National Achievement Survey

Class V
(Cycle 3)

Karnataka
Subject wise Report
Learning Gaps in Language, Mathematics and Environmental Studies

Educational Survey Division

2014
National Achievement Survey
Class V
(Cycle 3)

Karnataka
Subject wise Report
Learning Gaps in Language, Mathematics and Environmental Studies

Core Writing Group

Prof. Sridhar Srivastava
Dr. Santosh Kumar
Dr. Manika Sharma

Educational Survey Division

Sri Aurobindo Marg, New Delhi-110016.

2014
 Content

Preface .......................................................................................................................................... iii

Project Team ............................................................................................................................... iv

Introduction ...................................................................................................................................... v

Language (Reading Comprehension) .................................................................................. 1

Learning Gaps ................................................................................................................................... 2

What Students Can Do? .............................................................................................................. 6

Mathematics .................................................................................................................................... 9

Learning Gaps ................................................................................................................................ 10

What Students Can Do? ............................................................................................................ 18

Environmental Studies .............................................................................................................. 21

Learning Gaps ................................................................................................................................ 23

What Students Can Do? ............................................................................................................ 28

Sum Up ............................................................................................................................................... 31

ii
 Preface

Sarva Shiksha Abhiyan (SSA), a flagship programme of the Government of India, provides a variety
of inputs designed to ensure access, equity and quality in elementary education. In order to
achieve aforesaid objectives, National Achievement Surveys (NAS) are carried out by National
Council of Educational Research and Training (NCERT) periodically. NCERT brings out technical
report related to NAS which provides status of health of the system, stating what students know
and can do in a specific content area and association of student’s learning achievement with
background of students, schools and teachers factors at national level. Besides, NCERT also
provides data of the NAS to states/UTs for preparing their state specific reports.

It has been observed that most of the States/UTs are not further analyzing the NAS data, the
results of which can be used by teachers and teacher educators during classroom teaching.
Keeping this in view the ESD, NCERT has moved a step ahead to guide States in analyzing the data
and giving an insight about utilization of NAS data. This report is a small effort to look into the
data of NAS with a purpose of making NAS data more relevant and usable for teachers and
classroom practitioners. This will assist in improving the quality of teaching by understanding the
type of difficulties faced by students of Class V in different subjects i.e.; Reading Comprehension,
Mathematics and Environmental Studies. This report summarizes the findings based on NAS Class
V (Cycle 3) regarding learning gaps and what students know at Class V level in states/UTs. This is
an effort to provide feedback for planning interventions at various levels of school education.

I am grateful to Prof. B.K. Tripathi, Director, NCERT for extending all encouragement to the
activities of NAS as-well-as to the efforts of making NAS outcomes more relevant towards
enhancing the quality of school education in the country.

I thank Dr. Santosh Kumar (Coordinator), Dr. Manika Sharma (Consultant) and Ms. Prerana
Waila (Computer Assistant) who worked hard in analyzing, interpreting the data and preparing
the report. Finally, I thank one and all who have contributed to this report in some or other way.

New Delhi (Sridhar Srivastava)

September, 2014 Professor and Head
ESD, NCERT

iii
 Project Team

Dr. Sridhar Srivastava Professor & Head

Dr. Santosh Kumar Associate Professor

Dr. Manika Sharma Consultant

Mr. Rituraj Sharma Sr. Graphic Designer-cum-Visualizer

Ms. Prerana Waila Computer Assistant

Ms. Seema DTP Operator

Ms. Kamlesh Arya DTP Operator

iv
 Introduction

Background
With the enactment of ‘The Right of Children to Free and
Compulsory Education’ (RTE) Act 2009, government is Sarva Shiksha Abhiyan – towards
obligated in ensuring eight years of quality education for universal elementary education
all children in the age group 6-14 years. Over the past The 86th amendment to the Constitution
decade or so since the beginning of the Sarva Shiksha of India made free and compulsory
education for children aged 6-14 a
Abhiyan (SSA) programme, there has been a significant fundamental right. The government’s SSA
increase in the number of schools and in the enrolment of programme is providing support to
children in government schools, most notably a large achieve this goal.
proportion of children from amongst Scheduled Castes, Spanning the whole country the
programme addresses the needs of nearly
Scheduled Tribes, Muslims and girls have joined the 200 million children. In areas with no or
schooling system. Most of these children are also first- inadequate schooling facilities, SSA is
generation learners, coupled with the fact that they also building new schools or improving
existing infrastructure. Teaching capacity
come from very impoverished socio-economic is being improved through recruitment
backgrounds, which present unique challenges for the and extensive teacher training and many
other inputs.
education system to adequately support the diverse
learning needs of students. While high enrolment and
diverse classrooms are a sign of healthy inclusion and participation in the education system, it is
equally important that all children receive a good quality education. One of the key indicators of
quality education is to understand whether children’s learning achievement is improving over
time in an equitable manner.

To monitor improvement in children’s learning levels and to periodically assess the health of
the government education system as a whole, the National Council of Educational Research and
Training (NCERT) has been periodically conducting National Achievement Surveys (NAS) since
2001, for Class III, V and VIII. The NAS report gives a national and state-level picture, rather than
scores for individual students, schools or districts.

The purpose of these assessments is to obtain an overall picture of what students in specific
classes know and can do and to use these findings to identify gaps and diagnose areas that need
improvement. This information can then be used to impact policies and interventions for
improving children’s learning under the SSA programme.

v
National Achievement Survey-Class V (Third Cycle)

The 2010/11 National Achievement Survey (NAS) of Class V students has been significantly
updated in line with international best practice in student assessment. Conducted by the National
Council of Educational Research and Training (NCERT), this marks the most comprehensive
educational assessment survey in India to date.

Between March and May 2010, the survey tested over one hundred thousand students in
language, mathematics and environmental studies. In addition, questionnaires were used to
collect information on schools, teachers, and pupils’ school experiences and home backgrounds.

Samples and participants

Cycle 3 of NAS Class V used tests and questionnaires to gather information from 122,543 students
in 6,602 schools across 31 states and union territories (UTs).

In each state and UT, the sample was generally selected in three stages. Firstly, districts were
selected based on the number of Class V students enrolled. Secondly, the requisite number of
schools was selected. Finally, the required number of Class V students in the school was selected
at random.

Class V tests

The Class V NAS differs from previous cycles of the survey

as it uses Item Response Theory (IRT) to place results on
What is IRT?
meaningful scales, which are independent of the
particular tests used. This method is in line with Item Response Theory, or IRT, uses a
international best practice. mathematical model to calculate the
probability that a student will respond
Previous Class V survey results were reported as the correctly to a specific test question, based
percentage of correct answers. This meant that results on the student’s level of ability and the
degree of difficulty of the question
were specific to that year’s test and could not be
concerned.
compared to results from other tests or survey cycles. The
scales created using IRT, however, permit future
comparison in each subject.

For each of the three subjects, the Class V syllabus and textbooks from across the states were
used to develop assessment frameworks, which described the knowledge and skills to be covered
in the tests.

Once developed, the test booklets were translated into 15 regional languages. The tests were
then piloted in 21 states to assess how the items worked across the different languages.

vi
 Unlike previous surveys, this round of the Class V survey used three test booklets per subject
rather than one. This allowed assessment in greater depth. To enable comparison across all three
tests, a block of common questions or ‘anchor items’ were used in all booklets. In EVS and
Mathematics, 20 anchor items were used. In Language, 15 items of reading comprehension and 5
items of language elements were used as anchor items. Therefore, three common passages were
used in each booklet. And each booklet was having a new passage also. The structure of the
Mathematics and EVS booklet was as under:

In all the subjects, the concept/content areas were identified, which are as following:
Language Mathematics EVS
Language Elements Arithmetic Social Studies
Reading Comprehension Algebra Science
Writing Geometry -

Items in different subjects covered the following content areas:

Language Mathematics EVS
Vocabulary Operations Family & Environment
Tenses Geometry Food
Preposition Measurement Shelter
Linkers Number System Water
Locate information Travel
Grasp ideas/ Interpret - Real life
Infer/Evaluate -

vii
About the Report
The performance of students in a state is compared with overall performance of students in the
nation (overall of 31 states/UTs). Besides, gender wise, area wise and category wise performance
of students in the state vis-à-vis nation (overall of 31 states/UTs) is also presented. An attempt has
also been made to do distracter analysis for each item to find out the learning gaps in each content
area. The purpose of distracter analysis is to know where students are doing mistakes and what
are their misconceptions. In this report mainly those items are reported where less than 50 per
cent students answered the items correctly. Besides, in most of the items where 25 per cent or
more students opted for an option which is not the correct answer, is also given to understand the
misconception. The reason for taking 25 per cent response as a base for such analysis, is that for
each item 4 options have been provided, therefore the chances for responding an item correctly is
25 per cent by guessing. Further, the report also shows what students can do in a specific content
area where 50 per cent and more students answered the items correctly.

Use of Analysis Results

The analysis output may be used for the following:

‫־‬ to understand the type of misconception of students in each content area/ concept/
competency

‫־‬ to provide feedback to teachers, educationist, curriculum developers, textbook writers and
other stakeholders associated with the quality of education

‫־‬ to identify action points to include in teachers' training

‫־‬ to develop exemplar materials for use of teachers

‫־‬ to develop additional material for students' understanding and practicum

If the State Education Department/SCERT/SIEs take appropriate actions on the above stated
areas timely then it will definitely help in improving the quality of education imparted to students
as emphasized in RTE act 2009.

Need not to mention that this is an attempt made by NCERT to give an idea to use the
outcomes of NAS results. Besides, states/UTs are also advised to do further analysis to get more
concrete insight regarding learning gaps and misconceptions in different content areas taught at
primary level of school education. NCERT has already provided the data to states during the
training programme organised for ‘Report Writing’. The data of this survey can be made available
for states/UTs on request to NCERT.

viii
Characteristics of Karnataka
Karnataka is located in the western coast of Peninsular India with an area of 1,91,796 square
kilometers. The total population of the state is 6,11,30,704 as per census of India 2011, and the
density of population is 319 per square kilometer. As compared to many other states of India,
Karnataka has an average GDP which amounts to 17,07,412 millions. The per capita income of the
state is 50,676 (INR) 2010, as per the data provided by the state and compiled by the VMW
Analytic Services. The sex ratio in Karnataka is 968 females per 1000 males. The literacy rate is
75.60.

In Karnataka, the enrolment in Class V in all schools is 11,06,586 while in only Government and
Government aided schools, it is 8,66,323. The ratio of government schools and all schools is 0.78.
The gross enrolment ratio (class 1-5) is 106.1. Karnataka used Kannada as the medium of
instruction in the schools.

This report summarises the findings of the Karnataka state under the National Achievement
Survey (NAS) of Class V students conducted in 2010 by the National Council for Educational
Research and Training (NCERT). It is based on information gathered through tests administered to
a sample comprising 5,397 students in 248 schools across 11 districts of Karnataka. The subjects
covered were Reading Comprehension, Mathematics and Environmental Studies (EVS).

Source: The District Information System for Education 2007–08

Census of India 2011, Provisional Population Totals
Economic Survey 2010–2011, Government of India, Oxford University Press
Data exclusively compiled by the VMW Analytic Services and provided by the Federal State Governments

ix
 Language
(Reading Comprehension)
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Overall
 In Karnataka, 62
performance of 54 57
52 55 (34.1)
students was higher as (28.6) (28.1) 47
(26.0) (35.2)
compared to overall (25.9)
national average on all
the content areas of Overall
Reading State
Comprehension.

Locating information Grasp ideas/interpret Infer/evaluate

Locating Information Grasp ideas/interpret Infer/evaluate

State 57 53 63
Gender
 Performance of both boys and
Girls

Overall 54 47 55 girls were higher than overall

average score on all the mental
State 57 51 62 processes.
Boys

 Girls performed better than boys

Overall 54 46 54 on ‘Grasp ideas/interpret’ and
‘Infer/evaluate’.

Area
 Rural student’s average score was
State 55 52 61
higher than the overall average score on
Urban

all the mental processes.

Overall 55 47 55
 Urban students scored higher than
overall national average on ‘Grasp
ideas/interpret’ and ‘Infer/evaluate’. State 58 52 63
Rural

 Performance of rural students was

higher than their counterparts on Overall 54 46 54
‘Locating Information’ and
‘Infer/evaluate’.

Social Groups
General

State 55 52 61
 Students from all the social
Overall 56 49 56 groups scored higher than
State 58 53 62 overall national average, except
OBC

for General category students

Overall 55 47 55
on ‘Locating Information’.
State 58 53 64
 ST category students achieved
ST

Overall 51 45 54 higher than SC students on all

State 57 51 62 the mental processes.
SC

Overall 53 45 54

1
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Learning Gaps: Items responded correctly by Less than 50% Students in Reading Comp.
LOCATING INFORMATION
Q.No. 29 : Use information from a table to determine the frequency of an event
This is Rohit’s school time table. Use it to answer the questions given below it. Scale Score 250
Periods Missing 2
1 2 3 4 5 6 7
Days
Option - 1 41
Monday English Hindi Hindi Science Art Maths SUPW
Tuesday Hindi English Soc. Stu. Art Maths Science Phy. Edu. Option - 2 15
Wednesday Soc. Stu. English Hindi Phy. Edu. Science Maths Library
Option - 3 17
Thursday Science Maths Hindi SUPW English Soc. Stu. Phy. Edu.
Friday Soc. Stu. Maths Science English Art Hindi Phy. Edu. Option - 4 25

Which subject does Rohit have most often in a week? Multi. Resp. 1
1. Hindi
2. English
3. Maths
4. Social Studies

Q.No. 30 : Use information from a table to determine the frequency of an event

How many art classes does Rohit have in a week? Scale Score 274

1. Two Missing 2
2. Three Option - 1 15
3. Four Option - 2 48
4. Five
Option - 3 13

Option - 4 21

Multi. Resp. 1

Q.No. 29 and 30 were based on a school Time Table in which frequency of an event was to be located by
the students. Only 41% and 48% students respectively could find out frequency of events.

GRASP IDEAS / INTERPRET

Q.No. 18 : Use information from a notice to conclude timing of an event
Read the following carefully. Then answer the questions that Scale Score 279
follow. For each question encircle the number of the
correct answer. Missing 4
Which of the following is true? Option - 1 49
1. The girls’ practice is earlier than the boys’ practice. Option - 2 15
2. The girls’ practice is longer than the boys’ practice.
Option - 3 16
3. The boys and girls learn cricket on different days.
Option - 4 15
4. The boys’ practice is on Sunday afternoon.
Multi. Resp. 2

Only 49% students could conclude timing of an event correctly.

2
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Q.No. 22 : Identify relationship between an object and its characteristics

Read the following passage carefully. Then answer the questions that follow. For each question Scale Score 265
encircle the number of the correct answer.
Passage Missing 3
Aam Panna is a cool drink mainly used in north India during summer. It is prepared using raw
mangoes, sugar and some spices like salt, black pepper, roasted cumin seed powder and mint leaves. It Option - 1 10
quenches thirst and also prevents loss of salt and iron during summer due to excessive sweating. It is also
a good source of vitamins B and C. Option - 2 15
Aam Panna is easy to prepare. You boil some raw mangoes. Then peel, stone and pulp the mangoes
with a spoon. Placing the pulp in a bowl, add water, sugar, salt, pepper and cumin seed powder. Also add Option - 3 27
chopped mint leaves. Mix it thoroughly. Serve chilled with ice. Apart from being tasty, your Aam Panna
will also look good due to its refreshing light green colour. Option - 4 45

Aam Panna can be called a health drink because __________ Multi. Resp. 1

1. it has a lot of spices.

2. it is tasty.
3. it is refreshing.
4. it contains iron and vitamins.
Only 45% students could identify correctly that iron and vitamins makes Aam Panna a health drink.
About 27% students think that Aam Panna is a refreshing drink.

Q.No. 24 : Determine the sequence of activities in a process

What do you do first to make Aam Panna? Scale Score 264

1. Peel the mangoes. Missing 2

2. Mix mint leaves. Option - 1 23
3. Boil some mangoes. Option - 2 9
4. Make a pulp of mangoes. Option - 3 46
Option - 4 20
Multi. Resp. 1
Only 46% students could correctly give sequence of activities that would be followed for making 'Aam
Panna'.

Q.No. 25 : Identify relationship between an abstract idea and a concrete phenomenon

Aam Panna looks refreshing because ____________ Scale Score 285

1. it is made of raw mangoes. Missing 3

2. it is a light green colour. Option - 1 23
3. it contains salt and iron. Option - 2 41
4. it has roasted cumin seed powder. Option - 3 21
Option - 4 11

Multi. Resp. 1

Nearly, 41% students responded correctly that it is light green colour of Aam Panna which makes it look
refreshing. However, 23% students selected wrong option i.e., 'It is made of raw mangoes'.

3
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Q.No. 44 : Identify relationship between a pronoun and the object/person

Read the following passage carefully. Then answer the questions that follow. For each question Scale Score 305
encircle the number of the correct answer.
Passage Missing 2
In ancient times books were written by hand. Most of the book making in those days was done by
monks. They used to sit in their small cells and make copies of books. Their fingers grew stiff and their Option - 1 30
eyes got tired, but still they worked far into the night.
Just think, how long do you take to write a page or even a line? You can now understand how much Option - 2 41
patience and hard work went into the making of books.
After many years, a clever man in Belgium invented a printing press. With its help many copies of Option - 3 13
books could now be made in very little time. In the last 500 years, many improvements have been made in
book printing and today thousands and millions of books can be printed very easily.
Option - 4 13
“With its help ...............”. Here, ‘its’ refers to
Multi. Resp. -
1. a clever man
2. the printing press
3. Belgium
4. a monk
Only 41% students could give correct reference to the object. About 30% students understood wrong
and referred ‘its’ as a cleaver man.

Q.No. 47 : Use information in the text to identify the remedy of a problem

Read the following passage carefully and answer the questions given below it. Encircle the number Scale Score 293
of the correct answer.
Passage Missing 2
Millions of people in the world are blind. Formerly people thought that blind people could not do
anything. But now a days many blind schools have been opened. All these facilities are available to the Option - 1 43
blind for studying. Now many blind students are earning their livelihood after finishing their studies.
Many blind people have become scholars in the world. Apart from this, the doctors are trying to prevent Option - 2 35
blindness among children by providing appropriate medical care and prescribing nutritious diet.
Today, many people donate their eyes. After their death, their eyes are transplanted in the blind Option - 3 13
people’s eyes. Thus many blind persons are able to see.
The blindness can be removed through Option - 4 6
1. nutritious diet. Multi. Resp. 1
2. eye transplant.
3. higher education.
4. some training.
Only 35% students could identify that correct remedy of blindness is eye transplant. However, nearly
43% students identified 'nutritious diet'.

Q.No. 48 : Identify the causal relationship of two events

The blind can become scholars by Scale Score 292
1. taking nutritious diet. Missing 3
2. getting back their eyesight. Option - 1 21
3. eye transplant. Option - 2 19
4. studying hard.
Option - 3 25
Option - 4 32
Multi. Resp. 1
Only 32% students responded correctly. About 25% students think that a blind person can be a scholar
by 'eye transplant'.

4
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Q.No. 50 : Grasp the relevant idea about the thinking of people from the text
What did people think about blinds in the past? Scale Score 279

1. There is no cure for blindness. Missing 3

2. Blind can get training. Option - 1 16

3. Blind cannot do anything. Option - 2 14

4. Blind can donate their eyes. Option - 3 47

Option - 4 19
Multi. Resp. 1
Only 47% students could respond correctly, i.e. blind cannot do anything.

INFER / EVALUATE
Q.No. 42 : Make complex inference about the quality of persons from their activities
Read the following passage carefully. Then answer the questions that follow. For each question Scale Score 249
encircle the number of the correct answer.
Passage Missing 1
In ancient times books were written by hand. Most of the book making in those days was done by Option - 1 9
monks. They used to sit in their small cells and make copies of books. Their fingers grew stiff and their
eyes got tired, but still they worked far into the night. Option - 2 46
Just think, how long do you take to write a page or even a line? You can now understand how much
patience and hard work went into the making of books. Option - 3 22

After many years, a clever man in Belgium invented a printing press. With its help many copies of Option - 4 20
books could now be made in very little time. In the last 500 years, many improvements have been made in
book printing and today thousands and millions of books can be printed very easily. Multi. Resp. 1
“Still they worked far into the night”. What quality of monks does this sentence show?
1. carefulness
2. hard work
3. cleverness
4. devotion to god
Students were asked to infer the quality of the work of monks on the basis of the sentence. Only 46%
students could infer correctly that it is 'Hard Work'.

Q.No. 45 : Use information to identify the main theme and evaluate the title
Which of the following is the best title for this passage? Scale Score 313

1. Books, Our Friends Missing 3

2. Importance of Books Option - 1 20

3. Invention of the Printing Press Option - 2 25

4. Suffering of the Monks Option - 3 38

Option - 4 13
Multi. Resp. -

Students were asked to identify the best title for the passage. Only 38% could select the best title as
'Invention of the printing press'. However, about 25% students selected the title as ‘Importance of
Books'.

5
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

What Students Can Do?

Items responded correctly by 50% and more Students in Reading Comprehension
Item Scale Mental Item %
No. Score Process Description Correct
Identify the correct place name from those
20 279 53
given in the notice
Use information in a table to identify
26 203 71
phenomena occurring at a particular time
Locating Use information in a table to identify the time
27 213 78
Information for a phenomenon
Use information from a table to determine
28 244 54
the frequency of an event
Recognize appropriate information about the
49 234 51
action to be taken by a person
Recognize the text type as a notice from the
16 217 65
format and the content
Use information from the notice to derive the
19 252 61
duration of an event
Use information in the text to identify the
21 244 60
ingredients of an object
Grasp Use information to draw simple conclusion
23 246 66
ideas/interpret about the usefulness of an object
Use information in the story to grasp the
33 258 55
problem
Use information in the story to identify the
34 259 53
cause of an event
Use information in the story to determine the
35 255 52
cause of an event
Use information from a notice to make a
17 231 Infer/evaluate simple inference about the participation in a 67
sport
Use information in a story to make a simple
31 228 68
inference about the cause of an act
Use information in a story to make a simple
32 231 68
inference about the cause of an act
Use information in the text to infer the cause
41 242 61
of an event
Make complex inference about the effect of
43 247 59
an activity on concerned persons
Use information in the text to make inference
46 247 64
about the cause of an act

6
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Sample Items: Items responded correctly by 50% and more Students in Reading Comprehension
LOCATING INFORMATION
Q.No. 27 : Use information in a table to identify the time for a phenomenon
This is Rohit’s school time table. Use it to answer the questions given below it. Scale Score 213
Periods Missing 1
1 2 3 4 5 6 7
Days
Monday English Hindi Hindi Science Art Maths SUPW
Option - 1 8

Tuesday Hindi English Soc. Stu. Art Maths Science Phy. Edu. Option - 2 5
Wednesday Soc. Stu. English Hindi Phy. Edu. Science Maths Library
Option - 3 78
Thursday Science Maths Hindi SUPW English Soc. Stu. Phy. Edu.
Friday Soc. Stu. Maths Science English Art Hindi Phy. Edu. Option - 4 7

On which day does Rohit go to Library? Multi. Resp. 1

1. Monday
2. Tuesday
3. Wednesday
4. Thursday

About 78% students could locate information from the given table correctly.

INFER / EVALUATE
Q.No. 31 : Use information in a story to make a simple inference about the cause of an act
Read the following passage carefully. Then answer the questions that follow. For each question Scale Score 228
encircle the number of the correct answer.
Passage Missing 2
King Rahugana was travelling in a palanquin. Four palanquin bearers were running with the
palanquin on their shoulders. The journey was long and when they reached near a well, a bearer said, Option - 1 14
“Your Highness, we are thirsty. We’ll have some water and be back soon.”
One of the bearers was so tired that he could not take another step. He ran away from there. Now
Option - 2 68
only three bearers were left. The problem arose as to how the palanquin should be carried. Just then they
saw Jadbharat coming their way. The king said, “Catch him! Make him carry the palanquin.”
Now Jadbharat started carrying the palanquin on his shoulder in place of the fourth bearer. The king Option - 3 8
continued with the journey. But he was not comfortable. Sometimes the king’s head would hit the side
of the palanquin, sometimes he would tumble from side to side. The king said angrily to the bearers, Option - 4 8
“Walk properly.” All the three bearers pleaded, “Your Highness, we are walking properly, but this new
person is not walking properly.” Multi. Resp. 1
The king scolded Jadbharat, “Why are you walking like a dead man?’ Jadbharat replied, “My dear
king, I am at least walking but what about you? You are making others carry you. A man is carried like
this only when he is dead.”
On hearing Jadbharat’s words, the king immediately got off the palanquin.

The bearers put down the palanquin near the well because ___________
1. the king wanted to rest.
2. they wanted to drink water.
3. the road ahead was very bad.
4. they didn’t want to go any further.
About 68% students could grasp the correct problem based on a story. Remaining students could not do it.

7
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Mathematics

8
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Overall
 In Karnataka,
performance of 64 61
students was higher as 54 (23.2) 52 (23.7) 54 51
57
47
compared to overall (24.5) (25.2) (24.5)
(24.2) (25.3)
(25.2)
national average, in all
the content areas. Overall
State

Operations Geometry Measurement Number System

Operations Geometry Measurement Number System

Gender
State 64 61 54 56
 On each content area, average scores
Girls

of both boys and girls were higher than

Overall 53 52 46 51 overall average.
 Girls achieved higher than boys on the
State 63 61 54 57
content area ‘Operations’ and their
Boys

performance was at par with boys on

Overall 54 52 48 52 ‘Geometry’ and ‘Measurement’.

Area
State 61 56 50 53
 On each content area, average
Urban

scores of both rural and urban

students were higher than the Overall 52 51 46 50
overall average.
State 65 63 56 59
 Performance of rural students was
Rural

higher than their counterparts, in

all the content areas. Overall 54 53 47 52

Social Groups
General

State 63 61 53 57  For all the social groups, average

Overall 55 54 48 53
scores on each content area were
higher than the overall average.
State 63 61 54 56
 SC category students scored higher
OBC

Overall 55 54 49 52 than ST students on ‘Operations’ and

‘Number System’.
State 63 62 56 56
ST

Overall 51 48 42 47

State 65 62 54 58
SC

Overall 52 51 46 50

9
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Learning Gaps: Items responded correctly by Less than 50% Students in Mathematics.
OPERATIONS
Q.No. 28 : Difference between two decimal numbers
What is the difference between 500.2 and 499.101? Scale Score 304
1. 1.099 Missing 5
2. 1.101
Option - 1 42
3. 1.109
4. 1.99 Option - 2 25

Option - 3 14

Option - 4 12

Multi. Resp. 1
Only 42% students computed difference correctly. More than half of the students were not clear how to
deal with decimal part of numbers.

Q.No. 53 : Equivalent fractions

Which of the following is a pair of equivalent fractions? Scale Score 307
2 1 Missing 4
1. ,
9 9
Option - 1 18
3 15
2. ,
5 25 Option - 2 41

4 16 Option - 3 18
3. ,
7 49
Option - 4 18
3 8
4. , Multi. Resp. -
8 3
Only 41% students could do it correctly.

Q.No. 63 : Equivalent and non equivalent fractions

Given below are 4 fractions. Three of them are equivalent to one another. Which of Scale Score 290
them is NOT equivalent to the other three?
Missing 4
6
1. Option - 1
10 9

3 Option - 2 9
2.
5
Option - 3 30
21
3. Option - 4 46
35
5 Multi. Resp. 2
4.
3
Only 46% students could respond correctly. Majority of students were not clear about equivalent and
non equivalent fractions.

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NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

GEOMETRY
Q.No. 16 : Locating object which is interior to some and exterior to some
In the figure, given here, which letter is inside of the square and the circle but not inside Scale Score 265
the triangle?
Missing 2
1. B
Option - 1 46
2. C
3. D Option - 2 13

4. E Option - 3 15

Option - 4 22

Multi. Resp. 2

Only 46% students could locate object which is interior to some and exterior to some figures.

Q.No. 48 : Smallest angle in the given angles

Which of the following angles is the smallest? Scale Score 257

Missing 2

Option - 1 47

Option - 2 24
1. A Option - 3 5
2. B
Option - 4 20
3. C
Multi. Resp. 1
4. D

Only 47% students selected the correct figure.

Q.No. 62 : Largest angle from given angles

Which angle of the figure, given below is the largest? Scale Score 323

1. A Missing 3
2. B Option - 1 31
3. C
Option - 2 8
4. D
Option - 3 10

Option - 4 47

Multi. Resp. 2

Only 31% students could identify the largest angle in the given four sided geometrical figure.
Surprisingly, about 47% students selected option 4, the reason might be that they have a confusion
between sides and angles.

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NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Q.No. 68 : Triangles embedded in the figure

The total number of triangles in the figure, given here, is... Scale Score 318

1. three Missing 1
2. four
Option - 1 20
3. five
Option - 2 37
4. nine
Option - 3 32

Option - 4 8

Multi. Resp. 2

Only 32% students could answer correctly. Further about 37% selected option 2, the reason for this is
that they have not included the triangle in which other triangles are embedded.

Q.No. 78 : Computation area of a square of a given side

The area of a square with side 6 cm is... Scale Score 298

1. 6 sq cm Missing 4
2. 12 sq cm Option - 1 8
3. 24 sq cm
Option - 2 16
4. 36 sq cm
Option - 3 30

Option - 4 42

Multi. Resp. 1

Only 42% students could compute the area of a square with side 6 cm. However, about 30% students
are confused between the area and perimeter of a square.

MEASUREMENT
Q.No. 30 : Computation of time using time scale
A train leaves Ramnagar at 3:00 p.m. and reaches Karimnagar at 9:00 a.m. next day. Scale Score 283
The time taken by the train in the journey is...
Missing 2
1. 6 hrs.
Option - 1 21
2. 9 hrs.
3. 12 hrs. Option - 2 6

4. 18 hrs. Option - 3 24

Option - 4 46

Multi. Resp. 1

This question was a word problem based on departure and arrival of a train on a specified time. Only
46% could compute the total duration of the journey. Surprisingly, about 24% student simply added the
clock time of the departure and arrival of the train.

12
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Q.No. 40 : Computation of difference in weights and expression greater than

The weight of mangoes is 2 kg 600 g and apples is 1 kg 450 g. The weight of mangoes Scale Score 271
is greater than that of apples by...
Missing 4
1. 150 g
Option - 1 15
2. 1 kg 150 g
3. 1 kg 200 g Option - 2 48

4. 4 kg 50 g Option - 3 17

Option - 4 14

Multi. Resp. 1

This question was a word problem based on measurement of weights of objects and comparing them.
Only 48% students could compute and answer correctly.

Q.No. 47 : Computation of time after a given time period

A four-hour movie ended at 7:15 p.m. At what time did it begin? Scale Score 266

1. 11 : 15 p.m. Missing 2
2. 4 : 00 p.m.
Option - 1 16
3. 3 : 15 p.m.
Option - 2 18
4. 3 : 15 a.m.
Option - 3 48

Option - 4 14

Multi. Resp. 1

In this item students were asked to compute starting time of a movie of four hour duration that ended at
7:15 p.m. Only 48% students could compute the starting time of the movie.

Q.No. 50 : Computation of least fractional value

1 1 3 Scale Score 422
Ram spends of his salary in paying fee, of it in paying house rent and of it in
2 5 10 Missing 4
purchasing grocery. In which item does he spend the least?
1. Paying house rent Option - 1 26

2. Paying fees Option - 2 39

3. Purchasing grocery Option - 3 24

4. Equal in all the three Option - 4 7

Multi. Resp. 1

This was a word problem, in which expenditure incurred on various stages were indicated in fractions.
Students were asked to compute on which item the person spent the least. Only 26% students could
compute the right value. Instead of this about 39% students selected the fraction which is having
smallest denominator.

13
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Q.No. 60 : Difference of two numbers expressed in different units

In the following question, which number will be in the ? Scale Score 289

1 km – 1 m = m Missing 6
1. 0
Option - 1 14
2. 99
Option - 2 22
3. 990
Option - 3 11
4. 999
Option - 4 46

Multi. Resp. 1

The question was based on units of distance/length. Students were asked to subtract 1m from 1km.
Only 46% students could compute correctly.

Q.No. 80 : Perimeter of a given figure

In the figure given here, there are four equal squares each of perimeter 24 cm, joined Scale Score 321
together. What is the perimeter of the shaded part of the figure?
Missing 8
1. 36 cm
Option - 1 10
2. 42 cm
3. 48 cm Option - 2 12

4. 60 cm Option - 3 40

Option - 4 29

Multi. Resp. 2

Only 40% students could compute perimeter of the shaded part of a figure showing four equal squares
joined together. Remaining students were not clear how to compute perimeter of joined squares.

NUMBER SYSTEM
Q.No. 5 : Difference of two (four digit numbers) with carry
8501 Scale Score 258

– 7510 Missing 2
? Option - 1 4

Option - 2 42
1. 891
2. 991 Option - 3 34

3. 1011 Option - 4 17
4. 1091 Multi. Resp. 1

Only 42% students could compute difference correctly. More than half of the students were not clear
about the concept of Carry.

14
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Q.No. 9 : Smallest number divisible by two given number

Which smallest 3-digit number is exactly divisible by both 5 and 6? Scale Score 292

1. 150 Missing 3
2. 120
Option - 1 9
3. 105
Option - 2 36
4. 102
Option - 3 7

Option - 4 45

Multi. Resp. 1

In this question students were asked to identify a three digit number out of the given numbers which is
divisible by both 5 and 6. Only 36% students could identify the correct number. Surprisingly, about 45%
students selected the smallest number from the given options.

Q.No. 39 : Computation of divisor using dividend, remainder and relationship

If ÷ 25 = 9, then the number in the will be... Scale Score 277

1. 34 Missing 7
25 Option - 1 11
2.
9
Option - 2 18
9
3.
25 Option - 3 19

4. 225 Option - 4 45

Multi. Resp. 1

Only 45% students could find out correct answer.

Q.No. 45 : Computation of how much a number is greater/smaller than other

How much greater is 555 than 198 ? Scale Score 261
1. 357 Missing 2
2. 358 Option - 1 47
3. 367
Option - 2 8
4. 753
Option - 3 10

Option - 4 32

Multi. Resp. 1

In this question students were asked to compute that 555 is how much greater than 198. Only 47%
student could do this correctly. Surprisingly, about 32% students added both the digits.

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NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Q.No. 49 : Computation of difference in place values digits of number are interchanged

The digits 3 and 4 of the number 354 are inter-changed to form a new number. What is Scale Score 280
the difference between the new number and the original number?
Missing 4
1. 99
Option - 1 46
2. 101
Option - 2 18
3. 109
4. 199 Option - 3 12

Option - 4 19

Multi. Resp. 1

Only 46% students could compute correctly.

Q.No. 56 : Computation of time after a given time period

What will be the correct time exactly 75 minutes after 2:00 p.m.? Scale Score 271
1. 2 : 45 p.m. Missing 3
2. 2 : 75 p.m.
Option - 1 6
3. 3 : 15 p.m.
Option - 2 35
4. 3 : 45 p.m.
Option - 3 48

Option - 4 8

Multi. Resp. -

In this question students were asked to compute the time exactly 75 minutes after 2:00 p.m. Only 48%
students could do correctly. About 35% students selected the option 2:75 p.m. It indicates that they are
not clear about addition of minutes in the given hours.

Q.No. 59 : Average of given data

The rainfall in a town in five consecutive months was recorded as 2 cm, 5 cm, 11 cm, Scale Score 275
8 cm and 4 cm respectively. The average rainfall in the town was
Missing 5
1. 2 cm
Option - 1 5
2. 5 cm
3. 6 cm Option - 2 12

4. 11 cm Option - 3 48

Option - 4 29

Multi. Resp. 1

Only 48% students could compute the average of the given digits. About 29% students selected the
highest number as average of all given numbers.

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NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Q.No. 65 : Relationship between divisor and dividend

If 654 ÷ 6 = , then the number in the will be... Scale Score 278

1. 19 Missing 5
2. 100
Option - 1 31
3. 109
Option - 2 8
4. 648
Option - 3 43

Option - 4 11

Multi. Resp. 1

Only 43% students could answer correctly. About 31% students were not clear about the concept of
division and opted the wrong option, i.e.; 19.

Q.No. 75 : Sum of the fractional number with different denominator

2 3 Scale Score 325
 is equal to...
3 5 Missing 10
2+3
1. Option - 1 14
3 5
Option - 2 14
2 3  3 5
2.
3 5 Option - 3 27
2+3 Option - 4 33
3.
35
Multi. Resp. 2
2 5  3 3
4.
3 5
Only 33% students could do this correctly. Majority of students were not clear about the method of
finding the sum of fractions.

Q.No. 76 : Days in week after days interval

If today is Tuesday, which day will be 10th day after today? Scale Score 257
1. Thursday Missing 3
2. Friday
Option - 1 26
3. Saturday
Option - 2 47
4. Tuesday
Option - 3 11

Option - 4 12

Multi. Resp. 1

In this question students were asked the day after 10 days from today. Only 47% students could
compute correctly. However, about 26% students selected option 1, which is the wrong answer.

17
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

What Students Can Do?

Items responded correctly by 50% and more Students in Mathematics
Item Scale Item %
Content Area
No. Score Description Correct
1 241 Place value of a digit in the given number 55
3 262 Largest three digit number from given numbers 51
Differentiating two numbers (4 digit) using the
11 247 69
less than property of numbers
Computation of difference of place value of a digit
17 245 59
in a given number
Matching two values given in different measuring
18 205 77
units (length)
19 224 Place value of a digit in given 6 digit number 75
31 211 Operations Number name of a given number 78
Using measure of unit as per suitability of
33 254 58
situation
41 216 Number and its number name 68
43 242 Numbers in increasing and decreasing numbers 67
51 210 Smallest four digit number 79
61 224 Recognising two digit number from given number 65
71 223 Place value of the number 76
73 233 Uses more than a number to find value 63
2 252 Part of a geometrical figure (rectangle) 58
8 179 Sides of a given geometrical figure 82
14 168 Figure of a triangle 90
15 237 Angle of specific measure (in a range) 66
26 261 Relationship between radius and diameter 65
Computation of diameter of a circle with given
27 260 Geometry 55
radius
38 267 Radius of a circle and relation thereof 59
42 208 Recognising geometrical figures 82
52 235 Geometrical figures by its sides 60
58 250 Computation of degree measure of an angle 61
72 223 Dots lie inside/outside a figure 78
Computation of time period from given time
6 248 55
points
Computation of area of a rectangle of given
7 249 57
dimensions
Measurement Computation of value multiplying fractional
10 278 51
numbers
Matching the value represented in different
13 224 51
measuring units (capacity)

18
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report
Item Scale Item %
Content Area
No. Score Description Correct
Matching values given in two different measuring
23 246 65
units
Matching values given in two different measuring
24 274 50
units
Computation of length given in the different
25 268 52
measurement scales/units
37 227 Reading time in a watch 74
46 214 Measurement Reading the time in a clock 74
57 260 Conversion of different units of time 57
Computation of number given in less than
66 232 64
expression
67 266 Perimeter of a given square 61
70 229 Sum of decimal number (more than these items) 62
77 239 Computation of value using different units of time 65
4 252 Computation of remainder after division 52
Computation of difference of two (4 digit
12 239 61
numbers) with borrowing
Computation of difference of two numbers with
20 237 54
property of borrowing in simple format
21 192 Sum of two digits with carry 77
Difference between two numbers with carry (5/6
22 258 52
digit numbers)
29 227 Simple multiplication of numbers 73
Computation of value using information given in
34 261 63
chart form
Recognising the appropriate operation in given
35 254 Number System 53
situation
36 244 Relationship between two measures of time 69
44 184 Sum of two four digit numbers 79
Computation of multiplicative sum of two
54 240 62
numbers
55 276 Denominator of equivalent fraction 50
64 228 Simple multiplication sum in simple format 63
69 229 Computation of value given in different units 63
74 261 Sum of a simple multiplication of numbers 55
Using fundamental operation in conditional
79 271 53
situation

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NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Sample Items: Items responded correctly by 50% and more Students in Mathematics.
GEOMETRY
Q.No. 14 : Figure of a triangle
Which of the following figures is a triangle? Scale Score 168

Missing 1

1. Option - 1 43

Option - 2 4

2. Option - 3 2

Option - 4 90
3. Multi. Resp. 1

4.

About 90% students could correctly identify figure of a triangle.

NUMBER SYSTEM
Q.No. 44 : Sum of two four digit numbers
7010 Scale Score 184

+ 2699 Missing 2
? Option - 1 5

Option - 2 79
1. 9799
2. 9709 Option - 3 7

3. 9699 Option - 4 6
4. 9609 Multi. Resp. 1

About 79% students could find sum of two four digit numbers correctly.

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NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Environmental
Science (EVS)

21
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Overall
 In Karnataka, 78 75
performance of students 66
59 (28.6) 64 (25.7)
58 (22.3) 58 58
was higher as compared (23.4)
49 (26.5)
(33.7) (27.4) 49 52
(29.4) 44 (25.8)
to overall average score, (26.6) (29.8) (24.9)
in all the content areas. Overall
State

Family and Food Shelter Water Travel Real Life

Environment

Family &
Food Shelter Water Travel Real Life
Environment

State 66 60 78 75 58 53 Gender
 On each content area, average scores
Girls

of both boys and girls were higher

Overall 57 49 58 64 49 44
than overall national average.

State 65 59 77 74 57 51  Girls achieved higher than boys on

all the content areas of EVS.
Boys

Overall 58 48 58 64 49 43

Area
 On each content area, average scores of
both rural and urban students were higher State 63 59 75 73 57 48
Urban

than the overall average.

Overall 57 47 56 64 49 43
 Performance of rural students was higher
than their counterparts, in all the content
State 67 60 78 75 58 54
areas.
Rural

Overall 58 49 59 63 49 44

Social Groups
 For all the social groups,
General

State 66 59 79 73 56 49
average scores on each
Overall 59 50 58 65 50 45 content area were higher
State 67 59 76 76 57 53 than the overall national
average.
OBC

Overall 58 51 60 64 50 45  ST category students

State 70 64 82 79 64 57 performed better than SC
students.
ST

Overall 58 45 58 64 50 41

State 63 58 77 72 58 50
SC

Overall 55 49 57 62 48 43

22
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Learning Gaps: Items responded correctly by Less than 50% Students in EVS.
FAMILY AND ENVIRONMENT
Q.No. 33 : Edible part of carrot
Which part of the carrot plant is eaten? Scale Score 256
1. flower Missing 1
2. leaves Option - 1 7
3. stem
Option - 2 12
4. root
Option - 3 34

Option - 4 45

Multi. Resp. –

Only 45% of students know that root is edible part of carrot. Further, about 34% students understand
that 'stem' is edible part of carrot.

Q.No. 34 : Relation between the weather and breathe air

The air coming out of your mouth is felt hottest in ____________. Scale Score 273

1. summer Missing 2
2. winter Option - 1 36
3. the rainy season
Option - 2 48
4. spring
Option - 3 8

Option - 4 6

Multi. Resp. –

About 48% students could relate that air coming out of our mouth is felt hottest in winter. While 36%
students had opted first option as summer.

Q.No. 58 : Edible part of sweet potato.

Which part of the sweet potato plant is eaten? Scale Score 291
1. root Missing 3
2. stem
Option - 1 33
3. leaves
Option - 2 25
4. fruit
Option - 3 5

Option - 4 34

Multi. Resp. 1

About 33% students identified that root of the sweet potato plant is eaten. But 34% students know that
fruit of sweet potato plant is eaten.

23
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Q.No. 70 : Importance of forest in human life

Read statements A, B and C about forests. Scale Score 338

A. Forests provide us medicines, herbs and bamboos. Missing 6

B. Forests help in maintaining our climate.
Option - 1 38
C. Forests provide us foods.
Option - 2 12
Which statements are true?
Option - 3 10
1. A and B only
2. A and C only Option - 4 33

3. B and C only Multi. Resp. 1

4. A, B and C
Given all the three statements were indicating the importance of forests. Only 33% students could select
the right combination of the statements. Remaining students were not aware that all the three
statements were true for this item.

FOOD
Q.No. 1 : Richest source of iron.
Which of these foods is the best source of iron? Scale Score 230
1. green leafy vegetables Missing 2
2. milk
Option - 1 46
3. orange juice
Option - 2 16
4. pulses
Option - 3 15

Option - 4 21

Multi. Resp. 1

Only 46% students could answer correctly.

Q.No. 41 : Components of food /diet and their functions.

Which of the following promotes body-building and growth ? Scale Score 290

1. carbohydrates Missing 2
2. fats
Option - 1 30
3. proteins
Option - 2 16
4. minerals
Option - 3 40

Option - 4 13

Multi. Resp. 1

About 40% students have knowledge that proteins promote body building and growth. But 30%
students have said that body building and growth was promoted by carbohydrates.

24
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Q.No. 48 : Energy giving nutrient.

Which one of the following are energy giving nutrients? Scale Score 333

1. carbohydrates Missing 2
2. minerals Option - 1 32
3. proteins Option - 2 9
4. vitamins
Option - 3 28

Option - 4 27

Multi. Resp. 1

Only 32% students could answer correctly. However, most of the students think that proteins and
vitamins are energy giving nutrients.

Q.No. 52 : Deficiency disease due to lack of iron.

Lack of iron in human body causes ____________. Scale Score 270

1. anaemia Missing 2
2. malaria Option - 1 41
3. rickets
Option - 2 11
4. night blindness
Option - 3 30

Option - 4 16

Multi. Resp. 1

About 41% students have responded correctly that lack of iron in human body causes anemia. But 30%
students have wrong information that rickets is caused due to lack of iron in human body.

TRAVEL
Q.No. 44 : Sources of energy and their by product.
Which one of the following sources of energy produces carbon dioxide? Scale Score 296

1. solar energy Missing 1

2. energy from coal
Option - 1 32
3. wind energy
Option - 2 39
4. hydrothermal energy
Option - 3 17

Option - 4 10

Multi. Resp. 1

The performance of students was poor on this item. Only 39% students know that carbon dioxide gas is
produced by coal. Most of the students selected other option such as solar energy, wind energy and
hydrothermal energy.

25
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

REAL LIFE
Q.No. 10 : Interpreting the graph
A flag is tied to a bamboo to measure the wind strength as shown below. Scale Score 272

Missing 8

Option - 1 10

Option - 2 48
Choose the correct order that shows the wind strength from the strongest to the
weakest. Option - 3 24
1. 3, 4, 2, 1
Option - 4 8
2. 3, 4, 1, 2
Multi. Resp. 3
3. 3, 1, 4, 2
4. 3, 2, 1, 4
About 48% students could give correct order of flag showing the wind strength from the strongest to the
weakest.

Q.No. 16 : Phenomena of lunar eclipse.

Lunar eclipse occurs when Scale Score 351

1. the sun is between the moon and the earth. Missing 2

2. the moon is between the sun and the earth.
Option - 1 22
3. the earth is between the sun and the moon.
Option - 2 26
4. the Jupiter is between the sun and the moon.
Option - 3 44

Option - 4 5

Multi. Resp. 1

Only 44% students know that lunar eclipse occurs when the earth is between the sun and the moon.
About 26% students understand that lunar eclipse occurs when the moon is between the sun and the
earth.

Q.No. 23 : Measuring apparatus with the quantity of water.

Which of these is the best used to measure 5 milliliters of water? Scale Score 333

Missing 2

Option - 1 35

Option - 2 15
1. A Option - 3 19
2. B
3. C Option - 4 28

4. D Multi. Resp. 1

Only 35% students could relate that spoon is best used to measure 5 milliliter of water. However 28%
students were not clear about measuring apparatus and as a result they have selected bottle.

26
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Q.No. 49 : Effect of exhaled air on mirror

A part of the mirror clouds up when you breathe on it because of ____________. Scale Score 302
1. water vapour from your breath Missing 2
2. carbon dioxide from your breath Option - 1 35
3. oxygen from your breath
Option - 2 37
4. nitrogen around you
Option - 3 17

Option - 4 9

Multi. Resp. 1

About 35% students know that it is the water vapour that clouds the mirror when we breathe on it.
However, 37% students think that it is because of carbon dioxide and 17% have reported that oxygen in
our breathe clouds the mirror.

Q.No. 60 : Locating Kaziranga Sanctuary in the map.

Direction: Use the information in the map to answer the question. Scale Score 238
In which part of India does the Kaziranga Missing 6
sanctuary lie?
Option - 1 47
1. the eastern part
2. the northern part Option - 2 20

3. the southern part Option - 3 8

4. the western part Option - 4 17

Multi. Resp. 2

Only 47% students could locate Kaziranga Sanctuary in the given map.

Q.No. 73 : Temperature measuring instrument

What does a doctor use to measure the body temperature? Scale Score 245
1. stethoscope Missing 2
2. stopwatch Option - 1 30
3. lactometer
Option - 2 8
4. thermometer
Option - 3 10

Option - 4 49

Multi. Resp. 1

Only 49% students know that thermometer is used for measuring the body temperature. However,
30% students were not aware about the instrument used for measuring temperature.

27
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

What Students Can Do?

Items responded correctly by 50% and more Students in EVS
Item Scale Content Item %
No. Score Area Description Correct
2 184 Habits and habitats of animals. 72
3 182 Classifying animals in different groups. 86
5 211 Egg laying animals. 72
11 235 Relating characteristics of plants with their habitat 74
18 197 Role of different parts of the plant. 82
19 185 Footprints of birds. 78
26 251 Importance of team work 60
27 264 Stages of seed germination 58
36 264 Measuring instruments used to see small organism 66
40 249 Effects of cutting down of trees 63
43 284 Process of breathing 57
45 240 Relationship in family tree 61
46 234 Establishing relationships on the basis of family tree 64
Family and
47 250 Critical analysis of the family tree 52
Environment
50 225 Interpret the graph 71
51 209 National game of India. 69
53 228 Animals and their habitat. 69
61 172 Flying birds and their features. 82
63 203 Function of nose 74
64 269 Importance of wild animals in eco system 54
71 225 Functions of roots 73
72 225 Animals give birth to babies 64
76 237 Animal source of food 64
77 214 Breathing in different conditions 72
78 253 Interpreting the data given in the graph 64
79 246 Trends of growth 70
80 254 Trends of growth 66
12 249 Vitamins and their deficiency causing diseases 66
21 290 Effect of food items on health 64
22 228 Different types of clothes and their properties 72
Food
35 250 Process of preservation of pickles 61
62 289 Areas of tongue for different taste 56
75 220 Benefits of boiling water 66

28
NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report
Item Scale Content Item %
No. Score Area Description Correct
14 215 Finding solution in the given situation. 84
24 240 House roofs in different geographical conditions. 75
Shelter
28 240 Problems of population explosion 75
32 251 Reason for construction of Dams 72
6 218 Features of aquatic animals. 70
8 211 Interpreting the information given in the graph. 79
9 249 Interpreting the information given in the graph. 64
13 185 Mode of transmission of diseases. 82
20 231 Sources of water and their usage 75
Water Cause and effect relationship between climatic conditions and
30 250 63
evaporation
38 215 Usage of water 82
42 201 Animals and their habitat. 76
55 199 Properties of solutes and solvents. 85
67 218 Suitable conditions for breeding of mosquitoes 81
4 218 Sources of energy and their uses. 60
15 262 Forms of energy with their relevance to home 54
17 264 Different fuels with their properties 52
25 238 Interrelate the thing around the earth 65
Travel
37 252 Least polluting mode of transportation 64
54 213 Means of transportation causing pollution. 76
57 261 Importance of historical monuments 65
65 277 Least polluting fuel 52
7 250 Neighboring country of India 50
29 242 Relationship between motion and gravity 67
31 260 Neighboring country of India 57
39 272 Co-relating properties of oil with water 62
56 237 Dissolving property of kerosene. 71
Real life
59 241 Locating Jim Corbett Park in the map 51
66 263 Instrument for measuring temperature 64
68 224 Direction in the map. 67
69 263 Direction in the map 53
74 245 Water absorbing substances 62

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NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Sample Items: Items responded correctly by 50% and more Students in EVS.
FAMILY AND ENVIRONMENT
Q.No. 3 : Classifying animals in different groups
Which of the following groups contains only domestic animals? Scale Score 182

1. tiger, lion, leopard Missing 1

2. cow, dog, cat
Option - 1 4
3. crow, peacock, owl
Option - 2 86
4. deer, bear, cheetah
Option - 3 5

Option - 4 3

Multi. Resp. 2

About 86% students could classify domestic animals from the different groups of animals.

WATER
Q.No. 55 : Properties of solutes and solvents
Which of the following will dissolve in water? Scale Score 199

1. salt Missing 1
2. sand Option - 1 85
3. saw dust
Option - 2 4
4. chalk powder
Option - 3 4

Option - 4 5

Multi. Resp. 1

About 85% students know that salt dissolves in water.

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NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Sum up
Language (Reading Comprehension)

Overall, it may be concluded that the teachers need to work with their students to develop their
competence in reading at different levels. This can be done by presenting the students with unseen
texts of different varieties and asking them to read, understand and answer the given questions. The
problems in reading occur due to the fact that most of the language testing in our country is text book
based and only tests recall of information from the seen texts. As a result, students have no
opportunity to negotiate the unseen texts on their own. If they are made to read different kinds of
reading texts often during an academic session, they would certainly be able to perform better on
reading comprehension.

Mathematics

It could be concluded from the given results that students are lagging behind in some specific areas of
mathematics. In those areas it is advisable that teachers should identify the steps where students do
not understand the concept behind the problem or doing silly mistakes. Therefore, there is need of re
teaching and more practice in those areas. Besides some activities may also be organized so that they
may be able to overcome such type of problems. Moreover, in some areas students are doing well
upto some extent but there is still a need of mastery of these concepts.

Environmental Studies (EVS)

Data presented in the report reveals that in most of the content areas of Environmental Studies, some
concepts are not well understood by the students. In these content areas, less than half of the
students are responding correctly. There is a need to probe in these content areas and understand
how well these may be explained or learning experience may be provided so that students do not face
any problem in dealing with such type of questions.

Besides, the output of the study may also be included in teachers training (pre and in service)
programme to improve pedagogy aspect of teaching reading comprehension, mathematics and
environmental studies so that teachers use innovative methodology for motivating students during
teaching learning process.

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NAS :: Class V (Cycle 3) KARNATAKA Subject wise Report

Epilogue
The performance of students in a state is compared with overall
performance of students in the nation (overall of 31 states/UTs) on
the basis of gender, area and category. Besides, distracter analysis
is also presented for items to find out the learning gaps in each
subject content area. For this purpose such items were considered
for analysis where less than 50% students answered the item
correctly. The purpose of distracter analysis is to know where
students are doing mistakes and what are their misconceptions. The
report also shows what students can do in a specific content area by
analysing where 50% or more students answered item correctly.

The data from this survey will provide feedback to policy makers,
curriculum specialists, researchers and most importantly school
principals and teachers a 'snapshot' of where students are lagging
behind in content areas of a subject tested in a particular class.

Educational Survey Division