KVS TGT Math Mock Test - 8 - KVS PGT/TGT/PRT MCQ

The correct order will be:
The grocer → who was in the habit of weighing less (Q)→ did not listen to the protests of customer (P)→ whom he had cheated (R)→ with great audacity. (S)

Explanation:

The original sentence contains the underlined phrase "attack me." The correct phrasal verb to replace it is "go for me," which also means to attack or attempt to harm someone. Therefore, option D is the correct answer.

- A: "kill me" is not a phrasal verb and has a stronger meaning than "attack."
- B: "eat me" is not a phrasal verb and implies that the dog wants to consume the person, which is not the same as attacking.
- C: Both A and B are not phrasal verbs and don't convey the same meaning as "attack."
- D: "go for me" is a phrasal verb and has the same meaning as "attack."

The Making of India is penned by Akhilesh Tilotia, focusing on India's demographic dividend and its impact on the economy across different periods.

The office of the President of India is modeled after the British Queen, who is the nominal head of state in the United Kingdom.

Explanation:


Class D addresses are reserved for multicasting. Multicasting is a network communication method where a single data packet is sent to multiple destinations simultaneously. It is commonly used for streaming media, video conferencing, and online gaming.
Class D addresses have a range from 224.0.0.0 to 239.255.255.255. The first four bits of the address are always set to 1110, indicating that it is a Class D address. The remaining 28 bits can be used to specify different multicast groups.
Some key points about Class D addresses include:
- They are reserved for multicasting purposes.
- They cannot be assigned to individual devices or hosts.
- They are used to deliver data packets to multiple hosts in a network.
- They are not routable over the internet and are typically used within local networks or private networks.
- Multicast routing protocols, such as Protocol Independent Multicast (PIM), are used to manage multicast traffic and ensure it reaches the intended recipients.
In summary, Class D addresses are specifically reserved for multicasting and are used to deliver data packets to multiple hosts simultaneously.

Explanation:
The communication mode that supports two-way traffic but in only one direction at a time is Half-duplex.
Here is a detailed explanation:
1. Simplex:
- Simplex communication mode allows data transmission in only one direction.
- It is a one-way communication mode where the sender can only send data, and the receiver can only receive data.
- There is no possibility of two-way communication in simplex mode.
2. Half-duplex:
- Half-duplex communication mode allows two-way traffic but in only one direction at a time.
- In this mode, both the sender and receiver can transmit and receive data, but not simultaneously.
- When one party is transmitting, the other party can only receive, and vice versa.
- It is like a walkie-talkie or a push-to-talk system where only one party can speak at a time.
3. Three-quarter's duplex:
- There is no such communication mode called "Three-quarter's duplex."
- It is an incorrect option.
4. Full duplex:
- Full-duplex communication mode allows simultaneous two-way traffic.
- In this mode, both the sender and receiver can transmit and receive data at the same time.
- It is like a regular telephone conversation where both parties can talk and listen simultaneously.
Therefore, the correct answer is Half-duplex (option B) as it supports two-way traffic but in only one direction at a time.

Acquiring and constructing one's own knowledge through various means and experiences is called learning. Learning is also influenced by many factors, those factors make the learning process fast or slow and also successful or unsuccessful. Key Points

• Motivation is the process that initiates, guides, and maintains goal-oriented behaviors. It is one of the factors which influences learning. When a student is motivated positively he runs toward the goal and goal-directed behavior. Motivation is two types intrinsic and extrinsic in these intrinsic motivation is better because here the student learns only to construct knowledge, not for any reward.
• Emotion is a conscious mental reaction (such as anger or fear) subjectively experienced as a strong feeling usually directed towards a specific object and typically accompanied by physiological and behavioral changes in the body. This also influences learning in many ways. When a child has a positive emotion toward the subject and the teacher learning happens in a progressive and successful way, if the child has negative emotion the opposite result may happen.
• Pedagogical approaches play an important role in the learning process of students because if the pedagogical approaches are according to the cognitive abilities and real-life experience of students then students get familiarized easily and the chance of authentic and meaningful learning increases.
• Social content is also one of the factors influencing learning because students get influenced by many incidents and issues happening in the society they live in. This also creates an impact on their learning.

Hence (i), (ii), (iii), (iv) are correct options.

Any object or material that is used to facilitate learning and teaching can be considered as teaching-learning material (TLM). In other words, any material suitable for use in teaching is invariably a learning material.

Key Points

• We are familiar with materials specifically prepared for teaching and learning particular subjects or topics. Maps, charts, pictures, models, toys, marbles, coloured sticks, flashcards, number and alphabet cards are examples of some of the most common prepared TLMs known and used by teachers. Standard items like maps, globes, charts, scales, measuring tapes are usually purchased from the market.
• TLMs is based on the audio and visual effects produced by the materials. Accordingly, there are three types of TLMs: Audio, Visual and Audio-Visual.
  • Audio aids The materials or devices which call upon the auditory senses and thus help the individuals to learn through listening e.g. Radio broadcasts, Cassette and CD player.
  • Visual aids: The aids which call upon the visual senses and thus help the learners to learn through viewing. The important and under this head are Blackboard, Charts, Pictures, Graphs, Models, Film strips, Slides etc.
  • Audio-Visual Aids: The devices which require the auditory as well as visual senses and help the students to learn through listening as well as viewing. Examples of such aids are television, films and computer-assisted instruction.
• Still another way of categorizing TLMs is based on projected, non- projected or experiential.
  • Projected aids: Movies, epidiascope, the magic lantern, micro-projectors and projection with the overhead projectors, LCD projector are examples of projected aids.
  • Non-Projected aids: Chalkboard, felt board, bulletin board, photographs, posters, maps, charts, globes, specimens, and textbook illustrations, come under non-projected aids.
  • Experiential Aids: Field trips, educational tours, visiting important institutions and industries, observing experiments, demonstrations and natural phenomena are a few examples of experiential aids

 Thus, it can be concluded that micro-projectors - non-projected aids is not teaching-learning material - category of teaching-learning material.

Experience is the subjective knowledge or skills about something, someplace, or someone. Every individual has their own experiences which they experience from their own point of view. 

Key Points

•  Using prior experience to manage new situations and experiences, requires a student to be reflective.
• Reflection is the process of showing or presenting what one has learnt or acquired. 
• Reflections are unique to everyone. Hence, they are subjective. 
• The process of reflection helps to understand the event better and provides the opportunity to critically analyze it. 
• The understanding and critical analysis help to use those experiences in other situations also. 

Thus, it can be concluded that using prior experience to manage new situations and experiences demands, requires students to be reflective. 

Curriculum:-It includes the complete school environment, involving all the courses, activities, reading, and associations furnished to the pupils in school.

Key Points Principles of curriculum construction:

• Principle of Child Centredness
• Principle of Flexibility and Variety
• Principle of Correlation
• Principle of Creativity
• Principle of Integration
• Principle of Utility
• Principle of Community Service
• Principle of activity
• Principle of Values
• Principle of Totality

Thus by all these references, we can conclude that the Spiral approach does not belong to the “principles of curriculum construction.

Hint

• Spiral approach to learning:- As children progress, they will revisit certain concepts/themes which are repeated consciously as an entry-level behavior to build new learning.
  • For example:- Planning lessons taking into account prior knowledge and experiences of the children. Thus, the new learning would be built on the previous experiences of the child.

Supervision is a way of stimulating, guiding, improving, refreshing, encouraging, and overseeing certain classrooms with the hope of seeking their cooperation for the supervisors to be successful in their task of supervision. It is a learner-centered method of teaching-learning.

• Supervision has been defined as a leadership activity which states the cooperative relationship between a leader and one or more persons to accomplish a particular purpose (Lambertson) supervision is a kind of teaching which involves, advising, helping, inspiring leading, and liberating (jean Barrett).
• Supervision may thus be defined as a two way dynamic and social process. 
• It is undertaken for the specific purpose of fulfillment of organizational goals.

Important Points

Basic tenets of Supervision can then be described as follows:

• Supervision is an ongoing process that is invariably interwoven with motivation, performance appraisal, staff development, and leadership.
• Supervisors are always accountable for the performance of the subordinates under her/his span of control.
• Supervisors are to help the workers improve, develop, and reinforce knowledge and skills according to their individual learning needs.
• Supervisors are required to help the workers develop the right attitude.
• Another essential tenet of supervision includes assisting the workers to perform in the best possible way to yield the best results in terms of realization of the organizational goals.

Hence, we can conclude that supervision is a fault-finding activity is not correct about modern educational Supervision.

We need to see discipline essentially as a code of conduct binding both the teacher and her students in a relationship of mutual respect, not as rules and punishment for breaking them. The ability to control a group of a student depends on the personality of the teacher and also the rapport that she develops with them. There are some tips to be kept in mind. 

Key Points

Responsible cause of growing indiscipline in schools:

• Loss of Respect for Teachers
• Lack of Ideals
• Defective Educational System
• Effective Freedom-Fight
• Lack of leadership qualities among school principals and teachers
• The inability of teachers to inspire and motivate students
• The inability of the teaching profession to attract excellent teachers.

Thus from the above-mentioned points, it is clear that one of the responsible causes of growing indiscipline in schools is the lack of leadership by teachers.

Developmental psychologists seeks to explain the changes they observed in relation to normative processes and individual differences.

• They aim to understand what normative development looks like for human and how and why individual development may differ from what's typically expected.
• Developmental psychologists hope to use this understanding to optimize human development, helping all people reach their full potential. 

Key Points

• Normative development is the pattern of development that focuses on distinctive qualities that is most typical to achieve like every baby goes through developmental milestone consistent with age range.
• Normative development is typically viewed as a continual and cumulative process. The continuity view says that change is gradual.
• For instance, Children become more skillful in thinking, talking or acting much the same way as they get taller.
• Whereas, Idiographic development describes individual variations outside of the range of normative development.

Therefore, it can be said that the term normative development indicates distinctive qualities.

A lesson plan is a predetermined plan according to a teacher present before the students through new methods and teaching ads in a definite way.

• The lesson plan is a means of achieving the objective of teaching work successfully.
• Lesson planning is an essential part of the teacher's work.

Key PointsLesson planning plays a great role in the teaching-learning process It has its own values and advantages. A good lesson plan characteristics are:

1. A good lesson plan is in written form. It should not be oral because due to this many important points are lost when the plan is put into practice.
2.  The plan should contain all steps and stages in an orderly manner.
3. The language should be directly linked to the aim of the lesson. It should be very precise and to the point.
4. The subject matter and teaching aids should be well selected to suit the pupils.
5. Essential elements of the subject matter should be written at the end of the plan.
6. Good lesson planning requires that the lesson unit must be finished within the specified time.
7. A good lesson plan must be flexible and elastic.

Thus, it is concluded that the language of the lesson should be very precise and to the point. 

Moral development is a cognitive-developmental process and is based on moral judgment, that is, on the reasoning a child makes. Every cultural group has its own morals or standards of approved behavior.

•  Learning moral values refers to the manner in which a child internalizes these norms of behavior. He/she develops moral concepts by learning what is right and what is wrong.
• Moral values directly influence the quality of the person’s behavior and judgment. Each individual develops values that are important for him/her and which guide his/her life.
• A person learns the values that satisfy his/her needs and desires and are, at the same time, approved by the group. The moral values acquired by an individual are the reflection of his/her personality.

Important Points​Moral values can be effectively inculcated when the teacher himself practices them.

• Children learn from the environment they live in, so in order to teach good values, teachers must model in his/her life first.
• Children can always be effectively led by example. They can learn the idea, the usage, and the significance of a particular value easily when they see it. It helps in developing the children's moral behavior.
• Students are young and are still learning about life. They are impressionable and will copy things that attract and impress them. Therefore, teachers need to be good role models in life so they can emulate them.
• The student learns the maximum of things from his parents, teachers, and the environment in which he lives. For that, teachers need to be perfect at what they want to teach their children.

Thus, it is concluded that presenting yourself as a role model is the most effective way for developing moral values among students.

Hint

• Encouraging moral value-related works may also be helpful but not as a role model as inculcating moral values requires a change in behavior and has to be acquired like a habit so that it always remains with the students for life. 
• Organize Lectures is not effective here as lectures help where the students require to learn a concept. They are efficient in teaching the theory behind the concept. In such cases, there is not a theory in judging right and wrong based on morality rather it is a concept developed by the early people of a particular social group and have set customs around it.
• Displaying stories based on moral values may be effective in helping the students in identifying the moral value but may not help them in understanding its significance unless they practice it.

Intellectual or Cognitive development refers to the growth and change in the mental capacity that begins in infancy and reaches maturity in adolescence. It involves many abilities such as attention, perception, memory, thinking, problem-solving, and intelligence. 

• Intellectual Development is acquiring knowledge with understanding and wisdom. We get experiences with our senses of sight, touch, taste, hearing, and smell. These experiences are to be related to life by learning, understanding, and use.
• In life and the environment, changes occur frequently. The person who is intellectually developed can choose 'what and when' for appropriate action. 

Key Points

Intellectual Development in Early childhood:

• Intellectual development of early childhood depends on physical maturity and emotional relations; speech and sentences (3 years), socialization (5 years). 
• Intellectual development refers to the growth of children in such a way that their brain becomes more and more capable of understanding, analyzing, and evaluating concepts to make sense of the world around them. Part of this would be developing skills of concentration, reasoning, etc. 
• At this time, the preschool child is learning many new concepts and increasing her store of information. From your reading till now, you would have understood that she is forming ideas about things and events, air, water, plants, trees, stars, festivals, colors, numbers, and so forth
• Children's ability to use descriptions of past and future events to infer current physical and mental states.
• Under 'intellectual development', we develop skills of 'memory', 'observation', 'classification', 'reasoning', 'sequential thinking', 'use of language', 'calculative skills', and 'problem solving' etc. 
• By the age of four, most children have a more complicated understanding of time and at seven years, children's intellectual capabilities become more complex. By this time, children become increasingly able to focus on more than one aspect of an event or situation at the same time.

Hint

• Attention is one of the major steps in the learning process. The span of attention varies from individual to individual and depends on various factors. Span of attention means how large an amount of certain sort of materials can be grasped in one view and be errorless announced.
• In other words, how large a number of items like dots, beads, digits, etc. can be perceived in a single quick glance and be reported flawlessly. The capacity to look at an object carefully or with interest (attention) develops at a later age.

Thus, it is clear that increased span of attention is not the characteristics of intellectual development of early childhood.

Bruner advocated the discovery learning approach. The learner should be presented with a problem situation and motivated to seek an alternative solution. Therefore, instruction based on Bruner's theory is learner-centered placing learners as active participants.

Key Points

Discovery Learning was introduced by Jerome Bruner. It is considered a constructivist based approach to education. It is also referred to as problem-based learning and experiential learning.

• ​Discovery Learning is a method of Inquiry-Based Instruction.
• This theory encourages learners to use past experiences and knowledge to form new experiences and knowledge.
• The learner is encouraged to use their intuition, imagination, and creativity, and search for new information to discover facts, correlations, and new truths.
• The concept of discovery learning implies that students construct their own knowledge for themselves, Learner is considered active and constructor of their own knowledge. 
• Teacher guidance where the emphasis is on building upon students’ reasoning and connecting to their experiences. Teachers give direction and make sure the learning is maintained.

Therefore, Activation, maintenance, and direction are must components for Discovery Learning.

Additional Information

Stimulus situation, response, and reinforcement: Associated with operant conditioning theory given by B.F Skinner.

Assimilation, accommodation, and adaptation:

• Piaget believed that there are two basic ways that we can adapt to new experiences and information: assimilation and accommodation.
• Adaptation involves two sub processes: assimilation and accommodation. Assimilation is the application of previous concepts to new concepts. An example is a child who refers to a whale as a “fish.” Accommodation is the altering of previous concepts in the face of new information.

The guiding principles of a school's curriculum are the ideals that it feels will provide its students and community the best chance of success and are appropriate in the circumstances.

Key Points

•  The curriculum should be child-centered because contemporary education is. It ought to be determined by the child's requirements, interests, skills, ability, age, and environment.
• The curriculum should be flexible.
• The curriculum's subject matter cannot stay the same forever. It must not be stagnant. It needs to be dynamic and adapt to the times.
• Utility says that the subject or topics that are useful to the learner should be in the curriculum.

Hence, it is concluded that the following are the principles of curriculum construction except for conservative.

Assessment is the process of gathering, interpreting, recording, and using information about a learner's responses to an educational task.

Key PointsSAFAL (Structured Assessment For Analysing Learning):

• CBSE launched SAFAL as a competency-based assessment for grades 3, 5, and 8. It will evaluate students' development in foundation skills and basic learning competencies.
• It will provide developmental feedback to schools and teachers in order to improve teaching-learning without putting additional exam pressure on children.
• Rather than rote memorization, it focuses on key competencies such as literacy, numeracy, and language skills, as well as appropriate higher-order thinking skills and the application of acquired knowledge in real-life situations.

Hence, we conclude that SAFAL stands for Structured Assessment for Analyzing Learning.

Three face cards from spades have been removed.
Total cards=52-3=49
Total No of black face cards=3+3(3 in each spades and clubs)
Remaining black face cards=6-3=3
Probability of getting black face card=  no. of favourable outcomes/ total no. of outcomes=3/49

A cubic polynomial is a polynomial of degree 3. A univariate cubic polynomial has the form An equation involving a cubic polynomial is called a cubic equation. A closed-form solution known as the cubic formula exists for the solutions of an arbitrary cubic equation.

Mode= 
Where L=lower limit of the modal class =20
f1= modal class frequency.=27
f2 = just after the modal class frequency.=21 
f0 = just previous the modal class frequency=23
C = Class size=10
Mode= 
 =20+4=24

A quadratic equation in variable x is of the form ax²+ bx + c = 0, where a, b, c are real numbers a ≠ o, because if a=0 then the equation becomes a linear equation.
If we can factorise ax² + bx + c, a ≠ 0 into product of two linear factors then roots can be found by equating each factor to zero because if two factors are in multiplication and equal to zero then either of the factor is zero.
A real number R is said to be a root of the quadratic equation ax² + bx + c = 0 if a(R)² + bR + c = 0. , root means that the value gives answer equal to zero.
So all are correct.

Use pythagoras theorem in right triangle,

10² -[16/2]² = 100 -64 = 36 = [6]² ; hence the other diagonal = 6x2 = 12cm

The x-axis is one of the sides of a frequency polygon. The x-axis represents the values of the variable being measured.

We have Mean = 

Two coin tossed
Total sample space = {HH, HT, TH, TT}
Sample space for getting atmost one head = {TT, TH, HT}
P(s) = 3/4 

​    

x² - √3x - x + √3 = 0
Taking common x from first two terms
x (x - √3) - 1 (x - √3) = 0
(x - √3) (x - 1) = 0
So, either x = √3 or x = 1

Let us say that the sides of the two squares are 'a' and 'b'
Sum of their areas = a² + b² = 468
Difference of their perimeters = 4a - 4b = 24
=> a - b = 6
=> a = b + 6
So, we get the equation
(b + 6)² + b² = 468
=> 2b² + 12b + 36 = 468
=> b² + 6b - 216 = 0
=> b = 12
=> a = 18
The sides of the two squares are 12 and 18.

Explanation:

Ratio of Complementary Angles:

- Complementary angles are two angles that add up to 90 degrees.
- The ratio of complementary angles is the ratio of the measures of the two angles that add up to 90 degrees.

Given:
Let the two complementary angles be x and y.

Therefore:
x + y = 90

Ratio of Complementary Angles:
The ratio of the two angles can be represented as:
x:y

Using the given information:
x + y = 90
x = 90 - y

Substitute x in the ratio:
(90 - y) : y

Simplify the ratio:
90 : y

Therefore:
The ratio of the two complementary angles is 90 : y.

Conclusion:
Since the ratio of complementary angles is 90 : y, the value of y is 1.

Answer:
C: 1