MATHEMATICS (51)

Aims:
1. To acquire knowledge and understanding of the 4. To develop the necessary skills to work with
terms, symbols, concepts, principles, processes, modern technological devices such as calculators
proofs, etc. of mathematics. and computers in real life situations.
2. To develop an understanding of mathematical 5. To develop drawing skills, skills of reading
concepts and their application to further studies tables, charts and graphs.
in mathematics and science.
6. To develop an interest in mathematics.
3. To develop skills to apply mathematical
knowledge to solve real life problems.
CLASS IX

There will be one paper of two and a half hours  Using the formula to find one quantity
duration carrying 80 marks and Internal Assessment given different combinations of A, P, r, n,
of 20 marks. CI and SI; difference between CI and SI
The paper will be divided into two sections, Section I type included. Rate of growth and
(40 marks) and Section II (40 marks). depreciation.
Section I: will consist of compulsory short answer Note: Paying back in equal installments, being
questions. given rate of interest and installment
amount, not included.
Section II: Candidates will be required to answer
four out of seven questions.
3. Algebra
The solution of a question may require the knowledge
of more than one branch of the syllabus. (i) Expansions
Recall of concepts learned in earlier classes.
1. Pure Arithmetic
(a ± b)2
Rational and Irrational Numbers
(a ± b)3
Rational, irrational numbers as real numbers,
their place in the number system. Surds and (x ± a) (x ± b)
rationalization of surds. Simplifying an (a ± b ± c)2
expression by rationalizing the denominator.
Representation of rational and irrational (ii) Factorisation
numbers on the number line. a2 – b2
Proofs of irrationality of a3 ± b3

2. Commercial Mathematics ax2 + bx + c, by splitting the middle term.

(iii) Simultaneous Linear Equations in two
Compound Interest
variables. (With numerical coefficients only)
(a) Compound interest as a repeated Simple
Interest computation with a growing  Solving algebraically by:
Principal. Use of this in computing Amount - Elimination
over a period of 2 or 3 years.
- Substitution and
n
(b) Use of formula . Finding CI
- Cross Multiplication method
from the relation CI = A – P.
 Solving simple problems by framing
 Interest compounded half-yearly appropriate equations.
included.

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 (iv) Indices/ Exponents (d) Pythagoras Theorem
Handling positive, fractional, negative and Area based proof and simple applications
“zero” indices. of Pythagoras Theorem and its converse.
Simplification of expressions involving (ii) Rectilinear Figures
various exponents (a) Proof and use of theorems on
a m  a n  a m  n , a m  a n  a m  n , (a m ) n  a mn parallelogram.
etc. Use of laws of exponents.  Both pairs of opposite sides equal
(without proof).
(v) Logarithms
 Both pairs of opposite angles equal.
(a) Logarithmic form vis-à-vis exponential
 One pair of opposite sides equal and
form: interchanging.
parallel (without proof).
(b) Laws of Logarithms and their uses.
 Diagonals bisect each other and
Expansion of expression with the help of bisect the parallelogram.
laws of logarithms
 Rhombus as a special parallelogram
a4  b2 whose diagonals meet at right angles.
e.g. y =
c3  In a rectangle, diagonals are equal,
in a square they are equal and meet
log y = 4 log a + 2 log b – 3 log c etc.
at right angles.
4. Geometry (b) Constructions of Polygons
(i) Triangles Construction of quadrilaterals (including
parallelograms and rhombus) and
(a) Congruency: four cases: SSS, SAS, regular hexagon using ruler and
AAS, and RHS. Illustration through compasses only.
cutouts. Simple applications.
(c) Proof and use of Area theorems on
(b) Problems based on: parallelograms:
 Angles opposite equal sides are  Parallelograms on the same base
equal and converse. and between the same parallels are
 If two sides of a triangle are equal in area.
unequal, then the greater angle is  The area of a triangle is half that of
opposite the greater side and a parallelogram on the same base
converse. and between the same parallels.
 Sum of any two sides of a triangle is  Triangles between the same base and
greater than the third side. between the same parallels are equal
 Of all straight lines that can be in area (without proof).
drawn to a given line from a point  Triangles with equal areas on the
outside it, the perpendicular is the same bases have equal corresponding
shortest. altitudes.
Proofs not required. (iii) Circle:
(c) Mid-Point Theorem and its converse, (a) Chord properties
equal intercept theorem
 A straight line drawn from the centre
(i) Proof and simple applications of mid- of a circle to bisect a chord which is
point theorem and its converse. not a diameter is at right angles to
(ii) Equal intercept theorem: proof and the chord.
simple application.

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  The perpendicular to a chord from (b) Circle: Area and Circumference. Direct
the centre bisects the chord (without application problems including Inner and
proof). Outer area.
 Equal chords are equidistant from Areas of sectors of circles other than
the centre. quarter-circle and semicircle are not
included.
 Chords equidistant from the centre
are equal (without proof). (c) Surface area and volume of 3-D solids: cube
and cuboid including problems of type
 There is one and only one circle that involving:
passes through three given points not
in a straight line.  Different internal and external
dimensions of the solid.
(b) Arc and chord properties:
 Cost.
 If two arcs subtend equal angles at
the centre, they are equal, and its  Concept of volume being equal to area of
converse. cross-section x height.
 Open/closed cubes/cuboids.
 If two chords are equal, they cut off
equal arcs, and its converse (without
7. Trigonometry
proof).
(a) Trigonometric Ratios: sine, cosine, tangent
Note: Proofs of the theorems given above of an angle and their reciprocals.
are to be taught unless specified otherwise.
(b) Trigonometric ratios of standard angles - 0,
5. Statistics 30, 45, 60, 90 degrees. Evaluation of an
expression involving these ratios.
Introduction, collection of data, presentation of
data, Graphical representation of data, Mean, (c) Simple 2-D problems involving one
Median of ungrouped data. right-angled triangle.
(i) Understanding and recognition of raw, (d) Concept of trigonometric ratios of
arrayed and grouped data. complementary angles and their direct
application:
(ii) Tabulation of raw data using tally-marks.
(iii)Understanding and recognition of discrete sin A = cos (90 - A), cos A = sin (90 – A)
and continuous variables. tan A = cot (90 – A), cot A = tan (90- A)
(iv) Mean, median of ungrouped data. sec A = cosec (90 – A), cosec A=sec (90 – A)
(v) Class intervals, class boundaries and limits,
frequency, frequency table, class size for 8. Coordinate Geometry
grouped data. Cartesian System, plotting of points in the plane
(vi) Grouped frequency distributions: the need to for given coordinates, solving simultaneous
and how to convert discontinuous intervals to linear equations in 2 variables graphically and
continuous intervals. finding the distance between two points using
distance formula.
(vii)Drawing a frequency polygon.
(a) Dependent and independent variables.
6. Mensuration
(b) Ordered pairs, coordinates of points and
Area and perimeter of a triangle and a
plotting them in the Cartesian plane.
quadrilateral. Area and circumference of circle.
Surface area and volume of Cube and Cuboids. (c) Solution of Simultaneous Linear Equations
(a) Area and perimeter of triangle (including graphically.
Heron’s formula), all types of (d)Distance formula.
Quadrilaterals.

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 INTERNAL ASSESSMENT  Cutting a circle into equal sections of a small
central angle to find the area of a circle by using
A minimum of two assignments are to be done during
the year as prescribed by the teacher. the formula A = r2.
 To use flat cutouts to form cube, cuboids and
Suggested Assignments
pyramids to obtain formulae for volume and total
 Conduct a survey of a group of students and surface area.
represent it graphically - height, weight, number
of family members, pocket money, etc.  Draw a circle of radius r on a ½ cm graph paper,
and then on a 2 mm graph paper. Estimate the
 Planning delivery routes for a postman/milkman. area enclosed in each case by actually counting
 Running a tuck shop/canteen. the squares. Now try out with circles of different
radii. Establish the pattern, if any, between the
 Study ways of raising a loan to buy a car or two observed values and the theoretical value
house, e.g. bank loan or purchase a refrigerator or
(area =  r2). Any modifications?
a television set through hire purchase.

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 CLASS X

There will be one paper of two and a half hours 2. Algebra

duration carrying 80 marks and Internal Assessment
(i) Linear Inequations
of 20 marks.
Linear Inequations in one unknown for x 
The paper will be divided into two sections, Section I
N, W, Z, R. Solving:
(40 marks), Section II (40 marks).
 Algebraically and writing the solution in
Section I: Will consist of compulsory short answer
set notation form.
questions.
 Representation of solution on the number
Section II: Candidates will be required to answer line.
four out of seven questions.
(ii) Quadratic Equations in one variable
1. Commercial Mathematics (a) Nature of roots
(i) Goods and Services Tax (GST)  Two distinct real roots if b2 – 4ac >
Computation of tax including problems 0
involving discounts, list-price, profit, loss,  Two equal real roots if b2 – 4ac = 0
basic/cost price including inverse cases.
 No real roots if b2 – 4ac < 0
Candidates are also expected to find price
paid by the consumer after paying State (b) Solving Quadratic equations by:
Goods and Service Tax (SGST) and Central  Factorisation
Goods and Service Tax (CGST) - the
different rates as in vogue on different types  Using Formula.
of items will be provided. Problems based on (c) Solving simple quadratic equation
corresponding inverse cases are also problems.
included. (iii) Ratio and Proportion
(ii) Banking (a) Proportion, Continued proportion, mean
Recurring Deposit Accounts: computation of proportion
interest and maturity value using the (b) Componendo, dividendo, alternendo,
formula: invertendo properties and their
nn  1 r combinations.
I =P 
2  12 100 (c) Direct simple applications on
proportions only.
MV = P x n + I
(iv) Factorisation of polynomials:
(iii) Shares and Dividends
(a) Factor Theorem.
(a) Face/Nominal Value, Market Value,
Dividend, Rate of Dividend, Premium. (b) Remainder Theorem.
(b) Formulae (c) Factorising a polynomial completely
 Income = number of shares  rate of after obtaining one factor by factor
dividend  FV. theorem.
 Return = (Income / Investment)  Note: f (x) not to exceed degree 3.
100.
(v) Matrices
Note: Brokerage and fractional shares not
included. (a) Order of a matrix. Row and column
matrices.

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 (b) Compatibility for addition and 3. Geometry
multiplication.
(a) Similarity
(c) Null and Identity matrices.
Similarity, conditions of similar triangles.
(d) Addition and subtraction of 22
matrices. (i) As a size transformation.
(e) Multiplication of a 22 matrix by (ii) Comparison with congruency, keyword
being proportionality.
 a non-zero rational number
(iii) Three conditions: SSS, SAS, AA. Simple
 a matrix.
applications (proof not included).
(vi) Arithmetic and Geometric Progression
(iv) Applications of Basic Proportionality
 Finding their General term. Theorem.
 Finding Sum of their first ‘n’ terms. (v) Areas of similar triangles are
 Simple Applications. proportional to the squares of
corresponding sides.
(vii) Co-ordinate Geometry
(a) Reflection (vi) Direct applications based on the above
including applications to maps and
(i) Reflection of a point in a line: models.
x=0, y =0, x= a, y=a, the origin.
(b) Loci
(ii) Reflection of a point in the origin.
Loci: Definition, meaning, Theorems and
(iii) Invariant points. constructions based on Loci.
(b) Co-ordinates expressed as (x,y), Section
(i) The locus of a point at a fixed distance
formula, Midpoint formula, Concept of
from a fixed point is a circle with the
slope, equation of a line, Various forms
fixed point as centre and fixed distance
of straight lines.
as radius.
(i) Section and Mid-point formula
(Internal section only, co-ordinates (ii) The locus of a point equidistant from two
of the centroid of a triangle intersecting lines is the bisector of the
included). angles between the lines.
(ii) Equation of a line: (iii) The locus of a point equidistant from two
given points is the perpendicular bisector
 Slope –intercept form y = mx 
of the line joining the points.
c
 Two- point form (y-y1) = m(x-x1) Proofs not required.
Geometric understanding of ‘m’ (c) Circles
as slope/ gradient/ tan where  (i) Angle Properties
is the angle the line makes with
the positive direction of the x  The angle that an arc of a circle
axis. subtends at the centre is double that
which it subtends at any point on the
Geometric understanding of ‘c’ remaining part of the circle.
as the y-intercept/the ordinate of
the point where the line  Angles in the same segment of a
intercepts the y axis/ the point on circle are equal (without proof).
the line where x=0.  Angle in a semi-circle is a right
 Conditions for two lines to be angle.
parallel or perpendicular.
Simple applications of all the above.

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 (ii) Cyclic Properties: Direct application problems including cost, Inner
 Opposite angles of a cyclic and Outer volume and melting and recasting
quadrilateral are supplementary. method to find the volume or surface area of a
 The exterior angle of a cyclic new solid. Combination of solids included.
quadrilateral is equal to the opposite Note: Problems on Frustum are not included.
interior angle (without proof).
(iii) Tangent and Secant Properties: 5. Trigonometry
 The tangent at any point of a circle (a) Using Identities to solve/prove simple
and the radius through the point are algebraic trigonometric expressions
perpendicular to each other. sin2 A + cos2 A = 1
 If two circles touch, the point of 1 + tan2 A = sec2A
contact lies on the straight line
joining their centres. 1+cot2A = cosec2A; 0  A  90
 From any point outside a circle, two (b) Heights and distances: Solving 2-D problems
tangents can be drawn, and they are involving angles of elevation and depression
equal in length. using trigonometric tables.
 If two chords intersect internally or Note: Cases involving more than two right
externally then the product of the angled triangles excluded.
lengths of the segments are equal.
6. Statistics
 If a chord and a tangent intersect
externally, then the product of the Statistics – basic concepts, Mean, Median, Mode.
lengths of segments of the chord is Histograms and Ogive.
equal to the square of the length of (a) Computation of:
the tangent from the point of contact  Measures of Central Tendency: Mean,
to the point of intersection. median, mode for raw and arrayed data.
 If a line touches a circle and from the Mean*, median class and modal class for
point of contact, a chord is drawn, grouped data. (both continuous and
the angles between the tangent and discontinuous).
the chord are respectively equal to
* Mean by all 3 methods included:
the angles in the corresponding
alternate segments. Direct : Σfx
Σf
Note: Proofs of the theorems given above
are to be taught unless specified otherwise. Σfd
Short-cut : A where d  x  A
(iv) Constructions Σf

(a) Construction of tangents to a circle Step-deviation: A  Σft  i where t  x  A

from an external point. Σf i
(b) Circumscribing and inscribing a (b) Graphical Representation. Histograms and
circle on a triangle and a Less than Ogive.
regular hexagon.  Finding the mode from the histogram,
the upper quartile, lower Quartile and
4. Mensuration median etc. from the ogive.
Area and volume of solids – Cylinder, Cone and  Calculation of inter Quartile range.
Sphere.
7. Probability
Three-dimensional solids - right circular
cylinder, right circular cone and sphere: Area Random experiments, Sample space, Events,
(total surface and curved surface) and Volume. definition of probability, Simple problems on
single events.

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SI UNITS, SIGNS, SYMBOLS AND INTERNAL ASSESSMENT
ABBREVIATIONS
The minimum number of assignments: Two
(1) Agreed conventions assignments as prescribed by the teacher.
(a) Units may be written in full or using the Suggested Assignments
agreed symbols, but no other abbreviation
 Comparative newspaper coverage of different
may be used.
items.
(b) The letter ‘s’ is never added to symbols to
 Survey of various types of Bank accounts, rates
indicate the plural form.
of interest offered.
(c) A full stop is not written after symbols for
 Planning a home budget.
units unless it occurs at the end of a sentence.
 Conduct a survey in your locality to study the
(d) When unit symbols are combined as a
mode of conveyance / Price of various essential
quotient, e.g., metre per second, it is
commodities / favourite sports. Represent the
recommended that it should be written as
data using a bar graph / histogram and estimate
m/s, or as m s-1.
the mode.
(e) Three decimal signs are in common
 To use a newspaper to study and report on shares
international use: the full point, the mid-point
and dividends.
and the comma. Since the full point is
sometimes used for multiplication and the  Set up a dropper with ink in it vertical at a height
comma for spacing digits in large numbers, it say 20 cm above a horizontally placed sheet of
is recommended that the mid-point be used plain paper. Release one ink drop; observe the
for decimals. pattern, if any, on the paper. Vary the vertical
distance and repeat. Discover any pattern of
(2) Names and symbols
relationship between the vertical height and the
In general
ink drop observed.
Implies that  is logically equivalent to   You are provided (or you construct a model as
Identically equal to  is approximately equal to 
shown) - three vertical sticks (size of a pencil)
In set language
stuck to a horizontal board. You should also
Belongs to  does not belong to 
is equivalent to  is not equivalent to  have discs of varying sizes with holes (like a
union  intersection  doughnut). Start with one disc; place it on (in)
universal set  is contained in  stick A. Transfer it to another stick (B or C); this
natural (counting)  the empty set ø
numbers whole numbers is one move (m). Now try with two discs placed
W
integers real numbers in A such that the large disc is below, and the
 R
In measures smaller disc is above (number of discs = n=2
Kilometre km Metre m now). Now transfer them one at a time in B or C
Centimetre cm Millimetre mm to obtain similar situation (larger disc below).
Kilogram kg Gram g
How many moves? Try with more discs (n = 1,
Litre L Centilitre cL
square kilometre km2 Square meter m2 2, 3, etc.) and generalise.
square centimetre cm2 Hectare ha
cubic metre m3 Cubic centimetre cm3
kilometres per hour km/h Metres per second m/s A B C

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 The board has some holes to hold marbles, red on  Find by construction the centre of a circle, using
one side and blue on the other. Start with one only a 60-30 setsquare and a pencil.
pair. Interchange the positions by making one
 Various types of “cryptarithm”.
move at a time. A marble can jump over another
to fill the hole behind. The move (m) equal 3. EVALUATION
Try with 2 (n=2) and more. Find the relationship
between n and m. The assignments/project work are to be evaluated by
the subject teacher and by an External Examiner.
(The External Examiner may be a teacher nominated
by the Head of the school, who could be from the
faculty, but not teaching the subject in the
Red Blue section/class. For example, a teacher of Mathematics
of Class VIII may be deputed to be an External
 Take a square sheet of paper of side 10 cm. Four Examiner for Class X, Mathematics projects.)
small squares are to be cut from the corners of
The Internal Examiner and the External Examiner
the square sheet and then the paper folded at the
will assess the assignments independently.
cuts to form an open box. What should be the
size of the squares cut so that the volume of the Award of Marks (20 Marks)
open box is maximum?
Subject Teacher (Internal Examiner) 10 marks
 Take an open box, four sets of marbles (ensuring
External Examiner 10 marks
that marbles in each set are of the same size) and
some water. By placing the marbles and water The total marks obtained out of 20 are to be sent to
in the box, attempt to answer the question: do the Council by the Head of the school.
larger marbles or smaller marbles occupy more
The Head of the school will be responsible for the
volume in a given space? online entry of marks on the Council’s CAREERS
 An eccentric artist says that the best paintings portal by the due date.
have the same area as their perimeter
(numerically). Let us not argue whether such
sizes increase the viewer’s appreciation, but only
try and find what sides (in integers only) a
rectangle must have if its area and perimeter are
to be equal (Note: there are only two such
rectangles).

95
 INTERNAL ASSESSMENT IN MATHEMATICS - GUIDELINES FOR MARKING WITH GRADES
Criteria Preparation Concepts Computation Presentation Understanding Marks

Grade I Exhibits and Admirable use of Careful and Presents well stated Shows strong personal 4 marks for
selects a well- mathematical concepts accurate work with conclusions; uses contribution; each
defined problem. and methods and appropriate effective mathematical demonstrate knowledge criterion
exhibits competency in computation, language, symbols, and understanding of
Appropriate use
using extensive range of construction and conventions, tables, assignment and can
of techniques.
mathematical measurement with diagrams, graphs, etc. apply the same in
techniques. correct units. different situations.
Grade II Exhibits and Appropriate use of Commits negligible Some statements of Neat with average 3 marks for
selects routine mathematical concepts errors in conclusions; uses amount of help; each
approach. and methods and shows computation, appropriate math assignment shows criterion
adequate competency in construction and language, learning of mathematics
Fairly good
using limited range of measurement. with a limited ability to
techniques. symbols, conventions,
techniques. use it.
tables, diagrams,
graphs, etc.
Grade III Exhibits and Uses appropriate Commits a few Assignment is Lack of ability to 2 marks for
selects trivial mathematical concepts errors in presentable though it is conclude without help; each
problems. and shows competency computation, disorganized in some shows some learning of criterion
in using limited range construction and places. mathematics with a
Satisfactory
of techniques. measurement. limited ability to use it.
techniques.

Grade IV Exhibits and Uses inappropriate Commits many Presentation made is Lack of ability to 1 mark for
selects an mathematical concepts mistakes in somewhat disorganized conclude even with each
insignificant for the assignment. computation, and untidy. considerable help; criterion
problem. construction and assignment contributes
measurement. to mathematical learning
Uses some
to a certain extent.
unsuitable
techniques.
Grade V Exhibits and Not able to use Inaccurate Presentation made is Assignment does not 0 mark
selects a mathematical concepts. computation, completely contribute to
completely construction and disorganized, untidy mathematical learning
irrelevant measurement. and poor. and lacks practical
problem. applicability.
Uses unsuitable
techniques.

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