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Assam TET UP study materials
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Assam TET UP practice questions

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Question 1Lower Primary Level (Classes I–V)

According to the Assam TET lower primary syllabus, which language is used as the medium of instruction in Assamese-medium government lower primary schools of the Brahmaputra Valley?

  1. English
  2. Assamese Correct answer.
  3. Bodo
  4. Bengali

Explanation

Assamese-medium lower primary schools in the Brahmaputra Valley conduct classroom teaching in Assamese, which is also taught as a first language there. Bodo is used as a medium in Bodo-dominated areas, and Bengali in parts of the Barak Valley. English is generally a subject rather than the medium at this level.

Question 2Lower Primary Level (Classes I–V)

A Class III teacher wants pupils to understand place value of three-digit numbers. Which classroom activity best develops this concept?

  1. Colouring a chart of numerals from 1 to 100
  2. Copying numbers 100 to 999 five times in a notebook
  3. Bundling sticks into tens and hundreds and writing the expanded form Correct answer.
  4. Reciting the multiplication table of 10 aloud together

Explanation

Bundling sticks into groups of ten and then ten tens into a hundred lets children physically experience that each position has a value ten times the one to its right. Writing the expanded form connects the concrete bundle to the abstract numeral. Copying, reciting tables and colouring do not build positional understanding.

Question 3Lower Primary Level (Classes I–V)

In the lower primary EVS syllabus of Assam, which of the following is the most appropriate example of a 'natural resource' found locally?

  1. The Brahmaputra river water used for bathing and irrigation Correct answer.
  2. A bicycle used to reach school
  3. A plastic bucket bought from the village market
  4. A cement bridge across a tributary

Explanation

Natural resources are materials taken from nature and used by people, such as river water, soil, forests and sunlight. A plastic bucket, a bicycle and a cement bridge are all manufactured articles made by humans. The river water is the only option drawn directly from the environment.

Question 4Lower Primary Level (Classes I–V)

A Class II child writes 'I goed to school' in an English lesson. What is the most appropriate teacher response?

  1. Mark it wrong and ask the child to write the sentence ten times
  2. Ignore the error because children of Class II cannot learn past forms
  3. Tell the child that English grammar is too difficult at this stage
  4. Accept the meaning, then model 'I went to school' and let the child repeat it in context Correct answer.

Explanation

Overgeneralising the regular -ed rule is a normal developmental stage in second-language learning. The teacher should value the child's attempt at communication and provide the correct model in a natural sentence. Repeated punishment writing or avoidance does not help the child notice the irregular form.

Question 5Lower Primary Level (Classes I–V)

Which of the following is the correct sequence of the stages of a typical lower primary mathematics lesson?

  1. Evaluation, practice, presentation, introduction
  2. Presentation, evaluation, introduction, practice
  3. Practice, introduction, evaluation, presentation
  4. Introduction, presentation, practice, evaluation Correct answer.

Explanation

A lesson normally begins by linking new content to children's prior experience, then presents the concept, gives guided practice, and finally checks learning through evaluation. The other orders place checking before teaching or practice before any presentation. This sequence reflects the standard three-phase lesson plan used in Assam lower primary training.

Question 6Lower Primary Level (Classes I–V)

A teacher in a Class IV Assamese-medium class has children who speak different home languages. Which approach best supports inclusive language learning?

  1. Postpone all Assamese writing until children forget their home language
  2. Forbid the home language in class so that Assamese is learnt faster
  3. Allow children to express ideas in their home language first, then help them say the same in Assamese Correct answer.
  4. Seat children by home language and teach each group separately

Explanation

Multilingual classrooms benefit when the home language is used as a bridge to the school language. Children can think and express ideas in a familiar language, and the teacher then scaffolds the transfer to Assamese. Suppression of the home language or segregation harms confidence and participation.

Question 7Lower Primary Level (Classes I–V)

Which of these is the best example of a formative assessment activity for a Class I EVS lesson on 'My Family'?

  1. Observing children draw and describe their family members during the lesson Correct answer.
  2. Recording final marks in the register after the annual test
  3. Conducting a written terminal examination at the end of the year
  4. Awarding ranks to children based on the half-yearly result

Explanation

Formative assessment happens during teaching and is used to guide further instruction. Observing children as they draw and talk about their families gives immediate evidence of understanding. Terminal examinations, register entries and ranking are summative uses of assessment.

Question 8Lower Primary Level (Classes I–V)

A child in Class V says that 3/4 is greater than 5/6 because 3 and 4 are smaller numbers. Which activity best addresses this misconception?

  1. Comparing the fractions with folded paper strips of the same whole Correct answer.
  2. Telling the child that the answer is wrong and moving on
  3. Giving ten more sums of the same type for homework
  4. Asking the child to memorise that bigger denominators mean smaller fractions

Explanation

The misconception arises from treating numerator and denominator as separate whole numbers. Folding paper strips of equal length and shading 3/4 and 5/6 lets the child see which shaded part is larger. Direct visual comparison builds the idea of a fraction as part of one whole.

Question 9Lower Primary Level (Classes I–V)

In Assamese, which of the following pairs of words is a pair of opposites (বিপৰীত শব্দ)?

  1. বই – কলম
  2. দিন – ৰাতি Correct answer.
  3. আকাশ – চৰাই
  4. পানী – নদী

Explanation

Opposite words express contrary meanings, and 'দিন' (day) and 'ৰাতি' (night) are a standard antonym pair. The other pairs are related nouns but do not express contrast. Recognising antonym pairs is a stated objective of the Assamese language component.

Question 10Lower Primary Level (Classes I–V)

A teacher wants Class III children to learn the function of a full stop. Which task is most suitable?

  1. Reciting a poem without looking at the text
  2. Writing the alphabet in capital letters
  3. Reading a short paragraph and marking where each sentence ends Correct answer.
  4. Copying a list of nouns from the blackboard

Explanation

Children learn punctuation best by noticing it in real connected text. Marking sentence endings in a paragraph directs attention to where the full stop performs its function. Alphabet writing, noun copying and recitation do not involve sentence boundaries.

Question 11Lower Primary Level (Classes I–V)

Which of the following activities best develops phonemic awareness in Class I children learning English?

  1. Clapping once for each sound heard in words like 'cat' and 'sun' Correct answer.
  2. Matching pictures with their written names
  3. Reading a paragraph aloud after the teacher
  4. Copying the spelling of ten words from the board

Explanation

Phonemic awareness is the ability to hear and manipulate individual sounds in spoken words. Clapping for each sound segment separates the word into phonemes without any print. Copying spellings, choral reading and picture-word matching involve letters or meaning rather than sound segmentation.

Question 12Lower Primary Level (Classes I–V)

In a Class IV mathematics class, a teacher uses local market situations to teach money. Which question is the best example of an open-ended task?

  1. What is 25 rupees plus 25 rupees?
  2. How many paise are there in one rupee?
  3. Write the symbol used for the Indian rupee
  4. You have 50 rupees and must buy vegetables for the family; list three different ways you could spend it Correct answer.

Explanation

An open-ended task has more than one acceptable solution and requires reasoning and decision-making. Planning three different ways to spend 50 rupees allows multiple valid answers and connects money to real life. The other questions have single fixed answers.

Question 13Lower Primary Level (Classes I–V)

Which of the following best describes the purpose of the continuous and comprehensive evaluation (CCE) approach in lower primary classes?

  1. To assess scholastic and co-scholastic growth continuously using varied tools Correct answer.
  2. To replace all classroom teaching with written tests
  3. To test only the memory of textbook facts
  4. To rank children in class from first to last

Explanation

CCE seeks regular assessment of both academic learning and co-scholastic areas such as attitudes, values and participation. It uses observation, projects, portfolios and oral work rather than a single test. Ranking and memory-only testing contradict its purpose.

Question 14Lower Primary Level (Classes I–V)

A Class V child has difficulty reading words with consonant clusters such as 'stop' and 'black'. Which remedial activity is most appropriate?

  1. Giving the child a Class VII textbook for practice
  2. Blending the sounds orally with the teacher, then reading the words in a short sentence Correct answer.
  3. Asking the child to write each word fifty times
  4. Skipping those words and reading easier words only

Explanation

Difficulty with clusters usually reflects weak blending of adjacent consonant sounds. Oral blending with teacher modelling, followed by reading in meaningful sentences, directly targets the skill. Repeated writing and avoidance do not strengthen blending.

Question 15Lower Primary Level (Classes I–V)

Which of the following is the most appropriate way for a lower primary teacher to teach the concept of 'living and non-living things'?

  1. Asking children to copy a table of examples from the textbook
  2. Showing a single picture and naming the objects in it
  3. Reading the definition aloud and asking children to memorise it
  4. Having children observe and record whether plants and stones grow, breathe and need food Correct answer.

Explanation

Young children learn science concepts through direct observation and comparison. Recording whether plants and stones grow, breathe or need food leads them to infer the characteristics of living things themselves. Memorising definitions or copying tables gives labels without understanding.

Question 16Lower Primary Level (Classes I–V)

A teacher asks Class II children to count the number of chairs in the classroom. Which mathematical skill is primarily being developed?

  1. Place value regrouping
  2. Measurement of length
  3. Multiplication of two-digit numbers
  4. One-to-one correspondence in counting Correct answer.

Explanation

Counting real objects requires matching each spoken number to exactly one object, which is one-to-one correspondence. This is a foundational counting principle at the lower primary stage. Place value, multiplication and length measurement involve different concepts.

Question 17Lower Primary Level (Classes I–V)

Which sentence uses the article correctly in the context of a Class III English lesson?

  1. She is a honest girl.
  2. She is the honest girl in every class.
  3. She is an honest girl. Correct answer.
  4. She is honest a girl.

Explanation

The choice between 'a' and 'an' depends on the initial sound, not the letter. 'Honest' begins with a vowel sound because the 'h' is silent, so 'an honest girl' is correct. Using 'a' before a vowel sound or misplacing the article is wrong.

Question 18Lower Primary Level (Classes I–V)

A teacher notices that a Class IV child can solve 45 + 38 correctly using bundles of sticks but fails when the same sum is written in figures. What does this indicate?

  1. The child is deliberately avoiding written work
  2. The child should be moved to a lower class immediately
  3. The child has not understood addition at all
  4. The child understands the operation concretely but needs support in moving to the symbolic form Correct answer.

Explanation

Success with sticks shows that the concept of addition with carrying is present. The gap lies in linking the concrete model to written symbols, which is a normal transition stage. The teacher should bridge the two by recording the stick work in figures alongside the child.

Question 19Lower Primary Level (Classes I–V)

In the context of the Assam lower primary curriculum, which of the following is a component of 'environmental studies' rather than of mathematics?

  1. Adding three-digit numbers with carrying
  2. Identifying sources of drinking water in the village Correct answer.
  3. Writing the table of 7
  4. Drawing a circle using a compass

Explanation

EVS deals with the child's immediate surroundings, including water, health, food and community life. Identifying local sources of drinking water is an EVS activity. The other options are arithmetic or geometry tasks from the mathematics syllabus.

Question 20Lower Primary Level (Classes I–V)

A teacher plans a group activity where Class V children prepare a chart on 'Trees in our village'. Which learning objective is best served by this task?

  1. Memorising the scientific names of ten trees
  2. Practising handwriting on chart paper
  3. Completing a worksheet on multiplication
  4. Collecting, organising and presenting information about the local environment Correct answer.

Explanation

A chart-making task requires children to gather information, decide how to arrange it and present it clearly to others. These are inquiry and communication skills central to EVS. Memorising names, handwriting practice and multiplication are unrelated objectives.

Question 21Lower Primary Level (Classes I–V)

Which of the following is the most appropriate way to handle a child in Class I who cries and refuses to enter the classroom on the first day?

  1. Allow a familiar adult or sibling to sit nearby briefly and gradually involve the child in a play activity Correct answer.
  2. Ignore the child until the crying stops on its own
  3. Send the child home immediately and ask the parents to try again next year
  4. Punish the child for indiscipline in front of the class

Explanation

Young children need emotional security during the transition from home to school. Allowing a familiar person nearby while gently drawing the child into play reduces anxiety. Punishment, sending the child away or ignoring distress can create lasting negative attitudes to school.

Question 22Lower Primary Level (Classes I–V)

A Class III teacher wants to check whether children understand the story they have just heard. Which question is most likely to promote thinking rather than recall?

  1. What was the name of the youngest brother?
  2. Where did the story take place?
  3. How many brothers were there in the story?
  4. What would you have done if you were the youngest brother in the story? Correct answer.

Explanation

Questions that ask children to imagine themselves in a character's position require inference and evaluation. Name, number and place questions can be answered by remembering stated facts. Higher-order questions deepen comprehension of the story.

Question 23Lower Primary Level (Classes I–V)

In Assamese grammar at the lower primary level, which of the following words is a বিশেষ্য (noun)?

  1. গছ Correct answer.
  2. লৰি
  3. শীঘ্ৰে
  4. ধুনীয়া

Explanation

A noun names a person, place, thing or idea, and 'গছ' (tree) is a naming word. 'ধুনীয়া' (beautiful) is an adjective, 'লৰি' (running) is a verb form, and 'শীঘ্ৰে' (quickly) is an adverb. Identifying naming words is a basic grammar objective in Assamese.

Question 24Lower Primary Level (Classes I–V)

Which of the following is the best example of using a local resource to teach mathematics in a rural Assamese school?

  1. Reading aloud the definition of addition from the textbook
  2. Buying imported plastic abacus sets for every child
  3. Using bamboo sticks and seeds for counting and grouping activities Correct answer.
  4. Showing a video of a city market on a projector

Explanation

Locally available materials such as bamboo sticks and seeds are cheap, familiar and effective for counting, grouping and place-value work. They connect mathematics to children's everyday environment. Imported sets and videos may be unavailable, and reading definitions is passive.

Question 25Lower Primary Level (Classes I–V)

A teacher finds that children in Class IV can recite the multiplication table of 6 but cannot solve '6 groups of 4 pencils'. What is the most likely explanation?

  1. The children need a harder table to practise
  2. The table was learnt by rote without linking it to the concept of equal groups Correct answer.
  3. The children cannot read the question at all
  4. The children have forgotten the table completely

Explanation

Reciting a table fluently does not guarantee understanding of multiplication as repeated equal groups. When the same fact is presented as a real situation, the missing conceptual link becomes visible. The teacher should rebuild the idea of equal groups using objects before returning to tables.

Question 26Lower Primary Level (Classes I–V)

A Class II teacher in Assam wants children to understand that spoken words are made of separate sounds. Which activity directly develops this understanding?

  1. Reading the sentence aloud while children listen silently
  2. Clapping once for each word in the sentence 'আমি ভাত খাওঁ' Correct answer.
  3. Asking children to draw a picture of rice and a plate
  4. Asking children to copy the sentence five times in their notebook

Explanation

Clapping per word builds word awareness, the first level of phonological awareness, by making the boundaries between spoken words physically perceptible. Copying and silent listening do not require the child to segment speech, so they do not develop this skill.

Question 27Lower Primary Level (Classes I–V)

In a Class I mathematics lesson on numbers 1 to 9, which material is most suitable for helping children match a numeral with its quantity?

  1. A printed number chart hung above the blackboard
  2. Number cards paired with collections of pebbles or seeds Correct answer.
  3. A worksheet of numerals to trace with a pencil
  4. A story book about a counting bird

Explanation

Concrete objects paired with numeral cards let the child physically count and match quantity to symbol, which is the recommended concrete-to-abstract sequence at the lower primary stage. A chart on the wall is only for reference and tracing develops writing, not quantity sense.

Question 28Lower Primary Level (Classes I–V)

Which of the following is written as a complete Assamese sentence with correct word order?

  1. ৰামে যায় স্কুললৈ।
  2. স্কুললৈ ৰামে।
  3. ৰামে স্কুললৈ যায়। Correct answer.
  4. যায় ৰামে স্কুললৈ।

Explanation

Assamese follows subject–object–verb order, so the subject ৰামে comes first, the object with its case marker স্কুললৈ comes next, and the verb যায় comes last. Only the first option follows this order and ends with a full stop.

Question 29Lower Primary Level (Classes I–V)

A Class IV teacher wants children to learn that water changes to vapour on heating. Which classroom activity gives the clearest first-hand evidence?

  1. Showing a picture of steam rising from a kettle
  2. Telling children that water disappears in summer
  3. Boiling a little water in a covered vessel and letting children observe the lid Correct answer.
  4. Asking children to write the word 'vapour' ten times

Explanation

Direct observation of a simple, safe demonstration lets children see condensation on the lid and connect heating with the change of state. Pictures and verbal statements are second-hand and writing the word builds spelling, not understanding of the process.

Question 30Lower Primary Level (Classes I–V)

In the Assam lower primary curriculum, which activity best supports the development of fine motor control needed for writing in Class I?

  1. Reciting the alphabet in chorus
  2. Threading beads, tearing paper strips and kneading clay Correct answer.
  3. Copying a full paragraph from the blackboard daily
  4. Listening to a story read by the teacher

Explanation

Fine motor control of the fingers develops through manipulative activities such as threading, tearing and kneading before formal writing is introduced. Copying long paragraphs too early strains immature muscles, while recitation and listening do not involve the hand at all.

Question 31Lower Primary Level (Classes I–V)

A Class III child writes 'মই স্কুললৈ যাম' meaning 'I will go to school'. Which grammatical element shows the future tense in this sentence?

  1. যাম Correct answer.
  2. The absence of any marker
  3. স্কুললৈ
  4. মই

Explanation

In Assamese the verb carries the tense marker, and the ending -ম in যাম signals future time with a first-person subject. The pronoun and the case-marked noun do not carry tense information.

Question 32Lower Primary Level (Classes I–V)

Which of the following is an example of a summative assessment task in a Class V EVS class at the end of a term?

  1. Asking children to raise hands if they understood today's lesson
  2. A short written test on the units covered during the term Correct answer.
  3. Correcting a child's notebook entry while the child is writing
  4. Observing children during a group discussion and noting who contributes

Explanation

Summative assessment judges learning at the end of a unit or term, and a written test covering completed units serves that purpose. The other three are ongoing, in-process checks that inform teaching while learning is still happening.

Question 33Lower Primary Level (Classes I–V)

A teacher in a Class II English class says the word 'cat' and asks children to say the first sound. Which skill is being assessed?

  1. Beginning sound isolation Correct answer.
  2. Sentence comprehension
  3. Letter formation
  4. Vocabulary meaning

Explanation

Identifying the first sound of a spoken word is beginning sound isolation, a phonemic awareness skill that requires attending to individual sounds rather than meaning. It does not involve writing letters or understanding sentences.

Question 34Lower Primary Level (Classes I–V)

A Class IV teacher wants children to understand the place value of digits in a three-digit number. Which representation is most useful?

  1. Reciting the number names from 100 to 200
  2. Writing the number 345 on the blackboard and reading it aloud
  3. Copying the number five times in the notebook
  4. Bundles of sticks grouped as hundreds, tens and ones Correct answer.

Explanation

Bundled sticks make the hundreds, tens and ones structure physically visible, so children can see that the 3 in 345 means three hundreds. Reading aloud, reciting names and copying involve the numeral sequence but not the value attached to each position.

Question 35Lower Primary Level (Classes I–V)

A Class V child reads 'was' as 'saw' and 'on' as 'no' while reading a short passage. Which instructional focus addresses this pattern?

  1. Comparing words that differ in letter order, such as was/saw and on/no Correct answer.
  2. Asking the child to memorise the passage at home
  3. Increasing the length of the passage read each day
  4. Practising letter–sound correspondence for individual letters only

Explanation

Reversing letters within words reflects difficulty in attending to letter order, so paired comparison of minimal pairs trains the child to track sequence. Longer passages or memorisation do not address the underlying ordering error.

Question 36Lower Primary Level (Classes I–V)

In a Class III EVS lesson on 'Water', a teacher asks children to list all the ways their family uses water at home and then compare lists. Which objective is mainly served?

  1. Practising alphabetical order
  2. Connecting a school concept with children's everyday experience Correct answer.
  3. Testing memory of textbook definitions
  4. Developing handwriting speed

Explanation

Asking children to draw on household practice links the school topic to their own lives and makes the discussion meaningful. The task involves no definitions, no copying and no alphabet work.

Question 37Lower Primary Level (Classes I–V)

A teacher gives Class V children the problem: 'A shopkeeper has 48 mangoes and packs them equally into 6 baskets. How many mangoes in each basket?' A child answers 54. Which error is most likely?

  1. The child did not know the multiplication table of 6
  2. The child added the numbers instead of dividing them Correct answer.
  3. The child misread 48 as 84
  4. The child made a place value error in borrowing

Explanation

The answer 54 is exactly 48 + 6, which shows the child operated on the numbers without attending to the meaning of equal sharing. A place value error, a table gap or a misread numeral would produce a different result.

Question 38Lower Primary Level (Classes I–V)

Which of the following is the correct use of the apostrophe for possession in a Class V English writing task?

  1. The girls book was on the table.
  2. The girls' book was on the table.
  3. The girl's book was on the table. Correct answer.
  4. The girl book's was on the table.

Explanation

For a singular noun, possession is shown by an apostrophe before the s, as in girl's. The plural possessive would be girls' and would need a plural context, which the sentence does not supply.

Question 39Lower Primary Level (Classes I–V)

A Class II teacher notices that a child counts 'one, two, three, four' while touching objects but says 'four' when there are five objects. Which aspect of counting should the teacher strengthen?

  1. Comparing which group has more objects
  2. One-to-one correspondence between each object and each number word Correct answer.
  3. Reciting the number names in order
  4. Writing the numerals 1 to 5 correctly

Explanation

The child knows the number sequence but is not matching exactly one number word to each object touched, which is one-to-one correspondence. Recitation and numeral writing are already present, and comparison is a later skill.

Question 40Lower Primary Level (Classes I–V)

In a Class IV Assamese lesson, a teacher asks children to replace the underlined word in 'মই ৰমেনৰ ঘৰলৈ যাম' with another person's name. Which grammatical understanding is being practised?

  1. Changing the tense of the verb
  2. Forming a question sentence
  3. Joining two sentences with a conjunction
  4. Using a noun in the correct case form in a sentence Correct answer.

Explanation

The child must insert a new name in the same slot, keeping the genitive form and the case-marked goal phrase, which practises noun use in sentence structure. Tense, question formation and conjunction are untouched by this substitution.

Question 41Lower Primary Level (Classes I–V)

A teacher wants Class V children to learn that air occupies space. Which demonstration is most convincing?

  1. Telling children that air is everywhere around us
  2. Inverting a glass over a floating cork and pushing it into water so the water does not enter Correct answer.
  3. Showing a picture of a balloon
  4. Asking children to blow air on their hands

Explanation

When the inverted glass is pushed down, the trapped air prevents water from rising inside, giving visible evidence that air takes up space. A verbal statement, a picture and feeling breath on the hand do not show occupation of space.

Question 42Lower Primary Level (Classes I–V)

A Class III child can solve 7 + 5 using fingers but cannot solve it mentally. Which next step is most appropriate for the teacher?

  1. Ask the child to memorise all sums up to 20 without aids
  2. Stop finger use immediately and insist on mental answers
  3. Move from fingers to a number line and then to known facts such as doubles Correct answer.
  4. Give a long worksheet of similar sums for practice

Explanation

Children move from concrete to pictorial to abstract representations, so a number line bridges finger counting and mental strategies such as doubles. Removing support abruptly or drilling without strategy leaves the child stuck at counting.

Question 43Lower Primary Level (Classes I–V)

A teacher in a Class V English class asks children to read a short paragraph and then say what the writer wants them to do. Which comprehension level is being assessed?

  1. Spelling accuracy
  2. Inferential comprehension of purpose Correct answer.
  3. Decoding of individual words
  4. Alphabetical ordering

Explanation

Identifying what the writer intends requires going beyond the literal words to infer purpose, which is an inferential comprehension skill. Decoding and spelling concern word-level accuracy, not meaning.

Question 44Lower Primary Level (Classes I–V)

A Class I teacher plans the first week of school for children who have never attended any school. Which routine is most appropriate?

  1. A written test to find each child's level
  2. Starting formal reading and writing from the first day
  3. Silent seatwork for most of the day
  4. Short familiar songs, games and free play with a fixed daily rhythm Correct answer.

Explanation

Young beginners need a secure, predictable routine built on play, songs and interaction before formal literacy is introduced, which reduces anxiety and builds school readiness. Testing or prolonged silent seatwork at entry is inappropriate for this age.

Question 45Lower Primary Level (Classes I–V)

A teacher asks Class IV children to measure the length of their desk using hand spans and then with a ruler. Which understanding is the lesson mainly building?

  1. That length cannot be measured accurately
  2. The need for a standard unit for consistent measurement Correct answer.
  3. That rulers are more expensive than hands
  4. That non-standard units give the same result for everyone

Explanation

Comparing hand spans with a ruler shows children that body-based units vary from person to person, so a common standard unit is needed. The activity shows measurement is possible and useful, not that it is unreliable in principle.

Question 46Lower Primary Level (Classes I–V)

A Class V teacher wants to assess whether children can apply the concept of 'renewable resources'. Which task best assesses application rather than recall?

  1. Giving a list of local items and asking children to sort them into renewable and non-renewable Correct answer.
  2. Reading the textbook paragraph on resources aloud
  3. Asking children to write the definition of renewable resources
  4. Asking children to spell 'renewable' correctly

Explanation

Sorting unfamiliar local items requires children to apply the category to new examples, which is application rather than repetition. Defining, spelling and reading aloud test recall or language accuracy instead.

Question 47Lower Primary Level (Classes I–V)

A Class IV child writes 'আমি কালি স্কুললৈ যাম' when the intended meaning is 'I went to school yesterday'. Which correction is needed?

  1. Change যাম to গৈছিলোঁ Correct answer.
  2. Remove স্কুললৈ
  3. Replace কালি with আজি
  4. Change মই to তুমি

Explanation

The intended meaning is past time, so the verb must carry a past marker such as গৈছিলোঁ instead of the future form যাম. Changing the time word or the pronoun would alter the meaning rather than fix the tense.

Question 48Lower Primary Level (Classes I–V)

During a Class III mathematics lesson, a teacher finds that six children consistently write 12 as 21. Which instructional decision is most appropriate?

  1. Ignore the error since it will disappear with age
  2. Send the six children to a lower class
  3. Plan focused activities on tens and ones using bundles and place value cards for the whole class Correct answer.
  4. Give them extra sums with two-digit numbers only

Explanation

Reversing digits usually signals weak place value understanding, so targeted work with bundles and place value cards addresses the cause while allowing the whole class to benefit. Ignoring the error lets it persist, and more sums alone repeat the same confusion.

Question 49Lower Primary Level (Classes I–V)

A teacher wants Class V children to plan and carry out a small survey of the number of members in each classmate's family, then present the results. Which set of skills does this task integrate?

  1. Recitation and memorisation
  2. Drawing and colouring only
  3. Data collection, tabulation and simple graphical representation Correct answer.
  4. Handwriting and spelling only

Explanation

A survey requires children to gather data, organise it in a table and present it graphically, integrating mathematics with EVS and language. Handwriting, recitation and colouring are single-skill activities that do not cover the full process.

Question 50Lower Primary Level (Classes I–V)

A Class V teacher reads a story aloud and then asks children to predict what the main character will do next, giving a reason. Which higher-order skill is being developed?

  1. Copying the story accurately
  2. Letter–sound decoding
  3. Rote memorisation of the story
  4. Inferential reasoning from textual clues Correct answer.

Explanation

Predicting with justification requires children to combine details from the story with their own knowledge to reach a conclusion the text does not state directly. Memorisation, decoding and copying stay at the literal or word level.