174 extractive question-and-answer pairs built from CTAI Curriculum Classes 3-8, published by cbseacademic.nic.in. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. 122 of the 174 pairs (70.1%) are explanatory questions and 52 restate a figure. 97.13% of rows pass the corpus quality gate.
Use the API URL with your free DD token in notebooks, scripts, and pipelines.
https://www.desidata.in/api/datasets/ctai-curriculum-classes-3-8-question-and-answer-dataset/downloadDataset downloads are free. For Python or API downloads, sign in once and create a free DD token; set it as DD_TOKEN or save it in your notebook's secrets. Requests are linked to your account so your download history and counts stay accurate.
# One-time install: pip install desidata
# Set DD_TOKEN in your environment first (create a free token in Profile & settings).
import desidata
df = desidata.load("ctai-curriculum-classes-3-8-question-and-answer-dataset")
df.head()Sign in with Google to download.
Usable for analysis, but expect some cleaning before you rely on it.
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First 10 of 174 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What tasks can machines perform with the help of Artificial Intelligence? | carry out tasks typically associated with human intelligence — such as learning, comprehension, reasoning, problem-solving, and understanding natural language | Computational Thinking and Artificial Intelligence Classes 3–8 Curriculum Foreword The National Education Policy (NEP) aims to position India as a leader in emerging knowledge fields by integrating technologies like Artificial Intelligence, Machine Learning, Big Data, and Computational Thinking into school education. It promotes technology-enabled, interactive, and gamified learning using tools such as Augmented Reality (AR), Virtual Reality (VR), and virtual labs to foster creativity, problem-solving, and interdisciplinary exploration. NCF-SE 2023 carries this recommendation further for implementation. Key Definitions Artificial Intelligence (AI) is a broad collection of technologies that enable machines to carry out tasks typically associated with human intelligence — such as learning, comprehension, reasoning, problem-solving, and understanding natural language. | 718 | definition | 1.000 | Key Definitions Artificial Intelligence (AI) is a broad collection of technologies that enable machines to carry out tasks typically associated with human intelligence — such as learning, comprehension, reasoning, problem-solving, and understanding natural language. | 3 | page=3,block=0 | 0.700 | valid |
| What kind of pedagogy is recommended to engage students in learning? | activity-based and experiential, engaging students through interactive and hands-on experiences. | Pedagogy and Assessment Pedagogy suggested is activity-based and experiential, engaging students through interactive and hands-on experiences. • Classes 3–5: Worksheets based on games, puzzles, and activities to enhance CT skills and creativity. • Classes 6–8: Hands-on and real-world problems, collaborative and group work to solidify and apply multidisciplinary foundational knowledge on coding, data analysis, and AI tools, aiming to learn advanced CT and problem-solving skills. Assessment approaches need to move away from traditional summative assessment to continuous, formative, and competency-based assessment. A range of assessment tools, such as problem-solving tasks, project work, reflective journals, and discussions/debates on ethical dilemmas, are to be used to assess student learning. | 46 | definition | 1.000 | Pedagogy and Assessment Pedagogy suggested is activity-based and experiential, engaging students through interactive and hands-on experiences. • Classes 3–5: Worksheets based on games, puzzles, and activities to enhance CT skills and creativity. | 12 | page=12,block=0 | ||
| What kind of approach is necessary for designing solutions to real-life problems? | an integrated and holistic approach | The learners attain fluency in using systematic and methodical approaches to solve problems and create more efficient and effective solutions to problems across various aspects of life. Integration of Knowledge Across the Curriculum — Seamlessly integrating ideas from Mathematics, Science, Humanities, and Technology while designing creative solutions. Designing solutions to real-life problems requires an integrated and holistic approach. This requires learners to seamlessly integrate ideas from various disciplines, such as Mathematics, Science, Humanities, and Technology. CT and AI provide opportunities for learners to bring these knowledge domains together while they design creative solutions to the problems they encounter every day, both at the individual and societal levels. | 405 | definition | 1.000 | Designing solutions to real-life problems requires an integrated and holistic approach. | 15 | page=15,block=0 | 0.700 | valid |
| What does an interdisciplinary perspective help learners achieve? | a holistic and deeper understanding of the world | They will explore the interconnections among these knowledge domains and leverage one domain for deepening the understanding of another domain. This will also help them appreciate the relevance of these domains in their daily life. This interdisciplinary perspective gives them a holistic and deeper understanding of the world and prepares individuals to adapt and thrive in the modern world, marked by a complex and dynamic environment. Readiness for an AI-Driven World — Building foundational competencies in CT and an understanding of AI; developing 21st-century skills including problem-solving, logical reasoning, creativity, collaboration, and informed decision-making. Modern life is technology-driven, and various tools of technology, such as Python programming, help in modelling, simulating and solving real-world problems. | 278 | definition | 1.000 | This interdisciplinary perspective gives them a holistic and deeper understanding of the world and prepares individuals to adapt and thrive in the modern world, marked by a complex and dynamic environment. | 15 | page=15,block=0 | 0.700 | |
| What does Pattern Recognition enable students to identify in Grade 3? | simple patterns involving 1 or 2 changes in consecutive terms | Learning Outcomes Grade 3 Abstract Thinking Students will solve problems with hidden or unseen ideas using: • Different viewpoints of 3-D objects • Changes in shapes after flips, turns, folds, or rotations • Hidden or missing parts in incomplete shapes or patterns Pattern Recognition Students will be able to identify simple patterns involving 1 or 2 changes in consecutive terms, using numbers, shapes/images, letters, or a mix. Decomposition Students will be able to break down problems involving 2–3 clues from: number clues/names; 3-D objects and their parts (faces, edges, corners); step-by-step exchanges or transfers (money, objects, digits); tables or charts with multiple pieces of information. | 319 | definition | 1.000 | Learning Outcomes Grade 3 Abstract Thinking Students will solve problems with hidden or unseen ideas using: • Different viewpoints of 3-D objects • Changes in shapes after flips, turns, folds, or rotations • Hidden or missing parts in incomplete shapes or patterns Pattern Recognition Students will be able to identify simple patterns involving 1 or 2 changes in consecutive terms, using numbers, shapes/images, letters, or a mix. | 21 | |||
| What does Pattern Recognition in Grade 4 enable students to identify? | patterns involving one or more changes | Computational Thinking and Artificial Intelligence Classes 3–8 Curriculum Grade 4 Abstract Thinking Students will be able to solve moderate to highly moderate problems with partially visible or incomplete ideas, using: • Different viewpoints of 3-D objects • Changes in shapes after flips, turns, cuts/folds, or rotations • Hidden or missing parts in incomplete shapes or patterns • Mirror images and identical halves based on symmetry Pattern Recognition Students will be able to identify patterns involving one or more changes, using numbers, shapes/images, letters, or a mix. | 490 | definition | 1.000 | Computational Thinking and Artificial Intelligence Classes 3–8 Curriculum Grade 4 Abstract Thinking Students will be able to solve moderate to highly moderate problems with partially visible or incomplete ideas, using: • Different viewpoints of 3-D objects • Changes in shapes after flips, turns, cuts/folds, or rotations • Hidden or missing parts in incomplete shapes or patterns • Mirror images and identical halves based on symmetry Pattern Recognition Students will be able to identify patterns involving one or more changes, using numbers, shapes/images, letters, or a mix. | 22 | |||
| What is one key difference taught between AI and automation? | Difference between AI and Automation | Syllabus for Early AI (Classes 6–8) Duration: 20 hours per class Class 6 — AI Syllabus # Content Hours 1 Introduction to AI & Everyday Examples — Understanding what AI is; Difference between AI and Automation; Comparison between human and machine intelligence; Introduction to AI concepts and its types (supervised, unsupervised, and reinforcement learning) | 172 | definition | 1.000 | Syllabus for Early AI (Classes 6–8) Duration: 20 hours per class Class 6 — AI Syllabus # Content Hours 1 Introduction to AI & Everyday Examples — Understanding what AI is; Difference between AI and Automation; Comparison between human and machine intelligence; Introduction to AI concepts and its types (supervised, unsupervised, and reinforcement learning) | 29 | page=29,block=0 | 0.700 | valid |
| What does the AI project lifecycle aim to explain? | Understanding stages of AI projects | Computational Thinking and Artificial Intelligence Classes 3–8 Curriculum Class 8 — AI Syllabus # Content Hours 1 AI Project Lifecycle (Conceptual) — Understanding stages of AI projects: Define Problem, Collect Data, Test AI Tools, Reflect and Improve; How AI learns from patterns in data | 150 | definition | 1.000 | Computational Thinking and Artificial Intelligence Classes 3–8 Curriculum Class 8 — AI Syllabus # Content Hours 1 AI Project Lifecycle (Conceptual) — Understanding stages of AI projects: Define Problem, Collect Data, Test AI Tools, Reflect and Improve; How AI learns from patterns in data | 31 | page=31,block=0 | 0.700 | valid |
| What does Artificial Intelligence enable machines to do? | carry out tasks typically associated with human intelligence — such as learning, comprehension, reasoning, problem-solving, and understanding natural language | Computational Thinking and Artificial Intelligence Classes 3–8 Curriculum Foreword The National Education Policy (NEP) aims to position India as a leader in emerging knowledge fields by integrating technologies like Artificial Intelligence, Machine Learning, Big Data, and Computational Thinking into school education. It promotes technology-enabled, interactive, and gamified learning using tools such as Augmented Reality (AR), Virtual Reality (VR), and virtual labs to foster creativity, problem-solving, and interdisciplinary exploration. NCF-SE 2023 carries this recommendation further for implementation. Key Definitions Artificial Intelligence (AI) is a broad collection of technologies that enable machines to carry out tasks typically associated with human intelligence — such as learning, comprehension, reasoning, problem-solving, and understanding natural language. | 718 | definition | 1.000 | Key Definitions Artificial Intelligence (AI) is a broad collection of technologies that enable machines to carry out tasks typically associated with human intelligence — such as learning, comprehension, reasoning, problem-solving, and understanding natural language. | ||||
| What type of pedagogy is suggested for engaging students? | activity-based and experiential, engaging students through interactive and hands-on experiences | Pedagogy and Assessment Pedagogy suggested is activity-based and experiential, engaging students through interactive and hands-on experiences. • Classes 3–5: Worksheets based on games, puzzles, and activities to enhance CT skills and creativity. • Classes 6–8: Hands-on and real-world problems, collaborative and group work to solidify and apply multidisciplinary foundational knowledge on coding, data analysis, and AI tools, aiming to learn advanced CT and problem-solving skills. Assessment approaches need to move away from traditional summative assessment to continuous, formative, and competency-based assessment. A range of assessment tools, such as problem-solving tasks, project work, reflective journals, and discussions/debates on ethical dilemmas, are to be used to assess student learning. | 46 | definition | 1.000 | Pedagogy and Assessment Pedagogy suggested is activity-based and experiential, engaging students through interactive and hands-on experiences. | 12 | page=12,block=0 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| 0.700 |
| valid |
| valid |
| page=21,block=0 |
| 0.700 |
| valid |
| page=22,block=0 |
| 0.700 |
| valid |
| 3 |
| page=3,block=0 |
| 0.700 |
| valid |