Main Test Booklet No. PDF

Main Test Booklet No. / ◊ÈÅÿ ¬⁄UËˇÊÊ ¬ÈÁSÃ∑§Ê ‚¥ÅÿÊ This booklet contains 48 Printed pages. ß‚ ¬ÈÁSÃ∑§Ê ◊¥ 48 ◊ÈÁŒ˝Ã ¬Îc∆U „Ò¥– SAS-24-I PAPER-I / ¬˝‡Ÿ-¬òÊ-I MAIN T...

Main Test Booklet No. / ◊ÈÅÿ ¬⁄UËˇÊÊ ¬ÈÁSÃ∑§Ê ‚¥ÅÿÊ This booklet contains 48 Printed pages. ß‚ ¬ÈÁSÃ∑§Ê ◊¥ 48 ◊ÈÁŒ˝Ã ¬Îc∆U „Ò¥– SAS-24-I PAPER-I / ¬˝‡Ÿ-¬òÊ-I MAIN TEST BOOKLET / ◊ÈÅÿ ¬⁄UËˇÊÊ ¬ÈÁSÃ∑§Ê Do not open this Test Booklet until you are asked to do so. Main Test Booklet Code / ◊ÈÅÿ ¬⁄UËˇÊÊ ¬ÈÁSÃ∑§Ê ∑§Ê«U ß‚ ¬⁄UËˇÊÊ ¬ÈÁSÃ∑§Ê ∑§Ê Ã’ Ã∑§ Ÿ πÊ‹¥ ¡’ Ã∑§ ∑§„Ê Ÿ ¡Ê∞– Read carefully the Instructions on the Back Cover of this Test Booklet. ß‚ ¬⁄UËˇÊÊ ¬ÈÁSÃ∑§Ê ∑§ Á¬¿U‹ Êﬂ⁄UáÊ ¬⁄U ÁŒ∞ ª∞ ÁŸŒ¸‡ÊÊ¥ ∑§Ê äÿÊŸ ‚ ¬…∏¥– INSTRUCTIONS FOR CANDIDATES ¬⁄UËˇÊÊÁÕ¸ÿÊ¥ ∑§ Á‹∞ ÁŸŒ¸‡Ê I 1. The OMR Answer Sheet is inside this Test Booklet. When you are directed 1. OMR ©ûÊ⁄U ¬òÊ ß‚ ¬⁄UËˇÊÊ ¬ÈÁSÃ∑§Ê ∑§ ãŒ⁄U ⁄UπÊ „Ò– ¡’ Ê¬∑§Ê ¬⁄UËˇÊÊ to open the Test Booklet, take out the Answer Sheet and fill in the particulars ¬ÈÁSÃ∑§Ê πÊ‹Ÿ ∑§Ê ∑§„Ê ¡Ê∞, ÃÊ ©ûÊ⁄U ¬òÊ ÁŸ∑§Ê‹ ∑§⁄U ¬Îc∆U-1 ∞ﬂ¥ ¬Îc∆-U2 ¬⁄U on Side-1 and Side-2 carefully with blue/black ball point pen only. äÿÊŸ ‚ ∑§ﬂ‹ ŸË‹/∑§Ê‹ ’ÊÚ‹ ¬ÊÚß¥≈U ¬Ÿ ‚ Áﬂﬂ⁄UáÊ ÷⁄¥U– 2. The test is of 2½ hours duration and consists of 150 questions. There is no 2. ¬⁄UËˇÊÊ ∑§Ë ﬂÁœ 2½ ÉÊ¥≈ „Ò¥ ∞ﬂ¥ ¬⁄UËˇÊÊ ◊¥ 150 ¬˝‡Ÿ „Ò¥– ∑§Êß¸ ´§áÊÊà◊∑§ negative marking. ¥∑§Ÿ Ÿ„Ë¥ „Ò– 3. Use Blue/Black Ball Point Pen only for writing particulars on this page/ 3. ß‚ ¬Îc∆U ¬⁄U Áﬂﬂ⁄UáÊ ¥Á∑§Ã ∑§⁄UŸ ∞ﬂ¥ ©ûÊ⁄U ¬òÊ ¬⁄U ÁŸ‡ÊÊŸ ‹ªÊŸ ∑§ Á‹∞ marking responses in the Answer Sheet. ∑§ﬂ‹ ŸË‹/∑§Ê‹ ’ÊÚ‹ ¬ÊÚß¥≈U ¬Ÿ ∑§Ê ¬˝ÿÊª ∑§⁄¥U– 4. The CODE for this Booklet is I. Make sure that the CODE printed on 4. ß‚ ¬ÈÁSÃ∑§Ê ∑§Ê ∑§Ê«U I „Ò– ÿ„ ‚ÈÁŸÁ‡øÃ ∑§⁄U ‹¥ Á∑§ ß‚ ¬ÈÁSÃ∑§Ê ∑§Ê ∑§Ê«U, Side-2 of the Answer Sheet is the same as that on this Booklet. Also ensure that your Test Booklet No. and Answer Sheet No. are the same. In case of ©ûÊ⁄U ¬òÊ ∑§ ¬Îc∆U-2 ¬⁄U ¿U¬ ∑§Ê«U ‚ Á◊‹ÃÊ „Ò– ÿ„ ÷Ë ‚ÈÁŸÁ‡øÃ ∑§⁄U ‹¥ Á∑§ discrepancy, the candidate should immediately report the matter to the ¬⁄UËˇÊÊ ¬ÈÁSÃ∑§Ê ‚¥ÅÿÊ ÊÒ⁄U ©ûÊ⁄U ¬òÊ ‚¥ÅÿÊ Á◊‹Ã „Ò¥– ª⁄U ÿ„ Á÷ÛÊ „Ê¥ ÃÊ Invigilator for replacement of both the Test Booklet and the Answer Sheet. ¬⁄UËˇÊÊÕË¸ ŒÍ‚⁄UË ¬⁄UËˇÊÊ ¬ÈÁSÃ∑§Ê ÊÒ⁄U ©ûÊ⁄U ¬òÊ ‹Ÿ ∑§ Á‹∞ ÁŸ⁄UËˇÊ∑§ ∑§Ê 5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150 ÃÈ⁄UãÃ ﬂªÃ ∑§⁄UÊ∞°– Objective Type Questions and each carries 1 mark : 5. ß‚ ¬⁄UËˇÊÊ ¬ÈÁSÃ∑§Ê ◊¥ ¬Ê°ø ÷Êª I, II, III, IV ÊÒ⁄U V „Ò¥, Á¡Ÿ◊¥ 150 ﬂSÃÈÁŸc∆U Part-I : Child Development and Pedagogy (Q.Nos. 1-30) ¬˝‡Ÿ „Ò¥, ÃÕÊ ¬˝àÿ∑§ 1 ¥∑§ ∑§Ê „Ò — Part-II : Mathematics (Q.Nos. 31-60) ÷Êª-I : ’Ê‹ Áﬂ∑§Ê‚ ﬂ Á‡ÊˇÊÊ‡ÊÊSòÊ (¬˝‡Ÿ ‚¥. 1-30) Part-III : Environmental Studies (Q.Nos. 61-90) ÷Êª-II : ªÁáÊÃ (¬˝‡Ÿ ‚¥. 31-60) Part-IV : Language-I (English/Hindi) (Q.Nos. 91-120) ÷Êª-III : ¬ÿÊ¸ﬂ⁄UáÊ äÿÿŸ (¬˝‡Ÿ ‚¥. 61-90) Part-V : Language-II (English/Hindi) (Q.Nos. 121-150) ÷Êª-IV : ÷Ê·Ê-I ( ¥ª˝$¡Ë/Á„ãŒË) (¬˝‡Ÿ ‚¥. 91-120) 6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions ÷Êª-V : ÷Ê·Ê-II ( ¥ª˝$¡Ë/Á„ãŒË) (¬˝‡Ÿ ‚¥. 121-150) for Language-II. In this Test Booklet, only questions pertaining to English 6. ÷Êª-IV ◊¥ ÷Ê·Ê-I ∑§ Á‹∞ 30 ¬˝‡Ÿ ÊÒ⁄U ÷Êª-V ◊¥ ÷Ê·Ê-II ∑§ Á‹∞ 30 ¬˝‡Ÿ and Hindi language have been given. In case the language/s you have ÁŒ∞ ª∞ „Ò¥– ß‚ ¬⁄UËˇÊÊ ¬ÈÁSÃ∑§Ê ◊¥ ∑§ﬂ‹ ¥ª˝$¡Ë ﬂ Á„ãŒË ÷Ê·Ê ‚ ‚¥’¥ÁœÃ opted for as Language-I and/or Language-II is a language other than ¬˝‡Ÿ ÁŒ∞ ª∞ „Ò¥– ÿÁŒ ÷Ê·Ê-I ÊÒ⁄U/ÿÊ ÷Ê·Ê-II ◊¥ Ê¬∑§ mÊ⁄UÊ øÈŸË ªß¸ English or Hindi, please ask for a Supplement (Language) Test ÷Ê·Ê(∞°) ¥ª˝$¡Ë ÿÊ Á„ãŒË ∑§ ‹ÊﬂÊ „Ò/„Ò¥ ÃÊ ∑Î§¬ÿÊ I ∑§Ê«U ﬂÊ‹Ë ©‚ ÷Ê·Ê ﬂÊ‹Ë Booklet of I Code that contains questions on that language. The ¬Á⁄UÁ‡Êc≈U (÷Ê·Ê) ¬⁄UËˇÊÊ ¬ÈÁSÃ∑§Ê ◊Ê°ª ‹ËÁ¡∞– Á¡Ÿ ÷Ê·Ê Ê¥ ∑§ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U languages being answered must tally with the languages opted for Ê¬ Œ ⁄U„ „Ò¥ ﬂ„ ÊﬂŒŸ ¬òÊ ◊¥ øÈŸË ªß¸ ÷Ê·Ê Ê¥ ‚ ﬂ‡ÿ ◊‹ πÊŸË øÊÁ„∞– in your Application Form. No change in languages is allowed. ÷Ê·Ê Ê¥ ∑§Ê ¬Á⁄UﬂÃ¸Ÿ ŸÈ◊ãÿ Ÿ„Ë¥ „Ò– 7. Candidates are required to attempt questions in Language-II 7. ¬⁄UËˇÊÊÕË¸ ÷Ê·Ê-II (÷Êª-V) ∑§ Á‹∞, ÷Ê·Ê ‚ÍøË ‚ ∞‚Ë ÷Ê·Ê øÈŸ¥ ¡Ê ©Ÿ∑§ (Part-V) in a language other than the one chosen as Language-I (Part-IV) from the list of languages. mÊ⁄UÊ ÷Ê·Ê-I (÷Êª-IV) ◊¥ øÈŸË ªß¸ ÷Ê·Ê ‚ Á÷ÛÊ „Ê– 8. Rough work should be done only in the space provided in the Test Booklet 8. ⁄U»§ ∑§Êÿ¸ ¬⁄UËˇÊÊ ¬ÈÁSÃ∑§Ê ◊¥ ß‚ ¬˝ÿÊ¡Ÿ ∑§ Á‹∞ ŒË ªß¸ πÊ‹Ë ¡ª„ ¬⁄U „Ë for the same. ∑§⁄¥U– 9. The answers are to be recorded on the OMR Answer Sheet only. Mark 9. ‚÷Ë ©ûÊ⁄U ∑§ﬂ‹ OMR ©ûÊ⁄U ¬òÊ ¬⁄U „Ë ¥Á∑§Ã ∑§⁄¥U– ¬Ÿ ©ûÊ⁄U äÿÊŸ¬Íﬂ¸∑§ your responses carefully. No whitener is allowed for changing answers. ¥Á∑§Ã ∑§⁄¥U– ©ûÊ⁄U ’Œ‹Ÿ „ÃÈ ‡ﬂÃ ⁄¥U¡∑§ ∑§Ê ¬˝ÿÊª ÁŸÁ·h „Ò– 10. In case of any discrepancy in the English and Hindi versions of questions/ 10. ÿÁŒ ¥ª˝$¡Ë ÊÒ⁄U Á„ãŒË ‚¥S∑§⁄UáÊ ∑§ ¬˝‡ŸÊ¥/©ûÊ⁄UÊ¥ ◊¥ ∑§Êß¸ Áﬂ‚¥ªÁÃ „Ê ÃÊ answers, English version will be taken as final. ¥ª˝$¡Ë ‚¥S∑§⁄UáÊ ¥ÁÃ◊ ◊ÊŸÊ ¡ÊÿªÊ– Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________ ¬⁄UËˇÊÊÕË¸ ∑§Ê ŸÊ◊ (’«∏ ˇÊ⁄UÊ¥ ◊¥) — Roll Number ( ŸÈ∑˝§◊Ê¥∑§) — in figures ( ¥∑§Ê¥ ◊)¥ ________________________________________________________________________________________________ — in words (‡ÊéŒÊ¥ ◊)¥ ________________________________________________________________________________________________ Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________ ¬⁄UËˇÊÊ ∑§ãŒ˝ (’«∏ ˇÊ⁄UÊ¥ ◊¥) — Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________ ¬⁄UËˇÊÊÕË¸ ∑§ „SÃÊˇÊ⁄U — ÁŸ⁄UËˇÊ∑§ ∑§ „SÃÊˇÊ⁄U — Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________ !SAS-24-I! PART - I / ÷Êª - I CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Áﬂ∑§Ê‚ ﬂ Á‡ÊˇÊÊ‡ÊÊSòÊ Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options. ÁŸŒ¸‡Ê — ÁŸêŸÁ‹ÁπÃ ¬˝‡ŸÊ¥ (¬˝. ‚¥ÅÿÊ 1 ‚ 30) ∑§ ©ûÊ⁄U ŒŸ ∑§ Á‹∞ ‚„Ë/‚’‚ ©¬ÿÈÄÃ Áﬂ∑§À¬ øÈÁŸ∞– 1. While participating in a sports competition in class, Tanuj tells his friend that he will participate in the javelin throw and his sister can participate in jump rope because she is a girl and girls cannot throw javelin. This depicts : (1) Gender constancy (2) Gender equality (3) Gender equity (4) Gender stereotyping ∑§ˇÊÊ ◊¥ π‹ ¬˝ÁÃÿÊÁªÃÊ ◊¥ Á„S‚Ê ‹Ã ‚◊ÿ ÃŸÈ¡ ¬Ÿ ŒÊSÃ ‚ ∑§„ÃÊ „Ò Á∑§ ﬂ„ ÷Ê‹Ê »¥§∑§Ÿ ◊¥ Á„S‚Ê ‹ªÊ ÊÒ⁄U ⁄US‚Ë ∑Í§ŒŸ ◊¥ ©‚∑§Ë ’„Ÿ Á„S‚Ê ‹ ‚∑§ÃË „Ò¥ ÄÿÊ¥Á∑§ ﬂ„ ∞∑§ ‹«∏∑§Ë „Ò ÊÒ⁄U ‹«∏Á∑§ÿÊ¥ ÷Ê‹Ê Ÿ„Ë¥ »¥§∑§ ‚∑§ÃË– ÿ„ __________ ∑§Ê ¬˝ŒÁ‡Ê¸Ã ∑§⁄UÃÊ „Ò– (1) ¡¥«U⁄U ‚¥’¥œÃÊ (2) ¡¥«U⁄U ‚◊ÊŸÃÊ (3) ¡¥«U⁄U ‚◊ÃÊ (4) ¡¥«U⁄U M§Á…∏ﬂÊÁŒÃÊ 2. While divergent thinking __________ convergent thinking __________. (1) encourages multiple answers; is fixed on one correct solution (2) is fixed on one correct solution; encourages multiple answers (3) Promotes mathematical abilities; promotes verbal abilities (4) Promotes verbal abilities; promotes mathematical abilities ¬‚Ê⁄UË Áø¥ÃŸ __________ ¡’Á∑§ Á÷‚Ê⁄UË Áø¥ÃŸ __________– (1) ∑§ß¸ ©ûÊ⁄UÊ¥ ∑§Ê ¬˝Êà‚ÊÁ„Ã ∑§⁄UÃÊ „Ò; ∞∑§ ‚„Ë ‚◊ÊœÊŸ ¬⁄U ÁSÕ⁄U „Ò (2) ∞∑§ ‚„Ë ‚◊ÊœÊŸ ¬⁄U ÁSÕ⁄U „Ò; ∑§ß¸ ©ûÊ⁄UÊ¥ ∑§Ê ¬˝Êà‚ÊÁ„Ã ∑§⁄UÃÊ „Ò (3) ªÁáÊÃËÿ ˇÊ◊ÃÊ Ê¥ ∑§Ê ’…∏ÊﬂÊ ŒÃÊ „Ò; ◊ÊÒÁπ∑§ ˇÊ◊ÃÊ Ê¥ ∑§Ê ’…∏ÊﬂÊ ŒÃÊ „Ò (4) ◊ÊÒÁπ∑§ ˇÊ◊ÃÊ Ê¥ ∑§Ê ’…∏ÊﬂÊ ŒÃÊ „Ò; ªÁáÊÃËÿ ˇÊ◊ÃÊ Ê¥ ∑§Ê ’…∏ÊﬂÊ ŒÃÊ „Ò 3. Which of the following statements about inclusive education is not correct ? (1) Inclusive teaching means “teaching in ways that do not exclude”. (2) Inclusive teaching means “adopting pedagogies that support needs of all learners”. (3) An inclusive classroom “accommodates differences in language styles and promotes collaboration”. (4) An inclusive classroom centres around “fixed curricula and standard assessment”. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚Ê ∑§ÕŸ ‚◊Êﬂ‡ÊË Á‡ÊˇÊÊ ∑§ ’Ê⁄U ◊¥ ‚„Ë Ÿ„Ë¥ „Ò? (1) ‚◊Êﬂ‡ÊË Á‡ÊˇÊáÊ ∑§Ê Õ¸ „Ò ““∞‚ Ã⁄UË∑§Ê¥ ‚ Á‡ÊˇÊáÊ ¡Ê ’Á„c∑Î§Ã Ÿ ∑§⁄¥U””– (2) ‚◊Êﬂ‡ÊË Á‡ÊˇÊáÊ ∑§Ê Õ¸ „Ò ““©‚ Á‡ÊˇÊÊ‡ÊÊSòÊ ∑§Ê ¬ŸÊŸÊ ¡Ê ‚÷Ë Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ë Êﬂ‡ÿ∑§ÃÊ Ê¥ ∑§Ê ‚◊Õ¸Ÿ ∑§⁄UÃÊ „Ò””– (3) ∞∑§ ‚◊Êﬂ‡ÊË ∑§ˇÊÊ ““÷Ê·Ê ‡ÊÒ‹Ë ◊¥ ¥Ã⁄U ∑§Ê ‚◊ÊÿÊÁ¡Ã ∑§⁄UÃË „Ò ÊÒ⁄U ‚„ÿÊª ∑§Ê ’…∏ÊﬂÊ ŒÃË „Ò””– (4) ““ÁŸÁ‡øÃ ¬Ê∆KøÿÊ¸ ÊÒ⁄U ◊ÊŸ∑§ ◊ÍÀÿÊ¥∑§Ÿ”” ∑§ Ê‚¬Ê‚ „Ë ∞∑§ ‚◊Êﬂ‡ÊË ∑§ˇÊÊ ∑§Ê ∑¥§Œ˝ „ÊÃÊ „Ò– P-I !SAS-24-I! 2 I 4. Assertion (A) : Learners construct their own knowledge based on what they already know. Reason (R) : Finding patterns and making linkages with previous knowledge helps learners to process information meaningfully. Choose the correct option : (1) Both (A) and (R) are true and (R) is the correct explanation of (A). (2) Both (A) and (R) are true but (R) is not the correct explanation of (A). (3) (A) is true but (R) is false. (4) Both (A) and (R) are false. Á÷∑§ÕŸ (A) — Á‡ÊˇÊÊÕË¸ ¡Ê ¬„‹ ‚ ¡ÊŸÃ „Ò¥ ©‚∑§ ÊœÊ⁄U ¬⁄U ¬Ÿ ôÊÊŸ ∑§Ê ÁŸ◊Ê¸áÊ ∑§⁄UÃ „Ò¥– ∑§Ê⁄UáÊ (R)— ¬Ò≈UŸ¸ …Í°U…ŸÊ ÊÒ⁄U Á¬¿U‹ ôÊÊŸ ∑§ ‚ÊÕ ¡È«∏Êﬂ ’ŸÊŸ ‚ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê ¡ÊŸ∑§Ê⁄UË ∑§Ê ‚ÊÕ¸∑§ M§¬ ‚ ‚¥‚ÊÁœÃ ∑§⁄UŸ ◊¥ ◊ŒŒ Á◊‹ÃË „Ò– ‚„Ë Áﬂ∑§À¬ øÈŸ¥ — (1) (A) ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò– (2) (A) ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò– (3) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò– (4) (A) ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥– 5. Assertion (A) : Childhood is experienced differently by children across cultures. Reason (R) : Childrens’ development is universal. Choose the correct option : (1) Both (A) and (R) are true and (R) is the correct explanation of (A). (2) Both (A) and (R) are true but (R) is not the correct explanation of (A). (3) (A) is true but (R) is false. (4) Both (A) and (R) are false. Á÷∑§ÕŸ (A) — ’ìÊÊ¥ mÊ⁄UÊ ’ø¬Ÿ ‹ª- ‹ª ‚¥S∑Î§ÁÃÿÊ¥ ◊¥ ‹ª- ‹ª Ã⁄U„ ‚ ŸÈ÷ﬂ Á∑§ÿÊ ¡ÊÃÊ „Ò– ∑§Ê⁄UáÊ (R) — ’ìÊÊ¥ ∑§Ê Áﬂ∑§Ê‚ ‚Êﬂ¸÷ÊÒÁ◊∑§ „Ò¥– ‚„Ë Áﬂ∑§À¬ øÈŸ¥ — (1) (A) ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò– (2) (A) ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò– (3) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò– (4) (A) ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥– 6. According to attribution theory of motivation which of the following is more likely to result in persistent effort and improved performance ? (1) An internal attribution for success and an external attribution for failure (2) An external attribution for success and an internal attribution for failure (3) Internal attribution for failure as well as success (4) External attribution for failure as well as success Á÷¬˝⁄UáÊÊ ∑§ Ê⁄UÊ¬áÊ Á‚hÊ¥Ã ∑§ ŸÈ‚Ê⁄U ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ Á∑§‚‚ ‹ªÊÃÊ⁄U ∑§ÊÁ‡Ê‡Ê ÊÒ⁄U ’„Ã⁄U ¬˝Œ‡Ê¸Ÿ ∑§Ë ‚¥÷ÊﬂŸÊ „Ò? (1) ‚»§‹ÃÊ ∑§ Á‹∞ Ê¥ÃÁ⁄U∑§ Ê⁄Ê¬áÊ ÊÒ⁄U ‚»§‹ÃÊ ∑§ Á‹∞ ’Ê„⁄UË Ê⁄UÊ¬áÊ (2) ‚»§‹ÃÊ ∑§ Á‹∞ ’Ê„⁄UË Ê⁄UÊ¬áÊ ÊÒ⁄U ‚»§‹ÃÊ ∑§ Á‹∞ Ê¥ÃÁ⁄U∑§ Ê⁄UÊ¬áÊ (3) ‚»§‹ÃÊ ÊÒ⁄U ‚»§‹ÃÊ ŒÊŸÊ¥ ∑§ Á‹∞ Ê¥ÃÁ⁄U∑§ Ê⁄Ê¬áÊ (4) ‚»§‹ÃÊ ÊÒ⁄U ‚»§‹ÃÊ ŒÊŸÊ¥ ∑§ Á‹∞ ’Ê„⁄UË Ê⁄Ê¬áÊ P-I !SAS-24-I! 3 I 7. Which of the following is a key principle of progressive education ? (1) Standardized testing is the best way to measure student learning (2) Students should be passive recipients of knowledge from their teachers (3) Learning should be based on authentic tasks (4) Curriculum should be predetermined and universal ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚Ê ¬˝ªÁÃ‡ÊË‹ Á‡ÊˇÊÊ ∑§Ê ∞∑§ ¬˝◊Èπ Á‚hÊ¥Ã „Ò? (1) ¿UÊòÊÊ¥ ∑§ ‚ËπŸ ∑§Ê ◊Ê¬Ÿ ∑§ Á‹∞ ◊ÊŸ∑§Ë∑Î§Ã ¬⁄UËˇÊáÊ ‚’‚ ë¿UÊ Ã⁄UË∑§Ê „Ò– (2) ¿UÊòÊÊ¥ ∑§Ê ¬Ÿ Á‡ÊˇÊ∑§Ê¥ ‚ ôÊÊŸ ∑§Ê ÁŸÁc∑˝§ÿ ¬˝ÊåÃ∑§ÃÊ¸ „ÊŸÊ øÊÁ„∞– (3) ‚ËπŸÊ ¬˝Ê◊ÊÁáÊ∑§ ∑§ÊÿÊZ ¬⁄U ÊœÊÁ⁄UÃ „ÊŸÊ øÊÁ„∞– (4) ¬Ê∆KøÿÊ¸ ¬Íﬂ¸ ÁŸœÊ¸Á⁄UÃ ÊÒ⁄U ‚Êﬂ¸÷ÊÒÁ◊∑§ „ÊŸË øÊÁ„∞– 8. Reasoning, thinking and problem-solving are explained in which aspect of development ? (1) Social Development (2) Cognitive Development (3) Moral Development (4) Motor Development Áﬂ∑§Ê‚ ∑§ Á∑§‚ ¬„‹Í ◊¥ Ã∑¸§, Áø¥ÃŸ ÊÒ⁄U ‚◊SÿÊ ‚◊ÊœÊŸ ∑§Ë √ÿÊÅÿÊ ∑§Ë ¡ÊÃË „Ò? (1) ‚Ê◊ÊÁ¡∑§ Áﬂ∑§Ê‚ (2) ‚¥ôÊÊŸÊà◊∑§ Áﬂ∑§Ê‚ (3) ŸÒÁÃ∑§ Áﬂ∑§Ê‚ (4) ªÁÃ∑§ Áﬂ∑§Ê‚ 9. Lev Vygotsky proposes that __________ is important for self-regulation in children. (1) Disequilibrium (2) Inner speech (3) Adaptation (4) Organization ‹ﬂ ﬂÊÿªÊàS∑§Ë ¬˝SÃÊÁﬂÃ ∑§⁄UÃ „Ò¥ Á∑§ __________ ’ìÊÊ¥ ◊¥ Sﬂ-ÁŸÿ◊Ÿ ∑§ Á‹∞ ◊„àﬂ¬ÍáÊ¸ „¥Ò– (1) ‚¥ÃÈ‹Ÿ (2) ÁŸ¡Ë ﬂÊ∑˜§ (3) ŸÈ∑Í§‹Ÿ (4) ‚¥ª∆UŸ 10. Assertion (A) : In Lawrence Kohlberg’s moral development theory children move from understanding consequences of acts to determine whether they are good or bad to understanding that rules and laws are flexible and can be changed. Reason (R) : Lawrence Kohlberg argues that moral development occurs progressively in stages. Choose the correct option : (1) Both (A) and (R) are true and (R) is the correct explanation of (A). (2) Both (A) and (R) are true but (R) is not the correct explanation of (A). (3) (A) is true but (R) is false. (4) Both (A) and (R) are false. Á÷∑§ÕŸ (A) — ‹ÚÊ⁄¥U‚ ∑§Ê„‹’ª¸ ∑§ ŸÒÁÃ∑§ Áﬂ∑§Ê‚ Á‚hÊ¥Ã ◊¥ ’ìÊ ∑§ÊÿÊZ ∑§Ê ©Ÿ∑§ ¬Á⁄UáÊÊ◊ ∑§ ÊœÊ⁄U ¬⁄U ë¿UÊ ÿÊ ’È⁄UÊ ‚◊¤ÊŸ ‚, ß‚ ‚◊¤Ê ¬⁄U ¬„È°øÃ „¥Ò Á∑§ ÁŸÿ◊ ÊÒ⁄U ∑§ÊŸÍŸ Ÿêÿ „¥Ò ÊÒ⁄U ’Œ‹ ¡Ê ‚∑§Ã „Ò¥– ∑§Ê⁄UáÊ (R) — ‹ÚÊ⁄¥U‚ ∑§Ê„‹’ª¸ ∑§Ê Ã∑¸§ „Ò Á∑§ ŸÒÁÃ∑§ Áﬂ∑§Ê‚ ∑˝§Á◊∑§ M§¬ ‚ ø⁄UáÊÊ¥ ◊¥ „ÊÃÊ „Ò– ‚„Ë Áﬂ∑§À¬ øÈŸ¥ — (1) (A) ÊÒ⁄U (R) ŒÊŸÊ¥ ‚àÿ „Ò¥ ÊÒ⁄U (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò– (2) (A) ÊÒ⁄U (R) ŒÊŸÊ¥ ‚àÿ „Ò¥ ‹Á∑§Ÿ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò– (3) (A) ‚àÿ „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò– (4) (A) ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥– P-I !SAS-24-I! 4 I 11. As per Howard Gardner’s theory of multiple intelligence, which of the following set represents correct match of intelligence and associated characteristics ? (1) Intrapersonal : skill in understanding and relating to others (2) Logical-Mathematical : skill of dance or athletic abilities (3) Musical : performance or composition skills (4) Spatial : skill of appreciating the natural world „Êﬂ«¸U ªÊ«¸UŸ⁄U ∑§ ’„È’ÈÁh ∑§ Á‚h¥ÊÃ ∑§ ŸÈ‚Ê⁄U, ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚Ê ‚≈U ’ÈÁh ÊÒ⁄U ©‚∑§ ‚¥’¥ÁœÃ Áﬂ‡Ê·ÃÊ Ê¥ ∑§ ‚„Ë ◊‹ ∑§Ê ¬˝ÁÃÁŸÁœàﬂ ∑§⁄UÃÊ „Ò? (1) ¥ÃﬂÒÿÁÄÃ∑§ — ŒÍ‚⁄UÊ¥ ∑§Ê ‚◊¤ÊŸ ÊÒ⁄U ©Ÿ∑§ ‚ÊÕ ‚¥’¥œ SÕÊÁ¬Ã ∑§⁄UŸ ∑§ ∑§ÊÒ‡Ê‹ (2) ÃÊÁ∑¸§∑§-ªÁáÊÃËÿ — ŸÎàÿ ÿÊ ∑˝§Ë«∏Ê-‚¥’¥œË ˇÊ◊ÃÊ∞° (3) ‚¥ªËÃ◊ÿ — ¬˝Œ‡Ê¸Ÿ ÿÊ ⁄UøŸÊ ∑§⁄UŸ ∑§ ∑§ÊÒ‡Ê‹ (4) SÕÊÁŸ∑§ — ¬˝Ê∑Î§ÁÃ∑§ ﬂÊÃÊﬂ⁄UáÊ ∑§Ë ‚⁄UÊ„ŸÊ ∑§⁄UŸ ∑§ ∑§ÊÒ‡Ê‹ 12. Which of the following statements is not correct about learning ? (1) Learning depends on learner’s previous knowledge (2) Learning implies reorganisation of prior conceptual schemes (3) Learning is facilitated by social action (4) Learning as a product rather than a process ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚Ê ∑§ÕŸ Áœª◊ ∑§ ’Ê⁄U ◊¥ ‚„Ë Ÿ„Ë¥ „Ò? (1) Áœª◊ Á‡ÊˇÊÊÕË¸ ∑§ ¬Íﬂ¸ ôÊÊŸ ¬⁄U ÁŸ÷¸⁄U ∑§⁄UÃÊ „Ò (2) Áœª◊ ∑§Ê ÃÊà¬ÿ¸ ¬Íﬂ¸ ﬂÒøÊÁ⁄U∑§ S∑§Ëê‚ ∑§ ¬ÈŸª¸∆UŸ ‚ „Ò (3) Áœª◊ ‚Ê◊ÊÁ¡∑§ Á∑˝§ÿÊ mÊ⁄UÊ ‚¥‚ÊÁœÃ „ÊÃË „Ò (4) Áœª◊ ∞∑§ ¬˝Á∑˝§ÿÊ Ÿ„Ë¥ Á¬ÃÈ ∞∑§ ©à¬ÊŒ „Ò 13. Problem solving is fostered by : (1) Divergent thinking (2) Functional fixedness (3) Passive imitation (4) Response Set ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚Ê ∑§Ê⁄U∑§ ‚◊SÿÊ ‚◊ÊœÊŸ ∑§Ê ’…∏ÊﬂÊ ŒÃÊ „Ò? (1) ¬‚Ê⁄UË Áø¥ÃŸ (2) ∑§ÊÿÊ¸à◊∑§ ÁSÕ⁄UÃÊ (3) ÁŸÁc∑˝§ÿ ŸÈ‚⁄UáÊ (4) ¬˝ÁÃÁ∑˝§ÿÊ ‚≈U 14. According to Kohlberg’s theory of moral development, at what stage are children self-centered and see their own benefit in doing something ? (1) at the first stage in the first level (2) at the second stage in the first level (3) at the third stage in the second level (4) at the fifth stage in the third level ∑§Ê„‹’ª¸ ∑§ ŸÒÁÃ∑§ Áﬂ∑§Ê‚ Á‚hÊ¥Ã ∑§ ŸÈ‚Ê⁄U Á∑§‚ SÃ⁄U ¬⁄U ’ìÊ Êà◊∑§ÁãŒ˝Ã „ÊÃ „Ò¥ ÊÒ⁄U Á∑§‚Ë ∑§Êÿ¸ ∑§Ê ∑§⁄UŸ ◊¥ ¬ŸÊ „Ë ‹Ê÷ ŒπÃ „Ò¥? (1) ¬„‹ SÃ⁄U ∑§ ¬„‹ ø⁄UáÊ ◊¥ (2) ¬„‹ SÃ⁄U ∑§ ŒÍ‚⁄U ø⁄UáÊ ◊¥ (3) ŒÍ‚⁄U SÃ⁄U ∑§ ÃË‚⁄U ø⁄UáÊ ◊¥ (4) ÃË‚⁄U SÃ⁄U ∑§ ¬Ê°øﬂ ø⁄UáÊ ◊¥ P-I !SAS-24-I! 5 I 15. Inclusion of students belonging to disadvantaged groups demands : (1) awareness and sensitization towards diverse traditions. (2) evidencing and encouraging identity-based stereotypes. (3) isolation in the classroom on the basis of social affiliation. (4) same-ability grouping of students in the classroom. ﬂ¥ÁøÃ ﬂªÊZ ‚ ‚¥’¥ÁœÃ ÁﬂlÊÁÕ¸ÿÊ¥ ∑§ ‚◊Êﬂ‡ÊŸ ∑§ Á‹∞ — (1) ÁﬂÁﬂœ ¬⁄Uê¬⁄UÊ Ê¥ ∑§ ¬˝ÁÃ ¡ÊªM§∑§ÃÊ ÊÒ⁄U ‚¥ﬂŒŸ‡ÊË‹ÃÊ ∑§Ê ’…∏ÊﬂÊ ŒŸÊ øÊÁ„∞– (2) ¬„øÊŸ- ÊœÊÁ⁄UÃ L§Á…∏ÿÊ¥ ∑§Ê ¬˝◊ÊÁáÊÃ ÊÒ⁄U ¬˝Êà‚ÊÁ„Ã Á∑§ÿÊ ¡ÊŸÊ øÊÁ„∞– (3) ‚Ê◊ÊÁ¡∑§ ‚¥’hÃÊ ∑§ ÊœÊ⁄U ¬⁄U ∑§ˇÊÊ ◊¥ ‹ªÊﬂ ∑§⁄UŸÊ øÊÁ„∞– (4) ‚◊ÊŸ ˇÊ◊ÃÊ Ê¥ ∑§ ÊœÊ⁄U ¬⁄U ÁﬂlÊÁÕ¸ÿÊ¥ ∑§Ê ‚◊Í„Ê¥ ◊¥ Áﬂ÷ÊÁ¡Ã ∑§⁄UŸÊ øÊÁ„∞– 16. Which of the following is a characteristic of effective feedback in the classroom ? (1) It is given only at the end of the task. (2) It is broad and generic. (3) It is only focused on the outcomes. (4) It is timely and specific. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ©¬ÿÊªË ¬˝ÁÃ¬ÈÁc≈U ∑§Ë ∞∑§ Áﬂ‡Ê·ÃÊ ∑§ÊÒŸ-‚Ë „Ò? (1) ÿ„ ∑§ﬂ‹ ∑§Êÿ¸ ∑§ ¥Ã ◊¥ „Ë ŒË ¡ÊÃË „Ò– (2) ÿ„ √ÿÊ¬∑§ ÊÒ⁄U ‚Ê◊Êãÿ „ÊÃË „Ò– (3) ÿ„ ∑§ﬂ‹ ¬Á⁄UáÊÊ◊Ê¥ ¬⁄U ∑¥§ÁŒ˝Ã „ÊÃË „Ò¥– (4) ÿ„ ‚Ê◊Áÿ∑§ ÊÒ⁄U ÁﬂÁ‡Êc≈U „ÊÃË „Ò– 17. Proximodistal principle states that in infancy : (1) the limbs continue to grow faster than the hands and feet. (2) development proceeds from head to toe. (3) development of language occurs rapidly as it is a sensitive period for development. (4) Physical development occurs rapidly with the development of fine motor skills. ‚◊Ë¬SÕ Á‚hÊ¥Ã ∑§„ÃÊ „Ò Á∑§ ‡ÊÒ‡ÊﬂÊﬂSÕÊ ◊¥ — (1) ¥ª - „ÊÕÊ¥ ÊÒ⁄U ¬Ò⁄UÊ¥ ∑§Ë ÃÈ‹ŸÊ ◊¥ Ã¡Ë ‚ ’…∏Ã ⁄U„ÃU „Ò¥– (2) Áﬂ∑§Ê‚ Á‚⁄U ‚ ¬Ê°ﬂ Ã∑§ „ÊÃÊ „Ò– (3) ÷Ê·Ê ∑§Ê Áﬂ∑§Ê‚ Ã¡Ë ‚ „ÊÃÊ „Ò ÄÿÊ¥Á∑§ ﬂ„ Áﬂ∑§Ê‚ ∑§ Á‹∞ ‚¥ﬂŒŸ‡ÊË‹ ﬂÁœ „Ò– (4) ‚Íˇ◊ ªÁÃ∑§ ∑§ÊÒ‡Ê‹ ∑§ Áﬂ∑§Ê‚ ∑§ ‚ÊÕ ‡ÊÊ⁄UËÁ⁄U∑§ Áﬂ∑§Ê‚ Ã¡Ë ‚ „ÊÃÊ „Ò– 18. Assertion (A) : School curriculum should give reasonable space and value to learner’s cultural knowledges. Reason (R) : Supporting students to uphold their cultural identities facilitates learning. Choose the correct option : (1) Both (A) and (R) are true and (R) is the correct explanation of (A). (2) Both (A) and (R) are true but (R) is not the correct explanation of (A). (3) (A) is true but (R) is false. (4) Both (A) and (R) are false. Á÷∑§ÕŸ (A) — ÁﬂlÊ‹ÿË ¬Ê∆K∑˝§◊ ∑§Ê ÁﬂlÊÁÕ¸ÿÊ¥ ∑§ ‚Ê¥S∑Î§ÁÃ∑§ ôÊÊŸ ∑§Ê ©ÁøÃ SÕÊŸ ÊÒ⁄U ◊ÍÀÿ ŒŸÊ øÊÁ„∞– ∑§Ê⁄UáÊ (R) — ÁﬂlÊÁÕ¸ÿÊ¥ ∑§Ê ©Ÿ∑§Ë ‚Ê¥S∑Î§ÁÃ∑§ ¬„øÊŸ ∑§Ê ’ŸÊ∞ ⁄UπŸ ∑§ Á‹∞ ‚◊Õ¸Ÿ ¬˝ŒÊŸ ∑§⁄UŸÊ, ‚ËπŸ ∑§Ë ¬˝Á∑˝§ÿÊ ∑§Ê ‚Èª◊ ’ŸÊÃÊ „Ò– ‚„Ë Áﬂ∑§À¬ øÈŸ¥ — (1) (A) ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ÊÒ⁄U (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò– (2) (A) ÊÒ⁄U (R) ŒÊŸÊ¥ ‚„Ë „Ò¥ ‹Á∑§Ÿ (A) ∑§Ë (R) ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò– (3) (A) ‚„Ë „Ò ‹Á∑§Ÿ (R) ª‹Ã „Ò– (4) (A) ÊÒ⁄U (R) ŒÊŸÊ¥ ª‹Ã „Ò¥– P-I !SAS-24-I! 6 I 19. Which of the following would not be characterised as formative assessment ? (1) An assessment given at the beginning of a new concept to determine students’ prior knowledge. (2) An assessment given during the class to provide ongoing feedback to students and teachers. (3) An assessment task that is helpful in comparing students as per a standard set of criteria. (4) An assessment used to identify misconceptions in a student’s learning. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ Á∑§‚ ⁄UøŸÊà◊∑§ ◊ÍÀÿÊ¥∑§Ÿ Ÿ„Ë¥ ◊ÊŸÊ ¡Ê∞ªÊ? (1) ¿UÊòÊÊ¥ ∑§ ¬Íﬂ¸ ôÊÊŸ ∑§Ê ÁŸœÊ¸Á⁄UÃ ∑§⁄UŸ ∑§ Á‹∞ ∞∑§ Ÿß¸ ﬂœÊ⁄UáÊÊ ∑§Ë ‡ÊÈL§ ÊÃ ◊¥ ÁŒÿÊ ªÿÊ Ê∑§‹Ÿ– (2) ¿UÊòÊÊ¥ ÊÒ⁄U Á‡ÊˇÊ∑§Ê¥ ∑§Ê ª˝ªÊ◊Ë ¬˝ÁÃ¬ÈÁc≈U ¬˝ŒÊŸ ∑§⁄UŸ ∑§ Á‹∞ ∑§ˇÊÊ ∑§ ŒÊÒ⁄UÊŸ ÁŒÿÊ ªÿÊ ◊ÍÀÿÊ¥∑§Ÿ– (3) ∞∑§ ◊ÍÀÿÊ¥∑§Ÿ ∑§Êÿ¸ ¡Ê ◊ÊŸŒ¥«U ∑§ ∞∑§ ◊ÊŸ∑§ ¬Ò◊ÊŸ ∑§ ŸÈ‚Ê⁄U ¿UÊòÊÊ¥ ∑§Ë ÃÈ‹ŸÊ ∑§⁄UŸ ◊¥ ‚„Êÿ∑§ „ÊÃÊ „Ò– (4) ∞∑§ Ê∑§‹Ÿ ∞∑§ ¿UÊòÊ ∑§ ‚ËπŸ ◊¥ ª‹Ã œÊ⁄UáÊÊ Ê¥ ∑§Ë ¬„øÊŸ ∑§⁄UŸ ∑§ Á‹∞ ¬˝ÿÊª Á∑§ÿÊ ¡ÊÃÊ „Ò– 20. Which of the following is a typical characteristic of Dyslexia ? (1) Difficulty in creative problem solving (2) Difficulty in phonological processing (3) Difficulty in physical coordination (4) Difficulty in spatial awareness ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ¬∆UŸ ﬂÒ∑§Àÿ ∑§Ë ∞∑§ ÁﬂÁ‡Êc≈U Áﬂ‡Ê·ÃÊ ∑§ÊÒŸ-‚Ë „Ò? (1) ⁄UøŸÊà◊∑§ ‚◊SÿÊ ‚◊ÊœÊŸ ◊¥ ∑§Á∆UŸÊß¸ (2) äﬂãÿÊà◊∑§ ¬˝‚¥S∑§⁄UáÊ ◊¥ ∑§Á∆UŸÊß¸ (3) ‡ÊÊ⁄UËÁ⁄U∑§ ‚◊ãﬂÿ ◊¥ ∑§Á∆UŸÊß¸ (4) SÕÊÁŸ∑§ ‚◊¤Ê/¡ÊŸ∑§Ê⁄UË ◊¥ ∑§Á∆UŸÊß¸ 21. Which of the following types of questions can help assess a student’s ability to evaluate information critically ? (1) Questions that ask for a simple definition of a term (2) Questions that ask for the student’s personal opinion (3) Questions that ask for examples that validate the text (4) Questions that ask for a summary of a text ÁŸêŸ ◊¥ ‚ Á∑§‚ ¬˝∑§Ê⁄U ∑§ ¬˝‡Ÿ ∞∑§ ¿UÊòÊ ∑§Ë ¡ÊŸ∑§Ê⁄UË ∑§Ê ª¥÷Ë⁄U M§¬ ‚ ◊ÍÀÿÊ¥∑§Ÿ ∑§⁄UŸ ∑§Ë ÿÊÇÿÃÊ ∑§Ê Ê∑§‹Ÿ ∑§⁄UŸ ◊¥ ◊ŒŒ ∑§⁄UÃÊ „Ò? (1) ﬂ ¬˝‡Ÿ ¡Ê ‡ÊéŒ ∑§Ë ‚⁄U‹ ¬Á⁄U÷Ê·Ê ∑§ Á‹∞ ¬Í¿UÃ „Ò¥ (2) ﬂ ¬˝‡Ÿ ¡Ê ¿UÊòÊ ∑§Ë √ÿÁÄÃªUÃ ⁄UÊÿ ¬Í¿UÃ „Ò¥ (3) ﬂ ¬˝‡Ÿ ¡Ê ¬Ê∆U ∑§Ê ◊Êãÿ ∑§⁄UŸ ﬂÊ‹ ©ŒÊ„⁄UáÊÊ¥ ∑§ Á‹∞ ¬Í¿UÃ „Ò¥ (4) ﬂ ¬˝‡Ÿ ¡Ê Á∑§‚Ë ¬Ê∆U ∑§Ê ‚Ê⁄UÊ¥‡Ê ◊Ê°ªÃ „Ò¥ 22. Impairment is a __________ condition, while disability is a __________ condition. (1) biological, functional (2) functional, biological (3) operative, physical (4) social, psychological ’ÊÁœÃÊ ∞∑§ __________ ÁSÕÁÃ „Ò, ¡’Á∑§ ˇÊ◊ÃÊ ∞∑§ __________ ÁSÕÁÃ „Ò– (1) ¡ÒÁﬂ∑§, ∑§ÊÿÊ¸à◊∑§ (2) ∑§ÊÿÊ¸à◊∑§, ¡ÒÁﬂ∑§ (3) Á∑˝§ÿÊà◊∑§, ‡ÊÊ⁄UËÁ⁄U∑§ (4) ‚Ê◊ÊÁ¡∑§, ◊ŸÊﬂÒôÊÊÁŸ∑§ P-I !SAS-24-I! 7 I 23. Which of the following aptly defines relationship between cognition and emotion ? (1) Cognition and emotion are two independent systems. (2) Emotion and cognition are interdependent on each other. (3) Cognition influences emotions but reverse is not true. (4) Emotions influence cognition but reverse is not true. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑§ÕŸ ‚¥ôÊÊŸ ÊÒ⁄U ÷ÊﬂŸÊ Ê¥ ∑§ ’Ëø ∑§ ‚¥’¥œ ∑§Ê ©¬ÿÈÄÃ M§¬ ‚ ¬Á⁄U÷ÊÁ·Ã ∑§⁄UÃÊ „Ò? (1) ‚¥ôÊÊŸ ÊÒ⁄U ÷ÊﬂŸÊ∞°, ŒÊŸÊ¥ SﬂÃ¥òÊ ¬˝áÊÊÁ‹ÿÊ° „Ò¥– (2) ÷ÊﬂŸÊ∞° ÊÒ⁄U ‚¥ôÊÊŸ Ê¬‚ ◊¥ ∞∑§-ŒÍ‚⁄U ¬⁄U ¬Ê⁄US¬Á⁄U∑§ M§¬ ‚ ÁŸ÷¸⁄U ∑§⁄UÃ „Ò¥– (3) ‚¥ôÊÊŸ ÷ÊﬂŸÊ Ê¥ ∑§Ê ¬˝÷ÊÁﬂÃ ∑§⁄UÃÊ „Ò ‹Á∑§Ÿ ß‚∑§Ê Áﬂ¬⁄UËÃ ‚àÿ Ÿ„Ë¥ „Ò– (4) ÷ÊﬂŸÊ∞° ‚¥ôÊÊŸ ∑§Ê ¬˝÷ÊÁﬂÃ ∑§⁄UÃË „Ò¥ ‹Á∑§Ÿ ß‚∑§Ê Áﬂ¬⁄UËÃ ‚àÿ Ÿ„Ë¥ „Ò– 24. Language development in primary classes is facilitated : (1) When teachers use concrete examples to refer to abstract concepts. (2) When teachers stress upon and enforce the use of formal language. (3) When teachers ignore and dismiss the mother tongue of the children. (4) When teachers begin from signs and symbols rather than concrete objects. ¬˝ÊÕÁ◊∑§ ∑§ˇÊÊ Ê¥ ◊¥ ÷Ê·Ê ∑§Ê Áﬂ∑§Ê‚ Á∑§‚ ¬˝∑§Ê⁄U ‚¥‚ÊÁœÃ „ÊÃÊ „Ò? (1) ¡’ Á‡ÊˇÊ∑§ ◊ÍÃ¸ ﬂœÊ⁄UáÊÊ Ê¥ ∑§Ê ‚¥ŒÁ÷¸Ã ∑§⁄UŸ ∑§ Á‹∞ ∆UÊ‚ ©ŒÊ„⁄UáÊÊ¥ ∑§Ê ©¬ÿÊª ∑§⁄UÃ „Ò¥– (2) ¡’ Á‡ÊˇÊ∑§ ÊÒ¬øÊÁ⁄U∑§ ÷Ê·Ê ∑§ ¬˝ÿÊª ¬⁄U ¡Ê⁄U ŒÃ „Ò¥ ÊÒ⁄U ©‚ ‹ÊªÍ ∑§⁄UÃ „Ò¥– (3) ¡’ Á‡ÊˇÊ∑§ ’ìÊÊ¥ ∑§Ë ◊ÊÃÎ÷Ê·Ê ∑§Ë ﬂ„‹ŸÊ ÊÒ⁄U ©¬ˇÊÊ ∑§⁄UÃ „Ò¥– (4) ¡’ Á‡ÊˇÊ∑§ ◊ÍÃ¸ ﬂSÃÈ Ê¥ ∑§ ’¡Êÿ ‚¥∑§ÃÊ¥ ÊÒ⁄U ¬˝ÁÃ∑§Ê¥ ‚ ‡ÊÈM§ ∑§⁄UÃ „Ò¥– 25. Which of the following correctly describes intrinsic motivation ? (1) Motivation that comes from external rewards (2) Motivation that comes from personal enjoyment of the task (3) Motivation that comes from competition with others (4) Motivation that comes from a fear of punishment ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ Ê¥ÃÁ⁄U∑§ Á÷¬˝⁄UáÊÊ ∑§Ê ‚„Ë ﬂáÊ¸Ÿ ∑§⁄UÃÊ „Ò? (1) Á÷¬˝⁄UáÊÊ ¡Ê ’Ê„⁄UË ¬È⁄US∑§Ê⁄UÊ¥ ‚ ÊÃË „Ò (2) Á÷¬˝⁄UáÊÊ ¡Ê ∑§Êÿ¸ ∑§ √ÿÁÄÃªÃ- ÊŸ¥Œ ‚ ÊÃË „Ò (3) Á÷¬˝⁄UáÊÊ ¡Ê ŒÍ‚⁄UÊ¥ ∑§ ‚ÊÕ ¬˝ÁÃS¬œÊ¸ ‚ ÊÃË „Ò (4) Á÷¬˝⁄UáÊÊ ¡Ê Œ¥«U ∑§ ÷ÿ ‚ ÊÃË „Ò 26. Which of the following are examples of scaffolding ? (a) Think-aloud (b) Prompts and cues (c) Questions (d) Half-solved example (e) Rote Rehearsal (1) (a), (b) (2) (a), (b), (c) (3) (a), (b), (c), (d) (4) (a), (b), (c), (d), (e) ÁŸêŸ ◊¥ ‚ ∑§ÊÒŸ ‚Ê Ê‹ê’Ÿ ∑§ ©ŒÊ„⁄UáÊ „Ò¥? (a) ’Ê‹ ∑§⁄U ‚ÊøÊ (b) ‚¥∑§Ã ÊÒ⁄U ß¸‡ÊÊ⁄U (c) ¬˝‡Ÿ (d) ÊœÊ „‹ Á∑§ÿÊ „È Ê ©ŒÊ„⁄UáÊ (e) ⁄U≈U∑§⁄U ŒÊ„⁄UÊﬂ (1) (a), (b) (2) (a), (b), (c) (3) (a), (b), (c), (d) (4) (a), (b), (c), (d), (e) P-I !SAS-24-I! 8 I 27. In the course of development, children achieve gross motor skills before fine motor skills. This indicates that development is : (1) Anarchic (2) Cephalocaudal (3) Linear (4) Proximodistal Áﬂ∑§Ê‚ ∑§ ∑˝§◊ ◊¥, ’ìÊ ‚Íˇ◊ ¬‡ÊËÿ ∑§ÊÒ‡Ê‹ ‚ ¬„‹ ‚∑§‹ ¬‡ÊËÿ ∑§ÊÒ‡Ê‹ Áﬂ∑§Á‚Ã ∑§⁄UÃ „Ò¥– ÿ„ Œ‡ÊÊ¸ÃÊ „Ò Á∑§ Áﬂ∑§Ê‚ — (1) ⁄UÊ¡∑§ (2) ‡ÊË·¸ªÊ◊Ë (3) ⁄UπËÿ (4) ‚◊Ë¬-ŒÍ⁄UÊÁ÷◊Èπ 28. As per Jean Piaget’s theory of cognitive development, which of the following ability distinguishes concrete operational thinking from Pre-operational thinking ? (1) Coordination of senses (2) Decentering (3) Hypothetical reasoning (4) Object permanence ¡ËŸ Á¬ÿÊ¡ ∑§ ‚¥ôÊÊŸÊà◊∑§ Áﬂ∑§Ê‚ ∑§ Á‚hÊ¥Ã ∑§ ŸÈ‚Ê⁄U, ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ë ˇÊ◊ÃÊ ◊ÍÃ¸-‚¥Á∑˝§ÿÊà◊∑§ ‚Êø ∑§Ê ¬Íﬂ¸-‚¥Á∑˝§ÿÊà◊∑§ ‚Êø ‚ ‹ª ∑§⁄UÃË „Ò? (1) ß¥ÁŒ˝ÿÊ¥ ∑§Ê ‚◊ãﬂÿ (2) Áﬂ∑¥§Œ˝áÊ (3) ¬Á⁄U∑§ÁÀ¬Ã ÃÊÁ∑¸§∑§ÃÊ (4) ﬂSÃÈ SÕÊÁÿàﬂ 29. After getting ‘out’ in the game due to the rope getting stuck in her leg while jumping Aru says that the rope deliberately got her out. At what stage of Jean Piaget’s theory of cognitive development do children reason like this ? (1) Concrete Operational stage (2) Formal Operational stage (3) Sensory-motor stage (4) Pre-operation stage ⁄US‚Ë ∑Í§ŒÃ ‚◊ÿ ¬Ò⁄U ◊¥ ⁄US‚Ë »°§‚Ÿ ∑§ ∑§Ê⁄UáÊ “ Ê©≈U” „ÊŸ ∑§ ’ÊŒ M§ ∑§„ÃË „Ò Á∑§ ©‚ ⁄US‚Ë Ÿ ¡ÊŸ’Í¤Ê∑§⁄U “ Ê©≈U” Á∑§ÿÊ „Ò– ¡ËŸ Á¬ÿÊ¡ ∑§ ‚¥ôÊÊŸÊà◊∑§ Áﬂ∑§Ê‚ Á‚hÊãÃ ∑§Ë Á∑§‚ ﬂSÕÊ ◊¥ ’ìÊ ß‚ Ã⁄U„ ∑§ Ã∑¸§ ŒÃ „Ò¥? (1) ◊ÍÃ¸ ‚¥Á∑˝§ÿÊà◊∑§ ﬂSÕÊ (2) ÊÒ¬øÊÁ⁄U∑§ ‚¥Á∑˝§ÿÊà◊∑§ ﬂSÕÊ (3) ‚¥ﬂŒË øÊ‹∑§ ﬂSÕÊ (4) ¬Íﬂ¸-ø‹Ÿ ﬂSÕÊ 30. Socio-constructivist views of learning advocate that - (1) Learners receive knowledge passively from others (2) Learners actively construct knowledge (3) Effective learning is activated by lecturing and explaining (4) Effective learning takes place through the process of recall and rehearsal ‚ËπŸ ∑§ ‚Ê◊ÊÁ¡∑§-‚¥⁄UøŸÊﬂÊŒË ÁﬂøÊ⁄U ß‚ ’ÊÃ ∑§Ë ﬂ∑§Ê‹Ã ∑§⁄UÃ „Ò¥ Á∑§ — (1) Á‡ÊˇÊÊÕË¸ ŒÍ‚⁄UÊ¥ ‚ ÁŸÁc∑˝§ÿ M§¬ ‚ ôÊÊŸ ¬˝ÊåÃ ∑§⁄UÃ „Ò¥ (2) Á‡ÊˇÊÊÕË¸ ‚Á∑˝§ÿ M§¬ ‚ ôÊÊŸ ∑§Ê ÁŸ◊Ê¸áÊ ∑§⁄UÃ „Ò¥ (3) √ÿÊÅÿÊŸ ŒŸ ÊÒ⁄U ‚◊¤ÊÊŸ ‚ ¬˝÷ÊﬂË Á‡ÊˇÊáÊ ‚Á∑˝§ÿ „ÊÃÊ „Ò (4) ¬˝àÿÊ„Ê⁄U ÊÒ⁄U ŒÊ„⁄UÊﬂ ∑§Ë Áø¥ÃŸ ¬˝Á∑˝§ÿÊ ‚ ¬˝÷ÊﬂË Á‡ÊˇÊáÊ „ÊÃË „Ò P-I !SAS-24-I! 9 I PART - II / ÷Êª - II MATHEMATICS / ªÁáÊÃ Direction : Answer the following questions by selecting the correct/most appropriate options. ÁŸŒ¸‡Ê — ÁŸêŸÁ‹ÁπÃ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ŒŸ ∑§ Á‹∞ ‚„Ë/‚’‚ ©¬ÿÈÄÃ Áﬂ∑§À¬ øÈÁŸ∞– 31. Which of the following should be the characteristics of mathematical language at primary level ? (a) It should be precise. (b) It must be ambiguous as it can add openness in the subject. (c) It should be reinforced through child’s language used in everyday life. (d) It must be highly technical as it will help students to communicate accurately in mathematics. Choose the correct option : (1) (a) and (d) (2) (a), (b) and (c) (3) (a) and (c) (4) (a), (c) and (d) ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ë ¬˝ÊÕÁ◊∑§ SÃ⁄U ¬⁄U ªÁáÊÃËÿ ÷Ê·Ê ∑§Ë Áﬂ‡Ê·ÃÊ∞° „ÊŸË øÊÁ„∞? (a) ÿ„ ‚≈UË∑§ „ÊŸË øÊÁ„∞– (b) ÿ„ S¬c≈U „ÊŸË øÊÁ„∞ ÃÊÁ∑§ ÿ„ Áﬂ·ÿ ◊¥ πÈ‹Ê¬Ÿ ¡Ê«∏ ‚∑§– (c) ’ìÊ ∑§Ë ŒÒÁŸ∑§ ¡ËﬂŸ ◊¥ ©¬ÿÊª ∑§Ë ¡ÊŸ ﬂÊ‹Ë ÷Ê·Ê ∑§ ◊Êäÿ◊ ‚ ß‚ ¬˝’Á‹Ã Á∑§ÿÊ ¡ÊŸÊ øÊÁ„∞– (d) ÿ„ àÿÁœ∑§ ¬˝ÊÁﬂÁœ∑§ „ÊŸË øÊÁ„∞ ÄÿÊ¥Á∑§ ß‚‚ ÁﬂlÊÁÕ¸ÿÊ¥ ∑§Ë ªÁáÊÃ ◊¥ ‚„Ë ‚ê¬˝·áÊ ∑§⁄UŸ ◊¥ ‚„ÊÿÃÊ „ÊªË– ‚„Ë Áﬂ∑§À¬ øÈŸ¥ — (1) (a) ÊÒ⁄U (d) (2) (a), (b) ÊÒ⁄U (c) (3) (a) ÊÒ⁄U (c) (4) (a), (c) ÊÒ⁄U (d) 32. A student of class III solved 26×5 as 26 × 5 1030 Revisiting which of the following will best remediate this misconception ? (1) Multiplication of one digit by one digit (2) Concept of regrouping (3) Recalling multiplication tables (4) One to one correspondence ∑§ˇÊÊ III ∑§ ∞∑§ ÁﬂlÊÕË¸ Ÿ 26×5 ∑§Ê ß‚ ¬˝∑§Ê⁄U „‹ Á∑§ÿÊ 26 × 5 1030 ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ÄÿÊ ŒÊ„⁄UÊŸÊ ß‚ ÷˝Ê¥ÁÃ ∑§Ê ‚ÈœÊ⁄UŸ ∑§ Á‹∞ ‚’‚ ©¬ÿÈÄÃ „ÊªÊ? (1) ∞∑§ ¥∑§ ∑§Ë ∞∑§ ¥∑§ ‚ ªÈáÊÊ– (2) ¬ÈŸ‚¸◊Í„Ë∑§⁄UáÊ ∑§Ë ﬂœÊ⁄UáÊÊ– (3) ¬„Ê«∏Ê¥ ∑§Ê ¬˝àÿÊS◊⁄UáÊ– (4) ∞∑Ò§∑§Ë ‚¥ªÁÃ– SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„ P-I !SAS-24-I! 10 I 33. A number becomes double if it is increased by 8. What is the number ? (1) 6 (2) 8 (3) 12 (4) 16 ∞∑§ ‚¥ÅÿÊ ◊¥ Ê∆U ¡Ê«∏ ÁŒÿÊ ¡Ê∞, ÃÊ ﬂ„ ŒÈªÈŸË „Ê ¡ÊÃË „Ò– ﬂ„ ‚¥ÅÿÊ ÄÿÊ „ÊªË? (1) 6 (2) 8 (3) 12 (4) 16 34. One millimetre is the same as : (1) 0.01 cm (2) 0.1 cm (3) 0.01 m (4) 0.1 m ∞∑§ Á◊‹Ë◊Ë≈U⁄U ’⁄UÊ’⁄U „Ò — (1) 0.01 cm (2) 0.1 cm (3) 0.01 m (4) 0.1 m 35. A __________ is always a regular polygon. (1) Isosceles triangle (2) Square (3) Pentagon (4) Circle ∞∑§ __________ ‚ŒÒﬂ ‚◊ ’„È÷È¡ „ÊÃÊ „Ò– (1) ‚◊Ám’Ê„È ÁòÊ÷È¡ (2) ﬂª¸ (3) ¬¥ø÷È¡ (4) ﬂÎûÊ 36. The sum of all angles of a triangle is : (1) 608 (2) 908 (3) 1808 (4) 3608 ÁòÊ÷È¡ ∑§ ‚÷Ë ∑§ÊáÊÊ¥ ∑§Ê ÿÊª „Ò — (1) 608 (2) 908 (3) 1808 (4) 3608 37. Which of the following is/are related to early number concept formation ? (a) One to one correspondence (b) Hierarchical inclusion (c) Basic operations Choose the correct option : (1) Only (a) (2) (a) and (c) (3) (a) and (b) (4) (b) and (c) ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚Ê/‚ Ê⁄¥UÁ÷∑§ ‚¥ÅÿÊ ﬂœÊ⁄UáÊÊ ∑§ ’ŸŸ ‚ ‚¥’¥ÁœÃ „Ò? (a) ∞∑Ò§∑§Ë ‚¥ªÁÃ (b) ¬ŒÊŸÈ∑˝§Á◊∑§ ‚◊Êﬂ‡ÊŸ (c) ◊Í‹÷ÍÃ ‚¥Á∑˝§ÿÊ∞° ‚„Ë Áﬂ∑§À¬ øÈŸ¥ — (1) ∑§ﬂ‹ (a) (2) (a) ÊÒ⁄U (c) (3) (a) ÊÒ⁄U (b) (4) (b) ÊÒ⁄U (c) SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„ P-I !SAS-24-I! 11 I 38. Which of the following statements is/are most appropriate for the idea of cognitive conflict in teaching mathematics ? (a) Thoughtful efforts of a teacher to expose children to cognitive conflict can enhance their mathematical understanding. (b) It is not useful for promoting mathematical understanding in children. (c) Children get confused so cognitive conflict must be avoided. Choose the correct option : (1) (b) and (c) (2) (a) and (c) (3) Only (a) (4) Only (c) ªÁáÊÃ Á‡ÊˇÊáÊ ◊¥ ‚¥ôÊÊŸÊà◊∑§ ‚¥ÉÊ·¸ ∑§ ÁﬂøÊ⁄U ∑§ Á‹∞ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚Ê/‚ ∑§ÕŸ ‚’‚ ©¬ÿÈÄÃ „Ò? (a) ‚¥ôÊÊŸÊà◊∑§ ‚¥ÉÊ·¸ ∑§ ¬˝ÁÃ ’ìÊÊ¥ ∑§Ê ‚Èªêÿ ’ŸÊŸ ∑§ Á‡ÊˇÊ∑§ ∑§ ÁﬂøÊ⁄U¬ÍáÊ¸ ¬˝ÿÊ‚Ê¥ ‚ ©Ÿ∑§Ë ªÁáÊÃËÿ ‚◊¤Ê ∑§Ê ’…∏ÊﬂÊ Á◊‹ ‚∑§ÃÊ „Ò– (b) ÿ„ ’ìÊÊ¥ ◊¥ ªÁáÊÃËÿ ‚◊¤Ê ∑§Ê ’…∏ÊﬂÊ ŒŸ ∑§ Á‹∞ ¬˝÷ÊﬂË Ÿ„Ë¥ „Ò– (c) ‚¥ôÊÊŸÊà◊∑§ ‚¥ÉÊ·¸ ‚ ’øŸÊ øÊÁ„∞ ÄÿÊ¥Á∑§ ß‚‚ ’ìÊ ÷˝Á◊Ã „Ê ¡ÊÃ „Ò¥– ‚„Ë Áﬂ∑§À¬ øÈŸ¥ — (1) (b) ÊÒ⁄U (c) (2) (a) ÊÒ⁄U (c) (3) ∑§ﬂ‹ (a) (4) ∑§ﬂ‹ (c) 39. Which aspect of evaluation is used when a teacher ensures that test made by her fulfils the objectives and criteria of that test ? (1) Validity (2) Practicality (3) Reliability (4) Consistency ¡’ Á‡ÊÁˇÊ∑§Ê ÿ„ ‚ÈÁŸÁ‡øÃ ∑§⁄UÃË „Ò Á∑§ ©‚∑§ mÊ⁄UÊ ’ŸÊÿÊ ªÿÊ ≈ÒUS≈U, ©‚ ≈ÒUS≈U ∑§ ©g‡ÿÊ¥ ∞ﬂ¥ ∑§‚ÊÒ≈UË ∑§Ê ¬Í⁄UÊ ∑§⁄UÃ „Ò¥ Ã’ ◊ÍÀÿÊ¥∑§Ÿ ∑§ Á∑§‚ ¬ˇÊ ∑§Ê ©¬ÿÊª Á∑§ÿÊ ªÿÊ „Ò? (1) ﬂÒœÃÊ (2) √ÿÊﬂ„ÊÁ⁄U∑§ÃÊ (3) Áﬂ‡ﬂ‚ŸËÿÃÊ (4) ‚È‚¥ªÁÃ 40. What should be subtracted from the sum of 9909, 9099 and 9009 to obtain 25454 ? (1) 2356 (2) 2365 (3) 2536 (4) 2563 25454 ¬˝ÊåÃ ∑§⁄UŸ ∑§ Á‹∞ 9909, 9099 ÊÒ⁄U 9009 ∑§ ÿÊª ◊¥ ‚ ÄÿÊ ÉÊ≈UÊŸÊ „ÊªÊ? (1) 2356 (2) 2365 (3) 2536 (4) 2563 SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„ P-I !SAS-24-I! 12 I 41. Which of the following statements is correct ? (1) 1 is a prime number (2) 1 is a composite number (3) 1 is both, a prime and a composite number (4) 1 is neither prime nor a composite number ÁŸêŸÁ‹ÁπÃ ∑§ÕŸÊ¥ ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑§ÕŸ ‚„Ë „Ò? (1) 1, ∞∑§ ÷Êíÿ ‚¥ÅÿÊ „Ò– (2) 1, ∞∑§ ÷Êíÿ ‚¥ÅÿÊ „Ò– (3) 1 ŒÊŸÊ¥ „Ò, ∞∑§ ÷Êíÿ ÊÒ⁄U ÷Êíÿ ‚¥ÅÿÊ– (4) 1 Ÿ ÃÊ ÷Êíÿ „Ò ÊÒ⁄U Ÿ „Ë ÷Êíÿ „Ò– 42. See the number pattern given below : 1, 8, 27, 64, 125, __________ , _________ What will be the next two terms ? (1) 256 and 289 (2) 216 and 289 (3) 256 and 343 (4) 216 and 343 ŸËø ÁŒ∞ ª∞ ‚¥ÅÿÊ ¬Ò≈UŸ¸ ∑§Ê ŒÁπ∞ — 1, 8, 27, 64, 125, __________ , _________ ª‹ ŒÊ ¬Œ ÄÿÊ „Ê¥ª? (1) 256 ÊÒ⁄U 289 (2) 216 ÊÒ⁄U 289 (3) 256 ÊÒ⁄U 343 (4) 216 ÊÒ⁄U 343 43. Which of the following statement is least appropriate for encouraging mathematical learning ? (1) Failure does not imply that students cannot do mathematics. (2) Everyone can learn mathematics. (3) Mathematics learning is not gender specific. (4) Discourage intuition as it hampers the development of mathematical ideas. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∑§ÕŸ ªÁáÊÃËÿ Áœª◊ ∑§Ê ¬˝Êà‚ÊÁ„Ã ∑§⁄UŸ ∑§ Á‹∞ ‚’‚ ∑§◊ ©¬ÿÈÄÃ „Ò? (1) ‚»§‹ÃÊ ∑§Ê Õ¸ ÿ„ Ÿ„Ë¥ „ÊÃÊ Á∑§ ÁﬂlÊÕË¸ ªÁáÊÃ Ÿ„Ë¥ ∑§⁄U ‚∑§Ã– (2) ‚÷Ë ªÁáÊÃ ‚Ëπ ‚∑§Ã „Ò¥– (3) ªÁáÊÃ Áœª◊ ¡¥«U⁄U-ÁﬂÁ‡Êc≈U Ÿ„Ë¥ „ÊÃÊ „Ò– (4) ãÃôÊÊ¸Ÿ ∑§Ê „ÃÊà‚ÊÁ„Ã ∑§⁄UŸÊ øÊÁ„∞ ÄÿÊ¥Á∑§ ÿ„ ªÁáÊÃËÿ ÁﬂøÊ⁄UÊ¥ ∑§Ê Áﬂ∑§Á‚Ã ∑§⁄UŸ ◊¥ ’ÊœÊ «UÊ‹ÃÊ „Ò– SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„ P-I !SAS-24-I! 13 I 44. The value of 25.3×5−35÷5−3×18.5 is : (1) 283.05 (2) 64.0 (3) 95.0 (4) −26.5 25.3×5−35÷5−3×18.5 ∑§Ê ◊ÊŸ „Ò — (1) 283.05 (2) 64.0 (3) 95.0 (4) −26.5 45. According to National Education Policy (NEP) 2020, assessment of learners include : (1) Cognitive and physical domains (2) Cognitive, affective and psychomotor domains (3) Cognitive, social and spiritual domains (4) Physical and psychological domains ⁄UÊc≈˛UËÿ Á‡ÊˇÊÊ ŸËÁÃ 2020, ∑§ ŸÈ‚Ê⁄U, Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ∑§Ê Ê∑§‹Ÿ __________ ∑§Ê ‡ÊÊÁ◊‹ ∑§⁄UÃÊ „Ò– (1) ‚¥ôÊÊŸÊà◊∑§ ÊÒ⁄U ÷ÊÒÁÃ∑§ ÊÿÊ◊ (2) ‚¥ôÊÊŸÊà◊∑§, ÷ÊﬂÊà◊∑§ ÊÒ⁄U ◊ŸÊªàÿÊà◊∑§ ÊÿÊ◊ (3) ‚¥ôÊÊŸÊà◊∑§, ‚Ê◊ÊÁ¡∑§, ÊäÿÊÁà◊∑§ ÊÿÊ◊ (4) ÷ÊÒÁÃ∑§ ÊÒ⁄U ◊ŸÊﬂÒôÊÊÁŸ∑§ ÊÿÊ◊ 46. A frog jumps 3 steps and a rabbit jumps 7 steps at a time starting from a place O. At which of the following steps, they both will be jumping together ? (1) 343 (2) 371 (3) 378 (4) 354 Á∑§‚Ë SÕÊŸ O ‚ Ê⁄¥U÷ ∑§⁄U∑§ ∞∑§ ◊…∏∑§ 3 ∑§Œ◊ ÊÒ⁄U ∞∑§ π⁄UªÊ‡Ê 7 ∑§Œ◊ ∑§Ë ¿U‹Ê¥ª ‹ªÊÃ „Ò¥– ÁŸêŸ ◊¥ ‚ Á∑§‚ ∑§Œ◊ ¬⁄U ﬂ ŒÊŸÊ¥ ∞∑§ ‚ÊÕ ¿U‹Ê¥ª ‹ªÊ∞°ª? (1) 343 (2) 371 (3) 378 (4) 354 2 47. The number of degrees in 2 right angles is : 3 (1) 210 (2) 285 (3) 240 (4) 330 2 2 3 ‚◊∑§ÊáÊÊ¥ ◊¥ Á«UÁª˝ÿÊ¥ ∑§Ë ‚¥ÅÿÊ „Ò — (1) 210 (2) 285 (3) 240 (4) 330 SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„ P-I !SAS-24-I! 14 I 48. Which one of the following costs least ? (1) 75 packets of ` 750 each (2) 750 packets of ` 7.50 each (3) 7.5 dozen items of ` 750 each item (4) 75 dozen items of ` 7.50 each item ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ Á∑§‚∑§Ë ‹ÊªÃ ‚’‚ ∑§◊ „Ò? (1) ` 750 ¬˝àÿ∑§ ¬Ò∑§≈U ﬂÊ‹ 75 ¬Ò∑§≈U (2) ` 7.50 ¬˝àÿ∑§ ¬Ò∑§≈U ﬂÊ‹ 750 ¬Ò∑§≈U (3) ` 750 ¬˝àÿ∑§ ﬂSÃÈ ﬂÊ‹Ë 7.5 Œ¡¸Ÿ ﬂSÃÈ∞° (4) ` 7.50 ¬˝àÿ∑§ ﬂSÃÈ ﬂÊ‹Ë 75 Œ¡¸Ÿ ﬂSÃÈ∞° 49. National Education Policy (NEP) - 2020 talks about “Knowledge of India”. Which of the following are not included in it ? (1) Knowledge from ancient India and its contributions to modern India. (2) Tribal knowledge, indigenous and traditional ways of learning as part of various subjects like Mathematics, Astronomy, Medicine, Agriculture etc. (3) Field visits to different states as part of cultural exchange programmes. (4) Formal examination to assess the knowledge gained by the students. ⁄UÊc≈˛UËÿ Á‡ÊˇÊÊ ŸËÁÃ-(∞Ÿ.ß¸.¬Ë) - 2020 ““÷Ê⁄UÃ ∑§Ê ôÊÊŸ”” ∑§ ’Ê⁄U ◊¥ ’ÊÃ ∑§⁄UÃË „Ò– ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ÄÿÊ ß‚◊¥ ‚Áê◊Á‹Ã Ÿ„Ë¥ „Ò? (1) ÊœÈÁŸ∑§ ÷Ê⁄UÃ ∑§ ¬˝ÁÃ ¬˝ÊøËŸ ÷Ê⁄UÃ ∑§Ê ôÊÊŸ ÊÒ⁄U ©‚∑§Ê ÿÊªŒÊŸ– (2) ÁﬂÁ÷ÛÊ Áﬂ·ÿÊ¥ ¡Ò‚ ªÁáÊÃ, πªÊ‹ ÁﬂôÊÊŸ, ÁøÁ∑§à‚Ê, ∑Î§Á· ßàÿÊÁŒ ∑§ Á„S‚ ∑§ M§¬ ◊¥ ÊÁŒﬂÊ‚Ë ôÊÊŸ, Áœª◊ ∑§ SﬂŒ‡ÊË ÊÒ⁄U ¬Ê⁄¥U¬Á⁄U∑§ Ã⁄UË∑§– (3) ‚Ê¥S∑Î§ÁÃ∑§ ÊŒÊŸ-¬˝ŒÊŸ ∑§Êÿ¸∑˝§◊Ê¥ ∑§ Á„S‚ ∑§ M§¬ ◊¥ ÁﬂÁ÷ÛÊ ⁄UÊíÿÊ¥ ∑§Ê ŒÊÒ⁄UÊ– (4) ÁﬂlÊÁÕ¸ÿÊ¥ ∑§ ôÊÊŸ ◊¥ ﬂÎÁh ∑§ Ê∑§‹Ÿ ∑§ Á‹∞ ÊÒ¬øÊÁ⁄U∑§ ¬⁄UËˇÊÊ∞°– 50. Which of the following model is least appropriate to develop the conceptual understanding regarding the relationships of ones, tens and hundreds in early grade learners ? (1) Dienes blocks (2) Money (3) Abacus (4) Place value chart ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚Ê ◊ÊÚ«U‹ ‡ÊÈL§ ÊÃË ∑§ˇÊÊ ∑§ Á‡ÊˇÊÊÁÕ¸ÿÊ¥ ◊¥ ß∑§Êß¸, Œ„Êß¸ ÊÒ⁄U ‚Ò∑§«∏ ∑§ ‚¥’¥œ ∑§ ’Ê⁄U ◊¥ ﬂœÊ⁄UáÊÊà◊∑§ ‚◊¤Ê Áﬂ∑§Á‚Ã ∑§⁄UŸ ∑§ Á‹∞ ‚’‚ ∑§◊ ©¬ÿÈÄÃ „Ò? (1) «UËã‚ é‹ÊÚÄ‚ (2) ◊ÈŒ˝Ê (3) ÁªŸÃÊ⁄UÊ (4) SÕÊŸËÿ ◊ÊŸ øÊ≈¸U SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„ P-I !SAS-24-I! 15 I 51. Brij had a wire of length 100 metres to cover the land of his choice. He wanted to take the biggest land. Which of the following measurements should he choose to take the biggest area ? (1) 15 m × 35 m (2) 30 m × 20 m (3) 25 m × 25 m (4) 5 m × 45 m ’Î¡ ∑§ ¬Ê‚ ¬ŸË ¬‚¥Œ ∑§Ë $¡◊ËŸ ÉÊ⁄UŸ ∑§ Á‹∞ 100 ◊Ë≈U⁄U ∑§Ê ÃÊ⁄U ÕÊ– ﬂ„ ‚’‚ ’«∏Ê $¡◊ËŸ ∑§Ê ≈ÈU∑§«∏Ê ‹ŸÊ øÊ„ÃÊ ÕÊ– ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ©‚ Á∑§‚ ◊Ê¬ ∑§Ê ≈ÈU∑§«∏Ê ‹ŸÊ øÊÁ„∞ ÃÊÁ∑§ ©‚∑§Ë $¡◊ËŸ ∑§Ê ˇÊòÊ»§‹ Áœ∑§Ã◊ „Ê? (1) 15 m × 35 m (2) 30 m × 20 m (3) 25 m × 25 m (4) 5 m × 45 m 52. Which of the following is not true about ‘multiplicity of approaches’ in teaching mathematics ? (1) Very often, there are many ways of solving a problem. (2) It hampers the learning of child as it leads to confusion. (3) Offering such a choice allows children to explore and use the approach that is most natural and easy for them. (4) It is crucial for liberating school mathematics from the tyranny of the one correct answer. ªÁáÊÃ ∑§ Á‡ÊˇÊáÊ ◊¥ “ÁﬂÁ÷ÛÊ ¬˝∑§Ê⁄U ∑§ Ã⁄UË∑§Ê¥” ∑§ Á‹∞ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ê ‚àÿ Ÿ„Ë¥ „Ò? (1) ∞‚Ê ’„ÈÃ ’Ê⁄U „ÊÃÊ „Ò Á∑§ ∞∑§ ‚◊SÿÊ ∑§Ê ‚◊ÊœÊŸ ∑§⁄UŸ ∑§ ∑§ß¸ Ã⁄UË∑§ „Ê¥– (2) ÿ„ ’ìÊ ∑§ Áœª◊ ◊¥ ’ÊœÊ «UÊ‹ÃÊ „Ò ÄÿÊ¥Á∑§ ÿ„ ÷˝◊ ∑§Ë ªÈ Êß¸ ∑§⁄UÃÊ „Ò– (3) ß‚ Ã⁄U„ ∑§ Áﬂ∑§À¬ ¬˝SÃÈÃ ∑§⁄UŸ ‚ ’ìÊÊ¥ ∑§Ê ©‚ ©¬Êª◊ ∑§Ê ãﬂ·áÊ ∑§⁄UŸ ÊÒ⁄U ©¬ÿÊª ∑§⁄UŸ ∑§Ê ﬂ‚⁄U Á◊‹ÃÊ „Ò ¡Ê ©Ÿ∑§ Á‹∞ ‚’‚ Sﬂ÷ÊÁﬂ∑§ ÊÒ⁄U Ê‚ÊŸ „Ê– (4) ÿ„ S∑Í§‹Ë ªÁáÊÃ ∑§Ê ∞∑§ „Ë ‚„Ë ©ûÊ⁄U „ÊŸ ∑§Ë ¬⁄¥U¬⁄UÊ ‚ ◊ÈÄÃ ∑§⁄UŸ ∑§ Á‹∞ ◊„àﬂ¬ÍáÊ¸ „Ò– 53. Which of the following statement is most appropriate ? (1) Mathematics lab is essential as it provides opportunities for hands on activities for students. (2) Charts are used in mathematics class as an effective teaching-learning material. (3) Use of teaching-learning material in mathematics class consume students’ time for practice. (4) Students do not enjoy riddles in mathematics class. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚Ê ∑§ÕŸ ‚’‚ Áœ∑§ ©¬ÿÈÄÃ „Ò? (1) ªÁáÊÃ ∑§Ë ‹Ò’ ¡L§⁄UË „Ò ÄÿÊ¥Á∑§ ÿ„ Á∑˝§ÿÊ‡ÊË‹ ªÁÃÁﬂÁœÿÊ¥ ∑§Ê ﬂ‚⁄U ¬˝ŒÊŸ ∑§⁄UÃË „Ò– (2) øÊ≈¸U‚˜ ªÁáÊÃ ∑§Ë ∑§ˇÊÊ ◊¥ ∞∑§ ¬˝÷ÊﬂË Á‡ÊˇÊáÊ- Áœª◊ ‚Ê◊ª˝Ë „Ò– (3) Á‡ÊˇÊáÊ- Áœª◊ ‚Ê◊ª˝Ë ∑§Ê ©¬ÿÊª ªÁáÊÃ ∑§Ë ∑§ˇÊÊ ◊¥ ÁﬂlÊÁÕ¸ÿÊ¥ ∑§ èÿÊ‚ ∑§Ê ‚◊ÿ √ÿÿ ∑§⁄U ŒÃÊ „Ò– (4) ÁﬂlÊÕË¸ ªÁáÊÃ ∑§Ë ∑§ˇÊÊ ◊¥ ¬„Á‹ÿÊ¥ ◊¥ ÊŸ¥Œ Ÿ„Ë¥ ‹Ã– SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„ P-I !SAS-24-I! 16 I 1 1 54. How many packets of kg salt can be made from 7 kg of salt ? 12 2 (1) 45 (2) 60 (3) 72 (4) 90 1 1 7 kg Ÿ◊∑§ ‚ kg Ÿ◊∑§ ∑§ Á∑§ÃŸ ¬Ò∑§≈U ’ŸÊ∞ ¡Ê ‚∑§Ã „Ò¥? 2 12 (1) 45 (2) 60 (3) 72 (4) 90 55. While solving 182 −6 7 in class II, a teacher explained that we have to subtract 7 from 2 and 2 is smaller than 7. So we will borrow one from 8 and then we can subtract 7 from 12. One student told teacher : Mam ! why we are borrowing from eight, as borrowing is not good. What a teacher should do in such a situation ? (1) Teacher should scold the student and make him sit. (2) Teacher should change the word ‘borrowing’ to ‘regrouping’ and then show the process of regrouping. (3) Teacher should tell the student to focus on learning the algorithm of subtraction. (4) Teacher should ignore the student’s question and continue with her work. ∑§ˇÊÊ II ◊¥ 182 −6 7 ∑§Ê „‹ ∑§⁄UﬂÊÃ „È∞ ∞∑§ äÿÊÁ¬∑§Ê Ÿ S¬c≈U Á∑§ÿÊ Á∑§ „◊¥ 7 ∑§Ê 2 ◊¥ ‚ ÉÊ≈UÊŸÊ „Ò ÊÒ⁄U 2, ¿UÊ≈UÊ „Ò 7 ‚– ß‚Á‹∞ „◊¥ 8 ‚ ∞∑§ ©œÊ⁄U ‹ŸÊ ¬«∏ªÊ ÊÒ⁄U Ã’ „◊ 12 ◊¥ ‚ 7 ∑§Ê ÉÊ≈UÊ ∑§⁄U ¬Ê∞°ª– ∞∑§ ’ìÊ Ÿ äÿÊÁ¬∑§Ê ‚ ¬Í¿UÊ — ◊Ò«U◊! „◊ 8 ‚ ©œÊ⁄U ÄÿÊ¥ ‹ ⁄U„ „Ò¥– ©œÊ⁄U ‹ŸÊ ë¿UÊ Ÿ„Ë¥ „ÊÃÊ– ß‚ ¬Á⁄UÁSÕÁÃ ◊¥ äÿÊÁ¬∑§Ê ∑§Ê ÄÿÊ ∑§⁄UŸÊ øÊÁ„∞? (1) äÿÊÁ¬∑§Ê ∑§Ê ’ìÊ ∑§Ê «UÊ°≈U ∑§⁄U ’Ò∆UÊ ŒŸÊ øÊÁ„∞– (2) äÿÊÁ¬∑§Ê ∑§Ê “©œÊ⁄U” ‡ÊéŒ ∑§Ê ’Œ‹∑§⁄U “¬ÈŸ‚¸◊Í„Ë∑§⁄UáÊ” ∑§Ê ©¬ÿÊª ∑§⁄UŸÊ øÊÁ„∞ ÊÒ⁄U ¬ÈŸ‚¸◊Í„Ë∑§⁄UáÊ ∑§Ë ¬˝Á∑˝§ÿÊ ÁŒπÊŸË øÊÁ„∞– (3) äÿÊÁ¬∑§Ê ∑§Ê ’ìÊ ∑§Ê ∑§„ŸÊ øÊÁ„∞ Á∑§ ÉÊ≈UÊﬂ ∑§Ë ∑§‹Ÿ ÁﬂÁœ ‚ËπŸ ¬⁄U äÿÊŸ Œ¥– (4) äÿÊÁ¬∑§Ê ∑§Ê ’ìÊ ∑§ ¬˝‡Ÿ ∑§Ê Ÿ$¡⁄U ãŒÊ$¡ ∑§⁄U∑§ ¬ŸÊ ∑§Ê◊ ¡Ê⁄UË ⁄UπŸÊ øÊÁ„∞– SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„ P-I !SAS-24-I! 17 I 56. Yamina threw a die 10 times and got the following results : 5, 3, 6, 6, 1, 4, 5, 3, 3, 2 Which of the following numbers she got the maximum number of times ? (1) 6 (2) 3 (3) 1 (4) 5 ÿÊÁ◊ŸÊ Ÿ ∞∑§ ¬Ê‚Ê 10 ’Ê⁄U ©¿UÊ‹Ê ÊÒ⁄U ©‚ ÁŸêŸÁ‹ÁπÃ ¬Á⁄UáÊÊ◊ ¬˝ÊåÃ „È∞ — 5, 3, 6, 6, 1, 4, 5, 3, 3, 2 ÁŸêŸÁ‹ÁπÃ ‚¥ÅÿÊ Ê¥ ◊¥ ‚ ©‚ Áœ∑§Ã◊ ’Ê⁄U ∑§ÊÒŸ ‚Ë ‚¥ÅÿÊ ¬˝ÊåÃ „Èß¸? (1) 6 (2) 3 (3) 1 (4) 5 57. Which of the following is true for word problems in school mathematics ? (1) Word problems refer to exercises where the child formalises the situation into a form where a specific mathematical technique can be applied. (2) Word problems are not examples of mathematical modelling. (3) Word problems are important in secondary classes only. (4) Word problems focus more on procedural knowledge in mathematics. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ê S∑Í§‹Ë ªÁáÊÃ ◊¥ ß’Ê⁄UÃË ‚ﬂÊ‹Ê¥ ∑§ Á‹∞ ‚„Ë „Ò? (1) ß’Ê⁄UÃË ‚ﬂÊ‹ ©Ÿ èÿÊ‚Ê¥ ∑§Ê ‚¥ŒÁ÷¸Ã ∑§⁄UÃ „Ò¥ ¡„Ê° ’ìÊÊ ¬Á⁄UÁSÕÁÃ ∑§Ê ∞∑§ ∞‚Ê ÊÒ¬øÊÁ⁄U∑§ M§¬ ŒÃÊ „Ò Á¡‚◊¥ ªÁáÊÃËÿ Ã∑§ŸË∑§ ∑§Ê ‹ÊªÍ Á∑§ÿÊ ¡Ê ‚∑§– (2) ß’Ê⁄UÃË ‚ﬂÊ‹ ªÁáÊÃËÿ ÁŸŒ‡Ê¸Ÿ ∑§ ©ŒÊ„⁄UáÊ Ÿ„Ë¥ „ÊÃ– (3) ß’Ê⁄UÃË ‚ﬂÊ‹ ∑§ﬂ‹ ◊ÊäÿÁ◊∑§ ∑§ˇÊÊ Ê¥ ◊¥ ◊„àﬂ¬ÍáÊ¸ „ÊÃ „Ò¥– (4) ß’Ê⁄UÃË ‚ﬂÊ‹ ªÁáÊÃ ◊¥ ∑§Êÿ¸ÁﬂÁœ∑§ ôÊÊŸ ¬⁄U Áœ∑§ ∑¥§ÁŒ˝Ã „ÊÃ „Ò¥– SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„ P-I !SAS-24-I! 18 I 58. The parcel sending rates are given below — Parcel weighing (50 grams or less) : ` 15.00 parcel weighing (for every additional 50 grams) : ` 7.00 Meena wants to send a parcel to her friend Charu in Delhi. The parcel weighs 350 g. Look at the charges and select the correct cost of sending the parcel : (1) ` 42 (2) ` 50 (3) ` 55 (4) ` 57 ¬Ê‚¸‹ ÷¡Ÿ ∑§Ë Œ⁄¥U ŸËø ŒË ªß¸ „Ò¥ — ¬Ê‚¸‹ ∑§Ê ÷Ê⁄U (50 ª˝Ê◊ ÊÒ⁄U ©‚‚ ∑§◊) : ` 15.00 ¬Ê‚¸‹ ∑§Ê ÷Ê⁄U (¬˝àÿ∑§ ÁÃÁ⁄UÄÃ 50 ª˝Ê◊ ∑§ Á‹∞) : ` 7.00 ◊ËŸÊ ¬ŸË ‚„‹Ë øÊM§ ∑§Ê ¬Ê‚¸‹ ÷¡ŸÊ øÊ„ÃË „Ò, ¡Ê ÁŒÀ‹Ë ◊¥ „Ò– ¬Ê‚¸‹ ∑§Ê ÷Ê⁄U 350 g „Ò– Œ⁄UÊ¥ ∑§Ê Œπ∑§⁄U ¬Ê‚¸‹ ÷¡Ÿ ∑§Ë ‚„Ë ⁄UÊÁ‡Ê ∑§Ê øÈŸÊﬂ ∑§ËÁ¡∞ — (1) ` 42 (2) ` 50 (3) ` 55 (4) ` 57 59. Which of the following is most appropriate to introduce ‘Data Handling’ at primary stage ? (1) Asking the students to read time tables of bus and train timings. (2) Within classroom, collecting statistics of students’ height; favourite food; colour; cartoon etc. and asking questions related to data. (3) Showing population census of a city for five years and asking students to compare population growth. (4) Drawing a bar graph on the blackboard and asking students to read the data from it. ¬˝ÊÕÁ◊∑§ SÃ⁄U ¬⁄U “ Ê°∑§«∏Ê¥ ∑§Ê ¬˝’¥œŸ” ∑§ ¬Á⁄Uøÿ ∑§ Á‹∞ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ÄÿÊ ‚’‚ ©¬ÿÈÄÃ „Ò? (1) ÁﬂlÊÁÕ¸ÿÊ¥ ∑§Ê ’‚ ÊÒ⁄U ≈˛UŸ ∑§ ‚◊ÿ ∑§Ë ‚◊ÿ-‚Ê⁄UÁáÊÿÊ¥ ∑§Ê ¬…∏Ÿ ∑§ Á‹∞ ∑§„ŸÊ– (2) ∑§ˇÊÊ ◊¥ ÁﬂlÊÁÕ¸ÿÊ¥ ∑§Ë ‹ê’Êß¸, ©Ÿ∑§Ê ¬‚¥ŒËŒÊ πÊŸÊ, ⁄¥Uª, ∑§Ê≈¸ÍUŸ ßàÿÊÁŒ ¬⁄U Ê°∑§«∏¥ ß∑§_ ∑§⁄UŸÊ ÊÒ⁄U Ê°∑§«∏Ê¥ ¬⁄U ÊœÊÁ⁄UÃ ¬˝‡Ÿ ¬Í¿UŸÊ– (3) ÁﬂlÊÁÕ¸ÿÊ¥ ∑§Ê ∞∑§ ‡Ê„⁄U ∑§Ë ¬Ê°ø ‚Ê‹ ∑§Ë ¡Ÿ‚¥ÅÿÊ ªáÊŸÊ ÁŒπÊŸÊ ÊÒ⁄U ÁﬂlÊÁÕ¸ÿÊ¥ ∑§Ê ¡Ÿ‚¥ÅÿÊ ﬂÎÁh ∑§Ë ÃÈ‹ŸÊ ∑§⁄UŸ ∑§Ê ∑§„ŸÊ– (4) ‡ÿÊ◊¬^ ¬⁄U ∞∑§ Œ¥«U- Ê⁄Uπ ÁøòÊÊ¥Á∑§Ã ∑§⁄UŸÊ ÊÒ⁄U ÁﬂlÊÁÕ¸ÿÊ¥ ∑§Ê ©‚◊¥ ‚ Ê°∑§«∏Ê¥ ∑§Ê ¬…∏Ÿ ∑§ Á‹∞ ∑§„ŸÊ– 60. According to National Curriculum Framework, 2005, which of the following processes are least relevant in a primary mathematics classroom ? (1) Memorising formulae (2) Use of patterns (3) Visualization (4) Making connections and representations ⁄UÊc≈˛UËÿ ¬Ê∆˜UÿøÿÊ¸ M§¬⁄UπÊ, 2005 ∑§ ŸÈ‚Ê⁄U, ∞∑§ ¬˝ÊÕÁ◊∑§ ªÁáÊÃ ∑§ˇÊÊ ◊¥ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ë ¬˝Á∑˝§ÿÊ∞° ‚’‚ ∑§◊ M§¬ ‚ ¬˝Ê‚¥Áª∑§ „Ò¥? (1) ‚ÍòÊÊ¥ ∑§Ê ÿÊŒ ∑§⁄UŸÊ (2) ¬Ò≈UŸ¸ (¬˝ÁÃ◊ÊŸÊ¥) ∑§Ê ©¬ÿÊª ∑§⁄UŸÊ (3) ŒÎ‡ÿË∑§⁄UáÊ (4) ‚¥’¥œ SÕÊÁ¬Ã ∑§⁄UŸÊ ÊÒ⁄U ÁŸM§¬áÊ SPACE FOR ROUGH WORK / ⁄U»§ ∑§Êÿ¸ ∑§ Á‹∞ ¡ª„ P-I !SAS-24-I! 19 I PART - III / ÷Êª - III ENVIRONMENTAL STUDIES / ¬ÿÊ¸ﬂ⁄UáÊ äÿÿŸ Direction : Answer the following questions by selecting the correct/most appropriate options. ÁŸŒ¸‡Ê — ÁŸêŸÁ‹ÁπÃ ¬˝‡ŸÊ¥ ∑§ ©ûÊ⁄U ŒŸ ∑§ Á‹∞ ‚„Ë/‚’‚ ©¬ÿÈÄÃ Áﬂ∑§À¬ øÈÁŸ∞– 61. Which one of the following regarding Johad is correct ? Choose the correct option. (1) It is a community based rain water harvesting system. (2) It filters impurities from water. (3) It pumps groundwater into nearby wells. (4) Stores water from rivers. ¡Ê„«∏ ‚ ‚ê’¥ÁœÃ, ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ-‚Ê ∞∑§ ∑§ÕŸ ‚„Ë „Ò? ‚„Ë ©ûÊ⁄U øÈŸ¥– (1) ÿ„ ‚◊ÈŒÊÿ ÊœÊÁ⁄UÃ ﬂ·Ê¸ ¡‹ ‚¥øÿŸ ¬˝áÊÊ‹Ë „Ò– (2) ÿ„ ¬ÊŸË ‚ ‡ÊÈÁhÿÊ¥ ∑§Ê Á»§À≈U⁄U ∑§⁄UÃÊ „Ò– (3) ÿ„ Ê‚¬Ê‚ ∑§ ∑È§ Ê¥ ◊¥ ¡◊ËŸ ∑§Ê ¬ÊŸË ß∑§≈˜U∆UÊ ∑§⁄UÃÊ „Ò– (4) ÿ„ ŸÁŒÿÊ¥ ‚ ¬ÊŸË ß∑§≈˜U∆UÊ ∑§⁄UÃÊ „Ò– 62. Which of the following strategies promotes inquiry while teaching the theme ‘Food’ ? (1) Asking students to collect pictures of various food items. (2) Demonstrating fireless cooking of sandwiches, shikanji (lemon water) etc. (3) Asking students to find out food preferences of their family members. (4) Showing pictures of various preserved food items used in different regions of India. ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ‚Ë ⁄UáÊŸËÁÃ “÷Ê¡Ÿ” ÕË◊ ∑§Ê ¬…∏ÊÃ ‚◊ÿ ¬Í¿UÃÊ¿U ∑§Ê ’…∏ÊﬂÊ ŒÃË „Ò? (1) ¿UÊòÊÊ¥ ‚ ÁﬂÁ÷ãŸ πÊl ¬ŒÊÕÊZ ∑§ ÁøòÊ ∞∑§òÊ ∑§⁄UŸ ∑§ Á‹∞ ∑§„ŸÊ– (2) ‚Ò¥«UÁﬂø, Á‡Ê∑¥§¡Ë (‹◊Ÿ ﬂÊ≈U⁄U) ﬂªÒ⁄U„ ∑§Ê Á’ŸÊ Êª ∑§ ¬∑§ÊŸ ∑§Ê ¬˝Œ‡Ê¸Ÿ– (3) ¿UÊòÊÊ¥ ‚ ©Ÿ∑§ ¬Á⁄UﬂÊ⁄U ∑§ ‚ŒSÿÊ¥ ∑§Ë πÊŸ ∑§Ë ¬‚¥Œ ∑§Ê ¬ÃÊ ‹ªÊŸ ∑§ Á‹∞ ∑§„ŸÊ– (4) ÷Ê⁄UÃ ∑§ ÁﬂÁ÷ãŸ ˇÊòÊÊ¥ ◊¥ ©¬ÿÊª Á∑§∞ ¡ÊŸ ﬂÊ‹ ÁﬂÁ÷ãŸ ¬Á⁄U⁄UÁˇÊÃ πÊl ¬ŒÊÕÊZ ∑§ ÁøòÊ ÁŒπÊŸÊ– 63. An EVS teacher asks her students to think and answer “Why do we feel comfortable in woollens clothes during winter”. This question is a : (1) convergent question (2) analytical question (3) hypothetical question (4) factual question ∞∑§ ß¸ﬂË∞‚ Á‡ÊÁˇÊ∑§Ê ¬Ÿ ¿UÊòÊÊ¥ ‚ ‚ÊøŸ ÊÒ⁄U ¡ﬂÊ’ ŒŸ ∑§ Á‹∞ ∑§„ÃË „Ò Á∑§ ““„◊ ‚ÁŒ¸ÿÊ¥ ∑§ ŒÊÒ⁄UÊŸ ™§ŸË ∑§¬«∏Ê¥ ◊¥ ÄÿÊ¥ ‚„¡ ◊„‚Í‚ ∑§⁄UÃ „Ò¥””– ß‚ Ã⁄U„ ∑§Ê ¬˝‡Ÿ „Ò — (1) Á÷‚Ê⁄UË ¬˝‡Ÿ (2) Áﬂ‡‹·áÊÊà◊∑§ ¬˝‡Ÿ (3) ∑§ÊÀ¬ÁŸ∑§ ¬˝‡Ÿ (4) ÃâÿÊà◊∑§ ¬˝‡Ÿ P-I !SAS-24-I! 20 I 64. A chapter in EVS textbook of NCERT describes Wahida Prism and her experience in the Navy as a doctor. What are the reasons for including this chapter ? (a) Her experience challenges gender stereotypes (b) Her story gives a peep into the life of a medical officer in the armed forces (c) Understanding that prism reflects 7 colours (d) Understanding the difficulties faced by her and her ways of tackling them (1) (a), (b) and (c) (2) (b), (c) and (d) (3) (c) and (d) (4) (b), (d) and (a) ∞Ÿ.‚Ë.ß¸. Ê⁄U.≈UË. ∑§Ë ß¸.ﬂË.∞‚. ¬Ê∆K¬ÈSÃ∑§ ∑§ ∞∑§ äÿÊÿ ◊¥ ﬂ„ËŒÊ ∑§Ê Á¬˝í◊ ÊÒ⁄U ŸÊÒ‚ŸÊ ◊¥ «UÊÚÄ≈U⁄U ∑§ M§¬ ◊¥ ©Ÿ∑§ ŸÈ÷ﬂ ∑§Ê ﬂáÊ¸Ÿ „Ò– ß‚ ‡ÊÊÁ◊‹ ∑§⁄UŸ ∑§ ÄÿÊ ∑§Ê⁄UáÊ „Ò¥? (a) ©Ÿ∑§Ê ŸÈ÷ﬂ ‹Ò¥Áª∑§ M§Á…∏ÿÊ¥ ∑§Ê øÈŸÊÒÃË ŒÃÊ „Ò– (b) ©‚∑§Ë ∑§„ÊŸË ‚‡ÊSòÊ ’‹Ê¥ ◊¥ ∞∑§ ÁøÁ∑§à‚Ê Áœ∑§Ê⁄UË ∑§ ¡ËﬂŸ ∑§Ë ∞∑§ ¤Ê‹∑§ ŒÃË „Ò– (c) ÿ„ ‚◊¤ÊŸÊ Á∑§ Á¬˝í◊ 7 ⁄¥UªÊ¥ ∑§Ê Œ‡ÊÊ¸ÃÊ „Ò– (d) ©‚∑§ ‚Ê◊Ÿ ÊŸ ﬂÊ‹Ë ∑§Á∆UŸÊßÿÊ¥ ÊÒ⁄U ©Ÿ‚ ÁŸ¬≈UŸ ∑§ Ã⁄UË∑§Ê¥ ∑§Ê ‚◊¤ÊŸÊ– (1) (a), (b) ÊÒ⁄U (c) (2) (b), (c) ÊÒ⁄U (d) (3) (c) ÊÒ⁄U (d) (4) (b), (d) ÊÒ⁄U (a) 65. Alex, an EVS teacher of class 3 while introducing the theme ‘Work We Do’ helps his students to cut colourful strips of paper and weave the strips to make a mat. The edges are glued together to make a beautiful mat. Which of the following objectives should Alex help his students focus ? (a) learning about colours, patterns and developing an aesthetic sense. (b) relating the activity to weaving done by weavers. (c) memorising the steps of making mat. (d) choosing papers of attractive colours and learning cutting of strips perfectly. (1) (a), (b) and (d) (2) (b), (c) and (d) (3) (a), (c) and (d) (4) (a) and (c) ∑§ˇÊÊ 3 ∑§ ∞∑§ ß¸ﬂË∞‚ Á‡ÊˇÊ∑§ ∞‹Ä‚ Ÿ “„◊ øË¡¥ ∑Ò§‚ ’ŸÊÃ „Ò¥” ÕË◊ ∑§Ë ‡ÊÈL§ ÊÃ ∑§⁄UÃ „È∞ ¬Ÿ ¿UÊòÊÊ¥ ∑§Ê ∑§Êª¡ ∑§Ë ⁄¥UªËŸ ¬Á≈˜U≈UÿÊ¥ ∑§Ê ∑§Ê≈UŸ ÊÒ⁄U ¬Á^ÿÊ¥ ∑§Ê ø≈UÊß¸ ’ŸÊŸ ◊¥ ◊ŒŒ ∑§Ë– ∞∑§ ‚È¥Œ⁄U ø≈UÊß¸ ’ŸÊŸ ∑§ Á‹∞ Á∑§ŸÊ⁄UÊ¥ ∑§Ê ∞∑§ ‚ÊÕ Áø¬∑§ÊÿÊ ¡ÊÃÊ „Ò– ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ Á∑§‚ ©g‡ÿ ‚ ∞‹Ä‚ ∑§Ê ¬Ÿ ¿UÊòÊÊ¥ ∑§Ê äÿÊŸ ∑¥§ÁŒ˝Ã ∑§⁄UŸ ◊¥ ◊ŒŒ ∑§⁄UŸË øÊÁ„∞? (a) ⁄¥Uª, ¬Ò≈UŸ¸ ∑§ ’Ê⁄U ◊¥ ‚ËπŸÊ ÊÒ⁄U ‚ÊÒãŒÿ¸ ’Êœ Áﬂ∑§Á‚Ã ∑§⁄UŸÊ– (b) ß‚ ªÁÃÁﬂÁœ ∑§Ê ’ÈŸ∑§⁄UÊ¥ mÊ⁄UÊ ∑§Ë ¡ÊŸ ﬂÊ‹Ë ’ÈŸÊß¸ ‚ ‚¥’¥ÁœÃ ∑§⁄UŸÊ– (c) ø≈UÊß¸ ∑§Ê ’ŸÊŸ ∑§Ë ÁﬂÁœ ∑§ ø⁄UáÊÊ¥ ∑§Ê ÿÊŒ ∑§⁄UŸÊ– (d) Ê∑§·¸∑§ ⁄¥UªÊ¥ ∑§ ¬¬⁄U øÈŸŸÊ ÊÒ⁄U ÁS≈˛Uå‚ ∑§Ê ¬Í⁄UË Ã⁄U„ ‚ ∑§Ê≈UŸÊ ‚ËπŸÊ– (1) (a), (b) ÊÒ⁄U (d) (2) (b), (c) ÊÒ⁄U (d) (3) (a), (c) ÊÒ⁄U (d) (4) (a) ÊÒ⁄U (c) P-I !SAS-24-I! 21 I 66. Students conduct a survey in their homes and neighbourhood to find out the number of members and approximate amount of water used in each family. What skills and processes are developed through this activity ? (1) questioning, experimentation, sensitivity towards environment (2) questioning, inferring, expression (3) hypothesising, inferring, expression (4) prediction, experimentation, observing ¬˝àÿ∑§ ¬Á⁄UﬂÊ⁄U ◊¥ ‚ŒSÿÊ¥ ∑§Ë ‚¥ÅÿÊ ÊÒ⁄U ¬ÊŸË ∑§Ë ŸÈ◊ÊÁŸÃ ◊ÊòÊÊ ∑§Ë π¬Ã ∑§Ê ¬ÃÊ ‹ªÊŸ ∑§ Á‹∞ ¿UÊòÊ ¬Ÿ ÉÊ⁄U ÊÒ⁄U ¬«∏Ê‚ ◊¥ ∞∑§ ‚ﬂ¸ˇÊáÊ ∑§⁄UÃ „Ò¥– ß‚ ªÁÃÁﬂÁœ ∑§ ◊Êäÿ◊ ‚ ∑§ÊÒŸ ‚ ∑§ÊÒ‡Ê‹ ÊÒ⁄U ¬˝Á∑˝§ÿÊ∞° Áﬂ∑§Á‚Ã ∑§Ë ¡ÊÃË „Ò¥? (1) ¬˝‡Ÿ ¬Í¿UŸÊ, ¬˝ÿÊª ∑§⁄UŸÊ, ¬ÿÊ¸ﬂ⁄UáÊ ∑§ ¬˝ÁÃ ‚¥ﬂŒŸ‡ÊË‹ÃÊ (2) ¬Í¿UÃÊ¿U, ¬Á⁄UáÊÊ◊ ÁŸ∑§Ê‹ŸÊ, Á÷√ÿÁÄÃ (3) ¬Á⁄U∑§À¬ŸÊ, ¬Á⁄UáÊÊ◊ ÁŸ∑§Ê‹ŸÊ, Á÷√ÿÁÄÃ (4) ŸÈ◊ÊŸ, ¬˝ÿÊª, ﬂ‹Ê∑§Ÿ 67. Doctors prescribe blood test for patients to confirm malaria. Blood test is done to : (1) check for haemoglobin in blood (2) check iron in blood (3) check for eggs of female anopheles mosquitoes in blood (4) check for microbes in blood «UÊÚÄ≈U⁄U ◊⁄UË¡Ê¥ ◊¥ ◊‹Á⁄UÿÊ ∑§Ë ¬„øÊŸ ∑§ Á‹∞ πÍŸ ∑§Ë ¡Ê°ø ∑§⁄ÊŸ ∑§ Á‹∞ ÁŸŒ¸Á‡ÊÃ ∑§⁄UÃ „Ò¥– πÍŸ ∑§Ë ¡Ê°ø ‚ — (1) ©‚◊¥ ©¬ÁSÕÃ „Ë◊ÊÇ‹ÊÁ’Ÿ ∑§Ê ¬ÃÊ ø‹ªÊ– (2) ©‚◊¥ ©¬ÁSÕÃ ‹ÊÒ„ Ãàﬂ ∑§Ë ◊ÊòÊÊ ∑§Ê ¬ÃÊ ø‹ªÊ– (3) ©‚◊¥ ◊ÊŒÊ ◊ë¿U⁄U ∑§ ¥«UÊ¥ ∑§Ë ©¬ÁSÕÁÃ ∑§Ê ¬ÃÊ ø‹ªÊ– (4) ©‚◊¥ ©¬ÁSÕÃ ¡ËﬂÊáÊÈ Ê¥ ∑§Ê ¬ÃÊ ø‹ªÊ– 68. Consider the following statements about beehives : (a) Honey bees live in beehives. Every beehive has one queen Bee that lays eggs. (b) There are only a few males bees in the hive which have special roles as workers. (c) Most of the female bees in the hive are worker bees who work all the day in making the hive and also looking after the baby bees. (d) The worker bees fly around Litchi flowers in search of nectar for honey. The correct statements are : (1) (a) and (b) (2) (c) and (d) (3) (a) and (c) (4) (a) and (d) ◊œÈ◊ÁÄπÿÊ¥ ∑§ ¿UûÊÊ¥ ∑§ ’Ê⁄U ◊¥ ŸËø ÁŒ∞ ª∞ ∑§ÕŸÊ¥ ¬⁄U ÁﬂøÊ⁄U ∑§ËÁ¡∞ — (a) ◊œÈ◊ÁÄπÿÊ° ‡Ê„Œ ∑§ ¿UûÊÊ¥ ◊¥ ⁄U„ÃË „Ò¥– „⁄U ¿UûÊ ◊¥ ∞∑§ ⁄UÊŸË ◊ÄπË „ÊÃË „Ò ¡Ê á«U ŒÃË „Ò– (b) ¿UûÊ ◊¥ ∑È§¿U Ÿ⁄U ◊ÄπË ÷Ë „ÊÃ „Ò¥ ¡Ê ¿UûÊ ∑§ Á‹∞ üÊÁ◊∑§ ∑§ M§¬ ◊¥ Áﬂ‡Ê· ∑§Êÿ¸ ∑§⁄UÃ „Ò¥– (c) ¿UûÊ ◊¥ Áœ∑§Ê¥‡Ê ◊ÊŒÊ ◊ÁÄπÿÊ° üÊÁ◊∑§ ◊ÁÄπÿÊ° „ÊÃË „Ò¥ ¡Ê ÁŒŸ ÷⁄U ¿UûÊ ∑§Ê ’ŸÊŸ ÊÒ⁄U ’ìÊÊ¥ ∑§Ê ¬Ê‹Ÿ ∑§Ê ∑§Êÿ¸ ÷Ë ∑§⁄UÃË „Ò¥– (d) üÊÁ◊∑§ ◊ÄπË ‡Ê„Œ ∑§ Á‹∞ ⁄U‚ ∑§Ë πÊ¡ ∑§ Á‹∞ ‹ËøË ∑§ »Í§‹Ê¥ ∑§ øÊ⁄UÊ¥ Ê⁄U øÄ∑§⁄U ‹ªÊÃ „Ò¥– ßŸ◊¥ ‚ ‚„Ë ∑§ÕŸ „Ò¥ — (1) (a) ÊÒ⁄U (b) (2) (c) ÊÒ⁄U (d) (3) (a) ÊÒ⁄U (c) (4) (a) ÊÒ⁄U (d) P-I !SAS-24-I! 22 I 69. Textbooks of EVS should reflect the recommendation of NCF 2005 of linking students’ life at school to their life outside. This implies : (1) Students are compelled to memorise few important concepts of EVS. (2) Textbook is the only source of knowledge. (3) Textbooks supports students to construct knowledge through all the given activities. (4) Teachers need to use textbooks as one of the teaching learning resource. ß¸ﬂË∞‚ ∑§Ë ¬Ê∆UK¬ÈSÃ∑§Ê¥ ∑§Ê ÁﬂlÊÕË¸ S∑Í§‹ ∑§ ¡ËﬂŸ ∑§Ê ©Ÿ∑§ ’Ê„⁄U ∑§ ¡ËﬂŸ ‚ ¡Ê«∏Ÿ ∑§Ë ∞Ÿ‚Ë∞»§, 2005 ∑§Ë Á‚»§ÊÁ⁄U‡Ê ∑§Ê ¬˝ÁÃÁ’¥Á’Ã ∑§⁄UŸÊ øÊÁ„∞– ß‚∑§Ê Õ¸ „Ò — (1) ÁﬂlÊÕË¸ EVS ∑§ ◊„ûﬂ¬ÍáÊ¸ ﬂœÊ⁄UáÊÊ Ê¥ ∑§Ê ÿÊŒ ∑§⁄UŸ ∑§ Á‹∞ ’Êäÿ „Ò¥– (2) ¬Ê∆UK¬ÈSÃ∑§ ôÊÊŸ ∑§Ê ∞∑§◊ÊòÊ dÊÃ „Ò– (3) ¬Ê∆UK¬ÈSÃ∑¥§ ÁﬂlÊÁÕ¸ÿÊ¥ ∑§Ê ©Ÿ∑§ Ê‚¬Ê‚ ∑§ ‚÷Ë dÊÃÊ¥ ∑§ ◊Êäÿ◊ ‚ ôÊÊŸ ∑§Ê ÁŸ◊Ê¸áÊ ∑§⁄UŸ ◊¥ ‚„ÊÿÃÊ ∑§⁄UÃË „Ò¥– (4) Á‡ÊˇÊ∑§Ê¥ ∑§Ê ¬Ê∆UK¬ÈSÃ∑§Ê¥ ∑§Ê Á‡ÊˇÊáÊ- Áœª◊ ‚¥‚ÊœŸÊ¥ ◊¥ ∞∑§ ‚¥‚ÊœŸ ∑§ M§¬ ◊¥ ©¬ÿÊª ∑§⁄UŸ ∑§Ë Êﬂ‡ÿ∑§ÃÊ „Ò– 70. It has been observed by bird watchers that there is a peculiar species of birds. The male bird make their own nests and the female bird looks at all the nests and selects the one she likes the best and decides in which nest to lay her eggs. The name of the bird is : (1) Tailor bird (2) Weaver bird (3) Indian Robin (4) Sun bird ¬ÁˇÊÿÊ¥ ∑§Ê äÿÿŸ ∑§⁄UŸ ﬂÊ‹Ê¥ Ÿ ÿ„ ¬˝ˇÊáÊ Á∑§ÿÊ „Ò Á∑§ ¬ÁˇÊÿÊ¥ ∑§Ë ∞∑§ Áﬂ‡Ê· ¬˝¡ÊÁÃ ◊¥ Ÿ⁄U ¬ˇÊË ¬Ÿ- ¬Ÿ ÉÊÊ‚‹ ’ŸÊÃ „Ò¥– ◊ÊŒÊ ¬ˇÊË ©Ÿ ‚÷Ë ÉÊÊ¥‚‹Ê¥ ∑§Ê ŒπÃË „Ò– ©Ÿ◊¥ ‚ ©‚ ¡Ê ‚’‚ ë¿UÊ ‹ªÃÊ „Ò ©‚◊¥ „Ë ﬂ„ á«U ŒŸ ∑§Ê ÁŸ‡øÿ ∑§⁄UÃË „Ò– ß‚ ¬ˇÊË ∑§Ê ŸÊ◊ „Ò — (1) ŒÁ¡¸Ÿ ÁøÁ«∏ÿÊ (2) ﬂËﬂ⁄U ¬ˇÊË (3) ∑§‹Áø«UË (4) ‡ÊÄ∑§⁄U πÊ⁄UÊ 71. Read the following Statement (A) and Statement (B) below and choose the correct option : (A) : About 4700 years ago, some of the earliest cities flourished on the banks of river Indus and its tributaries. (B) : About 1500 years ago, cities developed on the banks of the Ganga and its tributaries. (1) Both (A) and (B) are true. (2) Both (A) and (B) are not true. (3) (A) is true but (B) is false. (4) (A) is false but (B) is true. ÁŸêŸÁ‹ÁπÃ ∑§ÕŸ (A) ÃÕÊ ∑§ÕŸ (B) ∑§Ê äÿÊŸ ‚ ¬…∏¥ ÃÕÊ ‚„Ë Áﬂ∑§À¬ ∑§Ê øÈŸÊﬂ ∑§⁄¥U– (A) : ‹ª÷ª 4700 ﬂ·¸ ¬Íﬂ¸ Á‚¥œÈ ÃÕÊ ß‚∑§Ë ‚„Êÿ∑§ ŸÁŒÿÊ¥ ∑§ Á∑§ŸÊ⁄U ∑È§¿U Ê⁄¥UÁ÷∑§ Ÿª⁄U »§‹-»Í§‹– (B) : ª¥ªÊ ÃÕÊ ß‚∑§Ë ‚„Êÿ∑§ ŸÁŒÿÊ¥ ∑§ Á∑§ŸÊ⁄U Ÿª⁄UÊ¥ ∑§Ê Áﬂ∑§Ê‚ ‹ª÷ª 1500 ﬂ·¸ ¬Íﬂ¸ „È Ê– (1) ŒÊŸÊ¥ (A) ∞ﬂ¥ (B) ‚„Ë „Ò¥– (2) ŒÊŸÊ¥ (A) ∞ﬂ¥ (B) ‚„Ë Ÿ„Ë¥ „Ò¥– (3) (A) ‚„Ë „Ò Á∑§ãÃÈ (B) ª‹Ã „Ò– (4) (A) ª‹Ã „Ò Á∑§ãÃÈ (B) ‚„Ë „Ò– 72. Which of the following best reflects child -centred strategies in teaching EVS at primary level ? (a) Discussion (b) Demonstration (c) Lecture (d) Survey (1) (a) and (b) (2) (b) and (c) (3) (c) and (d) (4) (a) and (d) ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ’Ê‹-∑§ÁãŒ˝Ã ⁄UáÊŸËÁÃÿÊ¥ ∑§Ê ‚’‚ ë¿UÊ Œ‡ÊÊ¸ÃÊ „Ò? (a) øøÊ¸ (b) ¬˝Œ‡Ê¸Ÿ (c) √ÿÊÅÿÊŸ (d) ‚ﬂ¸ˇÊáÊ (1) (a) ÊÒ⁄U (b) (2) (b) ÊÒ⁄U (c) (3) (c) ÊÒ⁄U (d) (4) (a) ÊÒ⁄U (d) P-I !SAS-24-I! 23 I 73. “Pochampalli” is famous district for its beautifully designed bright coloured sarees and for the special kind of weave which is also called Pochampalli. It is a part of : (1) Tamil Nadu (2) Karnataka (3) Maharashtra (4) Telangana ““¬Êø◊¬À‹Ë”” πÍ’‚Í⁄UÃ Á«U¡ÊßŸ ∑§Ë ø◊∑§ŒÊ⁄U ⁄¥UªÊ¥ ∑§Ë ‚ÊÁ«∏UÿÊ¥ ÊÒ⁄U Áﬂ‡Ê· ¬˝∑§Ê⁄U ∑§Ë ’ÈŸÊß¸ Á¡‚ ÷Ë ¬Êø◊¬À‹Ë „Ë ∑§„Ã „Ò¥ ∑§ Á‹∞ ÁﬂÅÿÊÃ Á¡‹Ê „Ò– ÿ„ ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ Á∑§‚∑§Ê ÷Êª „Ò? (1) ÃÁ◊‹ŸÊ«ÈU (2) ∑§ŸÊ¸≈U∑§ (3) ◊„Ê⁄UÊc≈˛U (4) Ã‹¥ªÊŸÊ 74. Seema, an EVS teacher organised a field trip to zoo for her students. Which of the following are the most appropriate objectives of the trip to the zoo ? (a) Recall names of animals in the zoo (b) To relate concepts related to animals (c) To promote process skills (d) Assessment of students’ learning at the zoo (1) (a), (b) and (c) (2) (b), (c) and (d) (3) (a), (c) and (d) (4) (a) and (b) ‚Ë◊Ê, ∞∑§ ß¸ﬂË∞‚ Á‡ÊÁˇÊ∑§Ê Ÿ ¬Ÿ ¿UÊòÊÊ¥ ∑§ Á‹∞ ÁøÁ«∏ÿÊÉÊ⁄U ∞∑§ ˇÊòÊ ÷˝◊áÊ (»§ËÀ«U Á≈˛U¬) ∑§Ê ÊÿÊ¡Ÿ Á∑§ÿÊ– ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ∑§ÊÒŸ ÁøÁ«∏ÿÊÉÊ⁄U ∑§Ë ÿÊòÊÊ ∑§ ‚’‚ ©¬ÿÈÄÃ ©g‡ÿ „Ò¥? (a) ÁøÁ«∏ÿÊÉÊ⁄U ∑§ ¡ÊŸﬂ⁄UÊ¥ ∑§ ŸÊ◊ ÿÊŒ ∑§⁄UŸÊ (b) ¡ÊŸﬂ⁄UÊ¥ ‚ ‚¥’¥ÁœÃ ﬂœÊ⁄UáÊÊ Ê¥ ∑§Ê ¡Ê«∏ŸÊ (c) ¬˝Á∑˝§ÿÊ ∑§ÊÒ‡Ê‹ ∑§Ê ’…∏ÊﬂÊ ŒŸÊ (d) ÁøÁ«∏ÿÊÉÊ⁄U ◊¥ ¿UÊòÊÊ¥ ∑§ ‚ËπŸ ∑§Ê Ê∑§‹Ÿ (1) (a), (b) ÊÒ⁄U (c) (2) (b), (c) ÊÒ⁄U (d) (3) (a), (c) ÊÒ⁄U (d) (4) (a) ÊÒ⁄U (b) 75. An EVS teacher taught about animals to her students and ask them to do the following task : (a) Write names of various animals around them (b) Observe activities of different animals (c) Classify animals into categories based on observations (d) Define the term ‘Animal’ Which of the above is NOT appropriate for students of primary level as per the nature of EVS at primary level ? (1) (a) and (c) (2) (b) and (c) (3) Only (c) (4) Only (d) ∞∑§ ß¸ﬂË∞‚ Á‡ÊÁˇÊ∑§Ê Ÿ ¬Ÿ ¿UÊòÊÊ¥ ∑§Ê ¡ÊŸﬂ⁄UÊ¥ ∑§ ’Ê⁄U ◊¥ ¬…∏ÊÿÊ ÊÒ⁄U ©ã„¥ ÁŸêŸÁ‹ÁπÃ ∑§Êÿ¸ ∑§⁄UŸ ∑§ Á‹∞ ∑§„Ê — (a) Ê‚-¬Ê‚ ∑§ ÁﬂÁ÷ãŸ ¡ÊŸﬂ⁄UÊ¥ ∑§ ŸÊ◊ Á‹Áπ∞– (b) ÁﬂÁ÷ãŸ ¡ÊŸﬂ⁄UÊ¥ ∑§Ë ªÁÃÁﬂÁœÿÊ¥ ∑§Ê ﬂ‹Ê∑§Ÿ ∑§⁄UÊ– (c) ﬂ‹Ê∑§Ÿ ∑§ ÊœÊ⁄U ¬⁄U ¡ÊŸﬂ⁄UÊ¥ ∑§Ê üÊÁáÊÿÊ¥ ◊¥ ﬂªË¸∑Î§Ã ∑§⁄UÊ– (d) ¡ÊŸﬂ⁄U ∑§Ê ¬Á⁄U÷ÊÁ·Ã ∑§⁄UÊ– ©¬⁄UÊÄÃ ◊¥ ‚ ∑§ÊÒŸ ‚Ê ¬˝ÊÕÁ◊∑§ SÃ⁄U ∑§ ¿UÊòÊÊ¥ ∑§ Á‹∞ ©¬ÿÈÄÃ Ÿ„Ë¥ „Ò? (1) (a) ÊÒ⁄U (c) (2) (b) ÊÒ⁄U (c) (3) ∑§ﬂ‹ (c) (4) ∑§ﬂ‹ (d) P-I !SAS-24-I! 24 I 76. The territorial states of Haryana are : (1) Himachal Pradesh, Rajasthan, Uttar Pradesh (2) Uttar Pradesh, Uttarakhand, Madhya Pradesh (3) Himachal Pradesh, Punjab, Bihar (4) Bihar, Punjab, Uttar Pradesh „Á⁄UÿÊáÊÊ ∑§ ‚Ë◊ÊãÃﬂÃË¸ ⁄UÊíÿ „Ò¥ — (1) Á„◊Êø‹ ¬˝Œ‡Ê, ⁄UÊ¡SÕÊŸ, ©ûÊ⁄U ¬˝Œ‡Ê (2) ©ûÊ⁄U ¬˝Œ‡Ê, ©ûÊ⁄UÊπá«U, ◊äÿ ¬˝Œ‡Ê (3) Á„◊Êø‹ ¬˝Œ‡Ê, ¬¥¡Ê’, Á’„Ê⁄U (4) Á’„Ê⁄U, ¬¥¡Ê’, ©ûÊ⁄U ¬˝Œ‡Ê 77. Read statements (A) and (R) properly and then answer the following questions. (A) : Silkworm can find his female worm from many kilometers away by her smell. (R) : Some female insects release ‘Pheromones’ which can be recognised by their males by smell. Choose the correct answer : (1) Both (A) and (R) are correct and (R) explains (A). (2) Both (A) and (R) are correct but (R) does not explains (A). (3) (A) is correct but (R) is incorrect. (4) (A) is incorrect but (R) is correct. ∑§ÕŸ (A) ÃÕÊ (R) ∑§Ê äÿÊŸ ‚ ¬…∏¥ ÃÕÊ ÁŸêŸÁ‹ÁπÃ ¬˝‡ŸÊ¥ ∑§Ê ©ûÊ⁄U Œ¥– (A) : ⁄U‡Ê◊ ∑§Ê ∑§Ë«∏Ê ¬ŸË ◊ÊŒÊ ∑§Ê ©‚∑§Ë ª¥œ ‚ ∑§ß¸ Á∑§‹Ê◊Ë≈U⁄U ŒÍ⁄U ‚ „Ë ¬„øÊŸ ‹ÃÊ „Ò– (R) : ∑È§¿U ◊ÊŒÊ ∑§Ë«∏ “»Ò§⁄UË◊ÊŸ‚˜” ¿UÊ«∏Ã „Ò¥ Á¡‚∑§ ª¥œ ∑§Ê Ÿ⁄U ∑§Ë«∏ ¬„øÊŸ ‹Ã „Ò¥– ÁŸêŸÁ‹ÁπÃ ◊¥ ‚ ‚„Ë ©ûÊ⁄U ∑§Ê øÈŸÊﬂ ∑§⁄¥U — (1) ŒÊŸÊ¥ ∑§ÕŸ (A) ∞ﬂ¥ (R) ‚„Ë „Ò ÃÕÊ (R) , (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ ∑§⁄UÃÊ „Ò– (2) ŒÊŸÊ¥ ∑§ÕŸ (A) ∞ﬂ¥ (R) ‚„Ë „Ò¥ Á∑§ãÃÈ (R), (A) ∑§Ë ‚„Ë √ÿÊÅÿÊ Ÿ„Ë¥ ∑§⁄UÃÊ „Ò– (3) (A) ‚„Ë „Ò Á∑§ãÃÈ (R) ª‹Ã „Ò– (4) (A) ª‹Ã „Ò Á∑§ãÃÈ (R) ‚„Ë „Ò– P-I !SAS-24-I! 25 I 78. Read the following statements carefully : Statement (I) : EVS syllabus is divided into 6 themes Water, Relationships, Food, Transport, Shelter, and How things work. Statements (II) : The themes of EVS are close to children’s life. (1) Both Statements (I) and (II) are true (2) Both Statements (I) and (II) are false (3) Statement (I) is true and Statement (II) is false. (4) Statement (I) is false and Statement (II) is true ÁŸêŸÁ‹ÁπÃ ∑§ÕŸÊ¥ ∑§Ê äÿÊŸ ‚ ¬Á…∏∞ — ∑?

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