CG TET Paper 1 key terms

The gradual change in how a child thinks, remembers, and reasons. Piaget described four stages-sensorimotor, preoperational, concrete operational, and formal operational-each marked by a different way of understanding the world.

The understanding that the quantity of a substance stays the same even when its shape or container changes. It usually appears in the concrete operational stage, around age seven, and is typically absent in preoperational children.

A young child's difficulty in seeing a situation from another person's point of view. Piaget used the idea to describe preoperational thinking, where the child assumes that others see, know, and feel exactly as they do.

Vygotsky's term for the distance between what a learner can do alone and what the learner can do with help from a more capable person. Instruction is most useful when it sits inside this range.

Temporary support from a teacher or a more able peer that lets a learner complete a task just beyond independent reach. The help is reduced step by step as the learner takes the task over.

A view of learning in which learners actively build knowledge by connecting new experience with what they already know, instead of receiving facts passively. Teaching therefore begins by finding out the learner's existing ideas.

A school assessment scheme that evaluates learners regularly through the year and covers scholastic as well as co-scholastic areas, using projects, observation, and class tests rather than a single end-of-year examination.

Assessment carried out while teaching is going on, to discover what learners understand and to adjust the next lesson. It is feedback-oriented and low-stakes, unlike assessment whose only purpose is to grade final learning.

Schooling in which children with disabilities and other marginalised groups learn in ordinary classrooms with the support they need, instead of being separated into special schools or excluded from school altogether.

A lasting difficulty in gaining one or more academic skills, such as reading, writing, or arithmetic, in a child of average intelligence who receives adequate teaching. It arises from differences in how the brain processes language or numbers.

Gardner's proposal that ability is not one general thing but several fairly separate kinds, including linguistic, logical-mathematical, spatial, musical, bodily-kinaesthetic, interpersonal, and intrapersonal. It encourages teachers to offer varied ways of learning and of showing learning.

The ordered set of Hindi speech sounds written as letters, divided into vowels (swar) and consonants (vyanjan). The consonants are arranged by place and manner of articulation, so reciting the varnamala also works as a pronunciation drill.

A sign attached to a Hindi consonant to show the vowel that follows it, such as the vertical stroke for aa or the short diagonal for i. Children often confuse similar matras, so writing practice linked to sound is needed.

The change in sound that happens when two words or word parts are joined, usually where a final vowel meets an initial vowel. Recognising sandhi helps pupils split long written forms and spell them correctly.

A fixed Hindi expression whose meaning cannot be guessed from its separate words, such as aankhon ka tara. Idioms should be taught and tested inside a sentence, because literal translation from another language produces errors.

A word that carries almost the same meaning as another word in a given context, such as soorya and ravi for the sun. List-based memorising helps little; learners need to see the words used in sentences.

A short Hindi passage the learner has not studied, followed by questions on its main idea, details, and word meanings. It tests comprehension and inference rather than memory, so silent reading before answering matters.

The language a child speaks first and uses at home. Using it in the early classroom for explanation and discussion supports concept learning and confidence, and the school language is added to it rather than replacing it.

A method of teaching early reading that links letters and letter groups with the sounds they represent, so that children blend sounds and decode unfamiliar words instead of memorising each word as a picture.

Reading a text quickly to catch its general idea, for example by looking at the title, headings, and first sentences of paragraphs. It comes before detailed reading, not instead of it.

Reading a text quickly to find one specific item, such as a date, a name, or a figure, while ignoring everything else. Questions that begin with when or how many are usually answered by scanning.

A passage from which words have been removed at regular intervals, which the learner must fill in using the surrounding context. It measures reading comprehension and grammar awareness together, not isolated word meanings.

One of two or more words that sound the same but are spelled differently and mean different things, such as sea and see, or their and there. They are a common source of spelling errors in dictation.

An approach that organises English lessons around real purposes for using the language, with pair work, role play, and tasks, treating grammar as a tool for meaningful communication rather than as the goal of the lesson.

The rule that a verb must match its subject in number and person, as in she writes and they write. In test items, phrases placed between subject and verb often hide which word the verb must agree with.

The value a digit gets from its position in a numeral, so the 5 in 507 means five hundred while in 75 it means five. It underlies regrouping in addition and subtraction and all later work with numbers.

Fractions that name the same part of a whole although their numerators and denominators differ, such as one-half and two-fourths. Multiplying or dividing both parts by the same non-zero number gives an equivalent fraction.

The length of the boundary of a closed figure, found by adding its side lengths. In primary classes children first measure it with string or a scale around real objects before using formulas.

A teaching order in which a mathematical idea is first handled with real objects, then with drawings or pictures, and only then with symbols and rules. Skipping the first two steps leaves many children with memorised procedures.

Finding an answer that is close enough for the purpose without exact calculation, usually by rounding numbers to convenient values. It is also used to judge whether a written answer is reasonable.

A graph in which pictures or symbols stand for a fixed number of things, explained by a key. It is the first data-handling tool in primary mathematics, used before bar graphs with numbered axes.

A short situation described in words, from which the learner must choose the operation and then compute. The difficulty usually lies in understanding the situation, not in the calculation itself.

The order in which living things feed on one another, beginning with plants that make their own food and passing through herbivores to predators and decomposers. Arrows show the direction in which energy moves.

A feature or habit of a plant or animal that helps it survive where it lives, such as thick fur in cold regions, spines in deserts, or webbed feet in water. Adaptations develop over many generations.

The continuous movement of water between the earth's surface and the air through evaporation, condensation, precipitation, and collection. The sun's heat drives it, and it links rain, dew, and drying clothes in one explanation.

A diet that supplies enough energy, protein, vitamins, minerals, and fibre from a variety of foods in suitable amounts. No single food provides everything, which is why variety and proportion both matter.

An illness that passes from one person, animal, or object to another through air, water, food, contact, or carriers such as mosquitoes. Handwashing, safe drinking water, and vaccination reduce its spread.

A natural resource that is replaced within a human lifetime, such as sunlight, wind, running water, and plants, unlike coal and petroleum, which are used up once and cannot be renewed quickly.

Non-timber products collected from forests, such as tendu leaves, mahua flowers, honey, and medicinal herbs. In Chhattisgarh, collecting and selling these items supports many rural and tribal households.