that we can recall for a long period, and hence, it offers experience, and behavioral changes in learning are relatively permanent. 

Key Points

The following statements give insight into children's errors while learning. 

• Children commit errors neither due to carelessness nor due to teachers’ leniency.
• Errors give the teacher an insight into what the child has not understood and thus, through feedback and guidance from the teacher these errors can be corrected.
• Instead of fearing mistakes, children learn to embrace challenges, persevere in the face of setbacks, and learn from their errors.
• This promotes resilience, self-confidence, and a willingness to take risks in learning.
• Teachers play a crucial role in creating a safe and nurturing classroom atmosphere where children feel empowered to take risks and explore new ideas without fear of judgment or punishment.

Hence, we conclude that children's errors are part of learning process.

In a classroom, we come across children from different backgrounds, of varying abilities, interests, attitudes, and aptitudes.

• The classroom is home to children from different regions, cultures, religions, languages, socio-economic backgrounds, and traditions.

Key Points

Roles and responsibilities of a teacher:

• It is the responsibility of a teacher to treat each child in the class equally and to provide them equal opportunities to learn to ensure that all children in her class feel accepted and valued.
• For this, the teacher should try to know the social and cultural backgrounds of children and encourage them to put their unusual ideas in front of their peers and teacher.
• It is very important to include children with diverse backgrounds in a classroom to give them a feeling of unity and integration.
• The teacher should find out the children with disadvantaged backgrounds so that they can be provided with adequate learning opportunities.
• Instead of finding out the children who can speak good English, the teacher should focus on identifying the children who can not be able to speak good English by knowing its causes to further took the actions that will be beneficial in improving their English speaking.
• The teacher should try to use communication to improve their speaking skills in a specific language in a natural environment.

Hint

• According to the National Curriculum Framework - 2005, the discipline does not imply that the classroom should stay silent and follow strict rules but it means to learn in an organized and systematic manner which allows children to learn in the natural environment.
• Also, the children should not be given punishments as it may hinder the performance of children by developing a sense of fear among them.

Therefore, it is clear that to ensure all children are feeling valued in a classroom the teacher should know the social and cultural background of her students and encourage diverse opinions in the class.

Different individuals have different preferences for the way in which they learn and it is not related to their aptitudes and IQ levels. ​

• We all have our preferences for learning, our own learning styles. Recently educational psychologists have begun to concentrate on the importance of learning styles.

Learning styles can be defined as the normal variations in internal and external preferences for the setting and manner in which learning takes place.

Important Points

Some like Suresh might prefer to study alone whereas some like Madan may prefer to study with their peers Some children might take the help of technological tools like computers and mobiles whereas some children would prefer to learn through various books. Learning a topic in their preferred learning style helps them retain more knowledge for longer periods of time.

Key Points

There are many styles of learning, and there is no evidence to suggest that one is better than another.

Types of learning styles:

• Visual learners learn easily and better through sight. Brightness, size, color, distance, clarity, frame, and symmetry are important to visual learners. Visual learners must see so that they may learn easily. Visual learners may be categorized as verbalists (they see words and letters) or imagists (they see images i.e. pictures). Visual learner best comprehends information by visualizing relationships and ideas. Maps, charts, diagrams, and even essays work well for visual learners.
• Auditory learners acquire information through sound i.e. the ear gate. Various aspects of sound e.g. pitch, volume, tempo, rhythm, resonance are important for auditory learners. Auditory learners may be aural (they learn by listening to others) or oral (they learn by talking and hearing themselves). Unless the teacher provides these learners with adequate auditory input, they become frustrated and restless in the classroom. Auditory learners reveal their thought and thought processes through their speech. Hence the teacher can easily identify these learners.
• Motor learners learn through motor activity. Various aspects of action e.g. frequency, duration, intensity, pressure, etc., are important for them. Motor learners may be kinesthetic (they learn through the use of gross motor muscles) or mechanical (they use fine motor muscles to support their learning).

Hence, we can conclude that the above situation is reflecting learning style.

Learning Disability: It is a neurological disorder that prevents a person from learning a skill and using it effectively. Generally, it occurs in childhood and characterized by difficulty with certain skills such as reading, writing, speaking, etc.

Dyslexia: It is a Reading disability, which is not due to mental retardation, brain damage, or a lack of intelligence. It is caused by an impairment in the brain’s ability to translate images received from the eyes or ears into understandable language.

Characteristics of a Child Suffering from Dyslexia:

• A child with dyslexia will read and write slowly, often reversing letters, words, or numbers.
• The child may try to guess while reading, omitting, or adding words, not in the text.
• He/she may have a poor vocabulary and weak comprehension.
• Difficulty in reading and comprehending language or copying from the board or printed book.
• A child may have difficulty remembering or understanding what he hears.
• Problems with reading accurately and fluency.

NOTE: Some Other Common Learning Disabilities in Children:

Hence, on the basis of the above discussion, we conclude that the difficulty in reading and comprehending language, are the symptoms of Dyslexia.

Key Points 

• It is true that children learn from their peers so group work helps children to seek help and learn from each other’s mistakes.
• Children hesitate less and feel encouraged to complete the tasks given in a group. It is known as collaborative learning practices.
• Collaborative Learning Practices involve peer mentor& and tutoring programs where student leaders volunteer to work as mentors to other students or student groups.
• They are involved in helping academically low achievers in their studies in improving their scores.
• Some even volunteer to teach students some skills which they have acquired.
• Student leaders are trained in understanding and empathizing with others, setting goals or achievable targets, problem identification and problem-solving while making decisions, and above all communication skills in order to lead, coach, and support other students and be good role models

Hence, giving children work is an effective pedagogic strategy.

Socialization: It refers to the process which transforms a quite helpless human infant into a self-aware, knowledgeable person who is skilled in the ways of their society’s culture. Socialization is a Life-Long process that continues throughout life from birth to adulthood.

Key Points

Types of Socialization:

• Primary Socialization: It happens during infancy and childhood, during this phase, infants learn language and certain basic Socialization behavior forms of the family and the society in which she/he lives. Agents of primary socialization are parents and family.
• For children, their families are the primary agent of socialization since they are in immediate contact with their family members, who in turn introduce them to the outside world.
• Secondary Socialization: It occurs once the infant passes into the childhood phase and continues into maturity. During this phase more than the family some other agents of socialization like the school and friends.

Hint

• Computer may help children to socialize but cannot be considered as the primary agents of socialization, rather it can be secondary.
• Political parties may affect a child’s socialization but in his/her adulthood phase. So, pollical parties cannot be considered as the primary agents of socialization.
• Heredity is defined as the method by which an offspring acquires the characteristics of its parent. The personality of an individual is determined by physical and mental characteristics that constitute the individual's hereditary endowment. Heredity is also not the primary agent of socialization.

Hence, it becomes clear that Family is the primary agent of socialization.

Motivation refers to a process that guides an individual to achieve a goal. For effective learning, it is necessary for learners to be intrinsically motivated so that their personal satisfaction could guide their behaviour or action.

Key Points

A primary teacher should motivate her students by helping children in setting goals as per their interests and supporting them in working towards the same as it will give:

• primacy to children's understanding, experiences and needs.
• ample opportunities to the children to foster their own strategy of learning.
• children the freedom to work at their own pace and to develop towards fullest potential.

Hence, it could be concluded that a primary teacher should motivate her students by helping children in setting goals as per their interests and supporting them in working towards the same.

Hint

Remaining options are irrelevant in the context as they are related to extrinsic motivation which refers to a behaviour or action that is guided by external rewards or avoiding punishment. 

Learning is a sequence of events that we can recall for a long period, and hence, it offers experience and behavioral changes in learning are relatively permanent. 

• Children keep learning outside the classrooms as well as the social environment facilitates a lot of learning.
• Children are curious by nature. There should be cognitive readiness for the learning to take place.
• Children learn in a number of ways. There may preference for different styles of learning.
• For eg- some children would want to read and explore a topic, some children would want to watch videos and listen to audios to learn about a topic.

Hence, we conclude that children learn not only in class but also outside class and whenever they get the opportunity.

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

Key Points

Socialization has 4 major agents namely family, school, peers, and mass media. Mass media is an agent of secondary socialization that takes place throughout one's life.

Mass Media is becoming a very important agency of socialization as mass media is a form of media which:

• helps us to connect with a large number of people at one time.
• helps individuals to form and shape their opinions, beliefs, and values.
• helps children to directly interact with the world through various online portals.

Hence, it could be concluded that the statement 'access to mass media is growing and mass media influences attitudes, values, and beliefs' is most appropriate in the context.

• Nature includes the biological factors or the hereditary information contained in the genes.
• Whereas Nurture refers to environmental factors, including our early childhood experiences, how we were raised, our social relationships, and our surrounding culture.
• Different branches of psychology often take one versus the other approach.
• For example, Chomsky’s concept of Language Acquisition Device (LAD) is an example of the Nativist Theory in Psychology. "According to this theory, all children are born with an instinctive mental capacity that allows them to both learn and produce language".
• The Behaviorist approach, on the other hand, focuses on the impact that the environment has on behavior.
• Today psychologists believe that both factors contribute to the development of an individual and pay more attention to the interaction between these factors of nature and nurture.

Hence, we conclude that nature is nothing but that includes biological givens or the hereditary information.

Linguistic diversity refers to the use of different languages by different groups of people in a society. India has a lot of linguistic and culturally diverse. 

• A culturally and linguistically diverse learner is typically used to identify a learner who differs from the mainstream culture in terms of ethnicity, social class, and or language.
• A multilingual classroom is a classroom with learners having more than one languages including learners from different backgrounds.

Multilingual and Linguistic Diverse Classroom:- 

• It should be considered an opportunity to have children student of diverse backgrounds than to consider it a barrier.
• When the teacher respects all the languages and encourages children to communicate in all of them, it promotes inclusivity and none of the children will feel left out due to their language background.
• The teacher recognizes those students as well who speak in their mother tongue.
• It also gives exposure to students with a mono-linguistic background.

Hence, we conclude that the teacher should respect all languages and encourage children to communicate in all of them.

We know that 1 m = 100 cm

⇒ 9 m = 900 cm and 7 m = 700 cm

The area of the floor = 900 × 700 = 630000 cm²

From the above options we get,

The area of the tiles

1. 40 × 65 = 2600 cm² 2.  55 × 40 = 2200 cm²
2. 35 × 45 = 1575 cm²
3. 35 × 35 = 1225 cm²

Among these only 1575 completely divides 630000. [∵ 400 × 1575 = 630000]

∴ 35 cm × 45 cm tiles should be used.

Short trick∶

Number of boy players = 660 × 2/3 × 3/4 = 330

Number of girl players = 660 × 1/3 × 1/4 = 55

∴ Total number of players = 330 + 55 = 385

Detailed solution∶

Given∶ Total number of students = 660

Number of boys = 660 × 2/3 = 440

∴ Number of girls = (660 - 440) = 220

Number of players in boys = 440 × 3/4 = 330

Number of players in girls = 220 × 1/4 = 55

∴ Total number of players in school = (330 + 55) = 385

Short trick 1∶

Required number of days = 6 × 3600 ÷ 60 ÷ 24 = 15

Short trick 2∶

⇒ 1 min = 60 sec

∴ Number of seconds in 6 h = Number of minutes in (6 × 60) h = 360 h

∴ 360 hours = 360/24 = 15 days

Detailed solution∶

Number of seconds in 1 hours = (60 × 60) = 3600

Number of seconds in 6 hours = (3600 × 6) sec = 21600 sec

Number of minutes in 1 day = (60 × 24) min = 1440 min

∴ Number of days = 21600/1440 = 15

Volume of 1^st cuboidal = (20 × 25 × 18) = 9000

Volume of 2^nd cuboidal = (23 × 20 × 20) = 9200

Volume of 3^rd cuboidal = (20 × 22 × 21) = 9240

Volume of 4^th cuboidal = (24 × 20 × 19) = 9120

Volume of 2^nd and 3^rd cuboidal = 9200 + 9240 = 18440

∴ box no ii) and box no. iii) can pack 18440 wooden centimetre cubes

Given∶ Perimeter of the square = 80 cm

Formula∶ Area of a square = Side²

Area of a rectangle = Length × Breadth

Calculation∶

∴ Length of the square = 80/4 = 20 cm

∴ Length of the rectangle = 20 × 2 = 40 cm

∴ Area of the square = 20² = 400 cm²

∴ Area of the rectangle = 40 × 20 = 800 cm²

∴ Area of the rectangle exceeds the area of the square by

⇒ (800 - 400) = 400 cm²

Short trick∶

Total expenditure

$\Rightarrow \left( {18 \times 2.5} \right) + \left( {3\frac{1}{2} \times 57.60} \right) + \left( {1\frac{1}{2} \times 75.40} \right) + \left( {120 \times 0.75} \right)$

⇒ 45 + 57.60 × 7/2 + 75.40 × 3/2 + 120 × 3/4

⇒ 45 + 201.6 + 113.1 + 90

⇒ Rs 449.7

∴ He will get back = (500 - 449.7) = Rs 50.3

Detailed solution∶

Price of one and a half dozen banana = (12 × 2.50) + (2.50 × 6) = 45

Price of three and a half kg apples = (57.60 × 3) + (57.60 × 1/2) = 201.6

Price of one and a half kg mangoes = (75.40 × 1) + (75.40 × 1/2) = 113.10

Price of 750 g grapes = 750 × 120/1000 = 90

∴ He will get back = 500 - (45 + 201.6 + 113.10 + 90) = 50.3

Topper’s approach∶

Total cost of boxes = 10290 ÷ 98 × 518 = Rs. 54390

Detailed solution∶

Let the number of boxes needed be x.

According to problem,

⇒ 98 × x = 10290

⇒ x = 105

∴ Total cost of boxes = Rs (105 × 518) = Rs 54390

In mathematics, in order to bound some entity, one needs to either count or measure. Counting can be done on fingers while measurement requires some instrument. It should be noted that the things which can not be counted on fingers are measured. For example, buckets can be counted but the water-filled inside it is measured. 

Key Points

Note that:

• Comparison is the first step of measurement in the primary stage because a child does not know the use of different measuring instruments, so he compares.
• Using non-standard measure, teachers try to teach the concept of heavier, lighter, shorter etc.
• Use of standard measure in which they teach measurements of the weight, length etc.
• They try to develop the standard unit at last.

Hence, we conclude that the best sequence to teach the topic 'Measurement of Length' at the primary stage is Comparison → using non-standard measures → using standard measures → developing ‘standard unit.

Learning Objectives: In the process of education, the aims of education are clear from the ‘why’ aspect of education. These are broad and long-term objectives are the smaller steps, achievable through the teaching-learning process in the classroom and the achievement of objectives helps us in moving closer to the aim. Objectives are the well-defined purposes of education that are achieved through various subjects taught in the school.

Key Points

• The content goal includes an understanding of the content like words, geometrical shapes, ordering of numbers (in different series like ascending and descending), comparison of numbers (greater or larger), etc. For example, Students can order and compare two decimal numbers up to two decimal places
• Process goal: A process goal is that in which larger goals are achieved by going through some smaller goals.
• Disposition goals: Disposition goals involve trends in behavior including habits, skills, attitudes, and traits to achieve goals.
• Social goals: involve some social work like helping those in need.

Hence, we can conclude that The above learning objectives refer to the content goals.

Manipulative tools are the objects that appeal to several senses and that can be touched, moved about, rearranged, and otherwise handled by children. These are the physical objects that are used as a teaching tool to engage students in hands-on learning of mathematics.

• Manipulatives are materials from our own environment that learners can use to learn or form mathematical concepts.
• In another word, any material or object that helps learners to understand mathematics. Such materials help to reduce the abstract nature of mathematics as perceived by many students.

Key Points

Manipulative tools

Dot paper: This Graph Paper generator will produce a blank page of dot paper for various scales. It is the easiest way and so simple tool to show the students to develop geometrical concepts of symmetry and reflection in primary classes.

Double-sided counters are nothing new to mathematics classrooms. These small plastic discs are versatile and can be used across the curriculum to unlock and deepen mathematical concepts.

Beads String: A really useful resource, ideal for teaching number bonds at the primary level. The maths beads have a snug fit to the string so they can be counted without slipping.  The durable, twisted cord is heat-sealed to prevent wear out and also knotted at each end. 

Abacus: Abacus is a device that is used for place values, additions, etc, it improves the skill of visualization, creativity, and accuracy, etc.

Hence, we can conclude that dot paper the manipulative tool is required to develop geometrical concepts of ‘symmetry’ and ‘reflection’ in Class IV.

A debate is a discussion or structured contest about an issue or a resolution. A formal debate involves two sides: one supporting a resolution and one opposing it. Such a debate is bound by rules previously agreed upon. Debates may be judged to declare a winning side. Debates, in one form or another, are commonly used in democratic societies to explore and resolve issues and problems. 

Important Points

A debate was conducted in the mathematics period of Class V on “Zero is the most powerful number". This activity encourages the child to analyze and communicate through observing the situation of debating.

Key Points

Conducting debates in a mathematics classroom allows all the students to bring the discussion on a current problem of mathematics. It gives them exposure to students to express their opinions and thoughts. 

• Debate is believed to be able to improve verbal communication and critical thinking skills. It builds the confidence and self-esteem of students. This is a strategy that involves every student actives in the class
• With help of debating activities, the students will be able to enrich and develop their critical thinking as well as their speaking skill.
• Debate is the process of presenting an idea or opinion in which two opposing parties try to defend their idea or opinion.
• Using debates in a tutorial can help students become familiar with core concepts and improve both their critical analysis and communication skills.
• Debates also enhance teamwork, promote higher-order thinking, and are especially beneficial when a subject is controversial or complex.

Hence, we can conclude that the above activity encourages the child to analyze and communicate.

Learning disability refers to a neurological disorder that causes cognitive impairment. Dyslexia, dysgraphia, dyscalculia, etc. are the most common learning disability.

Learning disability:

• Learning disability is intrinsic and due to central nervous system dysfunction.
• It is a variable state which can be addressed by appropriate comprehensible input.
• It can't be attributed to cultural deprivation as it can present in children of any culture.
• It can't be attributed to educational deprivation as it can also be present in children with average or above-average IQ.

'Dyscalculia' is a type of mathematics-related learning disability that:

• hinders learners' basic understanding of numbers.
• affects learners' ability to perform mathematical calculations.
• makes learners unable in identifying mathematical symbols like +, ×,>, etc.

Hence it could be concluded that If a learner is having problems with numbers and calculations, he may be having a disability known as **'**Dyscalculia'.

Additional Information

Other Disabilities in Brief:

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

Key Points

The manipulative tools are also a type of teaching-learning material that is specifically used by the students to internalize abstract mathematical concepts.

• At the primary level, these tools help the learner to understand basic mathematical concepts.
• The students used the manipulative tools by themselves to explore, investigate, and internalize the concepts to enhance their mathematical competency.
• These are the teaching tools or materials used to engage students in learning mathematics to provide direct and hands-on experience.
• The manipulative tools basically include all the physical objects and materials that are handled by the learners individually and that can influence the learning process in a better and effective way.
• The two-sided counters have small plastic discs that can be used to teach the concept of counting and comparing numerical quantities.
• Cubes have a three-dimensional solid body that can be used to teach the area and volume of the cube.
• Tiles are generally made of various geometrical shapes that can be used to teach the shapes and patterns in mathematics.

Hence, we can conclude that manipulative tools are important for learners at the primary level as they help them most to understand basic mathematical concepts.

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

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

Important Points 

The questions asked by the teacher in a natural classroom setting can be classified mainly into two types:

Open-ended questions

• The respondents are free to share, clarify and put their views. These questions may have more than one correct answer.
• The students will elaborate on their point of view and the teacher will be able to see things from a student's perspective.

​Close-ended questions

• These questions may generally have one answer and provide limited insight.
• The respondents respond in limited ways like responding with ‘yes’ or ‘no’, putting the sign ‘correct’ or ‘incorrect’, etc.

​

Key Points

Let's understand in brief:

Find 15 × 3.

• This question has a one-limited response as here the answer would be 15 × 3 = 15.
• So, it is a close-ended type of question.

How will you divide 15 by 3? 

• These types of questions have one response as 15/3 = 5
• Hence, it is also a close-ended type of question.

Write any two numbers whose product is 45.

• This question could have more than one solution as more than one pair of numbers could be multiplied to obtain the desired result which is 45.
• For example, 9 × 5 = 45, 15 × 3= 45.

Use a number line to find 3 times 15.

• This question has a one-limited response as 3 times 15, i.e. 45 has a single specific position on a number line and 45 can't be at multiple positions.
• single specific position on a number line and 20 can't be at multiple positions.

Hence, It can be concluded that "Write any two numbers whose product is 45" is an open-ended type of question.

Mathematics is a branch of science which deals with counting, calculating, and studying numbers, shapes, and structures. It is the study of numbers, shape, quantity, and patterns. It relies on logic and connects learning with children's day to day life.

• Regrouping process means to rearrange groups in place value to carry out an operation like that of addition and subtraction.
• The reason behind the problem of carrying over is the lack of understanding of the regrouping process of numbers while using carrying over a method of solving as the child may be confused in the arrangement.
• Interest in Mathematics, understanding of the difference between the face value and place value or importance of zero is not a reason for the addition of two-digit numbers involving carrying over since the question is talking about student's difficulty in a particular section.

Therefore, we can infer that understanding of regrouping process is a reason behind students of Class II, facing difficulty in the addition of two-digit numbers involving ‘carrying over’.

Mathematics textbook is a tool to be used in the teaching process to facilitate effective mathematical learning.

Important Points

The important and main characteristic of a good Mathematics textbook is that the concepts should be introduced through contexts that means concepts should be woven around the child's immediate environment to ensure contextual learning.

Key Points

The important feature of a good mathematics textbook at primary level is as follows:

• Concepts should be introduced through contexts because it gives a clear idea of ​​the subject and causes less confusion in students.
• It should not be too dense and large
• This should include practicing geometric shapes, drawings, along with problems solved.

Additional Information 

Other characteristics of a good Mathematics textbook at the primary level:

• Comprehensible inputs.
• Adequate subject matter.
• Interesting and attractive.
• Age-appropriate materials.
• Use of appropriate vocabulary.
• Inclusion of hands-on experiences.

Hence, we can conclude that Mathematics textbooks should also be attractive and colorful but option (1) is more relevant in the context.

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

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

Key Points

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 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 could be concluded that according to Van Hiele's stages, the student is at level 0 - Visualization​ stage.

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

Key Points

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

Aims of encouraging mathematical communication in the classroom:

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

Hence, it could be concluded that Communication in Mathematics class refers to developing an ability to organize, consolidate and express mathematical thinking.

Mathematics is a branch of science which deals with counting, calculating, and studying numbers, shapes, and structures. The student learns the development the mathematics in the specified learning phases, through which the child gradually builds mathematical thinking.

Important Points

Operating Phase: In this phase, students can think of multiplications and divisions in terms of operators. A child is able to perform all number operations at this phase.

Key Points

Let's understand the 6 Phases of development in brief 

There is 6 Development Phase in Mathematics: The developmental phase of numbers plays a crucial role in learning mathematics because this starts with the basic mathematics patterns. The developmental phase of the number are explained in detail as follows:

1. Emergent Phase: Students come to understand that number words and symbols can be used to signify the “numerosity” of a collection. Recognize that numbers may be used to signify quantity.
2. Matching: students learn what people expect them to do in response to requests such as: How many are there? Can you give me six forks? How many are left? Which shows that they understand the numeric values or counting.
3. Quantifying: the significance of the number at the end of the counting process does not change with rearrangement of the collection or the counting strategy. They interpret small numbers as compositions of other numbers. Also, they develop the idea that constructing fair shares requires splitting the whole into equal parts without changing the total quantity and so begin to see the part-whole relations that link sharing and fractions. These students use part-part-whole relations for numerical quantities. Eg: 5+4 is always 9
4. Partitioning: students see that numbers have magnitudes about each other, can interpret any whole number is composed of two or more other numbers, and see the relationship between different types of addition and subtraction situations. Also, as a result, students see that numbers can be used to count groups and that they can use one group as a representative of other equal groups. These students use additive thinking to deal with many-to-one relations.
5. Factoring: Students see the significance of the connection between groups of ten or groups of one hundred and the way we write whole numbers. They can relate different types of multiplication and division situations involving whole numbers. They also link the ideas of repeating equal groups, splitting a quantity into equal parts, and fractions. These students think both additively and multiplicatively about numerical quantities Eg: i) if 3 rows of 5 are 15, then both 15 divided by 3, and one-third of 15 are 5, ii) Knowing without calculating, that 4 piles of 9 objects must be the same amount as 9 piles of 4 objects
6. Operating: Students see how the intervals between whole numbers can be split and re-split into increasingly smaller intervals and realize the significance of the relationship between successive places. For example, the value of each place is ten times the value of the place to its right and one-tenth of the value of the place to its left. Also, students learn to make multiplicative comparisons between numbers, deal with proportional situations, and integrate their ideas about common and decimal fractions.

Thus, if a learner can perform the four basic operations on whole numbers, fractions, and decimal numbers, the learner is at the operating phase.

NCF(National Curriculum Framework) 2005 is one of the four NCFs published in India by NCERT. It seeks to provide a framework for the betterment of educational purposes and experiences. It is the official document which states that the curriculum must be student-centric and beyond the textbooks. It also emphasizes making classroom activities more flexible and related to daily life.

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Important Points

Mathematics is the study of numbers, shape, quantity, and patterns. Mathematics is the ‘queen of all sciences and its presence is there in all the subjects. It acts as the basis and structure of other subjects. According to NCF 2005:

• The teacher should provide students more opportunities to experience typical processes of mathematical activity like looking for patterns, making quizzes, puzzles, etc.
• Learners should discuss mathematics in the classroom as it will involve children in the learning process and make them able to create their own version of knowledge.
• It states that mathematics should be taught in a way that children learn to enjoy mathematics rather than having anxiety or fear in the name of mathematics.
• Logical and mathematical reasoning should be developed among learners so that students could be able to design imaginative and creative work arising from mathematical ideas.
• Learning should never facilitate the rote method and learning should be taken place with the child-centric learning process, promoting multilingual education, replacing rote learning.
• Mathematics education should emphasize the mathematization of the child's thought process that means for a given concept, children should be able to interpret or express mathematically.
• It recommends that the teaching of Mathematics at the primary level should focus on helping students to connect classroom learning with everyday life.
• The teaching of mathematics should be done in a way so that mathematics can be easily connected to the practical life of the students.
• The teaching of mathematics should be done in the way, in which a student learns the best by engaging students actively in the learning process.​

Hence, NCF recommends that the teaching of Mathematics at the primary level should focus on helping students to connect classroom learning with everyday life.

Number Sense refers to a group of key math abilities. It includes the ability to understand quantities and concepts like more and less. Some people have stronger number sense than others.

• The essential pre-number concepts including matching, sorting, comparing, ordering, and subsidizing develop during preschool years i.e. before the age of 6 years.
• It develops a basic sense of number in children for later success in mathematics. It works as a base for the learning of numbers which make learners able to formally engage in number.
• Seriation, counting, and writing number are important aspects of number sense.
• Conservation is not an important aspect of number sense, it is related to the comparison or understanding of different quantities and data.
• Gersten and Chard say number sense "refers to a child's fluidity and flexibility with numbers, the sense of what numbers mean and an ability to perform mental mathematics and to look at the world and make comparisons."

Hence, from the above points, we can infer that Conservation is not an important aspect of Number sense.

Mathematics is one of the compulsory subjects that is being taught in schools. Receiving quality mathematics education and knowledge is the right of every child as mathematical operations are used very frequently in our daily lives.

• For effective learning of mathematics, the teacher has to make sure that the children should construct knowledge by active participation rather than acquiring knowledge by observing lectures delivered by teachers.

Key Points

Tessellation:

• It is another name for tiling that refers to the placement of shapes alongside each other to fill space which is mostly taught at the primary level of classes.
• The shapes should be placed in a way that there should not be gaps between them just like the tiles covers the floor.
• It is more used by the artists than the mathematicians that use either a single shape which may or may not be regular or at most a few shapes, to cover the plane.
• Squares can be tessellated as while putting squares together they will fill the space with leaving no gap behind. Such examples can be seen on the floor where square-shaped tiles are being used.

• Moreover, we can take the example of a teacher who gives 36 tiles to students of class IV and asks them to arrange them in all possible rectangles. Through this activity, the teacher can teach the following concepts to students:

Hint

Volume:

• The volume of any geometrical shape or object is the quantity or capacity of the object.
• It measures the capacity to hold something of any shape or object which is three-dimensional.
• As the tiles are in the shape of a two-dimensions. Therefore, tiles can not be used to deal with the concept of "volume".

Hence, it can be concluded that the concept of volume can not be addressed by using the above-mentioned activity.

Concept used:

1 thousand = 1000

1 hundred = 100

Tens = 10

Ones = 1

Calculation:

We know that,

Ten thousand = 10000

Ten hundred = 1000

Ten tens = 100

Ten thousand + Ten hundred + Ten tens

⇒ 10000 + 1000 + 100 = 11100

Remainder on dividing 12112 by 11

$\Rightarrow \frac{{12112}}{{11}} = 1101\frac{1}{{11}}$

∴ Remainder = 1

Remainder on dividing 13223 by 13

$\Rightarrow \frac{{13223}}{{13}} = 1017\frac{2}{{11}}$

∴ Remainder = 2

∴ Sum of remainder = 1 + 2 = 3

Concept:

Place Value: Each digit in a number has a value depending on its place called the place value of the digit, whereas Face value is simply defined as the digit itself within a number.

Calculation:

The expanded form of 56431 = 50000 + 6000 + 400 + 30 + 1

Here, Place value of 6 = 6000

And, Face value of 4 = 4

∴ The difference between the place value of 6 and the face value of 4 in 56431

⇒ (6000 - 4) = 5996

Smallest common multiple of 30, 36, 42 = (6 × 5 × 6 × 7) = 1260

Biggest common factor of 30, 36, 42 = 6

∴ Required product = (1260 × 6) = 7560

Alternate method∶

⇒ 30 = 2 × 3 × 5

⇒ 36 = 2 × 2 × 3 × 3

⇒ 42 = 2 × 3 × 7

∴ L.C.M. = 2 × 2 × 3 × 3 × 5 × 7 = 1260

∴ H.C.F. = 2 × 3 = 6

∴ L.C.M. × H.C.F = 1260 × 6 = 7560

Concept used:

Factor:- A factor of a number is an exact divisor of that number.

Ex:- Factor of 10 = 1, 2, 5 and 10

Calculation:

Positive factors of 84, which are divisible by 7, are 7, 14, 21, 28, 42, 84

∴ Sum of these factors = (7 + 14 + 21 + 28 + 42 + 84) = 196

Time in Delhi = 8 : 49 PM

Time difference between Hamilton and Delhi

⇒ 13 h. 19 m. - 8 h. 49 m.

We know that, 1 h = 60 m

⇒ 12 h. 79 m. - 8 h. 49 m.

⇒ 4 h. 30 m.

∴ When it is 11 : 19 AM Delhi, The time in Hamilton,

⇒ 11 : 19 AM + 4 h 30 m

⇒ 15 : 49 PM

⇒ 3 : 49 PM

Let the distance between them in the map be x cm

According to problem,

$\Rightarrow \frac{{\frac{1}{2}}}{{125}} = \frac{x}{{2000}}$

⇒ 250x = 2000

⇒ x = 8

∴ Distance between them on the map = 8 cm

Alternate method∶

125 km = 1/2 cm

⇒ 2000 km = 2000 × 1/2 ÷ 125 = 8 cm

Formula∶ Area of a square = Side²

Area of a rectangle = Length × Breadth

From the above options,

Area of a square of side 30 cm

⇒ 30 × 30 = 900 cm²

Area of a rectangle 4.5 m × .2 m

⇒ 4.5 × 0.2

⇒ 0.9 m²

⇒ 0.9 × 10000 [∵ 1 m² = 10000 cm²]

⇒ 9000 cm²

∴ From the above calculation, we get that the area of the square and the rectangle are not same.

∴ Statement Area of a square of side 30 cm is the same as the area of a rectangle 4.5 m × 0.2 m is not correct.

Questioning Skills: Questions are an aid in the learning process and hence questioning skills is one of the important teaching skills required to be developed to conduct a classroom session successfully by a teacher. 

Important Points

• Asking questions to initiate a topic, makes the young learners curious and they start thinking in a certain direction, which helps to lay the groundwork for further learning.
• The questions don’t restrict the thinking rather they help converge (thinking why one is among many alternatives)  or diverge (thinking of many alternatives) their thinking.

Key Points

These questions serve many purposes:

• It is very common for teachers to ask questions in the classroom.
• Teachers can stimulate learner thinking by asking probing questions.
• One of them is to test students’ knowledge at different stages of teaching.
• It arouses curiosity in learners.
• It helps in contextualizing topics.
• In classroom teaching, questions are used by the teacher to find out whether students have understood what was taught or to investigate their prior knowledge.
• Questions are also put to arouse their curiosity and to prepare them for the learning task.
• Purpose of asking a question to planned teaching-learning sessions in the future according to the learning level of students.
• Teachers should ask questions that are related to the content being taught in the class. The questions not related to the content hardly serve any purpose. Rather, they break the continuity of the lesson and distract the student’s attention and impede the process of learning the content.

Hence, we can conclude that Learner’ thinking can be restricted is least preferred in posing questions.

EVS focuses on the social environment and the surroundings of the learners. There should be no discrimination based on marks or genders in a classroom. "The teacher should promote harmony and tolerance to ensure cooperation and participation of all members in group activities".

Three Key Benefits of Promoting Cooperation and Participation:

1. Positive Interdependence:

• It includes sharing a common team goal/ objective, sharing common resources, creating a common identity for a group.
• For example a name for the group selected by members.
• The emphasis is on positive emotions and attitude reflected through helping, encouraging each other.

2. Individual Accountability:

• It is important that there is a task for each student and also there is some task to be completed as a group together.
• For example, different team members can be given responsibilities to collect different items like pebbles, fallen leaves, articles made from rubber, etc. but then the whole group must be responsible for putting the collection in order.
• The team together can also decide a name for their collection.

3. Equal Status Interactions:

• Equal Status Interactions among the team members is essential for smooth teamwork.
• Your role as the facilitator is to check that students treat each other with respect.
• You, as the teacher, need to be sensitive and handle the situation skillfully.
• Knowing every student well is important for bringing about equal status interactions among group members in your class.

Hence, based on the above points, we can clearly infer that while making groups for an activity, an EVS teacher should ensure cooperation and participation of all members.

Environmental Studies is a subject that deals with a human's interaction with the environment. It gives the children a lot of freedom to explore their physical and social surroundings. A good textbook always helps a teacher as a resource. 

Key Points

The following are the good qualities of an EVS book:

• An abstract concept is related to an idea that lacks physical form. So the book should not contain abstract concepts at the primary level.
• EVS, as a subject does not focus on abstract concepts as the concepts covered in it, are more scientific and concrete.
• EVS as a subject does not just concern physical surroundings but also the social surrounding of an individual therefore it has to cater to different backgrounds from which students come.
• A good textbook contains true stories and incidents to enhance learning.
• Natural and socio-cultural surroundings are in reality integrated. For eg- In certain tribal communities, the forests are considered sacred and worshipped; the wild animals are considered as siblings of the humans.
• A good textbook always keeps the interest of the learner alive
• It provides ample opportunities to explore their knowledge.
• It always discourages rote learning and makes the whole process better by including hands-on experiences.
• It includes maps, diagrams, charts, which helps them to understand better.
• It includes real-life examples that connect their learning not only to facts but also to experience.

Hence, we can conclude that it focuses on definitions and explanations of abstract concepts, is not the characteristic of an EVS textbook at the primary level.

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

• To train children to locate and comprehend relationships between the natural, social and cultural environment;
• To develop an understanding based on observation and illustration, drawn from lived experiences  and physical, biological, social and cultural aspects of life, rather than abstractions; {thematic approach means that there would several different topics which can be discussed and this does pertain to teaching EVS}
• To create cognitive capacity and resourcefulness to make the child curious about social phenomena, starting with the family and moving on to wider spaces.
• To nurture the curiosity and creativity of the child particularly concerning the natural environment (including artifacts and people)
• To develop an awareness about environmental issues;
• To engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.;
• To emphasize design and fabrication, estimation and measurement as a prelude to the development of technological and quantitative skills at later stages;
• To be able to critically address gender concerns and issues of marginalization and oppression with values of equality and justice, and respect for human dignity and rights.

Hence, we can conclude that familiarity with technical terms National Curriculum Framework (NCF, 2005) does not propose in the context of EVS teaching.

A map is a visual representation of an area, drawn on a flat surface. It helps to illustrate specific and detailed features of a particular area regarding distance, direction, etc.

Mapping refers to the act of comprehending the geographical information represented on the map. To draw and understand maps, the following abilities are required to be developed in primary level students:

• An idea about relative position and orientation.
• Ability to comprehend and analyse places and spaces.
• Potential to process the symbolised information shown on the map.
• Capacity to visualise spatial relationship and geographical information.

Hence, we conclude that above-mentioned points are necessary to draw and understand maps.

Objectives of teaching EVS at the primary stage mainly focuses on:

• to train children to locate and comprehend relationships between the natural, social and cultural environment, i.e sensitivity towards the physical and social environment
• to develop an understanding based on observation and illustration, drawn from living experiences and physical, biological, social and cultural aspects of life, rather than abstractions;
• to create cognitive capacity and resourcefulness to make the child curious about social phenomena, starting with the family and moving on to wider spaces;
• to nurture the curiosity and creativity of the child particularly in relation to the natural environment (including artefacts and people) i.e exploration;
• to develop an awareness about environmental issues;
• to engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through observation, classification, inference, etc.

From the above-mentioned objectives**, memorize basic scientific concepts and principles is not an objective of EVS.**

Environmental Studies is a subject that deals with a human's interaction with the environment. It gives the children a lot of freedom to explore their physical and social surroundings.

The following are the ways of learning EVS:

• They should be provided with opportunities that provide hands-on experience.
• Children are curious that's why they ask a lot of questions.
• It should be remembered that mistakes are a part of the learning process.
• They also get to clear their doubts and learn from their mistakes by exploring their surroundings.

Hence, we conclude that children making fewer mistakes is not advocated by EVS.

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

Key Points 

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

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

For activities mentioned in the question, the teacher should not encourage the Children’s initiative to memorize as many names of leaves as possible. Because rote memorization is not promoted as per NCF 2005.

Hint Children’s detailing of the work, Children’s continuous engagement with the activity, Children’s interaction with each other, observation, and cooperation all will enhance meaningful learning.

Assessment is conducted in different phases of the teaching-learning process. Some assessments are conducted before the beginning of the teaching-learning process, some are carried out during the process, and others conducted at the end of the instructional process.

• The primary purpose of assessment is to improve students learning and teachers' teaching as both respond to the information it provides and focuses on the areas to clear the confusion of a concept and improve understanding of the child.
• Students’ performance should be compared to their previous performance and not with the performance of their peers.
• Each child may have a unique potential to learn so teachers must make a note of it.
• One of the purposes of assessment is the improvement of the system as a whole including management, curriculum, and academics.
• Qualitative statements will help students know the details about what they did correctly or what was expected of them to do in their classwork.

Hence, from the above points, we can infer that an EVS teacher while assessing students should not focus on only a few aspects of student's work.

Community and local contexts play a significant role in teaching EVS. Different events occur in the community, community environment, community members, their socio-economic backgrounds, their cultural backgrounds, local environmental activities of the community members, political set-up of the community, etc.

Key PointsCommunity as a learning resource: The community of the child and her local environment formulates the primary context in which learning takes place. Children spend so much of their time outside school and in their social environment.

• The community provides them real-life examples of what they have learned, thus it is important.
• Textbooks and other learning materials can incorporate local knowledge and traditional skills, and trigger a teaching-learning environment that responds to the students’ home and community environment.
• The community experiences make learning more realistic and allow learners to connect their real experiences to the experiences given through EVS texts.
• For example - Children might learn about solar energy and the conservation of electricity in their classroom. Arranging a trip to another building or institute which makes use of solar panels to meet its electricity requirements helps the children learn from these communities.

Hence, we can conclude that the community is an important teaching-learning resource in EVS at the primary level because it provides learning opportunities in the real setting.

Concept:  

• Speed = Distance/Time
• Average Speed = (Total distance covered / Total time taken)

Given:

• Time is given in 24hrs format.
• Train departure time from Ahmedabad: 30^th August, 13:30 hours.
• Arrival time of the train at Trivandrum: 1^st September, 7:30 hours.
• The distance between Ahmedabad and Trivandrum is 2268 km.

Explanation:

Time is taken for the complete journey:

• From 30^th August, 13:30 hours to 31^st August, 13:30 hours = 24 hours
• From 31^st August, 13:30 hours to 1^st September, 1:30 hours = 12 hours
• From 1^st September, 1:30 hours to 1^st September, 7:30 hours = 6 hours
• Total time is taken = 42 hours

Average Speed = (Total distance covered / Total time taken) = 2268 km/42 hrs = 54 km/hr

Thus, the average speed of the bus during the entire journey is 54 km/hr.

Concept:

• New Delhi is in the northern part of India.
• Chennai is on the southeast coast of India.

Explanation:

• Narmada: It traverses Madhya Pradesh, Maharashtra and Gujarat and meets the Gulf of Cambay.
• Godavari: The river extends over states of Maharashtra, Andhra Pradesh, Chhattisgarh and Odisha, and parts of Madhya Pradesh, Karnataka and Union Territory of Puducherry.
• Ganga: The river covers 11 states, Uttarakhand, Uttar Pradesh, Madhya Pradesh, Rajasthan, Haryana, Himachal Pradesh, Chhattisgarh, Jharkhand, Bihar, West Bengal and Delhi.
• Krishna: Krishna passes through the states of Maharashtra, Karnataka, Telangana, and Andhra Pradesh.

Thus, from the image above, 

Gurpreet when travelling from New Delhi to Chennai on a train is not likely to cross the Ganga river.

Cold Deserts are deserts having extremely cold winters. These deserts are generally found in mountainous areas.

• Ladakh is the only cold desert in India, situated in the Himalayas.
• It doesn't get affected by the monsoon as it lies in the rain shadow region of the Himalayas.
• The rainfall in this region is as low as 10 cm annually.

Additional Information

• The Antarctic Polar Desert covers the continent of Antarctica and has a size of about 5.5 million square miles.
• The second-largest desert is the Arctic Polar Desert.
• Antarctica is the coldest place on Earth.
• Some Major Deserts of the world are:-

Explanation:

About Dr. Zakir Hussain:

• Zakir Husain Khan served as the third President of India.
• He was the president from 13 May 1967 until his death on 3 May 1969.
• He previously served as Governor of Bihar from 1957 to 1962.
• He served as the Vice President of India from 1962 to 1967.
• He was born on 8^th February 1897, in Hyderabad.
• In the story that is mentioned, Dr Hussain describes how blowing can be used both for warming and cooling objects.

Thus, at the time of his death, Dr Zakir Hussain was the President of India.

Additional Information

• Prime Minister of India 2023 - Narendra Damodardas Modi.
• Chief Justice of India 2023 - Dhananjaya Y. Chandrachud.
• Vice-President of India 2023 - Jagdeep Dhankhar.
• President of India 2023 - Droupadi Murmu.

Concept:

• Food preservation is the technique to prevent food spoilage, food poisoning, and microbial contamination in food.
• Food preservation is done to preserve food for a longer time.​

Explanation:

Objectives of food preservation:

• To prevent microbial contamination.
• To kill pathogens.
• To minimize food spoilage and food poisoning.

Food preservation methods:

• Pickling:
• Salt and extra edible oils are two main preservatives that are used in pickling.
• It prevents microbial growth.
• Example: Raw mango to mango pickle.
• Drying:
• It is the process of removal of water from food.
• It is the simplest method and prevents food spoilage by removing water.
• Example: Potato to chips.
• Cooling:
• Cooling at very low temperatures prevents microbial growth.
• Microbes do not get the optimum temperature they need for growth, their growth is inhibited.
• Example: Fresh peas to frozen peas.
• Sugaring:
• Sugar is a good moisture absorbent.
• By reducing moisture content, restrains microbial growth.
• Example: Apple to apple jam.
• Salting:  
• Preservation by salt is known as salting.
• Salting helps to preserve fruits for the long term.
• Example: Salting of meats and fishes.
• Adding chemicals:
• Adding synthetic preservatives like vinegar, sodium benzoate, sodium metabisulphite, etc.
• Other methods:
• Sterilization, radiation, smoking etc.

Thus, Milk - Paneer is not a correct way of food preservation.

Concept:

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

Explanation:

About houses in Leh and Ladakh:

• Houses in Leh have two floors.
• The ground floor has no windows.
• The ground floor is for animals and for storing necessary things.
• Wooden steps are used to reach the different floors.
• The roof is the most important part of their house.
• During the summer season, people dry many fruits and vegetables on the roof and store them for winters.
• The houses are made up of stones which are kept one over the other.
• The walls of these houses are coated with a thick layer of mud and lime.
• The house looked like a shed from inside with a lot of hay stored there.
• Thick tree trunks are used to make, a flat strong roof.

​

​

Thus,

A. Ground floor without windows: Found in the houses of Leh and Ladakh.

B. Slanting wooden roofs made of tree trunks: Found in the houses of Assam.

C. House-made almost 10-12 feet above the ground on stone pillars: Found in the houses of Assam.

D. Thick walls made of stone, mud and lime: Found in the houses of Leh and Ladakh.

E. Wooden floors: Found in the houses of Leh and Ladakh.

Concept:

• Birds build nests to lay their eggs and incubate their younger ones.
• Not all birds build nests eg. Koel lays its egg in the nest of a crow.
• Different birds build nests at different places, some on ground level, some high up on the tree.
• Different birds use different techniques and different materials to build their nests.

Explanation:

• The crow builds its nest high up on a tree with all kinds of materials
• The koel lay their eggs in crow nests.
• This ensures that there's a higher chance of clutch formation. (The clutch is the number of eggs laid).
• The koel's eggs resemble those of the crow in pattern and colour, which helps them in nesting.

Additional Information

• The dove makes its nest among the thorns of a cactus plant or a Mehendi hedge
• The sparrow and pigeon make their nest anywhere on top of a cupboard, behind a mirror, on a ledge.
• The barbet or coppersmith bird makes its nest in a hole, in a tree trunk.
• The tailorbird uses its sharp beak to make its nest by stitching together two leaves on a bush. It lays its eggs in the fold of the leaf that it has made.
• The sunbird makes a nest that hangs from the branch of a small tree or a bush.
• The robin makes its nest with  soft twigs, roots, wool, hair and cottonwool at ground level, lower branches of a tree or sometimes at the top

Concept:

• A seed is capable of developing into another such plant.
• A seed can be of various shapes and sizes.

​Explanation:

• Aniseed:
• It is a seed of a flowering plant.
• Aniseed is also known as saunf, is used as a spice in Indian cooking.
• Wheat:
• Wheat is the seed of grass.
• It is widely used as a staple food for its cereal grain.
• Black Pepper:
• Black pepper is the seed of a flowering vine.
• It is used as a spice and seasoning.
• Sago (Sabudana): 
• Sago is a starch extracted from the spongy centre, or pith, of various tropical palm stems.
• It is used as a staple food, especially during fasting.

Thus, Sago is not a seed.

Explanation:

Kerala and coconut trees:

• Kerala is actually named after the coconut tree.
• "Kera" meaning coconut tree and "Alam" meaning land so means "Land of Coconut Trees".
• Kerala is situated on the southwestern coast of India.
• Kerala's sandy soils are the best for coconut trees which results in higher productivity.
• In Kerala, interior places with fertile soils and plain regions also give good growth to coconut trees.

Thus, the trees Rehana could have seen in Kerala are coconut trees.

• Pine trees: 
• Pine trees are the dominant plants in many cold regions.
• It is found in North India, Kashmir, and Uttaranchal hills.
• Apple trees:
• In India, Apple is normally grown in hilly regions with a cool-temperate climate.
• It is found in Jammu and Kashmir, Himachal Pradesh and Uttarakhand.
• Litchi trees:
• It requires a tropical climate that is frost-free.
• It is grown in the states of Bihar, Tripura, West Bengal, Uttar Pradesh, Punjab and Haryana.

Concept:

• Not all food we eat have seeds.
• Sometimes we eat fruits and vegetables that do not have seed in them.
• Sometimes we eat roots, leaves and stem, they don't have seed in them.

Explanation:

• Potato:
• Potato is thickened underground part of a stem.
• They do not have seeds.
• Tomato:
• Tomato is a berry fruit.
• It has many yellowish-whitish seeds in it.
• Pear:
• Pear is a fruit from a flowering plant.
• It has about 6-8 black to brownish seeds in the centre.
• Chikoo:
• The fruit is oval in shape and brown in colour and the skin feels rough.
• It has black seeds inside the pulp.
• Ladyfinger:
• Ladyfinger is a vegetable from a flowering plant.
• It has numerous whitish soft, slimy seeds.
• Bitter-gourd:
• Bitter gourd is a vegetable from a flowering vine.
• It has numerous hard brownish-whitish seeds.
• The seeds turn red after ripening.
• Onion:
• Onion is an underground stem with fleshy overlapping leaves.
• It has no seeds.
• Cucumber:​
• Cucumber is a fruit from a flowering vine.
• It has numerous whitish gelatinous seeds.

​

Thus, Tomato, Pear, Chikoo, Ladyfinger, Bitter-gourd, Cucumber has seeds inside them.

Concept:

• Every region has its traditional arts.
• Traditional arts are mostly learned at home.
• Traditional arts like textile making pass from generation to generation.

Explanation:

About Pochampally:

• Pochampally sarees are weaved in the Mukhtapur village of Pochampalli district of Andhra Pradesh.
• They have traditional geometric patterns in the Ikat style of dyeing.
• The intricate geometric designs find their way into sarees and dress materials.
• Pochampalli sarees are bright colours.

About Kalamkari:

• 'Kalam’ means pen and ‘kari’ means artwork or craftsmanship.
• This literally translates to mean drawing with a pen.
• Kalamkari is **hand-painted or block-printed work on cotton textile done in Andhra Pradesh. **​

Thus, the sarees bought by Neeta, which are exclusively made in Andra Pradesh are Pochampally and Kalamkari.

Concept:

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

Explanation:

Stagnant water:

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

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

Additional Information

Some common communicable diseases are:

Explanation:

• Karnataka - kathak - Incorrect (kathak is from Uttar Pradesh)
• Assam - Bihu - Correct.
• Orissa - Bharatnatyam - Incorrect ( Bharatnatyam is from Tamil Nadu)
• Tamil Nadu - Lavani - Incorrect (Lavani is from Maharastra)

Important Points

• At present officially there are 9 classical dances in India.
• Dance forms & their States
• Bharatanatyam, from Tamil Nadu.
• Kathak, from Uttar Pradesh.
• Kathakali, from Kerala.
• Kuchipudi, from Andhra Pradesh.
• Odissi, from Odisha.
• Sattriya, from Assam.
• Manipuri, from Manipur.
• Mohiniyattam, from Kerala.
• Chhau dance of Eastern India - Orissa, Jharkhand, and West Bengal

Additional Information

The Indian States and Folk Dances

• Andhra Pradesh- Kuchipudi, Bhamakalpam, Lambadi, Dhimsa, Kolattam, Butta Bommalu.
• Assam- Bihu, Bichhua, Natpuja, Maharas, Kaligopal, Bagurumba, Naga dance, Khel Gopal, Tabal Chongli, Canoe, Jhumura Hobjanai
• Bihar- Jata-Jatin, Bakho-Bakhain, Panwariya, Sama Chakwa, Bidesia.
• Gujarat- Garba, Dandiya Ras, Tippani Juriun, Bhavai.
• Haryana- Jhumar, Phag, Daph, Dhamal, Loor, Gugga, Khor, Gagor.
• Himachal Pradesh- Jhora, Jhali, Chharhi, Dhaman, Chhapeli, Mahasu, Nati, Dangi.
• Jammu and Kashmir- Rauf, Hikat, Mandjas, Kud Dandi Nach, Damali.
• Karnataka- Yakshagan, Huttari, Suggi, Kunitha, Karga, Lambi.
• Kerala- Kathakali (Classical), Ottamthullal, Mohiniattam, Kaikottikali.
• Maharashtra- Lavani, Nakata, Koli, Lezim, Gafa, Dahikala Dasavtar or Bohada.
• Odisha- Odissi (Classical), Savari, Ghumara, Painka, Munari, Chhau.
• West Bengal- Kathi, Gambhira, Dhali, Jatra, Baul, Marasia, Mahal, Keertan.
• Punjab- Bhangra, Giddha, Daff, Dhaman, Bhand, Naqual.
• Rajasthan- Ghumar, Chakri, Ganagor, Jhulan Leela, Jhuma, Suisini, Ghapal, Kalbeliya.
• Tamil Nadu- Bharatanatyam, Kumi, Kolattam, Kavadi.
• Uttar Pradesh- Nautanki, Raslila, Kajri, Jhora, Chappeli, Jaita.
• Uttarakhand- Garhwali, Kumayuni, Kajari, Jhora, Raslila, Chappeli.
• Goa- Tarangamel, Koli, Dekhni, Fugdi, Shigmo, Ghode, Modni, Samayi nrutya, Jagar, Ranmale, Gonph, Tonnya mell.
• Madhya Pradesh Jawara, Matki, Aada, Khada Nach, Phulpati, Grida Dance, Selalarki, Selabhadoni, Maanch.
• Chhattisgarh Gaur Maria, Panthi, Raut Nacha, Pandwani, Vedamati, Kapalik, Bharthari Charit, Chandaini.
• Jharkhand Alkap, Karma Munda, Agni, Jhumar, Janani Jhumar, Mardana Jhumar, Paika, Phagua,Hunta Dance, Mundari Dance, Sarhul, Barao, Jhitka, Danga, Domkach, Ghora Naach.
• Arunachal Pradesh Buiya, Chalo, Wancho, Pasi Kongki, Ponung, Popir, Bardo Chham.
• Manipur Dol Cholam, Thang Ta, Lai Haraoba, Pung Cholom, Khamba Thaibi, Nupa Dance, Raslila, Khubak Ishei, Lhou  Sha.
• Meghalaya Ka Shad Suk Mynsiem, Nongkrem, Laho.
• Mizoram Cheraw Dance, Khuallam, Chailam, Sawlakin, Chawnglaizawn, Zangtalam, Par Lam, Sarlamkai/Solakia, Tlanglam.
• Nagaland Rangma, Bamboo Dance, Zeliang, Nsuirolians, Gethinglim, Temangnetin, Hetaleulee.
• Tripura Hojagiri.
• Sikkim Chu Faat Dance, Sikmari, Singhi Chaam or the Snow Lion Dance, Yak Chaam, Denzong Gnenha, Tashi Yangku Dance, Khukuri Naach, Chutkey Naach, Maruni Dance.

Explanation:

• The Eskimo makes his house i.e. igloo from ice since the air between the ice walls prevents the inside heat from escaping.
• Snow is believed to be a good insulator of heat and traps it.
• Igloos are temporary winter homes mainly found in Canada.
• Eskimos are the people living in the Arctic and subarctic regions of the US, Russia, Canada, and Greenland.
• In India, tourists can experience igloos in Manali in the winter season.
• The Manali is located in Himachal Pradesh in northern India.

Concept:

• Plants have different types of roots.
• Some store food, some breathe some hang from the branches.
• Not all roots are underground.

Explanation:

About Banyan tree roots:

• A banyan tree has three types of roots.
• Banyan trees are characterized by aerial roots, that hang from the branches.
• These roots mature into thick, woody trunks, called prop roots.
• Prop roots can become indistinguishable from the primary trunk with age.
• Like any other tree, in addition, the banyan tree has deep underground roots.
• A banyan tree is believed to be the world's biggest tree in terms of the area it covers.
• It is the national tree of India.

Thus, roots store food, is not a characteristic feature of the roots of a Banyan tree.

• The socio-cultural environment of the learners affects their learning at the primary level. Lev Vygotsky also explained in his socio-cultural theory of development that not just parents; relatives, neighborhood and culture have an impact on what the child learns.
• EVS is therefore taught in integration with the social world, which makes it important for teachers to prepare sociocultural profiles of the learners and also address the individual differences.
• With the help of the profile, the teacher will be able to identify slow learners and will be able to prepare lesson plans according to the individual differences.
• Lesson plan or other teaching methods can be adapted according to the needs of the learners and to know the needs, a teacher must understand the learners.

Hence, As a newly appointed EVS teacher in a school, your foremost priority before beginning to teach would be to prepare sociocultural profiles of the learners.

Importance of poems and stories are as follows:

• Poems can paint images through words about the child’s environment.
• They can help the child connect what they have learned in theclassroom with the outside world.
• They can make the learners admire their surroundings and inspire them to do something good further (spark creativity).

Poster is a symbolic representation of a single idea. As a single idea is depicted posters are usually bold, eye-catching to attract learners for giving a message. Posters have both visual and textual components.

• Posters acts as the resource to deal with the topic of ‘conservation of fuels’.
• Posters convey information quickly and the drawings or relevant slogans catch the eye of almost all the students.
• Many posters can be read and understood in a short period as compared to other sources of information mentioned.

Whereas Reference books, Newspapers, and Textbooks may be too detailed for Class V students and not every student might read up in that much depth about the topic.

Hence, we conclude that Posters acts as the best resource to deal with the topic of ‘conservation of fuels’.

Portfolios: 

• It is like an archive of the work of the student.
• It contains different types of documents like worksheets, reports, materials collected during an activity, or even certificates.
• It can also be used to evaluate academic achievement by the end of the term.

NOTE:

Hence, a folder of students containing their worksheets, observation reports, and material collected during a term is referred to as Portfolios.

Here, Including a chapter titled, ‘Sunita in Space’ describes astronaut Sunita Williams’ experiences in a spaceship mainly to prevent Gender biasing and stereotyping based on different discriminations between boys and Girls.

 Also to give a look into the life of an astronaut including the various conditions in a  spaceship.

The correct answer is championed the cause of women.

Key Points

• Refer to the lines: Madam Cama also fought for the cause of women. Speaking at National Conference at Cairo, Egypt in 1910, she asked, “Where is the other half of the Egypt ? I see only men who represent half the country !” She stressed the role of women in building a nation.
• Thus, we can conclude that besides participating in India’s struggle for freedom, Madam Cama also championed the cause of women.

The correct answer is she was a revolutionary and staunch nationalist.

Key Points

• Refer to the lines: The British had banned her entry into India, being afraid of her revolutionary past and staunch nationalistic outlook.
• Thus, we can conclude that Madam Cama’s entry into India was banned because she was a revolutionary and staunch nationalist.

The correct answer is laudatory.

Key Points

• Laudatory means of, relating to, or expressing praise.
• In the whole passage, the author has praised Madam Cama as can be seen in the following lines:
• Madam Cama’s Paris home became a shelter for world revolutionaries.
• Both the magazines were outlawed in India and England.
• Madam Cama also fought for the cause of women.
• Madam Cama took an anti-British stand....
• But the lioness was getting old and 35 years of fighting on foreign-land had taken its toll.
• All the lines depict that the author has commended and praised the lady whom he called lioness.
• Thus, the author's attitude towards Madam Cama is laudatory.