Consider the following pairs : 1. Brazil - Indri 2. Indonesia - Elk 3. Madagascar - Bonobo How many of the pairs given above are correctly matched ?

Gives a geographic pattern for lemurs: 'Lemurs occur in India, Madagascar and Africa', implying their usual ranges are Old World landmasses rather than South America.

A student could compare this pattern with a world map to see whether Brazil (in South America) fits those listed regions and thus judge whether lemurs are likely native to Brazil.

Repeats the observation that lemurs occur in India, Madagascar and Africa and places such distributions in the context of historical continental connections (Lemuria).

Use basic palaeogeography (locations of Madagascar/Africa/India) to infer that lemurs are associated with those landmasses, not with South America/Brazil.

Lists Brazil among global 'mega diversity' countries, indicating Brazil has many endemic species and distinct faunas.

A student could use this to reason that if Brazil were home to lemurs, the country’s biodiversity lists would specifically include lemur taxa; absence of lemurs from the cited lemur distribution hints they are unlikely native to Brazil.

Mentions 'lemur' in a general list of animals in tropical evergreen forests (from a textbook section on India), illustrating that common-fauna lists may include species names but require checking geographic context.

A student should verify the regional focus of such lists (here India) and then check whether that regional focus overlaps Brazil; this warns against assuming a species named in a generic biome list is globally distributed.

Lists Indonesia among tropical/subtropical countries for crops (mesta), indicating Indonesia is a tropical country/region.

A student could combine this with a world map and known climate‑preferences of elk (typically temperate/boreal) to suspect elk are unlikely native to tropical Indonesia.

Shows that species/crops such as rubber were diffused from Brazil to Indonesia and that Indonesia has a hot, humid tropical climate requirement.

Use the climate implication (hot, humid, tropical) against the typical habitats of many elk species (often cooler temperate zones) to judge plausibility of elk being native there.

Provides a list of herbivorous mammals (elephants, rhinoceros, various deer and antelopes) and the specific deer/antelopes found regionally in South Asia.

Compare the named regional deer species with a checklist of cervids: if elk is not listed among regional deer in nearby South/Southeast Asia, a student might infer elk's native range likely lies elsewhere and verify on a distribution map.

Gives specific deer species and their Indian regional distributions (e.g., Barasingha, Chiru, spotted deer types) but does not include 'elk' among native Indian cervids.

A student can note that comprehensive regional lists omit elk and therefore combine this absence with a map of elk distribution to assess whether elk occur naturally in Indonesia.

Describes the wildlife of the Indian subcontinent, listing several deer species and emphasising India’s fauna composition without mentioning elk.

Use this as an example that South/Southeast Asian wildlife lists typically name local deer species; absence of elk here suggests checking whether elk are native to tropical Asian islands like Indonesia via a species range map.

States that Madagascar and nearby islands have several primate families that live nowhere else, highlighting Madagascar's distinct, endemic primate fauna.

A student could use this pattern to infer that primates native to Madagascar are likely endemic groups (e.g., lemurs) and therefore check whether Pan paniscus belongs to those endemic families or to an African mainland group.

Defines the 'Ethiopian region' as covering continental Africa and adjacent islands like Madagascar and lists main animals including gorilla and chimpanzee, implying a distinction between typical African mainland apes and Madagascar fauna.

A student could compare ranges of named African apes (gorilla, chimpanzee) on a map to Madagascar to assess whether Pan species are found on the island or only on the continent.

Notes that lemurs occur in India, Madagascar and Africa and that such distributions led to hypotheses of past land connections; this highlights that lemurs (a primate group) are specifically associated with Madagascar in these sources.

A student could use the fact that lemurs are emphasized for Madagascar to check whether bonobos are grouped with lemurs or with African apes, suggesting where Pan paniscus is native.

Explains the biogeographic puzzle of identical land/freshwater taxa across oceans and repeats the point that lemurs occur in Madagascar, reinforcing Madagascar's characteristic primate associations.

A student could contrast the specially noted lemur distribution with known distributions of the genus Pan to judge if bonobos fit Madagascar's primate pattern or that of African mainland apes.

Describes ocean current branches around Madagascar and between Madagascar and Mozambique, emphasizing Madagascar's maritime separation from mainland Africa.

A student could use basic geography (a map and ocean barriers) to reason about whether a large terrestrial ape species would naturally occur on Madagascar without human-mediated introduction.