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

The active participation and involvement of children play a very vital role in learning and shaping the personality of a child. 

Key Points

A child-centered method is one that gives primacy to children's experiences and needs and provides ample opportunities for the children.

• While investigating problems, it is often found that children break the problem into parts and analyze it, then they try solving the parts logically, this critical thinking shapes the child to be Scientific Investigators.
• When a child is encouraged to be self-dependent, it helps in developing thoughts and rationality in them and they try multiple ways to find a solution, and doing this multiple times helps them evolve as Problem Solvers.
• Children are Active Explorers of the environment as they are excited to learn about what is this, why it is here, how it is working, etc. They ask many questions about objects and situations in their surroundings.

Hence, the statements about children emphasizing being Scientific Investigators, Problem Solvers, and Active Explorers of the environment are correct.

Effectiveness is largely dependent upon such dimensions as timing, context content and student ability. So, a teacher can enhance effective learning in her elementary classroom by connecting the content to the lives of the students.

Key Points

• "Going beyond the textbook" refers to connect the child's conceptual understanding with their own experiences to create authenticity in learning and make them feel familiar with the topic.
• So, connecting classroom learning with real-life experience will be the appropriate strategy to be followed.

Hence, we can conclude that a teacher can enhance effective learning in her elementary classroom by connecting the content to the lives of the students.

Exceptional children are those who deviate from the normal population and need special education services to meet their needs. It includes children who are gifted, backward, creative, learning disabled, etc.

Key PointsA gifted learner is the one who displays consistently remarkable performance in various physical or cognitive aspects and exhibits superiority in general intelligence levels.

• These children have divergent thinking and are very curious in nature that's why sometimes the classroom seems monotonous to them because they grab things fastly than of their age-peers.
• So, it's a teacher's responsibility to use customized and stimulating instructions method to make learning interesting for them.

Hence, it could be concluded that 'gifted learner can feel under-stimulated and bored if the class activities are not challenging enough' is a characteristic of a gifted learner.

Additional Information

Other Characteristics of Gifted Learner :

• Easy retention of facts.
• High intellectual curiosity.
• Unusual alertness, even in infancy.
• High speed in processing information.
• Early development of a sense of time.
• Advanced logical and creative thinking.
• Excellent memory and novelty in expression.
• Curiosity, creativity, and independency in thought.

Strategies for teacher of Hearing- impaired students-

• Know your child’s need
• Provide technology
• Use of visual stimulus
• Consider classroom arrangements
• Provide written assignment
• Keep unnecessary noise to a minimum

The diverse classroom is the classroom that comprises of students from different backgrounds (social, economical or cultural) and respects every student's culture, language and other backgrounds.

This statement is true because children learn many skills from their peers.

They learn languages, how to play, different cultures and skills of learning from their peers. Peers are helpful in collaborative learning.

Strategies for Inclusion of children with special needs:-

• Actively enroll children with special needs
• Ensure that all staff understand and meet the legal and ethical responsibilities of providing support and services
• Provide access to specialized supports and develop formal collaborations with community partners
• Attend, create, or advocate for professional development that promotes inclusive practices
• Provide technology for special needs students
• Collaborative and cooperative learning
• Continuous assessment

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

Important Points

• Though parents, friends and relatives appreciate or put down a student, the teacher’s role is important to develop a student morally.
• The teacher gives a morale boost to the students; to achieve success and fame.
• A teacher's expectations from her students have a significant impact on their learning.

Hence, we conclude that a teacher's expectations from her students have a significant impact on their learning.

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

According to NCF Role of Teacher is-

• The National Curriculum Framework 2005 of India expects a teacher to be a facilitator of children’s learning in a manner that helps children to construct knowledge.
• A teacher also functions as a learner, counselor, manager, assessor, and innovator.
• The role of the teachers is considered to view learners as active participants in their learning and not as recipients of knowledge.

Guidelines of NCF 2005-

• The home language of the child should be the medium of learning in schools
• Ensuring that students do not just learn mechanically, without thinking
• Connecting knowledge to life outside the school
• Ensuring that learning is shifted away from rote methods
• Nurturing an overriding identity informed by caring concerns within the democratic polity of the country
• Multilingualism and flexibility
• Teacher as facilitator and supportive

Hence, it becomes clear that according to NCF, 2005, the role of a teacher has to be facilitative.

Assessment is a process of collecting, receiving and using data for the purpose of improvement in the learning process.

Types of assessment-

1. Formative assessment       -  During the course (Assessment for learning)
2. Summative assessment     -  After the course (Assessment of learning)

Assessment is purposeful if it:

• makes reliable decisions about educational planning.
• serves as a feedback for the students as well as the teachers.
• determines the effectiveness of the learning process or program.
• lays emphasis on thought process and de-emphasize memorization.
• assesses both scholastic and co-scholastic aspects of a child's growth.

Note: Remaining options are inappropriate in the context of the question.

A teacher should provide students with different ways of seeing language and engage in a dialogue with students and value their perspective.

Effective ways for Educators Dealing with Individual Difference:

• Knowledge of Individual Personality
• Adjustment in Curriculum
• Adjustment of Method of Teaching
• Special Program or Individualizing Instruction
• Grouping of Learners

Four principles are applied in any classroom based on Vygotsky’s theory

• Out of school experiences should be related to the child’s school experience.
• The zone of proximal development can serve as a guide for curricular and lesson planning.
• Give freedom to students for any activity
• Teaching and learning are based on collaborative and cooperative learning.

The word gender gives the meaning not only to show the difference in body structure or other physical structure but also the different responsibilities they have in society, etc.

Key Points

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

• Gender is such a familiar part of life that it usually takes a deliberate disruption of our expectations of how women and men are supposed to act to pay attention to how it is produced.
• Gendering is legitimated by religion, law, science, and society’s entire set of values.

Hence, from the above-mentioned points, it becomes clear that Gender is a social construct.

The term egocentric is a concept that originated within Piaget's theory of childhood development. According to Piaget, the egocentric (age 3 to 5) child assumes that other people see, hear, and feel exactly the same as the child does.

Private speech is related to vygotsky’s theory-

Vygotsky viewed language as man’s greatest tool, a means for communicating with the world.

Three forms of language-

1. Social speech: External communication used to talk to others
2. Private speech: directed to the self and serves a cognitive function
3. Silent inner speech: private speech goes underground and transformed into silent inner speech.

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

• The theory of Multiple Intelligence was proposed by Howard Gardener.
• Gardener defined intelligence as “Intelligence is a bio-psychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture”.
• Multiple intelligence (MI) should not restrict them to one modality of learning.
• The teacher should use MI as a framework for devising alternative ways to teach the subject matter.

Important Points

Gardner’s Theory of Multiple Intelligence can be Understood Briefly by the Following Diagram:-

Hence, it becomes clear that Gardener's theory of Multiple Intelligence (MI) suggests that teachers should use MI as a framework for devising alternative ways to teach the subject matter.

John Dewey propounded Progressive Education that describes the ideas, practices and it promotes 'learning by doing' or 'hand-on-activity'.

• It enhances skills and understanding of the learners as they gain knowledge by engaging with the contents and experiences.
• It aims to make schools more effective for learners.

Qualities of a Teacher in Progressive Classroom:-

• Focuses attention on student-centred learning where the teacher encourages the to indulge in self-learning techniques.
• Employs minimum effort and resources on teaching and motivates the learner to actively construct knowledge.
• The teacher should promote discovery in the classroom.
• Prepare students for active participation in a democratic society.
• Progressively refining the learning experiences based on reflection and feedback.

NOTE: Discourages inclusion, encourages repetition, and restrictiveness should never promote in the progressive classroom.

Hence, it becomes clear that in a progressive classroom setup, the teacher facilitates learning by providing an environment that promotes discovery.

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

Let's Understand in Brief:

Assimilation is referred to: 

• process of taking in information into our previously existing schemas.
• the way an individual takes and interprets new information in pre-existing mental structures without modifying them.
• addition of a new concept or experience into an existing schema. For example, the baby's sucking of thumb is an initial schema.

Accommodation is referred to: 

• altering existing ideas or schemas as a result of new experiences.
• adjusting to new ways of thinking and behaving by making modifications in one's existing cognitive structures.
• revising of an existing schema to suit the new experience. For example, the baby modifies the way it sucks to include sucking on a new toy.

Therefore, it becomes clear that according to Piaget's Cognitive Development Theory, the above-mentioned two processes are known as assimilation and accommodation.

Additional Information

• Schema: Schema is already existing mental models in mind to represents anything. It is a building block of knowledge and also called as rooms or packets of information in our mind.
• Equilibrium: The cognitive stability or balance arrived by the processes of assimilation and accommodation is the equilibrium obtained. Equilibration is the balancing act between ‘old’ and ‘new’ perceptions and experience.

Jean Piaget said that children actively construct their understanding of the world. He believed that a child’s mind passes through a series of stages of thought from infancy to adolescence. 

According to Piaget:

• The information does not simply enter children's minds from the environment, it should ensure the learning of children.
• Children develop an understanding of interaction with the surrounding environment**.** Piaget identifies four factors namely biological maturation, active exploration, social experiences, and equilibration that interact to influence thinking.
• In his theory of cognitive development, Jean Piaget proposed that humans progress through four developmental stages: the sensorimotor, preoperational, concrete operational, and a formal operational period.

NOTE:

Hence, according to Jean Piaget, Active Exploration of the environment by the learner is necessary for learning.

In the Kohlberg theory of moral development in stage 3 i.e. good boy- good girl orientation of level, children maintain the respect of others and do what is expected from them.

Key Points

Conventional Morality is a stage of morality in which:

• children make decisions to please others.
• children try to maintain interpersonal relations.
• children make efforts on the approval of others.

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

Hence, it could be concluded that in the context of Kohlberg's stages of moral reasoning, the given typical response of a child falls under Good girl - good boy orientation.

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

According to Vygotsky, social interaction is the primary cause of cognitive development as his theory emphasizes that children learn through interaction and collaboration with skilled and knowledgeable people.

Important Points

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

Hint

• The concept of equilibration was proposed by 'Jean Piaget' in his 'Theory of Cognitive Development'.
• Equilibration refers to the process of finding balance by assimilating new information in the existing schema and later accommodating it to fit successfully.

Hence, it could be concluded that according to Vygotsky, social interaction is the primary cause of cognitive development.

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

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

Key Points 

Types of Socialization:

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

Hence, it could be concluded that the statement School and neighbourhood are secondary agents of socialization.

According to question girl’s parents are sportspersons and she obtained training from coaching. Both of her parents are sportspersons. So, we can say that her capabilities depend on heredity and the environment.

• The individual’s personality is the product of both heredity and environment.
• Heredity determines the potential of a child, while the Environment influences the extent to which that potential is achieved.

Role of Heredity and Environment:

Hence, from the above-mentioned points, it becomes clear that the girl's capabilities are most likely to be the result of an interaction between heredity and environment.

The sensitive period for language development from birth to 6 years i.e. early childhood.

More Montessori sensitive periods:

Extra information:

A child develops in an orderly sequence which is almost similar in all children. The rate and speed of development may vary in individual cases but the sequence of development patterns is almost the same in all children. Thus human development is based on certain principles.

Key Points

Cephalocaudal Principle: It states that growth and development follow a pattern that starts with the head then proceeds to the rest of the body (head to toe).

• The Head region starts growth at first and is followed by other organs.
• The child gains control of the head first, then the arms and the legs.
• Infancy develops control of the head and face movements at the first two months. In the next few months, they are able to lift themselves up by using their arms and then gain control over the toe and be able to crawl, walk, jump, climb, day by day.
• The cephalocaudal principle applies to both physical and functional development.

Hence, it becomes clear that the cephalocaudal principle of development explains how development proceeds from head to toe.

Effective school practice is done when teachers give attention to the abilities and weaknesses of every child. Here is a need for an educational and training programme specially designed for each child, based on his individual needs and abilities. This education and training plan is called the Individualized Education Programme (IEP).

Key Points

• The purpose of the Individualized Education Program is to provide appropriate education and training to every child with a disability, including those with mental retardation.
• 'Individualized' means that the teaching-learning must be developed to meet the educational and learning needs of a single person rather than a group of persons.
• which means that the education and training are devised on the basis of: (i) what are his needs, and (ii) what are his abilities?
• Developing individualized teaching-learning for a particular child is a team effort. The most important persons in this team are the parents of the child.
• Benefits of individual learning-
• Identifying and addressing individual need
• It is a student-centred approach
• Learning and teaching is more active and collaborative
• For teacher, it is interesting to design the entities with diverse content, learning method, tools and learning environments.

Hence, we conclude that Individualized learning is an example of effective school practice.

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

Key Points

Intrinsic motivation is the motivation that is animated by personal enjoyment, interest, or pleasure. 

• In an elementary classroom, an effective teacher should aim at the students to be motivated to learn so that they become curious and love learning for its own sake as intrinsic motivation refers to the behavior which focuses on:
• personal satisfaction and internal rewards.
• purposes to learn and improve to serve a cause.
• motivating individuals intrinsically to achieve goals.
• working for their own sake and inherent accomplishment.

Hint

• The remaining options are related to extrinsic motivation which refers to a behavior that is guided by earning rewards or avoiding punishment.

Hence, it could be concluded that the in an elementary classroom, an effective teacher should aim at the students to be motivated to learn so that they become curious and love learning for its own sake.

Motivation is defined as the willingness or a reason to do something or to reach a goal. It is of two types: Extrinsic (comes from external factor) and Intrinsic (comes from inside). A teacher encourages her students by supporting them in setting individual goals by following:

• Children try to get mastery in their skill.
• Give freedom
• Let them work on projects that interest them

Hence, we conclude that a teacher encourages her students to be intrinsically motivated towards learning for the sake of learning by supporting them in setting individual goals and their mastery

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

• Intrinsic motivation is the motivation that is animated by personal enjoyment, interest, or pleasure.

Key Points

In the above-mentioned situation, the teacher should tell her students to ‘’Try to do it, you will learn’’ as intrinsic motivation refers to the behavior which focuses on:

• personal satisfaction and internal rewards.
• purposes to learn and improve to serve a cause.
• motivating individuals intrinsically to achieve goals.
• working for their own sake and inherent accomplishment.

Hint

• The remaining options are related to extrinsic motivation which refers to a behavior that is guided by earning rewards or avoiding punishment.

Hence, it could be concluded that the teacher should tell her students to ‘’Try to do it, you will learn’’ to encourage them to do tasks with intrinsic motivation.

Though children learn in a variety of ways both individually and in groups. NCF (2005) states that the children require opportunities to learn through making and doing things, experiencing, experimentation, reading, discussing, listening, thinking and reflecting and expressing oneself in speech, movement and writing. Note that:

• Concepts provide an efficient way of organising experience especially in early childhood and at the primary stage.
• When a child sees a dog or crow and recognises it as an animal or bird it shows that a child develops his concept about the animal kingdom.
• After that, if the child sees this type of animal he understands it just like a dog or crow.
• The child has developed some tools of language to communicate her experience.

Hence, we conclude that the above statements are correct about a child's thinking.

Learning is defined as a permanent change in knowledge, behaviours, skills, values and behaviour which is gained through continuous practice or experience. The most effective atmosphere for primary school children have these characteristics-

• Their emotional needs are met, and they feel that they are valued.
• Students can ask any question
• Discussions take place with peers
• Students remain more engaged
• Atmosphere conducive for students to use their skills

Hence, we conclude that primary school children will learn most effectively in an atmosphere ​where their emotional needs are met, and they feel that they are valued.

The most effective method to encourage conceptual development in students is to give multiple examples.

Benefits of example:-

• Understand the fundamental concept
• Encourage them to use reasoning
• Develop logical problem-solving skills, define problems, classification
• Representation of concept in multiple ways
• Through examples, students understand easily
• Punishment is not a tool for teaching and learning.

Numerals are the symbols used to represent numbers like 1, 2, 3,… are used for the numbers one, two, three, … and so on. While the concept of numbers is learnt through manipulation of objects and interactions with others, one has to introduce the child to the structure of numerals used for different numbers. In the decimal system of numbers, once the child becomes familiar with the numerals for the single-digit numbers from 0 to 9, numerals for other numbers can be constructed by the child. The child becomes ready to understand and use the numerals by the age of 7, but it is by the age of 11 that he/she can write large numbers stating the place value of each number.

A teacher of Class II asks her students to write 4 ones and 3 tens. Some students write as 43 instead of 34. The teacher should ask the students to represent the abacus and then write for making them understand the concept. The abacus tool will help the learner to know about the place of a particular digit with the help of counting.

Key Points

There is several methods used for teaching the concept of numbers such as placing the digit. These methods are abacus, count, re-order, estimate, etc.

• Abacus: This is the best method for beginners for writing and calculating in which beads are moved to do basic arithmetic operations, as well as more advanced processes of calculations. Though abacus facilitates speedy calculations, for those children who do not know the method of operating an abacus.
• Count: Counting forwards and backward in place value parts (e.g., 45, 55, 65 is counting using the unit ten). Bridging forwards and backward over place value segments (e.g., 995 and one more ten requires bridging forwards over hundreds to thousands).
• Make/represent: Make, represent or identify the value of a number using a range of materials or models—these may be proportional, nonproportional, canonical, and non-canonical.
• Name/record: Read and write a number in words and figures (e.g., 75 is written as ‘seventy-five). Identify the value of digits in a number (e.g., the value of 3 in 345 is three hundred). Rounding Numbers to the nearest place value part (e.g., round 2456 to the nearest thousand).
• Rename: Recognise and complete partitions and regrouping of numbers. (e.g.,1260 has 126 tens). • Compare/order: Compare numbers to determine which is larger or smaller and place them in descending or ascending order.

Hence, we can conclude that the teacher should ask the students to represent an abacus and then write for understanding the concept.

Map is a representation of the earth on a flat surface. Maps are very much used by motorists, defence personnel, tourists and so on. But to use a map, it is necessary that one knows how to read the map as the map has its own language.

A map cannot be meaningful unless the reader is able to make out what the map contains. ‘Map literacy’ is essential for understanding maps. 

• Children need to be able to read maps because maps are very much a part of their curriculum.
• They are expected to deal with maps of their district, state and country.
• The abilities required for dealing with them are a bit different from those needed for reading and drawing pictures.
• It may be surprising because maps are also 2D-representations.
• Mapping strengthens spatial thinking.
• Mapping promotes proportional reasoning.
• Mapping can be integrated in many topics of Mathematics.

Hence, we conclude that mapping is not part of mathematics curriculum is not true about ‘mapping’ in mathematics.

‘Mathematics’ is a broad term that encompasses many branches and components. It is this view that makes the word ‘Mathematics’ hard to define. Even then, we would say, Mathematics is a science that involves dealing with numbers, different kinds of calculations, measurement of shapes and structures, organization and interpretation of data, and establishing relationships among variables, etc.

Important Points

In the primary school mathematics curriculum, the following topics have been included;

• Tessellation
• Symmetry
• Patterns

Angles are taught at the upper primary stage because at this stage the students gain the ability of abstraction and reasoning.

At the primary level geometry is limited to shapes, children encountered the opportunities to understanding the shape at the primary stage and also provide ample practices.

Key Points

The mathematics curriculum at the Primary Level: Arithmetic, numbers, and number operations, shapes, patterns and symmetry, measurement, and data handling should be taught in mathematics at the primary level.

• Patterns:  A Pattern is a repeated arrangement of numbers, shapes, colors, etc. The Pattern can be related to any type of event or object.
• Fraction: It is a small part or piece of a whole. When we divide a whole thing into pieces or smaller parts then we will be able to get its fraction.
• Area and Measurement: At the beginning of primary school, children will learn to simply compare one item against another in terms of weight, length, etc.
• Symmetry: It refers to the similarity between two objects. Two objects or shapes are said to be symmetrical when they are showing mirror images of each other.
• Data Handling: Data handling refers to the process of gathering, recording and presenting information in a way that is helpful to others - for instance, in graphs or charts.
• Geometry or shapes: Geometry is better known in primary schools nowadays as ‘Shape and Space’. Shape work focuses on 2D and 3D shapes; by the end of the primary curriculum, children have a solid knowledge of a large number of shapes and their characteristics.
• Numbers & Number Operations: There are many ways to add, subtract, multiply, or divide numbers. It is important to use and take advantage of the relationships between the operations in computational situations.​

Hence, from the above, we can conclude that Angles aspects of ‘Shapes’ is not dealt with at the primary level.

Making Mathematics Learning Joyful

Mathematics learning in school is very often dull, uninteresting, difficult, and boring. One of the most important reasons is the “joyless experience” of the teachers and students. The Learning Without Burden Report rightly said “joyless learning a situation where a lot is taught but little is learned or understood”. So, while planning for mathematics learning it is important to know, what students really enjoy doing while learning mathematics.

How mathematics learning can be joyful? 

• Each child’s learning experience must be taken into consideration.
• Establish linkage between concrete objects and abstract concepts in mathematics learning.
• Use of Mathematical games, puzzles, and stories develop a positive attitude, connects math with everyday life, and solves problem.
• Developing Mathematics magic makes mathematics learning interesting.
• Use diverse materials like flashcards, stones, sticks, objects, pictures, cutouts, charts, calendars, playing cards, cartons, etc.
• Organize mathematical quizzes, debates, seminar,s etc.
• Collections of photographs of great mathematicians.
• Ensure opportunities for learning by discovery.
• Reduce wide gaps between mathematical theory and practice.
• Linking mathematics with life situations.
• Asked the students to collect local games, songs, dramas, etc. and convert it to mathematics learning.
• Take students outside the classroom to observe the nature.
• Allow the child to take independent decisions.
• Children will learn more mathematics if mathematics learning is joyful.
• Do not impose an adult’s views on the students as it restricts the child’s creative expression.

Hence, we conclude that all the above points, use of mathematical games, puzzles, and stories develop a positive attitude, connects math with everyday life, and solves the problem.

Teaching-learning materials provide a range of learning experiences to learners from direct to indirect. It generally includes all the collections of things and objects which help the teacher and student in the learning process.

• These materials can be very helpful in teaching mathematics as mathematics aims to develop individualized discovery-oriented learning in which children learn by exploring themselves.
• The use of these teaching-learning materials provides the opportunity for the children to think, resonate, and create their own way of solving mathematical problems.

A given rectangle and a parallelogram have their area. Class IV students can use graph paper to generalize the concept of area and can analyze which figure has more area or the same area.

Key Points

Graph paper: It has a network of grids that form small squares that are used to represent mathematical data.

• Two straight lines, one horizontal and the other vertical (known as the X-axis and Y-axis, respectively), are drawn on the graph paper, which intersects at a point called the origin.
• The given data are represented as points on the graph paper which helps the children to understand the points in a plane surface.
• As the area of an object or shape is the space enclosed by it in a plane surface. Therefore, the graph paper can be used to teach the concept of area effectively.

Hence, we can conclude that in the above situation, the teacher can use graph paper to teach the concept of area for a particular geometrical figure.

According to the National Curriculum Framework (NCF) 2005, the main goal of Mathematics education in schools is the 'mathematization' of a child's thinking. Clarity of thought and pursuing assumptions to logical conclusions is central to the mathematical enterprise. While there are many ways of thinking, the kind of thinking one learns in Mathematics is an ability to handle abstractions and an approach to problem-solving.

Key Points

The NCF envisions school Mathematics as taking place in a situation where:

• Children learn to enjoy Mathematics rather than fear it.
• Children learn “important” Mathematics which is more than formulas and mechanical procedures.
• Children see Mathematics as something to talk about, to communicate through, to discuss among themselves, to work together on.
• Making Mathematics part of a child's life experiences.
• Develop desirable attitudes to think, reason, analyze and articulate logically.
• Acquire efficiency in sound mathematical applications within Mathematics and in other subject areas.
• Attain confidence in making intelligent and independent interpretations.
• Promoting problem-solving and problem-posing skills.
• Teachers are expected to engage every child in the class with the conviction that everyone can learn Mathematics.

NOTE: Preparing for learning higher and abstract Mathematics is the objective of teaching Mathematics at the upper primary level.

Hence, we can conclude that preparing for learning higher and abstract Mathematics is not an objective of teaching Mathematics at the primary level according to NCF, 2005.

Calculation:

Place value of 5 in 29503 is = 5 × 100 = 500      ----(5 is in 100th place , so 5 is multiplied by 100)

Face value of 7 in 32071 is = 7

Difference = 500 - 7 = 493

Additional Information

Place Value: The place value of a digit in a number is the value it holds to be at the place in the number,

Place value = Face value × Numerical value of a place

Face Value: The face value of a digit is the digit itself, at whatever place it may be

Ex:- Face value of 7 in 32071 = 7

Mistake Points

The face value of 7 in 32071 is = 7 

There is a difference between place value and face value

Concept used:

1 thousand = 1000

1 hundred = 100

1 tens = 10

Calculation:

30028 = 28 ones + 28 thousand + _____ tens

Let x will come in place of blank space.

30028 = 28 ones + 28 thousand + x tens

We can write in mathematical format

⇒ 30028 = 28 × 1 + 28 × 1000 + x × 10

⇒ 30028 = 28 + 28000 + 10x

⇒ 10x = 30028 - 28028 = 2000

⇒ x = 2000/10 = 200

∴ 200 come in place of blank space.

Diagram

When we divide 80808 by 108, then we get remainder 24

When we divide 90909 by 109, then we get remainder 3

According to the question

When we divide 24 by 3, then we get quotient 8.

⇒ 24/3 = 8

Calculation:

603 × 28 = 63 × 4 × _____,

Suppose x comes in blank space.

⇒ 603 × 28 = 63 × 4 × x

⇒ x = (603 × 28)/(63 × 4)

⇒ x = 67

Calculation:

Smallest common multiple = 2 × 2 × 3 × 3 × 5 = 180

The largest common factor is = 3

The smallest common multiple of 30, 45, 60

Smallest common multiple (LCM) of 30, 45, 60 is = 2 × 2 × 3 × 3 × 5 = 180

According to condition, smallest common multiple lies between 200 and 400.

So new smallest common multiple = 2 × 180 = 360 

The largest common factor of 15, 24, 45

Largest common factor (HCF) of 15, 24, 45 is = 3

According to the question

⇒ 360 ÷ 3 = 120

Hence, 120 is the correct answer.

According condition first:

Numbers less than half of 100 as we know half of 100 is 50 so number will be less than 50.

According to condition second:

Now, numbers between 4 tens and 5 tens. As we know 4 tens = 4 × 10 = 40 and 5 tens = 5 × 10 = 50.

Now we can say a number between 40 and 50.

According to condition third:

Ones digit is one less than the tens digit.

⇒ 41, 42, 43, 44, 45, 46, 47, 48 and 49.

Only 43 is the number whose ones is one less than tens so the number will be 43.

According to condition forth:

Sum of digit of 43 is = 4 + 3 = 7      ----(Satisfied)

∴ The product of the digits in the number is = 4 × 3 = 12

Calculation:

Total number of students = 360

Number of girls = 360 × (2/3) = 240

Number of boys = 360 - 240 = 120

Number of boys who are players = 120 × (3/4) = 90

Number of boys who are not players = 120 - 90 = 30

Given:

Price of scooter = Rs. 49,553

Harish paid in cash = Rs. 8,076

Calculation:

Remaining amount of scooter = 49,553 - 8,076 = 41477

Amount of each instalment = 41477/37 = Rs 1121

Calculation:

The train left Hyderabad at 13 : 15 on Friday

Time taken to reach Bengaluru at 24 : 00 (00 : 00 AM) on Saturday= 24 : 00 - 13 : 15 = 10 hr and 45 min

Time taken to reach Bengaluru at 07 : 30 on Saturday = 00 : 00 + 07 : 30 = 7 hr and 30 min

Total time = 10 hr and 45 min + 7 hr and 30 min = 18 hr and 15 min.

⇒ 1:15 pm to 1:15 am = 12 hrs

⇒ 1:15 am to 7:15 = 6 hrs

⇒ 7:15 am to 7:30 am = 15 mins

Total Time : 12 hrs + 6 hrs + 15 min = 18 hrs and 15 mins

Concept used:

1 day = 24 hrs

1 hrs = 60 minutes

1 min = 60 seconds

Calculation:

The number of minutes in 15 days = 15 × 24 × 60 = 21600 minutes

The number of seconds in 6 hrs = 6 × 60 × 60 = 21600 seconds

So, correct option is 4.

Concept used:

1 liter = 1000 milliliter

Calculation:

Quantity of orange juice = 15 L and 286 ml

Quantity of carrot juice = 19 L and 714 ml

Total quantity of orange and carrot juice = 15 L and 286 ml + 19 L and 714 ml = 35 L

Rest juice = 35 L - 12 L and 750 ml = 22 L and 250 ml = 22250 ml

Total number of bottles = 22250/250 = 89

Calculation:

Price of Watermelon per kg = Rs. 18.50

Price of Cherry per kg = Rs. 72

Price of Grape per kg = Rs. 120.60

Price of Apple per kg = Rs. 78.40

Total price of ($4\frac{1}{2}$ kg = 9/2 kg) watermelon = (9/2) × 18.50 = Rs. 83.25

Total price of (1 kg and 200 g = 1 + 1/5 kg = 6/5 kg) cherry = (6/5) × 72 = Rs. 86.4

Total price of (250 g = 1/4 kg) = (1/2) × 120.60 = Rs. 30.15

Total price of $1\frac{3}{4}$ kg Apple = $1\frac{3}{4}$ × 78.40 = Rs. 137. 2

Total Price = 83.25 + 86.4 + 30.15 + 137.2 = Rs. 337

If she have Rs. 500 note, then she get back = 500 - 337 = Rs. 163

Concept used:

1 m = 100 cm

Formula used:

The volume of the cuboid = Length × Breadth × Height

The number of soap cake = Volume of box/Volume of each soap

Calculation:

The volume of two cuboidal boxes

= 2 × 56 cm × 0.4 × 100 cm × 0.25 × 100 cm = 112000 cm³

The volume of the soap = 7 cm × 5 cm × 2.5 cm = 87.5 cm³

The maximum number of soap cake packed = (112000/87.5) = 1280

Formula used:

Perimeter of the square = 4a

Area of the square = a²

Perimeter of the rectangle = 2 (l + b)

Area of the rectangle = lb

Calculation:

Given,

Perimeter of the square = 72

⇒ 4a = 72

⇒ a = 72/4 = 18 cm

Area of the square = 18 × 18 = 324 cm²

Breadth of the rectangle = a/2 = 18/2 = 9 cm

Length of the rectangle = 3 × 9 = 27

Perimeter of the rectangle = 2 (27 + 9) = 2 × 36 = 72 cm

Area of the rectangle = 27 × 9 = 243 cm²

Option 4 is correct. Perimeters of both are equal.

As we know,

⇒ 1 m = 100 cm

⇒ 0.3 m = 30 cm

Volume of cube = a³

Volume of cuboid = lbh

From option 1

Volume of cuboid = 45 × 15 × 40 = 27,000 cm³

Volume of cuboid = 30 × 30 × 30 = 27,000 cm³

From option 2

One hundredth of 10 is equal to 0.1 = 10 × (1/100) = 0.1

From option 3

As we know,

⇒ 1 L = 1000 mm

⇒ 55 mm = 55/1000 = 0.055 mm

⇒ 55 litres 55 millilitres = 55.055 litres

From option 4

As we know,

⇒ 1 kg = 1000 g

⇒ 2005 g = 2005/1000 = 2.005 kg

Now, it is clear option 3 is wrong.

Understanding the algorithm requires an understanding of place value, multiplication as repeated addition, carry-over, and the distributive law of multiplication with respect to addition.

Key Points

Distributive law: Splitting a number up into parts helps us in the efficient calculation. This way of calculating is possible because of the distributive law of multiplication with respect to addition/subtraction.

Important Points

The multiplication algorithm is based on the distributive law that we were just discussing. Multiplication as a distribution over addition is an essential prerequisite to understanding the multiplication of two-digit numbers by one-digit or two-digit numbers.

In this algorithm, when we multiply a single-digit number by a 2- digit number the steps are :

• Break up the 2-digit number into the tens part and the one's part.
• Then multiply each of these parts by the single-digit number separately.
• Finally, add the two products to get the answer
• For example, 13 × 7 = (10 + 3) × 7
• = ( 10 × 7) + (3 × 7), by distributivity.
• = 91

NOTE: We need to give children an adequate feel for this process. As you can see, this requires them to understand distributivity. Further, we need to encourage the children to use this law for multiplying numbers by breaking them up into ones and tens. We can then lead them to the formal algorithm.

Hence, we can conclude that multiplication as a distribution over addition is an essential prerequisite to understanding the multiplication of two-digit numbers by one-digit or two-digit numbers.

Additional Information

• Multiplication as the inverse of division: The same number gets subtracted repeatedly. So, division is the opposite of multiplication. Hence, multiplication and division are opposite operations. We may say, division, is the inverse operation of multiplication.
• Commutative Property of addition & multiply: For addition, the rule is "a + b = b + a"; in numbers, this means 2 + 3 = 3 + 2. For multiplication, the rule is "ab = ba"; in numbers, this means 2×3 = 3×2.

Mathematics learning is an enjoyable process. Children consider it a difficult, boring, and fearful subject. Mathematics develops a feeling of failure among a large majority of students, and on the other hand, it creates disappointment among a minority of gifted or talented students. If we are not able to provide opportunities for these talented children to enjoy learning Mathematics, and to utilize their creative abilities effectively, slowly they would also start hating the subject. 

Key Points

Negative experiences with mathematics: These may be related to one or more of the following:

• Classroom experiences/Unfavorable school climate: Schools where extremely rigid discipline is maintained in coverage of the course with strict adherence to the textbooks without allowing freedom to children to think and to choose alternative ways to solve mathematical problems create more tension in students towards mathematics.
• Mathematics structure and problems being used as punishment in school: In some schools, teachers use mathematics structure and problems as a disciplinary measure and such a practice obviously generates fear for mathematics.
• Symbolic notations: The other principal reason is said to be the predominance of symbolic language. When symbols are manipulated without understanding, after a point, boredom and bewilderment dominate for many children, and dissociation develops.
• Inadequate Teacher Preparation: More so than any other content discipline, mathematics education relies very heavily on the preparation that the teacher has, in her own understanding of mathematics, of the nature of mathematics, and in her bag of pedagogic techniques. Textbook-centered pedagogy dulls the teacher’s own mathematics activity.
• Disappointing Curriculum: Any mathematics curriculum that emphasizes procedure and knowledge of formulas over understanding is bound to enhance anxiety. The prevalent practice of school mathematics goes further: a silent majority give up early on, remaining content to fail in mathematics, or at best, to see it through, maintaining a minimal level of achievement.

Hint 

• Gender is a social construct. It refers to the socially and culturally constructed system that attributes meaning to what it means to be a male or a female in a particular society. The gender of the students has nothing to do with fear and failure in Mathematics.

Hence, we can conclude that Gender differences cannot be considered as a reason for fear and failure in Mathematics.

The materials which supplement teachers’ efforts and facilitate teaching-learning are known as teaching materials. These teaching aids may include audio, visual and audio-visual materials. Such materials, if presented properly at the appropriate time, may prove to be of great help in clarifying difficult concepts, making abstract things understandable and arousing and maintaining pupils interest in mathematical learning. 

Learning resources:

Graph paper is a very versatile and useful device for learning mathematics and is not used much in primary and middle schools. A number of activities with graph paper can be used to enhance understanding of concepts and operations on numbers, geometry and measurement, communication, and reasoning. 

• Graph for multiplication and division extends to fractions and decimals and should be used. The length of a small square represents one unit of length and its area one unit of area.
• Decimal fractions being tenth parts and then hundredth parts are very small. It is not easy to divide our object into ten and then hundred equal parts. We can however use square paper strips and graph papers in order to depict tenth parts.

Important Points

Let the two numbers be 0.2 and 0.3.

Now, we can represent this on graph paper as $\frac{{20}}{{100}}$ and $\frac{{30}}{{100}}$.

Total sum $= \frac{{20}}{{100}} + \frac{{30}}{{100}}$

$= \frac{{50}}{{100}} = \frac{{1}}{{2}} =0.5$

Look at the Graph

Additional Information

• Bead and strings are ideal for helping to maintain student interaction in the classroom​, great for emergent learners during maths lessons.  It used for learning the number in a different way.
• Abacus is a maths tool used for calculations. It is used by lower-class students for counting the number for performing other mathematical operations further.
• Geoboard is an electronic teaching aid for teaching geometry basics, including shapes, perimeter, area, and much more.

Hence, we can conclude that graph teaching-learning resource would be the most appropriate to teach the concept of the addition of two decimal numbers.

Using a grid paper to show the multiplication of decimal numbers visually demonstrates that multiplication doesn't always yield a result that is bigger than both original numbers.

• This hands-on approach allows students to see counterexamples to their assumption and encourages a deeper understanding of the concept.

Key Points

Ways to apply this strategy:

• Choose Numbers: Select two decimal numbers that will contradict the assumption, such as 0.3 and 0.2.
• Create a Grid Paper: Draw a grid on paper with rows and columns. Each cell represents a multiplication operation.
• Multiply the Numbers: In each cell, perform the multiplication of the chosen decimal numbers.
• For example, one cell would have 0.3 * 0.2, another cell would have 0.3 * 0.3, and so on.
• Calculate Results: Calculate the results of each multiplication and write them in the corresponding cells.
• Compare the Results: Ask the students to compare the results. They will notice that some products are smaller than the original decimal numbers, contradicting the assumption that multiplication always results in a bigger number.
• Discussion: Engage the students in a discussion about why their assumption is not always true. Explain that multiplication can lead to different outcomes based on the values being multiplied.

Hence, an appropriate way to show that it's not always the case would be by showing on a grid paper the multiplication of two decimal numbers.

Measuring is a skill required of every individual in his/her life. Each one of us has to measure something or the other.

• In measurement, we assign a number to specify the size-length, area, or volume of an object, where qualitative description alone may not suffice.
• Children need to learn about several systems of measure. Length, area, angle, size, and volume are among those encountered in elementary school mathematics but at the primary level, the teacher should go with the first non-standard units, and in later stage teacher the concept with standard units.

Key Points

Let's first understand the terms Standard and Nonstandard units in mathematics learning 

• Standard units are what we usually used to measure things like weight, length, and volume.
• Nonstandard units are used by children in the early year's foundation stage and Year 1 to introduce without having to use scales of any kind as this can make it seem more complicated.

​​

Important Points

As when the topic of measurement is approached using non-standard units, learners can develop a deep and meaningful understanding of measurement. Hence, nonstandard measures should be followed by standard measures.

Although standard measurements are an essential part of the 2014 National Curriculum for Maths, non-standard measurements are often used with early years foundation stage and Year one students to help them grasp the concept of measurements.

Using non-standard units: Help a child to initially measure with non-standard units. Giving experience to the children to measure with these non-standard units is helpful to them in a number of ways.

• Children are introduced to the concept of measuring in units through familiar objects rather than going straight into these mysterious things called centimeters. In this way, they are not required to handle a new vocabulary for the unit at the same time as meeting a new measuring experience.
• The non-standard units are the more appropriate size of a unit for the first practical measuring tasks that young children undertake. Centimeters may be too small and therefore too numerous for their first experience of measuring the length of the desktop, or the height of a friend, and meters are clearly too large a unit for this purpose.

Using standard units of measurement: Once the child understands the concept of measurement by using non-standard units, then the teacher will move to the next step of using standard units.

• They'll begin to learn and understand the different equipment needed to measure different items.
• For example, they'd need to know whether to measure items using centimeters, kilograms, or meters.

Hence, from the above, we can conclude that non-standard measures should be followed by standard measures at the primary level for teaching the concept of measurement.

Teaching method: Different teaching methods are used by teachers as per the requirements of students. For choosing the one, the teacher may classify students based on their abilities (ability grouping) or he can choose it based on the compatibility of the topic.

• To connect the Mathematics with real life, field trip, survey and projects are more helpful. By involving students actively in learning interesting Mathematics, they will be more successful than more conventional courses in promoting positive attitude about Mathematics.

Key Points

These methods can be used in assessment to make connections of Mathematics with real life:

• Field trip refers to a learning approach which ensures the active involvement of learners in the learning process by taking them to a certain place where they can earn knowledge by engaging with real situations.
• Survey: This is used on a large population. But instead of studying the whole of the population, a sample is studied. The sample is generally large in size. It is generally used in descriptive studies.
• A project is an educational method where students working individually or in small groups analyze and develop “real-life” problem or tackle a present-day theme within a preset time limit, working independently and with the division of tasks clearly defined.

Hence, we conclude that Field Trip, survey, Project methods can be used in assessment strategies in mathematics to make connection with real-life.

Visually impaired children depend on the tactile mode of learning, i.e. learning through touch. to a large extent. Thus while the reading, as well as writing devices for the visually impaired, are largely tactile in nature, modern technology has, at the same time enabled thein to use devices that are largely visual in nature.

Key Points

Learning resources for visually impaired students:

• Braille Slate and Stylus Braille slate is the basic equipment used by the visually impaired for braille writing. This equipment is like a frame, which is placed on the sheet of paper on which the person wants to write. Then, using nail-type equipment, which is called a stylus, holes are punched through the braille slate.
• Taylor Frame: Taylor Frame is a slate with a set of pegs/types. One end of each peg contains two braille dots and the other end is a solid raised bar. The position of the solid raised bar represents a number or sign of arithmetic operations like '+' or 'x'. This device is used for teaching calculations to visually impaired students.
• Taylors Abacus: This is a pocket-size calculating device in which beads are moved to do basic arithmetic operations, as well as more advanced processes of calculations. Though the abacus facilitates speedy calculations, the majority of teachers of visually impaired children do not know the method of operating an abacus. However, experience has shown that visually impaired children learn mathematics well when they use abacus along with braille books and develop skills in writing out mathematics.
• Computer: Audio has been one of the most popular and successful output media for blind students and is employed in a wide variety of computer-based interfaces.
• Geoboard It is a rectangular or square board in shape with nails at equal distance. This can be used for showing geometrical figures and graphs. Rubber bands can be used to show various shapes.
• The visually impaired children can feel the iron nails fixed on the geoboard and it can help them best in learning about the shapes, sizes, and structures as well.
• For example, to teach the triangle, the teacher will make a triangle on a geoboard and then tell the visually impaired children to feel its shape with their hands so that they can become aware of the shape of "triangle". In the future, if they find anything of this shape, they can identify it.
• Tiles: It can also be used as a TLM for showing dimensions of two different rectangles and squares.

Hence, we can conclude that Taylor's abacus, computer, geoboard can be used as learning resources for visually challenged in a Mathematics classroom, and the other resources like fraction kit and number chart are used for normal students.

Teaching number Concepts: Before learning to read and write numerals, the child needs to know how to count. Counting is generally taught by teaching the child to repeat number names in order --- one, two, three, four, and so on. However, it is also true that the ability to recite number names is different from the ability to count.

Key Points

At the primary level while learning the number concept, the child will accomplish the following sets:

Seriation: Ordering or seriating involves arranging more than two things in gradation of size, shape, color, or any other attribute so that there is a sequence from the first to last.

• This method can be used in developing counting skills as per their size, color, and shape.
• The simplest seriating activity is asking children to copy a pattern.
• For example, make a row of seeds that increase in size and ask children to make a similar row using seeds from a heap and count the total number of different seeds.

Classification: The ability to group objects based on common features. The child also begins to get the idea that one set can include another. This newfound ability to sort sub-classes from the original class and to understand that they are not two equal items but that one is a part of the other is an important cognitive advance.

Reversibility is an individual's mental ability to turn the way of thinking back into the original state. Reversibility can be considered a key requirement in a number of problems in mathematics. 

• Reversibility is needed to deal with number problems like addition and subtraction that cannot be solved by direct modeling. This judgment implicates that one of the topics related to pupils' reversibility is arithmetic.
• For example“If a child knows that 3+ 2= 5, Is he able to answer 5= _+2 ?” If he is able to answer it, then his reversibility has been developed, because he understands that 3+ 2= 5 similar to 5= 3+2 “.

Proportional reasoning: It deals with ratio and proportions.

• For example, if 5 chocolate cost Rs 20, how much do 10 chocolate cost?
• 5 chocolate = Rs 20
• 10 chocolate= a
• 5/10= 20/a
• ⇒ a =  20 × 10/5
• a= Rs. 40

Proportional reasoning is developed after 11 Years, hence not a characteristic of children in the age group 8-9 years.

Most children who are older than 6 years of age apply essential counting principles when they enumerate a set of objects. Essential principles include

• One-to-one correspondence principle
• Order irrelevance principle,
• Cardinal principle
• Stable order principle

A teacher of Class I asks a student to count the total number of objects in a collection of pens, erasers, and sharpeners. The students put all the objects in a line and start counting. He says that there are 2 pens. 5 erasers and 3 sharpeners instead of 10 objects. During this process, the students are not able to count the total objects, they are facing difficulty to apply abstraction and order irrelevance counting principle.

Key Points

Let's understand the principles of counting in brief:

Order irrelevance principle: Understanding that the total number in a set of objects will be the same when objects are counted in another order is a complex concept for young children to understand. Children may need to understand the cardinal principle more fully in order to develop the order-irrelevance principle. This counting success would actually strengthen the principle of order relevance. Early adoption of very stringent and reliable counting procedures is an effective way for children to develop excellent skills.

The abstraction principle: This principle refers to counting when children are moving on from counting objects which they can see and touch to counting through hearing and imagining items as they say the words. Most young children’s counting experience is limited to using simple counting objects with most five-year-olds counting money in ‘ones’ irrespective of its value

The stable-order principle: Children need to also learn to say the counting words in order. Usually young children’s counting ‘string’ will consist of the first few words learned correctly, a group of correct words with some omissions followed by words chosen randomly. Learning to count in the English language is complicated as it involves rote learning of words that do not have a recognizable pattern until the number fourteen.

One-to-one correspondence principle: This principle refers to the need of matching one counting word to each item in the set to be counted. To understand the one-one principle, children will need to:

• Recite the counting words in order.
• Coordinate the touch and oral count so that they happen at the same time. Pointing to/touching items and counting is important in the process of counting as it ensures that each item is included.
• Keep track of items that have been counted and those that have not been. Children find it easier to move items as they count to keep track and, therefore, find counting objects easier than pictures.

Cardinal principle: Children often learn to count as a process without understanding that the purpose is to find out the total number in the set. In other words, not realizing that the final number in the count is not just identifying and labeling the last item counted but that this final number is a representation of the total number of items. The cardinal principle usually develops after the one-one principle and the stable-order principle.

Hence, we can conclude that in the above situation, the students are facing difficulty in abstraction and order irrelevance principle.

Learning activities are activities designed by the teacher to enhance learning. Using different activities with flexibility will make learning more interesting for students.

Important Points

This activity will develop observational and classification skills and will make the learners creative because by getting involved in it, they will classify the animals by observing the pictures and will create a new understanding of the animals that don't live/live in their surroundings.

Key Points

Such activities help students become confident and learn to enquire themselves.

• ​This activity is aimed at boosting learners’ confidence generally and creating a positive learning environment.
• By doing this activity students will invent their hidden strength.
• They will become confident while talking to others during the survey.
• Their Communication skill will be improved.
• They can work in pairs or teams if they find that easier.
• They will learn to enquire themselves.

Note: Emphasizing data collection is not the objective of this activity, because it is the process of collecting data from various sources and here only one source has been provided by the teacher. 

Hence, we can conclude that statements A, B, and C are correct.

Environmental Studies are the subject of human interaction with their environment. It gives the learner a lot of freedom to explore their physical and social surroundings. A good textbook helps in teaching-learning as a resource. In most classrooms, the textbook is one and the only resource available to students and teachers. NCF- 2005 propagated for enriching the curriculum so that it goes beyond the textbook. The fact that knowledge is constructed by the children implies that curricula, syllabi, and textbooks should enable the teacher in organizing classroom experiences.

Key Points

The language used in an EVS textbook –

• Should be related to the everyday language of the child
• Should be simple and easy for children
• Should be suitable to make conceptual understanding
• Should be accurate and precise
• Should be familiar and interesting to motivate learners to learn

Thus from the above-mentioned points, it is clear that the language used in an EVS textbook should be related to the everyday language of the child.

Additional Information

The following are the good qualities of an EVS book:

• An abstract concept is related to an idea that lacks concrete form that is not suitable at the primary level.
• EVS textbooks should focus on concepts that are more scientific and concrete.
• EVS subject textbooks concern with a learner-centred approach with respect to individual differences therefore it has to respect the different backgrounds of the student.
• A good textbook contains true stories, personalities, and incidents to enhance learning.
• A good textbook focus on the diversity of the geographical- natural environment and socio-cultural surroundings deal with reality in an integrated way. 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.​

Learner-centred assessment means that a teacher needs to use assessment with the focus on learning. To bring it into practice, the teacher can use various modes of assessment. We know of oral, written and performance modes. Some other modes of assessment can be:

• Self-Assessment: In such type of assessment, a teacher or a students analyzes oneself by asking questions like "How well did I plan for the activity?", "How well did I follow the plan?", etc
• Peer Assessment: For example, when a child appreciates the map of school premises, drawn by a friend, it is peer assessment. The teacher can ask each child to appreciate a special skill of the classmate sitting next to her and record it as a peer assessment.
• Cumulative Anecdotal Records: Anecdotal records are the short narrative summary of one or many events in which a child or a group of children has taken part that are written after the event has taken place.
• Assessment Through Projects: Projects make an integral part of teaching-learning EVS. Two aspects of children’s learning can be assessed through projects. One is their learning of the EVS content and other is the general EVS objectives, like, the social skills and values.
• Extent and Quality of Participation: A teacher can observe how active or passive a student is, by conducting an activity. This also helps in assessing a child.

Hence, we conclude that all the above questions are of self-assessment.

Activity-based learning:  It actively involves learners in the construction and re-construction of knowledge based on their individual experiences. ​The activity-based approach helps to achieve hands-on experience effectively. 

Key Points

• The activity of making something useful out of waste materials is intended to develop creativity among learners and to make them understand the concept of 3R which includes recycling, reuse, and reduce in it.
• This activity will also help to organize an exhibition of the best articles made out of waste.
• It provides opportunities to use multiple senses.
• Textbooks themselves have a number of suggested activities so that higher levels of retention can be achieved through active involvement in learning.
• There is an acknowledged need for students to be actively involved in the process of learning, and to develop practical skills which will be useful to them in their later lives.

Hence, we conclude that the pedagogical intention of the teacher is not to judge the best student in the class.

Note: Here the teacher is not intended to judge the best student of the class, rather he/she wants to develop creative thinking in the students.

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

• Here, questioning, discussion and expression skills could be assessed, because by asking questions students will get involved in the discussion and will express their view regarding the answers of the old people.
• Experimentation skill is not likely to be assessed here, because experimentation skills refer to be carried out experiments appropriately, using a range of apparatus and methods.

Hence, we conclude that experimentation is not likely to be assessed in the above situation.

Formative assessment is a type of assessment that refers to monitor the child's progress throughout the learning and teaching process.

• Various tools are used by the teacher to assess a student's progress. Portfolio, rating scale and anecdotal records, etc are the tools for formative assessment of learning in EVS.

Key Points

• A rating scale is a performance appraisal method that rates students on a bipolar scale that usually has several points ranging from "poor" to "excellent".
• Rating scale will be the appropriate tool to assess the social-personal qualities of children engaged in learning EVS through group work because it is a written list of performance criteria to judge student's performance in all categories.

Hence, it could be concluded that the Rating scale will be appropriate for assessing the social-personal qualities of children engaged in learning EVS through group work.

Additional Information

Co-curricular activities in EVS are those activities that are usually organized in the classroom to provide opportunities for students to develop their special talents and to creatively express themselves through various forms.

• For teaching EVS, it is required to organize more activities outside the classroom.
• The nature and type of activities to be organized depending on the objective of a particular lesson.

Group Activity: 

• It serves as an important tool to make learning meaningful by collaboration and cooperation.
• In group students work interactively and get involves in active learning with adult's support.
• Children learn more by talking and discussing with other children.
• It develops critical thinking, brainstorming, communication, and life long learning skills.

Note: Group activities are organized to make learners familiar with real experiences, not to improve their scores.

Hence, it becomes clear that showing marked improvement in scores of children is not in favour of group activities in EVS.

When the activity at some stage in a lesson calls for discussion or active collaboration among a group of students, a number of such groups are formed and each given a relevant task to work on. This is called group work or group activity. 

Key Points

While designing a group activity in the EVS class, a teacher should:

• be conscious of the interests of all learners
• choose topic equally appealing to children of all religious and  cultural background
• not discriminate between boys and girls
• concerned about individual differences of learners

Note: Expensive material is not necessary for designing a group activity, in fact, a teacher should try to organise group activities by using the available materials.

Hence, we conclude that the above-given statements are correct in the context of group activity in EVS.

Environmental Studies at primary level possesses some special characteristics which other subjects do not possess.

• The way the teacher assessed group (a) and group (b), reflects that he/she views classification as a very specific and structured task with one right answer.
• It shows that the students will be better able to achieve success if they more clearly understand the structure of the instruction provided to them.

Thus, the above observation clearly reflects the teacher's view of learning and assessment as "classification task is very specific and structured and there is one right answer".

Explanation:

There are many kinds of families and one cannot classify a family as being of only one kind:

• Families are of different types.
• Some are joint family, extended family, nuclear or single-parent family.
• A family unit consisting of a mother, father and their two children is called a nuclear family.

This is an ideal family size:

• There is no particular definition of an ideal family.
• An ideal family can mean different to different people.

This is what all Indian families are like:

• In India, the most common type of family arrangement seen is a joint family.
• However, family culture in India is changing and various other types of families are also becoming common.

The statement should specify that the children are biological:

• A family must not necessarily consist of only a biological child.
• Many families are now adopting children.
• Adopted children are also an equal part of a family.

Thus, the above statement is incorrect because there are many kinds of families and one cannot classify a family as being of only one kind.

Additional Information

Types of families are:

Joint Family:  

• ​A family which lives together with all family members up to the second generation like grandparents, parents, uncle, aunts and their children is called a joint family.
• Such a type of family arrangement is especially common in India.

Extended Family:

• An extended family is used in a broader sense than a joint family.
• The extended family is a family that consists of parents, children, uncle, aunt, grandparents, their relatives etc.

Nuclear Family:

• A nuclear family consist of a couple and their children(1 or more).
• It is also known as elementary family or conjugal family or small families.

Single Parent Family:

• Single-parent families are families with children under age 18 headed by a parent who is widowed or divorced and not remarried, or by a parent who has never married.
• In such type of families, children live with only one parent.

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

Key Points Survey method:

• It is a technique to collect accurate information by asking questions to draw a conclusion and make important decisions by connecting with the real situation.
• The survey is a method that makes learning productive by ensuring the active involvement of learners.

Important Points

All the above-mentioned purposes are correct with the respect to 'survey' as it is a method or technique which enables a learner:

• to collect information by asking questions.
• to draw conclusions and make important decisions.
• to be sensitized to environmental issues and concerns.
• to be involved in active learning through exploring real situations.
• to understand concepts of data handing and questionnaire construction.

Hence, it could be concluded that all the above-mentioned purposes are correct in the context of the question.

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

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

Note that:

• The subthemes 'plants' and 'animals' emphasize sensitizing learners about the lives and livelihoods of some communities and their close connection with specific animals and plants.
• It also enables students to locate plants and animals in social and cultural contexts.
• The subthemes of the EVS syllabus don't focus to enable students to understand plants and animals from a science perspective, because children look at their environment in a holistic manner and couldn't compartmentalize any topic into 'science' and 'social science'

Hence, we conclude that all of the following could be cited as reasons for this inclusion, except**, to enable students to understand plants and animals from a science perspective​.**

Divergent questions are questions that do not have a specific answer and that allow adequate freedom to children for responding to a situation.

Here, the question "What will happen if there is no water cycle?" is an open-ended question to assess divergent thinking of learners, because it can't be answered in "yes" or "no", rather it requires a full answer with proper explanation.

• The teacher encourages the children to give multiple responses which help in creating several alternative responses to a question without being feared of getting assessed.
• The children view problems from multi-perspectives which helps them to think logically to answer divergent questions.
• It requires an answer with a proper explanation. It can't be answered in yes or no and discourages one-word answers which test one's ability to think broadly on a certain topic.
• It often requires students to analyze, synthesize, or evaluate a knowledge base as they have to think from all the possible perspectives, and then they do an analysis of what should be considered as correct and incorrect, then they synthesize the collected data and knowledge which helps in drawing inferences.

Hence, we conclude that the question "What will happen if there is no water cycle?" assesses divergent thinking.

Alternative conceptions refer to an inaccurate idea that takes place due to the mismatch in previously assimilated and newly accommodated knowledge. 

Alternative conceptions (misconceptions):

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

Initiating a discussion to revisit the learner's ideas will be the best way to address the learner's alternative conceptions about evaporation. It will help to assess their misconceptions about the topic and to change them with the correct one.

Alternative conceptions refer to an inaccurate idea that takes place due to the mismatch in previously assimilated and newly accommodated knowledge. 

Alternative conceptions (misconceptions):

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

Note that:

• In the above situation, the responses tell us about children's alternative ideas regarding evaporation.
• Children's diverse set of ideas can be erroneous and illogical but are an important part of the learning process.
• Those ideas are not wrong from their perspective, rather those are what they experience throughout the learning process.

Hence, we conclude that in the above situation, children have alternate ideas about evaporation.

Explanation:

• Jammu and Kashmir (J&K) is the northern-most state of India.
• It lies in the vicinity of the Karakoram and westernmost Himalayan mountain ranges.
• It shares its borders with Himachal Pradesh and Punjab.
• It shares international boundaries with the countries of Pakistan, China and Afghanistan.

​

​Thus, the neighbouring states of Jammu & Kashmir are Himachal Pradesh and Punjab.

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:

Description of houses of different places:

Key Points

Thus, the correct answer is a - ii, b - iv, c - i, d - v.

Additional Information

Kashmir:

• Houses are made from stone cuts and kept one on top of the other and coated with mud.
• Some old houses have a special type of window which comes out of the wall. It is called 'dab'.
• In Srinagar, the 'Donga' houseboat can be seen in Dal Lake and the Jhelum river.
• From inside it is just like a house with different rooms.

The correct answer is option 3, i.e. due to the hair on their skin.

Explanation:

• The different patterns on the animals are due to the hair on their skin.
• If the animal did not have any hair on its skin then there would be no patterns.
• Those animals whose ears you can see have hair on their body.
• These animals give birth to their young ones.
• Those animals that do not have ears on the outside, do not have hair on their body.
• These animals lay eggs.

​Thus, the different patterns on the skin of animals are due to the hair on their skin.

Concept:

• The Government of India has enacted various acts and legislature with an aim to protect our environment.

Explanation:

The Right to Forest Act, 2007.

• The Right to Forest Act, 2007 recognizes the forest rights and occupation in the forest land of the scheduled tribes and other traditional dwellers who have been residing in the forests for generations.
• People who have been living in the forest for at least 25 years have a right to the forestland and what is grown on it
• They should not be removed from the forest.
• The work of protecting the forest should be done by Gram Sabha.

​Thus, people who have been living in the forest for at least 25 years have a right to the forestland and what is grown on it, is mandated by the Right to Forest Act, 2007.

Additional Information

Forest Rights Act (FRA):

• It was enacted on 29 December 2006.
• It came into force on 31 December 2007.​
• It deals with the rights of the communities that dwell in the forests over land and other resources.
• It recognizes the forest rights of forest-dwelling Scheduled Tribes and other traditional forest dwellers who have been residing in such forests for generations.
• It provides grants of land to forest dwellers to the extent of their present holding but not exceeding four hectares.
• It provides that people who have been living in the forests for at least 25 years have a right over the forest land and what is grown on it.
• The Forest Rights Act provides for the declaration of Critical Wildlife Habitats in National Parks and Sanctuaries.
• The act provided that, that the work of protecting the forest should be done by their Gram Sabha.
• It provided for three major changes:
• Empowered local self-governance.
• Community Participation and recognition of community rights.
• Conservation and Management of natural resources.
• It is also known by other names like the Tribal Rights Act or the Tribal Land Act.

Concept:

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

Explanation:

Dengue:

• Dengue is carried by the female mosquito Aedes.
• Its symptoms are nausea, vomiting, aches and pains, rash.
• Whereas, vomiting blood, bleeding from the nose or gums are symptoms of severe dengue.
• It can be prevented by the cleanliness and preventing oneself from mosquito bites.
• It can be cured by taking paracetamol, drinking fluids.

Malaria:

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

Chikungunya:

• It is a viral disease that is transmitted to humans by infected mosquitoes.
• It is spread by Aedes aegypti and Aedes albopictus.
• The most common symptoms of infection are fever and joint pain.
• Other symptoms may include headache, muscle pain, joint swelling, or rash.

​Thus, Dengue, Malaria and Chikungunya are the diseases spread by mosquitoes.

​

HIV-AIDS:

• The human immunodeficiency virus is a virus that attacks cells that help the body fight infection.
• It makes a person more vulnerable to other infections and diseases.
• It is spread by contact with certain bodily fluids of a person with HIV.
• Most commonly during unprotected sex (sex without a condom or HIV medicine to prevent or treat HIV), or through sharing injection drug equipment.
• AIDS is the late stage of HIV infection that occurs when the body’s immune system is badly damaged because of the virus.

Typhoid:

• Typhoid fever is a systemic infection caused by Salmonella Typhi.
• It is usually through the ingestion of contaminated food or water.
• It can lead to a high fever, diarrhoea, and vomiting.
• It can be fatal.
• It is more prevalent in places where handwashing is less frequent.

Cholera:

• It is an acute diarrhoeal infection.
• It is caused by ingestion of food or water contaminated with the bacterium Vibrio cholerae.
• Key symptoms are diarrhoea and dehydration.
• Rarely, shock and seizures may occur in severe cases.

Some common communicable diseases are:

Explanation:

About Pitcher Plant:

• Tropical Pitcher Plants (Nepenthes), are climbing carnivorous plants.
• They have impressive hanging pitchers that are the largest of any carnivorous plants.
• They are native to tropical Southeast Asia, and come in many varieties.
• Each trap is actually a modified carnivorous leaf, a pitfall trap, with bottoms filled with digestive fluid.
• Their traps are great at luring, catching and digesting a large number of insects, frogs and mice.
• They are sometimes called Monkey Cups or Asian Pitcher Plants.
• They were the second group of plants to be identified as carnivorous.
• The first was the Sarracenia.

​Thus, the correct answer is, it cleverly traps and eats frogs, insects and mice.

Concept:

• Fruits and vegetables are some of the simplest ways you can tweak your diet to make up your nutrient requirement.
• One of the most significant benefits of vegetable fruits is that they can boost the immune system.

Explanation:

Thus, the correct answer is Amla, Spinach, and Jaggery.

Concept:

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

Explanation:

Chillies:

• Chillies are native to South America.
• People have been cultivating and trading them for at least 6,000 years.
• Chillies were brought from South America to India by the Portuguese through their trading colony of Goa.
• Chillies belong to the genus Capsicum, a member of the nightshade family that includes tomatoes, potatoes and eggplants.

Thus, Chillies were brought to our country by the traders who came from South America.

Vegetables and their country of origin:

Concept:

• Birds build nests to lay their eggs and incubate their younger ones.
• 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:

Birds and their nest:

Thus, a Dove makes its nest among the thorns of a cactus plant.

Explanation:

About Sloth:

• Sloths sleep for almost 17 hours per day.
• That leaves only nine hours to lumber through the trees.
• They maintain a low body temperature of about 86°F-93°F.
• They move in and out of shade to regulate their body temperature.
• The sloth eats the leaves of the same tree on which it lives.
• It hardly needs anything else.
• When it has eaten enough leaves from that tree, it moves to the nearby tree.
• Sloths live for about 40 years.
• In that time they move around only eight trees.
• Once a week it comes down from the tree to relieve itself.

Thus, the above-described animal is a sloth.

Concept:

• Different animals have different type of vision.
• The type of vision they have depends on their source of food.

Explanation:

Monocular vision:

• Animals with eyes on the sides of their heads have a wide visual field.
• It is useful for detecting preys.
• Such animals can focus on two different things at a time.
• When they look straight ahead, both their eyes focus on the same object.
• They don't have to move their heads to see around.
• They can see four times as far as we can.
• Example: Kites, Eagles, Vultures.

Binocular vision:

• While those with eyes on the front of their heads have binocular vision.
• Such animals can estimate distances when hunting.
• They have to move their heads to see around.
• The binocular vision of animals makes them see distinctly.
• Example: Most animals, humans and birds.

Thus, Kites, Eagles and  Vultures can see four times more than humans.

Concept:

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

Explanation:

About Jhoom farming:

• Jhoom farming is a type of shifting agriculture.
• It is the most common type of agricultural practice in north-eastern states like Assam, Meghalaya, Mizoram and Nagaland; Pamlou in Manipur.
• It is also a common practice in Bastar district of Chhattishgarh, and in Andaman and Nicobar Islands.
• It is also called Slash and burn agriculture.
• It is also known as fire-fallow cultivation.
• Forest land is cleaned and ashes are added to the soil.
• Cultivated spots/ areas are usually small.
• Short periods of crop occupation alternate with long fallow periods.
• Field rotation is practised instead of crop rotation.
• The farmer cultivates on a plot of land temporarily.
• When finding the land infertile to grow due to soil exhaustion, they move on to another plot.

​Thus, Jhoom farming is the correct answer.

Shifting cultivation in India:​​

Shifting cultivation in the world:

• Lading in South-east Asia.
• Milpa in Central America.
• Chitemene or Tavy in Africa.
• Chena in Sri Lanka.

Explanation:

• Snakes can't hear to snake charmer's music but will respond only by feel the vibrations produced by the instrument.
• They do not have external ears.
• They only feel the vibrations on the ground.

​Thus, the correct answer is by responding to the vibrations produced by the instrument.

​

About Snakes:

• Of the many kinds of snakes found in our country, only four types of snakes are poisonous.
• They are Cobra, Common Krait, Russel’s Viper (Duboiya), Saw-scaled Viper (Afai).
• A snake has two hollow teeth (fangs).
• When it bites, the poison enters the person's body through the fangs.
• There is a medicine for snake bites.
• The medicine is made from the snake's poison and is available in all government hospitals.

Concept:

• The stomach is a muscular hollow organ.
• It takes in food from the esophagus (gullet or food pipe), mixes it, breaks it down, and then passes it on to the small intestine in small portions.
• The stomach stores the food for 4-5 hours.
• The food mixes thoroughly with the acidic gastric juice of the stomach by the churning movements of its muscular wall and is called the chyme.

Explanation:

Digestion in the stomach:

• Gastric juice is made up of digestive enzymes.
• Hydrochloric acid is the major acid present in the stomach.
• The hydrochloric acid in the gastric juice breaks down the food and the digestive enzymes split up the proteins.
• About 3 to 4 litres of gastric juice are produced per day.
• The acidic gastric juice also kills bacteria.

​Thus, the gastric juice in the stomach of human beings is acidic.

Concept:

• Plants are living organisms that cover much of the land of planet Earth.
• You see them everywhere.
• They include grass, trees, flowers, bushes, ferns, mosses, and more.
• Plants are members of the kingdom plantae.

​Explanation:

Seeds are not parts of a plant: Incorrect

• The basic parts of most land plants are roots, stems, leaves, flowers, fruits, and seeds.
• Seeds contain plant material that can develop into another plant.
• This plant material is called an embryo.

​Carrot and cabbage are not plants: Incorrect

• Carrot is the edible root of a plant.
• Cabbage is the edible vegetative bud of the plant.

Grass is not a plant: Incorrect

• The grass is a plant with narrow leaves growing from the base.
• A common kind of grass is used to cover the ground in a lawn and other places.
• Grasses are monocotyledon plant, herbaceous plants.

Some vegetables are fruits: Correct

• Botanically, fruits and vegetables are classified depending on which part of the plant they come from.
• A fruit develops from the flower of a plant, while the other parts of the plant are categorized as vegetables.
• Fruits contain seeds, while vegetables can consist of roots, stems and leaves.
• In other words, some vegetables that are considered vegetables are actually fruits.
• Example: pumpkin, ladyfinger, brinjal etc.

​Thus, some vegetables are fruits is scientifically correct.

A home language is a language that is most commonly spoken by the members of a family for everyday interactions at home. Acquiring a home language in a natural way is the best part of language acquisition. It is a subconscious process whereby a child acquires the native/first language by observing and repeating what they hear in their native environment, unaware of grammatical rules. 

Key Points

It is important to keep using home languages both in the Early Years Foundation Stage setting and at home. Home language has a continuing and significant role in identity, learning, and the acquisition of additional languages. Children need to develop strong foundations in the language that is dominant in the home, where most children spend most of their time. 

Role of Home Language:

• Using your home language connects your children to your family.
• It also provides a connection to your important cultural traditions, and to friends and neighbours who speak the same language.
• Encouraging the continuation of home language use for learning a new language, will support children's academic achievement and  language development
• Using your home language allows you to teach your children, and to learn new things together. You can talk about new experiences and words; you can practice letters and numbers.
• All of these things are an important part of your children’s early learning – and it will be easier and more fun for you if you do it in your most comfortable language.

Thus from the above-mentioned points, it is clear that the home language is acquired in a natural way.

Mother tongue is the language a person learns first. He grows up with that language and it is native to him. 

Key Points

Teaching mother tongue at the primary level:

• leads to better academic performance by making learning easy in a natural environment.
• develops self-confidence and self-esteem in the child.
• makes them feel a sense of belongingness by using their native language.

Hint

• Using the mother tongue in learning helps to learn everything better and faster but doesn't directly affect intellectual development.

Hence, we conclude that using the mother tongue doesn't directly affect intellectual development.

Communicative Language Teaching (CLT) is a language teaching method that moved away from individual linguistic structures to teaching people how to use language effectively when communicating.

• This method is inclined towards fluency and not merely towards accuracy (grammatical correctness).
• This method does not focus much on the grammar of the target language.
• This system of teaching is learner-centered and emphasizes communication and real-life circumstances.

Important Points 

Aim of the Communicative Language Teaching:

• This method gives importance to communicate effectively rather than speaking or write correctly.
• The teacher is expected to stress more on the meaning of a message conveyed.
• Communicative approach language teaching claim that language is acquired through communication.
• To train the students in the use of authentic language.
• To provide communicative competence to learners.
• To provides a greater room for individual interpretation and variation.
• Learners are active agents and negotiators who must contribute in a cooperative atmosphere.

From the above, we can conclude that Communicative language teaching lays emphasis on language use.