Learning Outcomes for Mathematics

Introduction
Developing children’s abilities for mathematisation is the
main goal of mathematics education. The twin concerns of the
Mathematics curriculum are: What can mathematics education
do to engage the mind of every student and develop the student’s
inner resources to make them critical and creative?
It is at this stage that Mathematics comes to the students as
an academic discipline and they begin to perceive the structure
of mathematics. For this, the notions of argumentation and
proof become central to curriculum. Mathematical terminology
is highly stylised, self conscious and rigorous. The student
appreciates how an edifice is built up, arguments constructed
using propositions justified earlier, to prove a theorem, which
in turn is used in proving further theorems.
At the secondary stage, a special emphasis on experimentation
and exploration may be worthwhile. Mathematics laboratories are
a recent phenomenon, which hopefully will expand considerably
in future. Activities in practical mathematics help students
immensely in visualisation.
It is therefore, essential at this stage that the curriculum
should focus on development of higher levels of learning
mathematics through opportunities to explore, experiment,
verify and prove conjectures that are obtained from patterns.
Visualising relationships among various topics of mathematics
and among other subjects is expected from the students. Thus
the learning outcomes of mathematics should be seen integrated
with other subjects at this stage like numbers related with
geometry (points on a number line and real numbers), with
usage in Science and Social Science and later with problem
solving skills.
Children are often assessed with paper pencil tests which
include certain types of questions without proper analysis
whether these questions have potential to assess child’s level of
understanding in a particular class. For many children learning
of mathematics is limited to solving the problems given in a
textbook that too with the limited algorithms and procedures.
However the students should be able and competent
to critically analyse various processes and to create newer
algorithms.
This document lays emphasis on the learning outcomes in
terms of competencies and skills that every child is expected to
acquire in Classes IX and X. The classroom interaction therefore,
must provide opportunities to students to achieve learning
outcomes in Mathematics and other subject areas. This section
deals with the overall vision of Mathematics, expectations of
the mathematics curriculum, variety of suggested pedagogic
processes along with the learning outcomes. The suggested
pedagogic processes and activities are presented merely as
exemplars. Users may think of more such processes in a
given situation.
Further at the secondary stage, students begin to
perceive the structure of mathematics as a discipline. They
become familiar with the characteristics of mathematical
communication: carefully defined terms and concepts, the use
of symbols to represent them, precisely stated propositions
and proofs justifying them. Thus they acquire a special
language which serves as a medium of thought that involves
a combination of words, symbols having logical reasoning,
formulas, etc. These aspects are developed particularly in the
area of geometry. Students develop these aspects with algebra,
which is important not only in the application of mathematics,
but also within mathematics in providing justifications and
proofs. At this stage, students integrate many concepts and
skills that they have learnt into a problem solving ability.

Curricular Expectations
At this stage learners are expected to develop ability and
attitude for —
y mathematisation (ability to think logically, formulate and
handle abstractions) rather than knowledge of procedures
(formal and mechanical).
y mathematical vocabulary.
y consolidation and generalisation of the concepts learnt so
far.
y understanding and proving mathematical statements.
y addressing problems that come from other domains such
as, science and social sciences.
y integration of concepts and skills that the children have
learnt into a problem solving ability.
y analysing and constructing the processes involved in
mathematical reasoning.
y establishing linkages between mathematics and daily life
experiences and across the curriculum.

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Learning Outcomes for Mathematics
 Class IX
Suggested Pedagogical Processes Learning Outcomes
The learners may be provided with The learner —
opportunities individually or in groups
and encouraged to —
y work with real numbers and consolidate y applies logical reasoning in classifying
the concepts of numbers learnt in earlier real numbers, proving their properties
classes. Some such opportunities and using them in different situations.
could be:
ƒ to observe and discuss real numbers.
ƒ to recall and observe the processes y identifies/classifies polynomials
involved in different mathematical among algebraic expressions and
concepts studied earlier and find factorises them by applying appropriate
situations in which they come across algebraic identities.
irrational numbers. For example,
finding the length of the diagonal of a
square with side, say, 2 units or area
of a circle with a given radius, etc.
ƒ to observe the properties of different
types of numbers, such as, the y relates the algebraic and graphical
denseness of the numbers, by representations of a linear equation in
devising different methods based on one or two variables and applies the
the knowledge of numbers gained in concept to daily life situations.
earlier classes. One of them could be
by representing them on the number
line.
ƒ to facilitate in making mental y identifies similarities and differences
estimations in different situations, among different geometrical shapes.
such as, arranging numbers like 2, y derives proofs of mathematical
21/2, 23/2, 25/2, etc., in ascending (or statements particularly related to
descending) order in a given time geometrical concepts, like parallel
frame or telling between which two lines, triangles, quadrilaterals, circles,
integers the numbers like, √17, √23, etc., by applying axiomatic approach
√59, ­– √2, etc., lie. and solves problems using them.
y apply relevant results to factorise the
polynomials.
y draw and compare the graphs of linear
equations in one or two variables.
y discuss the proofs of mathematical
statements using axioms and y finds areas of all types of triangles by
postulates. using appropriate formulae and apply
y play the following games related to them in real life situations.
geometry. y constructs different geometrical
shapes like bisectors of line segments,
ƒ For Euclid’s axioms, if one group
angles and triangles under given
says, If equals are added to equals,

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Learning Outcomes at the Secondary Stage
 then the results are equal. The other conditions and provides reasons for the
group may be encouraged to provide processes of such constructions.
example such as, If a = b, then
a + 3 = b + 3, another group may extend
it further as a + 3 + 5 = b + 3 + 5, and
so on.
ƒ By observing different objects in y develops strategies to locate points in
the surroundings one group may a Cartesian plane.
find the similarities and the other
group may find the differences with y identifies and classifies the daily life
reference to different geometrical situations in which mean, median and
shapes — lines, rays, angles, parallel mode can be used.
lines, perpendicular lines, congruent
shapes, non-congruent shapes, etc.,
and justify their findings logically.
y work with algebraic identities using
y analyses data by representing it in
models and explore the use of algebraic
different forms like, tabular form
identities in familiar contexts. (grouped or ungrouped), bar graph,
y discuss in groups about the properties histogram (with equal and varying width
of triangles and construction of and length), and frequency polygon.
geometrical shapes such as, triangles,
line segment and its bisector, angle and
its bisector under different conditions
y find and discuss ways to fix position of a y calculates empirical probability
point in a plane and different properties through experiments and describes its
related to it. use in words.
y engage in a survey and discuss
about different ways to represent
data pictorially such as, bar graphs,
histograms (with varying base lengths)
and frequency polygons. y derives formulae for surface areas and
volumes of different solid objects like,
y collect data from their surroundings cubes, cuboids, right circular cylinders/
and calculate central tendencies such cones, spheres and hemispheres and
as, mean, mode or median. applies them to objects found in the
y explore the features of solid objects surroundings.
from daily life situations to identify y solves problems that are not in the
them as cubes, cuboids, cylinders, etc. familiar context of the child using
y play games involving throwing a dice, above learning. These problems should
tossing a coin, etc., and find their include the situations to which the
chance of happening. child is not exposed earlier.
y do a project of collecting situations
corresponding to different numbers
representing probabilities.
y visualise the concepts using Geogebra
and other ICT tools.

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Learning Outcomes for Mathematics
 Class X
Suggested Pedagogical Processes Learning Outcomes
The learners may be provided with The learner —
opportunities individually or in groups
and encouraged to —
y extend the methods of finding LCM and y generalises properties of numbers and
HCF of large numbers learnt earlier to relations among them studied earlier to
general form. evolve results, such as, Euclid’s division
y discuss different aspects of algorithm, Fundamental Theorem of
polynomials, such as — their degree, Arithmetic and applies them to solve
type (linear, quadratic, cubic), zeroes, problems related to real life contexts.
etc., relationship between their visual
representation and their zeroes.
y play a game which may involve a series y develops a relationship between
of acts of factorising a polynomial and algebraic and graphical methods of
using one of its factors to form a new finding the zeroes of a polynomial.
one. For example, one group factorising
say, (x3 – 2x2 – x – 2) and using one of
its factors x–1 to construct another
polynomial, which is further factorised
by another group to continue the
y finds solutions of pairs of linear
process.
equations in two variables using
y use quadratic equations to solve real life graphical and different algebraic
problems through different strategies, methods.
such as, making a perfect square,
y demonstrates strategies of finding
quadratic formula, etc.
roots and determining the nature of
y discuss different aspects of linear roots of a quadratic equation.
equations by engaging students in the
y develops strategies to apply the concept
activities of the following nature:
of A.P. to daily life situations.
ƒ one group may ask another to form
y works out ways to differentiate between
linear equation in two variables with
congruent and similar figures.
coefficients from a particular number
system, i.e., natural numbers or
numbers that are not integers, etc. y establishes properties for similarity of
two triangles logically using different
ƒ graphically representing a linear
geometric criteria established earlier
equation in 1D or 2D and try to
such as, Basic Proportionality Theorem,
explain the difference in their nature.
etc.
ƒ encouraging students to observe
identities and equations and
segregate them.
y use graphical ways to visualise different
aspects of linear equations, such as,
visualising linear equations in two
variables or to find their solution.
y observe and analyse patterns in their
daily life situations to check if they form
an Arithmetic Progression and, if so,

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Learning Outcomes at the Secondary Stage
 find rule for getting their nth term and
sum of n terms. The situations could be
— our savings or pocket money, games
such as, playing cards and snakes and
ladders, etc.
y analyse and compare different y derives formulae to establish relations
geometrical shapes, charts, and models for geometrical shapes in the context
made using paper folding and tell about of a coordinate plane, such as, finding
their similarity and congruence. the distance between two given points,
y discuss in groups different situations, to determine the coordinates of a point
such as, constructing maps, etc., in between any two given points, to find
which the concepts of trigonometry are the area of a triangle, etc.
used. y determines all trigonometric ratios
y work in projects related to heights and with respect to a given acute angle (of a
distances, that may include situations right triangle) and uses them in solving
in which methods have to be devised problems in daily life contexts like
for measuring the angle of inclination finding heights of different structures
of the top of a building and their own or distance from them.
distance from the building. y derives proofs of theorems related to
y devise ways to find the values of the tangents of circles
different trigonometric ratios for a given
value of a trigonometric ratio.
y observe shapes in the surroundings y constructs —
that are a combination of shapes ƒ a triangle similar to a given triangle
studied so far, such as, cone, cylinder, as per a given scale factor.
cube, cuboid, sphere, hemisphere, etc.
ƒ a pair of tangents from an external
They may work in groups and may
provide formulas for different aspects point to a circle and justify the
of these combined shapes. procedures.
y determine areas of various materials, y examines the steps of geometrical
objects, and designs around them for constructions and reason out each step
example design on a handkerchief,
design of tiles on the floor, geometry y finds surface areas and volumes
box, etc. of objects in the surroundings by
y discuss and analyse situations related visualising them as a combination of
to surface areas and volumes of different solids like cylinder and a cone,
different objects, such as, (a) given cylinder and a hemisphere, combination
two boxes of a certain shape with of different cubes, etc.
different dimensions, if one box is to
be changed exactly like another box,
which attribute will change, its surface
area or volume? (b) By what percent
will each of the dimensions of one box
have to be changed to make it exactly y calculates mean, median and mode for
of same size as the other box? different sets of data related with real
y discuss and analyse the chance of life contexts.
happening of different events through
simple activities like tossing a coin,
throwing two dices simultaneously,

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Learning Outcomes for Mathematics
 picking up a card from a deck of 52
playing cards, etc.
y generalise the formulas of mean, median y determines the probability of an event
and mode read in the earlier classes by and applies the concept in solving daily
providing situations for these central life problems.
tendencies.
y collect data from their surroundings
and calculate the central tendencies.
y to draw tangents to a circle from a
point which lies outside and a point
which lies inside the circle. They may
be motivated to evolve different ways to
verify the properties of such tangents.

Suggested Pedagogical Processes in an Inclusive Setup

Children with special needs to be taken along the class and
keeping in view the learning objectives, similar to those of the
others, appropriate activities may be designed. The teacher
should take into account the specific problem of the child and
plan alternate strategies for teaching-learning process. A healthy
inclusive classroom environment provides equal opportunity to
all the students; to those with and without learning difficulties.
The measures to be adopted may include:
y developing process skills through group activities and using
ICT for simulation, repeated practice and evaluation.
y assessing learning progress through different modes taking
cognizance of the learner’s response.
y observing the child’s engagement in multiple activities,
through varied ways and levels of involvement.
y using of embossed diagram in the pedagogical process and
learning progress.
y using of adapted equipment (large print materials, adapted
text materials with simple language, more pictures and
examples, etc.) in observation and exploration (for example:
visual output devices should have aural output and vice
versa) during the teaching-learning process.
y using multiple choice questions to get responses from
children who find it difficult to write or explain verbally.

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Learning Outcomes at the Secondary Stage