Mathematics

Subject Code – 041 & 241

Class X (2025 – 26)

The Syllabus in the subject of Mathematics has undergone changes from time to time in
accordance with growth of the subject and emerging needs of the society. The present revised
syllabus has been designed in accordance with National Curriculum Framework 2005 and as
per guidelines given in the Focus Group on Teaching of Mathematics which is to meet the
emerging needs of all categories of students. For motivating the teacher to relate the topics to
real life problems and other subject areas, greater emphasis has been laid on applications of
various concepts.

The curriculum at Secondary stage primarily aims at enhancing the capacity of students to
employ Mathematics in solving day-to-day life problems and studying the subject as a separate
discipline. It is expected that students should acquire the ability to solve problems using
algebraic methods and apply the knowledge of simple trigonometry to solve problems of height
and distances. Carrying out experiments with numbers and forms of geometry, framing
hypothesis and verifying these with further observations form inherent part of Mathematics
learning at this stage. The proposed curriculum includes the study of number system, algebra,
geometry, trigonometry, mensuration, statistics, graphs and coordinate geometry, etc.

The teaching of Mathematics should be imparted through activities which may involve the use
of concrete materials, models, patterns, charts, pictures, posters, games, puzzles and
experiments.

Objectives The broad objectives of teaching of Mathematics at secondary stage are to help the
learners to:

 consolidate the Mathematical knowledge and skills acquired at the upper primary stage;
 acquire knowledge and understanding, particularly by way of motivation and visualization
of basic concepts, terms, principles and symbols and underlying processes and skills;
 develop mastery of basic algebraic skills;
 develop drawing skills;
 feel the flow of reason while proving a result or solving a problem;
 apply the knowledge and skills acquired to solve problems and wherever possible, by
more than one method;
 to develop ability to think, analyze and articulate logically;
 to develop awareness of the need for national integration, protection of environment,
observance of small family norms, removal of social barriers, elimination of gender biases;
 to develop necessary skills to work with modern technological devices and mathematical
software's.
 to develop interest in mathematics as a problem-solving tool in various fields for its
beautiful structures and patterns, etc.
 to develop reverence and respect towards great Mathematicians for their contributions to
the field of Mathematics;
 to develop interest in the subject by participating in related competitions;
 to acquaint students with different aspects of Mathematics used in daily life;
 to develop an interest in students to study Mathematics as a discipline.
 COURSE STRUCTURE CLASS –X

Units Unit Name Marks

I NUMBER SYSTEMS 06
II ALGEBRA 20
III COORDINATE GEOMETRY 06
IV GEOMETRY 15
V TRIGONOMETRY 12
VI MENSURATION 10
VII STATISTICS AND PROBABILITY 11
TOTAL 80

S. No. Content Competencies Explanation

UNIT I: NUMBER SYSTEMS

1. REAL NUMBERS  Develops understanding  Describes

of numbers, including Fundamental
1. Fundamental Theorem of the set of real numbers Theorem of Arithmetic
Arithmetic - statements and its properties. with examples
after reviewing work done  Extends the  Prove algebraically
earlier and after illustrating understanding of the Irrationality of
and motivating through powers (radical powers) numbers like
examples and exponents. √2, √3, √5, 3 + 2√5
2. Proofs of irrationality of  Applies Fundamental etc.
√2, √3, √5 Theorem of Arithmetic to
solve problems related
to real life contexts.

UNIT II: ALGEBRA

1. POLYNOMIALS  develops a relationship  Find the zeros of

between algebraic and polynomial graphically
1. Zeros of a polynomial graphical methods of and algebraically and
2. Relationship between finding the zeroes of a verifying the relation
zeros and coefficients of polynomial. between zeros and
quadratic polynomials. coefficients of
quadratic polynomials.
2. PAIR OF LINEAR EQUATIONS  Describes plotting a  Find the solution of pair
IN TWO VARIABLES pair of linear equations of linear equations in
and graphically finding two variables
1. Pair of linear equations in the solution. graphically and
two variables and graphical  Models and solves algebraically
method of their solution, contextualised (substitution and
consistency/inconsistency. problems using elimination method)
equations (e.g.,
2. Algebraic conditions for
simultaneous linear
number of solutions.
equations in two
3. Solution of a pair of linear variables).
equations in two variables
algebraically - by
substitution, by elimination.
Simple situational
problems.

3. QUADRATIC EQUATIONS  demonstrates strategies  Solves quadratic

of finding roots and equations using
1. Standard form of a quadratic determining the nature factorization and
equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = of roots of a quadratic quadratic formula
0, (𝑎 ≠ 0). equation.  Determines the nature
2. Solutions of quadratic of roots using
equations (only real roots) discriminant
by factorization, and by  Formulates and solves
using quadratic formula. problems based on
Relationship between real life context
discriminant and nature of
roots.

3. Situational problems based

on quadratic equations
related to day-to-day
activities to be incorporated

4. ARITHMETIC  Develops strategies to  Applies concepts of

PROGRESSIONS apply the concept of A.P. AP to find the nth
to daily life situations. term and sum of n
1. Motivation for studying terms.
Arithmetic Progression  Application of AP in
real life problems
2. Derivation of the nth term
and sum of the first n terms
of AP and their application in
solving daily life problems.
 UNIT III: COORDINATE GEOMETRY

1. Coordinate Geometry  Derives formulae to  Solves problems

establish relations for using distance
1. Review: Concepts of geometrical shapes in formula and section
coordinate geometry. the context of a formula
Distance formula. Section coordinate plane, such
formula (internal division). as, finding the distance
between two given
points, to determine the
coordinates of a point
between any two given
points.

UNIT IV: GEOMETRY

1. TRIANGLES  works out ways to  Prove Basic

differentiate between Proportionality
Definitions, examples, counter
congruent and similar theorem and applying
examples of similar triangles.
figures. the theorem and its
1. (Prove) If a line is drawn
 establishes properties converse in solving
parallel to one side of a
for similarity of two questions
triangle to intersect the other
triangles logically using  Prove similarity of
two sides in distinct points,
different geometric triangles using
the other two sides are
criteria established different similarity
divided in the same ratio.
earlier such as, Basic criteria
2. State (without proof) If a line
Proportionality
divides two sides of a
Theorem, etc.
triangle in the same ratio, the
line is parallel to the third
side.
3. State (without proof) If in two
triangles, the corresponding
angles are equal, their
corresponding sides are
proportional and the
triangles are similar.
4. State (without proof) If the
corresponding sides of two
triangles are proportional,
their corresponding angles
are equal and the two
triangles are similar.
5. State (without proof) If one
angle of a triangle is equal to
one angle of another triangle
and the sides including these
angles are proportional, the
two triangles are similar.
2. CIRCLES  derives proofs of  Prove the theorems
theorems related to the based on the tangent
Tangent to a circle at point of tangents of circles. to a circle.
contact.  Applies the concept of
1. (Prove) The tangent at any tangents of circle to
point of a circle is solve various
perpendicular to the radius problems.
through the point of
contact.
2. (Prove) The lengths of
tangents drawn from an
external point to a circle are
equal.
UNIT V: TRIGONOMETRY

1. INTRODUCTION TO  Understands the  Evaluates

TRIGONOMETRY definitions of the basic trigonometric ratios
trigonometric functions  Describes
1. Trigonometric ratios of an (including the trigonometric ratios of
acute angle of a right-angled introduction of the sine standard angles and
triangle. Proof of their and cosine functions). solving related
existence (well defined) expressions
2. Motivate the ratios
whichever are defined at 0°
and 90°. Values of the
trigonometric ratios of 30° ,
45° and 60°.
3. Relationships between the
ratios.
2. TRIGONOMETRIC  Uses Trigonometric  Proves trigonometric
IDENTITIES identities to solve identities using
problems. 2 2
sin A + cos A = 1
1. Proof and applications of the and other identities
identity sin2 A + cos 2 A = 1.
2. Only simple identities to be
given.

3. HEIGHTS AND DISTANCES:  Applies Trigonometric  Find heights and

Angle of elevation, Angle of ratios in solving distances in real life
Depression. problems in daily life word problems using
contexts like finding trigonometric ratios
1. Simple problems on heights heights of different
and distances. Problems structures or distance
should not involve more than from them.
two right triangles. Angles of
elevation / depression
should be only 30°, 45°, and
60°.
 UNIT VI: MENSURATION

1. AREAS RELATED TO  Derives and uses  Visualises and

CIRCLES formulae to calculate evaluates areas of
areas of plane figures. sector and segment of
1. Area of sectors and
a circle
segments of a circle.
2. Problems based on areas
and perimeter
/circumference of the above
said plane figures. (In
calculating area of segment
of a circle, problems should
be restricted to central angle
of 60°, 90° and 120° only.

2. SURFACE AREAS AND  Visualises and uses  Evaluates the surface

VOLUMES mathematical thinking to areas and volumes of
discover formulae to combinations of
1. Surface areas and volumes calculate surface areas solids by visualisation
of combinations of any two and volumes of solid
of the following: cubes, objects (cubes, cuboids,
cuboids, spheres, spheres, hemispheres,
hemispheres and right right circular
circular cylinders/cones. cylinders/cones, and
their combinations).

UNIT VII: STATISTICS AND PROBABILITY

1. STATISTICS  calculates mean,  Computes the mean,

median and mode for of a grouped
1. Mean, median and mode of different sets of data frequency distribution
grouped data (bimodal related with real life using direct,
situation to be avoided). contexts. assumed mean and
step deviation
method.
 Computes the
median and mode of
grouped frequency
distribution by
algebraic method

2. PROBABILITY  Applies concepts from  Determines the

probability to solve probabilities in simple
1. Classical definition of problems on the real-life problems
probability. likelihood of everyday
2. Simple problems on finding events.
the probability of an event.
 MATHEMATICS- STANDARD (Code – 041)
QUESTION PAPER DESIGN
CLASS – X (2025-26)
Time: 3 Hours Max. Marks: 80

S. %
Total Weightage
No. Typology of Questions
Marks (approx.)
Remembering: Exhibit memory of previously learned material
by recalling facts, terms, basic concepts, and answers.
43 54
1
Understanding: Demonstrate understanding of facts and
ideas by organizing, comparing, translating, interpreting,
giving descriptions, and stating main ideas

Applying: Solve problems to new situations by applying 19 24

2
acquired knowledge, facts, techniques and rules in a
different way.

Analysing:
Examine and break information into parts by identifying
motives or causes. Make inferences and find evidence to
support generalizations

Evaluating: 18 22
3 Present and defend opinions by making judgments about
information, validity of ideas, or quality of work based on a
set of criteria.

Creating:
Compile information together in a different way by combining
elements in a new pattern or proposing alternative solutions

80 100
Total

INTERNAL ASSESSMENT 20 MARKS

Pen Paper Test and Multiple Assessment (5+5) 10 Marks
Portfolio 05 Marks
Lab Practical (Lab activities to be done from the prescribed books) 05 Marks
 MATHEMATICS-BASIC (Code – 241)
QUESTION PAPER DESIGN
CLASS – X (2025-26)
Time: 3Hours Max. Marks: 80

Total %
S. Typology of Questions Weightage
No. Marks
(approx.)
Remembering: Exhibit memory of previously learned material
by recalling facts, terms, basic concepts, and answers.
1 60 75
Understanding: Demonstrate understanding of facts and
ideas by organizing, comparing, translating, interpreting, giving
descriptions, and stating main ideas

Applying: Solve problems to new situations by applying

2 12 15
acquired knowledge, facts, techniques and rules in a different
way.
Analysing:

Examine and break information into parts by identifying

motives or causes. Make inferences and find evidence to
support generalizations 8 10
3
Evaluating:

Present and defend opinions by making judgments about

information, validity of ideas, or quality of work based on a set
of criteria.

Creating:

Compile information together in a different way by combining

elements in a new pattern or proposing alternative solutions

80 100
Total

INTERNAL ASSESSMENT 20 MARKS

Pen Paper Test and Multiple Assessment (5+5) 10 Marks
Portfolio 05 Marks
Lab Practical (Lab activities to be done from the prescribed books) 05 Marks
PRESCRIBED BOOKS:
1. Mathematics - Textbook for class IX - NCERT Publication
2. Mathematics - Textbook for class X - NCERT Publication
3. Guidelines for Mathematics Laboratory in Schools, class IX - CBSE Publication
4. Guidelines for Mathematics Laboratory in Schools, class X - CBSE Publication
5. Laboratory Manual - Mathematics, secondary stage - NCERT Publication
6. Mathematics exemplar problems for class IX, NCERT publication
7. Mathematics exemplar problems for class X, NCERT publication.