Professional Documents
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Piaget
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for
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tl
student
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(2)
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9.
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39.
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(2)
13
(1)
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17
(3)
15
(1)
AC=DE
(2)
AB=EF
(3)
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(4)
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(2)
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64
(4)
140
56
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70
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38.
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t?
(1)
AC =DE
(2)
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16
(2)
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(3)
64
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140
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2
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40.
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56
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1.1
(1)
0.92
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1.1
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(a)
23 X 25 = 28
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Visualization
Analysis
Informal Deduction
Formal Deduction
em
(1)
(2)
fGl'i'MqOJ
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50.
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(1)
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(3)
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and
can
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52.
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(1)
(1)
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(2)
some;
properties,
some
important
{3)
very
but
common error
I"
em~mmm
q,1
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Procedural error
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rectangle as follows :
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52.
(1)
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(2)
fi Cfi01'111''qttl ~
(3)
l'!cht:(Oiq{Cf) ~
(4)
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(2)
Habit of saving
spending it wisely
(3)
Sincerity
(4)
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qm ~ I ~
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55.
1l ~-m
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fre
sh
money
(3)
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(1)
Knowledge
(1)
m-='J
(2)
Comprehension
(2)
(3)
Analysis
(3)
f"li<M~ui
(4)
Synthesis
(4)
fi~<Jl~ol
htt
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55.
Honesty
ctf
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ers
54.
(18)
'tQ;'m cfiful:r~
t?
(19)
= 3 2000 + 3-2000
and q
= 3 2000
56.
(1)
(3)
57.
(2)
(1)
(4)
(3)
60.
9 cf; Cf1T
57.
(2)
(3)
(4)
16
(2)
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sV2
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16--./2
59.
fre
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sh
58.
(1)
(2)
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= 32000 -
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(1)
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(1)
6.0 X 1030
(2)
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(3)
o.6 x 53o
(4)
1.2 X 10 15
(3)
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223911
4
If 3' 30
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5
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15
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59.
= 32000 + 3-2000
58.
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56.
10'
60.
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3
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23
30
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,
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5
11
(3)
2
3
(4)
11
15
15
(20)
63.
61.
t.
t:
(A)
~q;TT1f.q~ I
(B)
(B)
(C)
(C)
(D)
Add worms.
(D)
a11f.q~~ 1
.ne
(A)
~~I
(1)
(1)
(2)
(2)
(3)
(4)
(3)
Autotrophy
(2)
Parasitism
(3)
Heterotrophy
(4)
Symbiosis
(2)
(3)
gravitational pull.
(4)
htt
(1)
(2)
(3)
(4)
(B),
(B),
(B),
(B),
sh
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62.
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63.
(1)
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62.
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61.
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Time(AM)
Odometer
reading (km)
8.00
78752
8.10
78758
8.20
8.30
78768
. 78780
8.40
78791
8.50
78800
9.00
78806
(2)
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30
(4)
1R'
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ft;mrr:
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8.00
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78752
8.10
78758
8.20
78768
8.30
78780
8.40
78791
8.50
78800
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78806
(I)
15
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18
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{4)
54
54
66.
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67.
15
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66.
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69.
68.
(B)
(C)
(D)
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70.
71.
(2)
(3)
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(2) ~(D)
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(4)
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69.
70.
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Copper oxide
Iron oxide
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Sulphur dioxide
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68.
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76.
77.
77.
78.
'Cognitive
validity'
of Science
curriculum at uppper primary stage
requires that it should
(1) be age appropriate and within the
reach of students' understanding
level.
(2) convey
scientific~lly
correct
content.
(3) nurture the natural curiosity and
creativity of the learners.
(4) enable the students to appreciate
how the concepts of Science
evolve with time.
htt
p:/
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79.
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t?
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82.
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81.
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(4)
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85.
wm ~ ~ W ~ VIII c1;
(3)
htt
(3)
(4)
promoting
creativity
innovativeness
and
..m ~ ~
q;r.rr
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(2)
~ ~
(4)
3llW <m
q;r.rr I
(2)
(1)
I(<IIN{_c -qr
~ ~Cf>("<f'113U
Tlie
technique
of
'classroom
questioning' in teaching of Science
can be more effectively used for
em~ lf~-f~~mrf~
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86.
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84.
esh
85.
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84.
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(3)
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(4)
(27)
(B)
(C)
(D)
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87.
(A)
4HS1'1Ml ~ ftHi$~ I
(B)
(C)
(D)
89.
(3)
(4)
(1)
(2)
(3)
(4)
90.
88.
89.
(2)
(3)
(4)
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qfuq;m, ~~qfuq;r
(3)
~.~~~
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Six
(2)
(3)
(4)
Insects, water,
aq~;~atic
plants, fish
t-l!'m
t?
(2)
(1)
(2)
(3)
(4)
~~
qfuq;m, ~ ~ ~
Four
(1).
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(1)
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htt
p
(3)
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f~HI$~ I
l'1' "'EffU'1T ~ ~ ~ t
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88.
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(1)
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90,
ey
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(28)
Amphorae was a
33.
34.
(3)
(4)
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34.
m i'Rtfi ~ wrr
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C!i1ffi
m.=rr
ll'S3IT err I
(1)
35.
!OII~fot:lfl Cfm>f
cfi ~ qft
Iltutmish
Balban
Alauddin Khalji
Firoz Tughlaq
(1)
(2)
33.
Pre-historic period
Ancient period
Medieval period
Modem period
htt
36.
m.=rr~~~
~ ~ 'ffiGfT
(3)
(4)
q;qrn
(2)
(3)
(4)
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35.
Black magic
Black charm .
Black stone
Black gold
(1)
( 1)
_ _ cfifi;nr~ err 1
32.
coin of Italy
red glazed pottery
tall double handled jar
perforated pot
fre
(1)
(2)'
(3)
(4)
31.
Cotton
Gold and precious stones
Silver and copper
Blanket
/go
32.
sh
(1)
(2)
(3)
(4)
.ne
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31.
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36.
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39.
37.
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(1)
Gramam
(1)
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(2)
(3)
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(3)
(4)
Sabha
(4)
w:rr
Bengali
(2)
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(3)
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(4)
Maithili
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t
cnt
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38.
38.
~~~~t
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(2)
arnm~
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37.
39.
(3)
~~
(4)
~~
'&IFf~~ '&IFf;{~-~
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Ram-Rahim Movement
(2)
Khilafat Movement
(3)
Khudai-KhidmatgarMovement
(4)
Pakhtun Movement
htt
p:/
(1)
40.
After
the
Congress
Resolution
(1). Wl-~~
40.
(2)
f&W11~11 ~
(3)
~ f@<il'il"'l'll< ~
(4)
~~
~m
(1)
15 August 1930
(i)
15 .3Vff 1930
(2)
26 January 1930
(2)
26~ 1930
(3)
1 January 1930
(3)
1 ~1930
(4)
2 October 1930
(4)
2~
Cfft
1930
cnl
44.
Milky way
(2)
~cpf
(3)
Star
(3)
ORfcpf
(4)
Galaxy
(4)
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(3)
(4)
(2)
(3)
(4)
44.
(2)
(3)
~tnT~~~ am-~
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p:/
(2)
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43.
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42.
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45.
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43.
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42.
41.
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45.
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(3)
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(31)
( 1)
Tropic of Cancer
(2)
Equator
(3)
Tropic of Capricorn
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47.
(1)
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(2)
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(4)
~<fnW
<i12:i"1iflcti qi_\l't11'H
~ ~.IJI<f
'lfci
~ ~ cf> oiTT:r
\1RT
lfi'Rt,~.
~:n.
(1)
3l1W:Cfir
-qr;rr ll ~ o!j]1:11HTOT ~ I
(2)
(3)
sh
(2)
( 1)
The Himalayas
(2)
The Rocky
(3)
The Andes
(4)
The Alps
(4)
ll
lffi<1
48.
49.
(1)
(2)
(3)
(4)
t?
'I{R(f
~ ~
~~"4
Himachal Pradesh
(2)
~~"4
(3)
(4)
{1"1<('\qH
Madhya Pradesh
(2)
(3)
Rajasthan
htt
Valley to plains
(2)
Land to sea
(3)
Sea to land
(4)
Plateau to plains
5o.
<iit.=r-m
(1)
(1)
"3l!lTrf
fffirnl~l
fre
(4)
50.
p:/
49.
Arctic Circle
48.
mm fcnfol~ t-
46.
(4)
47.
~<f>Wr ~ ctr
/go
46.
ll
~~<f>~ant~dt
( 1)
(2)
~ ~ ~ qft :am-
(3)
(4)
evergreen
forest
of
Tropical deciduous
Central America.
forest
of
Tropical
51.
f-"1"1ft'1i&l'1
.q ~
~t?
Brazil.
(3)
(4)
(2)
q.:r
Chile.
53.
(2)
~~~
(3)
Pn:ilf-H4l ~ ~
(4)
~~~
(2)
(3)
(4)
What is 'Maloca'?
(1)
A tribe
(2)
A house type
(3)
A wild animal
(4)
A resident ofMalacca
Resource conservation
(2)
Sustainable development
(4)
55.
(3)
52.
3ISO!Cflfc~tfl<:r ~
(1)
(1)
htt
p:/
54.
cf-
/go
fre
sh
52.
l1'tZf ~
ers
(2)
~ ~ cl; ~ ~
.ne
t
51.
(32)
53.
54.
Resource management
Development management
55.
~ CFnt?
(1)
~~
(2)
~Wffi"'PT<K
(3)
~q.<f~
(4)
~ q;r f.:rcmft'
(1)
~~
(2)
@!'1ql1Sj0n4
(3)
~~
(4)
fi:rCflR:r ~
wet~
(1)
water conservation
(1)
~~
(2)
soil formation
(2)
~ f.:mtur
(3)
plantation
(3)
OWTR1
(4)
soil conservation
(4)
~-~
fi:rCf'lR:r
qft~ftri'qt I
(33)
57.
q'!F!~~t I
Palaeolithic site
Neolithic site
(3)
Megalithic site
(4)
Mesolithic site
Which
of the three
Gods
were
58.
(1)
(2)
(3)
(4)
Indo-Aryan
(2).
Indo-Greek
(3)
Indo-European
(4)
Indo-Arabian
/go
59.
(1)
58.
(3)
Mehargarh
(4)
Bhimbetka
p:/
Burzahom
htt
60.
(2)
'1CJqi"'ITUICfi
(3)
"ltilqi"'ITUICf>
(4)
~qJ"'ifuJCfi
~ 'Cf>WI'
.q 'Cf>t.1
~ 'ffi;::f ~ <l<f>'!
fu'ror ifilT ~
( 1)
~.
(2)
(3)
~,
(4)
CRiUT i'MT ~
~t-m
59.
~t
.(1)
~-3Wt
(2)
~-<fiR
(3)
~-~
(4)
~-~
w ~ q;1 '9W:
'3'iR"
ctt am:
fu'f~~Ch'11"11 ~ m?
towards North ?
Inamgaon
(2)
~ei?
':{{lql"'ifuJCfi
fre
57.
(1)
(2)
.ne
(1)
56.
sh
ers
56.
60.
(1)
~<jjJ:jl OCI
(2)
(3)
(4)
...n4~C:Cfil
(1)
Pipasa
(1)
(2)
Trishna
(2)
Qmrr
(3)
Tanha
(3)
(RT
(4)
(4)
~fur~
(1)
(2)
differentiates
it
from
~ctt~~-
(1)
~~~;;m:ff~ I
(2)
~.q~~~~
other
f'Rqmrr~ I
makes
(3)
it
more attractive
for
fm;ffit~l
(1)
part
dealing
with
the
The
part
ofr
e
Directive Principles.
(2)
dealing
with
~~q;f~~lff~
ers
(4)
sh
62.
~~*"~~OR~
tl
customer.
(4)
61.
Branding of product
.ne
61.
(34)
the
(3)
"'lffi, 311~-tl\'1 ~ ~
Fundamental Rights.
The
(3)
prut
dealing
with
the
~m-
(4)
How
(4)
~ qft !H~IcHI
many
members
can
htt
p
63.
://g
andOBCs.
be
63.
mn ~ ~ iifm;f ~ '1'11::ftn
~t?
(1)
None
(2)
Two
(2)
(3)
Four
(3)
'qJr
(4)
Twelve
(4)
GfiW
(35) .
(2)
~~~~.awm-'IR
(3)
(3)
~~.awm-'!R
(4)
(4)
65.
Cult of Jagannath
(3)
Cult ofVishwanath
(4)
Cult of Amamath
f.:tJ;Otfilf&l1
ll
~ ~ '$:f 'tR"
::;uR cmfl
JNTEf -qfu;ri'affi ~ t ?
Cult of Venkateshwara
(2)
~ Ht\q',lCfliH ~ .awm-'!R
(1)
c!Cfll'<Cl'l ~
he
{1)
et
~~.awm-'!R
(2)
~~
(3)
fctN"il~ ~
(4)
~~
fre
s
66.
~. ~.
~t
(1)
(1)
~~~mr
(2)
(2)
~~WrmaTI~mT
(3)
(3)
~~~~CRJCR
(4)
(4)
/go
67.
.m~~~
mcm-
~ ~ 'Cfll<iT
~ ~
~'Cfll ~%'Cf6
(1)
{1)
p:/
67.
~%m ~"tR"f.:rofqt'lft
(1)
(1)
65.
64.
rs.
n
64.
criticise
the
htt
(2)
way
government
(3)
(4)
organise
interactions as
didactive views.
'Qr
fcnm
"ffi'qi
~ 31<ftff
'\ii"Rft
t. atn:
~=fh,;ITG-~ ~
T:Rii
~~I
functions.
more
<it
<it
m<l>lr~~-~q,l ~'Cflt I
(3)
~~~~I
objective
compared
(2)
to
(4)
'Cfltl
3Rf:~aTI 'Cf>T
68.
fcf>:ttiR4'i!f.:6:ttM ~ ~
regarding
their impact
on
the
(2)
School
(3)
Television
(4)
Peer
(2)
fctem1<1
(3)
2Hifct"1'1
(4)
esh
69.
Family
ers
(1)
(1)
cr Jrc[ffi w
.ne
t
68.
(36)
ofr
~ if fumf~ q;r ~~
Ttfufcri'~
-ry-q ~ q;l ~ ~
fmr~t?
p:/
/g
a week.
(2)
fcmR
(2)
cnB
.1Tffi,
topic in class.
(3)
(3)
htt
sustain interest.
(4)
~ ~ q;f 3Will-3Will
Proper
lesson
pl~nning
and
. every activity.
m ~ ~ ~ ~ "'T ~ <41&11'1
(4)
~'TIC~ q ~ ~ <);-
(37)
72.
(2)
Primary sources
(3)
Actual narrators
(4)
Internal sources
Earthquake
(2)
(3)
(4)
(3)
(4)
facts
over
Valuing
observable
individual preferences .in deriving
deduction is called
71.
Egocentrism
(4)
Social brainstorming
p:/
(3)
htt
73.
Free association
(1)
Flow chart
(2)
Comparative chart
(3)
Timeline chart
(4)
Venn diagram
Tftur -mn
~1'4f~"'
-mn
~ ~ ~ VII cfi
<6T Tt6"1'
~ (case study) cfi fffir J:TC6tuT ~
~ t I f"1""ff'-"'f~i'1 'If 'tt mRf ~
'Cf>t.fm61TTT?
12.
(1)
(2)
~qft~~
(3)
(4)
~qft~
f"1'"1f'-"'f~Hlf'tt~ Cf>~Mii'11
(1) Reasoning
(2)
et
rs.
n
Secondary sources
he
(1)
70.
fre
s
71.
/go
70.
. ( 1)
73.
t?
'('fC\;;rr .
(2)
lfffi-Wm
(3)
3lli"""~f~(11
(4)
'HI"''If"Jc:p ~~
wrrw
(2)
ijC1'11i"""Cfi 'CITt
(3)
~-tw 'CITt
(4)
$1~
Knowledge
(2)
Understanding
(3)
Application
(4)
Synthesis
em
(2)
(3)
(4)
~~~ampTT?
.ne
(1)
74.
(1)
(2)
(3)
(4)
fi~<'i"101
ers
75.
A
teacher
writes
instructional
objective for his/her lesson plan as
. 'Students will be able to give reasons
for the downfall of Mauryan Dynasty'.
This objective will come under
75.
f.:t'"'1~f&n # ~.
cfi atfi!l~<m
~ "t"1'11(4!1ifi ~cf; an~f I
(1)
ll<IT
~ cf; ~ 00 ~-~
"3W~ci;wwf
/go
fre
sh
74.
(38)
(2)
~ ~ ~ fi~<'i"101
(3)
ifi<"G'11~n(YI
(4)
q;r;t tQ
cr ~ m- q;r ~
~ cr fcr"'H~n(YI ~ ~-
ctft
wrnr
p:/
76.
(1)
# ~utudl lfr
~ atTN ctmt f fct; fif1 1('1<4 cf; f.fifi?:
i1ld41$M ~ 'M1"FfT ~ fc6" "1tf I '!'f)
m;rT d
t fc6" ~ ~ f-iifiM4 ernwrr
'!'f) <aiufJiifi
f~fcf>~Ui
(3)
(4)
ftmR
msrran 'fiT~~~
I "l!ifi'
~mmdtfcti"~ MI'CIIflllW'fi"
fc6" iil!41$M ~~'fiT afum" "1tf Cfmt
f I ~fVrf!flifil<fiomlatN
o>
~I
(2)
htt
(2)
76.
~.an~-~
W!ifu -qr ~ ~
q;r;lci;~~~~~
~ ~ -qr q;m
~ fir<Ht{{lifi
~ Cf;T ~ ifi'(cUqf) I
(4)
-q
(39)
(I)
~.~~cr~
(2)
History, Geography,
Science and Economics
Political
(2)
~.~.~~q
~
(3)
Environmental Science,
Civics and Geography
History,
(3)
(2)
To explain achievements of
ruler.
(4)
~~. ~. ~~q
'"{('<N'(Cf>
78.
f-1"'1f&~f1i1 it
%fl" ~
mm~~?
it
~-00
(2)
~if I
(3)
~~qlt~~it I
(4)
( 4)
~ 'lffiO ~ ftmul' if I
Knowledge
(2)
Comprehension
(3)
Application
(4)
Skill .
(2)
(3)
(4)
79.
80.
(3)
htt
80.
p:/
/go
79.
q~
(1)
~' ~' ~ ~
q(l\Cj{Oj
e rs
(4)
78.
sh
. (1)
77.
.ne
t
fre
77.
"'Hf'i!:4WQ~'Cf>l-wRn:imunt.
(1)
w-:r'#
(2)
~'#
(3)
~'#
(4)
~'#
m t.
~~wqfhOii:it ~~ ~
"'t\'ii'il'{\Jl tf<f>fmrcn
(1)
~~~~aTI~~"Cf>t I
(2) . ~ ~
~~I
(3)
'#
~-'#-~
~~~'#~~qlt
~~I
(4)
"Cf>J~mtf~~q;t I
~~ld~,~f-1'"'1Wtrual1lf~~
mM~~lfMt<ft~.-?
(4)
(1)
(2)
(3)
anti-colonial struggle
major influence.
(4)
had
(2)
htt
(1)
(4)
(3)
"m!TaTI
mt~~~cf>~cm
~~m?;~nt~~
(4)
-q flf"'4f~l1
'<fiB~~ qfN"1'11 ~ I
82.
flfatll"'l
83.
n 'fit" f.ti :
(I)
~qft~'llmf-qt I
(2)
(3)
aqf-1~'<1 "' ~
llro~~ I
(4)
~ ~ ~ q;r
~~I
its
~ ~ CfiT
fre
In a discussion on Constitution, it is
important that it is discussed in
historical context so that students
become aware that :
(3)
(2)
p:/
83.
~I
/go
82.
~q;r~c);-"llfu~
e rs
(3)
fctiiHlfl"'Cfi cr ~ ~ ilRT
(1)
sh
(2)
81.
.ne
t
81.
(40)
ari'WT"'"
~ Pi'"'1f(i1~(1
q;r lfl"
"fiORl
amufu:r fmmfi
lT ~ ~ 'Q'f
JW!If>ICfi nlf'Q'f~Wrr?
(1)
"fllW ~. -w:rur ~ ~
.~.
(2)
~r
-q
~.
41~4st>"' q;r ~ ~
~
fimul
~~
(3)
(4)
~~~~
'
,
(41}
(2)
(3)
(4)
85.
(1)
raising
students
awareness
through critically exploring and
questioning of familiar social
reality.
(2)
nationalism
imparting
knowledge.
developed countries.
<tiT ~ fll'"llf"lct> ~
(3)
ll {I "?1 <m I
qft
(4)
fqCf>f*!ct
85.
"lHCf>l'l.l ~
fre
~~ctil~~"RR~
~ ~ <i~q:,]on
(3)
(4)
<tiT
~tfnfcilfkilct
'Cf>tl
(3)
/go
fcrci;rn
m~ fttftt!Qril'{"l ~#~-~
~ fc:tc:ufc;ct ~ ~ 'i!
&rn ~
w1
fll'"llf"l<t>
CfiT
&Rt
~m1
31WT-31WT
&rn
~ ~ 31WT-31WT
~-~~I
86.
(1)
(1)
(2)
(2)
(3)
'HI'"llf"1Cfl-{1'>14foct>
fc:t<-itifol
(3)
(4)
htt
'Cf>T
~I
(2)
p:/
'qJCRT
m ~ 0Tit ll
CfiT
fcf;<rr~ I
(2)
(4)
86.
about
(1)
(1)
~ <.RCil<rr ~ I
~fcn
inculcating
students.
~-Cffii <liT ~ ~
fcmR
ers
(1)
84.
.ne
sh
84.
(4)
Cli'RlfCICflctl
CfiT
em-
fli'"llf"lct>-m4foCfl W1fu ~
~ll~'Cf>T~
<1"1-lfo<t> cr fll'"llf"l<t> f*!Olil'fi'i ~ ~
-q m'1' <tiT fl {("'ct'"l fclfu ~ m:qct' 'Cf>r-11'
-~~~~~
~Cl>C~~ I
87.
(1)
African-Americans.
(3)
(4)
~TT<rrerr
(2)
lf.ll.
~-~
ers
.ne
t
87.
(42)
~ C!ft l=ITrf ~ I
(2)
(3)
(4)
~* ~ ~ ~ C!ft l=ITrr
~I
~ ~ ~ ftl"''lf"1Cfi ~
C!ft l=ITrr
~I
(2)
88.
90.
~am
(2)
~~am
(3)
*"
~*"~llr~~~
am
(4)
89.
~ 1lr ~ ~ ~
-rrcRr C!ft
am
f-1Af<"tfuil'1 -q ~
~~t?
"Cflt.:r-m fMIf!_("'Cfl
M:SfCfl<li~~~~~tl
{1)
(2)
works.
{2)
(3)
(3)
(4)
(4)
M:sfct><il
/go
(I)
p:/
89.
(I)
fre
(4)
sh
88.
~tl
em
f-iwR-1
90.
*"
WTR
arc:rw
MlCfirl~ -q ~~ ~ "if''\'i4'{ul ~
f.:rlmft
~.,...,..
(I)
afu-
31ft mm-
*"
;;nt
-q
Cf>R"Jf
"'tfClt
(2)
<rni*
(3)
(3)
~ ~ ~ q;r ~ q;r-:rr
(4)
providing
many types
entertainment materials.
(4)
htt
(2)
of
q;r ~
~ ~ C!ft
coR -q
ffiTT
<rnl* q;f ~ ~ I
mfc!;-ffirrt:~r~~~~ I
fcTfl:R wm
q;r-:rr I
*"
"'1'11("1'1
C!ft ~ ~
sh
ers
.ne
(43)
fre
. ~ f~k1f<1f{Sf(1
cqrrr~ ~ ~ dfH
/go
htt
p:/
(44)
94.
p:/
/go
93.
htt
(1)
using technology
(2)
without technology
(3)
(4)
fre
92.
ers
.
91.
(1)
(2)
(3)
(4)
sh
ne
t
PART-IV
LANGUAGE-I
ENGLISH
95.
(2)
(3)
(4)
improve students
(2)
(3)
follow-up/remediation
for students.
(4)
activities
seen
(2)
obvious
(3)
~ppealing
(4)
bright
(45)
(2)
(3)
(4)
.ne
96.
99.
( 1)
describing
(2)
mentoring
(3)
discussing
(4)
teaching
(2)
(3)
(4)
schools
teachers.
control
( 1)
(2)
(3)
changing schools
(4)
their
p:/
htt
sh
( 1)
who
fre
98.
A
synonym
for
the
word,
'counselling', from.the passage is
/go
97.
ers
(46)
growing up healthy .
(2)
(3)
being fearless
(4)
getting ambitious
(1)
aisle/isle
ers
.ne
t
(I)
(2)
beer/bear
(3)
stale/stall
(4)
stock/stoke
be a good follower
(2)
overcome challenges
love
(2)
IS
(3)
the
(4)
might
sh
(1)
to avoid challenges
(I)
friend
(2)
daughter
(3)
mother
(4)
girl
(2)
position of verbs
(3)
position of nouns
(4)
/go
110.
htt
p:/
use of'by'
fre
(I)
{1)
(2)
(3)
(4)
Students
can
leave
the
school
(2)
meaning
conveyed
by
the
modals/verb modifiers
(3)
(4)
(2)
understanding
(3)
application
(4)
evaluation
of word
formation
(1)
(2)
(3)
(4)
(2)
(3)
(4)
p:/
/g
Speaker 1
Where ?
Speaker 2
htt
. (3)
ofr
(1)
.ne
remembering
ers
(1)
esh
(47)
Speaker!
(2)
Speaker II
Both
(4}
Neither
ers
.
ne
t
(48)
fre
sh
htt
p:/
/go
(49)
~-1
f.roT : ~
~ 11\(
92.
~~:
ers
.ne
t
'ql1'f- IV
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(1)
tl
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~%~~ ~~~%~-1W9T
(2)
.(3)
? ~
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Cf>IO<llfl"i<tl ~ fffi9
(4)
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93.
m<fT rt fi<IT .
/go
qft;,
p:/
htt
(4)
..
-q
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(2)
cnT
~:m cf;
31!K ~
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C!ft Wffif
-;;n;Rcf;~~~ I .
(4)
(2)
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-q 3lT"lT %
~-s:mtl
..
(1)
(3)
~trl'f~W I ~~cnTW-W'<t>r~
fcp q(\ <FIT
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;;;or trl1 ~ "lR ~
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sh
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fre
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94.
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t?
(1)
.ri~~~~~
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(2)
(3)
~~~~-qtf~
tl
fi<:IT
cpl.l!4ifi!(1
(4)
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iff
(4)
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.ne
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(1)
~, "tt>T ~. ~
95.
(50)
98.
(1)
(2)
"'ltf>i(l('qtf)
(3)
!IHctl'<ltt>
(4)
fi~f.\Cll'<ltt>
mlRtt>"
(2)
:mflfltt>
(3)
l(IIRlRtt>
(4)
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educational technology
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assessment
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READ CAREFULLY
INSTRUCTIONS:
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P-II (Set-P)
MATHS & SCIENCE (Q Nos.31-90), ENGLISH L-I (Q Nos.91-120), ENGLISH L-II (Q Nos.121-150)
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2
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143
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149
150
rs.
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51
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/go
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p:/
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49
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P-II (Set-P)
SOCIAL STUDIES (Q Nos.31-90), HINDI L-I (Q Nos.91-120), HINDI L-II (Q Nos.121-150)
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3
3
ne
t
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
rs.
1
4
2
1
4
1
2
3
1
2,3
2
2
2
3
2
3
4
3
4
2
1
1
2
2
1
2
2
1
4
2
1
3
3
2
3
2
2
2
2
1
4
2
3
2
2
3
3
2
3
3
sh
e
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
/go
fre
1
4
3
1
4
2
1
2
1
3
2
3
4
1
3
3
1
2
4
1
2
1
1
3
4
2
2
3
2
2
4
3
4
3
2
2
3
1
3
2
2
3
1
3
3
2
3
3
3
2
p:/
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50