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 tables,
concepts and their application to further studies in charts and graphs.
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  Rate of growth and depreciation.
duration carrying 80 marks and Internal Assessment
Note: Paying back in equal installments, being
of 20 marks.
given rate of interest and installment
The paper will be divided into two sections, Section I amount, not included.
(40 marks) and Section II (40 marks).
3. Algebra
Section I: will consist of compulsory short answer
(i) Expansions
questions.
Recall of concepts learned in earlier classes.
Section II: Candidates will be required to answer
four out of seven questions. (a ± b)2
The solution of a question may require the knowledge (a ± b)3
of more than one branch of the syllabus. (x ± a) (x ± b)
1. Pure Arithmetic (a ± b ± c)2
Rational and Irrational Numbers (ii) Factorisation
Rational, irrational numbers as real numbers, a2 – b2
their place in the number system. Surds and
rationalization of surds. Simplifying an a3 ± b 3
expression by rationalizing the denominator. ax2 + bx + c, by splitting the middle term.
2. Commercial Mathematics (iii) Simultaneous Linear Equations in two
Compound Interest variables. (With numerical coefficients only)
(a) Compound interest as a repeated Simple  Solving algebraically by:
Interest computation with a growing - Elimination
Principal. Use of this in computing Amount
over a period of 2 or 3 years. - Substitution and

(b) Use of formula n

. Finding CI - Cross Multiplication method
from the relation CI = A – P.  Solving simple problems by framing
appropriate equations.
 Interest compounded half-yearly included.
(iv) Indices/ Exponents
 Using the formula to find one quantity
given different combinations of A, P, r, n, Handling positive, fractional, negative and
CI and SI; difference between CI and SI “zero” indices.
type included.

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 Simplification of expressions involving (d) Pythagoras Theorem
various exponents
Area based proof and simple applications
m+n m−n
a ×=
m
a a n
, a ÷=
m n
a a , (a=
m n
) a mn of Pythagoras Theorem and its converse.

etc. Use of laws of exponents. (ii) Rectilinear Figures

(v) Logarithms (a) Proof and use of theorems on

parallelogram.
(a) Logarithmic form vis-à-vis exponential
form: interchanging.  Both pairs of opposite sides equal
(without proof).
(b) Laws of Logarithms and their uses.
 Both pairs of opposite angles equal.
Expansion of expression with the help of
laws of logarithms  One pair of opposite sides equal and
parallel (without proof).
a4 × b2
e.g. y =
c3  Diagonals bisect each other and
bisect the parallelogram.
log y = 4 log a + 2 log b – 3 log c etc.
 Rhombus as a special parallelogram
4. Geometry
whose diagonals meet at right angles.
(i) Triangles
 In a rectangle, diagonals are equal, in
(a) Congruency: four cases: SSS, SAS, AAS, a square they are equal and meet at
and RHS. Illustration through cutouts.
Simple applications. right angles.

(b) Problems based on: (b) Constructions of Polygons

 Angles opposite equal sides are Construction of quadrilaterals (including

equal and converse. parallelograms and rhombus) and regular
hexagon using ruler and compasses only.
 If two sides of a triangle are unequal, (c) Proof and use of Area theorems on
then the greater angle is opposite the parallelograms:
greater side and converse.
 Parallelograms on the same base
 Sum of any two sides of a triangle is and between the same parallels are
greater than the third side. equal in area.
 Of all straight lines that can be  The area of a triangle is half that of a
drawn to a given line from a point parallelogram on the same base and
outside it, the perpendicular is the between the same parallels.
shortest.
 Triangles between the same base and
Proofs not required. between the same parallels are equal
(c) Mid-Point Theorem and its converse, in area (without proof).
equal intercept theorem  Triangles with equal areas on the
(i) Proof and simple applications of mid- same bases have equal corresponding
point theorem and its converse. altitudes.
(ii) Equal intercept theorem: proof and
simple application.

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 (iii) Circle: (vi) Grouped frequency distributions: the need to
(a) Chord properties and how to convert discontinuous intervals to
continuous intervals.
 A straight line drawn from the centre
of a circle to bisect a chord which is (vii)Drawing a frequency polygon.
not a diameter is at right angles to the
chord. 6. Mensuration

 The perpendicular to a chord from Area and perimeter of a triangle and a

the centre bisects the chord (without quadrilateral. Area and circumference of circle.
proof). Surface area and volume of Cube and Cuboids.

 Equal chords are equidistant from the (a) Area and perimeter of triangle (including
centre. Heron’s formula), rhombus, parallelogram
and trapezium.
 Chords equidistant from the centre
are equal (without proof). (b) Circle: Area and Circumference. Direct
application problems including Inner and
 There is one and only one circle that Outer area.
passes through three given points not
in a straight line. Areas of sectors of circles other than quarter-
circle and semicircle are not included.
(b) Arc and chord properties:
(c) Surface area and volume of 3-D solids: cube
 If two arcs subtend equal angles at and cuboid including problems of type
the centre, they are equal, and its
converse. involving:

 If two chords are equal, they cut off  Different internal and external
equal arcs, and its converse (without dimensions of the solid.
proof).  Cost.
Note: Proofs of the theorems given above  Concept of volume being equal to area of
are to be taught unless specified otherwise. cross-section x height.
5. Statistics  Open/closed cubes/cuboids.
Introduction, collection of data, presentation of 7. Trigonometry
data, Graphical representation of data, Mean,
(a) Trigonometric Ratios: sine, cosine, tangent of
Median of ungrouped data. an angle and their reciprocals.
(i) Understanding and recognition of raw, (b) Trigonometric ratios of standard angles- 0,
arrayed and grouped data. 30, 45, 60, 90 degrees. Evaluation of an
expression involving these ratios.
(ii) Tabulation of raw data using tally-marks.
(c) Simple 2-D problems involving one
(iii) Understanding and recognition of discrete right-angled triangle.
and continuous variables.
(d) Concept of trigonometric ratios of
(iv) Mean, median of ungrouped data complementary angles and their direct
application:
(v) Class intervals, class boundaries and limits,
frequency, frequency table, class size for sin A = cos (90 - A), cos A = sin (90 – A)
grouped data. tan A = cot (90 – A), cot A = tan (90- A)
sec A = cosec (90 – A), cosec A = sec (90 – A)

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8. Co-ordinate Geometry  Running a tuck shop/canteen.
Cartesian System, plotting of points in the plane  Study ways of raising a loan to buy a car or house,
for given coordinates, solving simultaneous linear e.g. bank loan or purchase a refrigerator or a
equations in 2 variables graphically and finding television set through hire purchase.
the distance between two points using distance  Cutting a circle into equal sections of a small
formula. central angle to find the area of a circle by using
the formula A = πr2.
(a) Dependent and independent variables.
 To use flat cutouts to form cube, cuboids and
(b) Ordered pairs, co-ordinates of points and pyramids to obtain formulae for volume and total
plotting them in the Cartesian plane. surface area.
(c) Solution of Simultaneous Linear Equations  Draw a circle of radius r on a ½ cm graph paper,
graphically. and then on a 2mm graph paper. Estimate the
area enclosed in each case by actually counting
(d) Distance formula. the squares. Now try out with circles of different
radii. Establish the pattern, if any, between the
INTERNAL ASSESSMENT two observed values and the theoretical value
A minimum of two assignments are to be done during (area = πr2). Any modifications?
the year as prescribed by the teacher.
Suggested Assignments
 Conduct a survey of a group of students and
represent it graphically - height, weight, number
of family members, pocket money, etc.
 Planning delivery routes for a postman/milkman.

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

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 (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
proportional to the squares of
• Simple Applications. corresponding sides.
(vii) Co-ordinate Geometry
(vi) Direct applications based on the above
(a) Reflection 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 fixed
slope, equation of a line, Various forms of point as centre and fixed distance as
straight lines. radius.
(i) Section and Mid-point formula (ii) The locus of a point equidistant from two
(Internal section only, co-ordinates of intersecting lines is the bisector of the
the centroid of a triangle included). angles between the lines.
(ii) Equation of a line: (iii) The locus of a point equidistant from two
 Slope –intercept form y = mx + c given points is the perpendicular bisector
 Two- point form (y-y 1 ) = m(x-x 1 ) of the line joining the points.
Geometric understanding of ‘m’ Proofs not required
as slope/ gradient/ tanθ where θ (c) Circles
is the angle the line makes with
the positive direction of the x (i) Angle Properties
axis.  The angle that an arc of a circle
Geometric understanding of ‘c’ subtends at the centre is double that
as the y-intercept/the ordinate of which it subtends at any point on the
the point where the line intercepts remaining part of the circle.
the y axis/ the point on the line  Angles in the same segment of a circle
where x=0. are equal (without proof).
 Conditions for two lines to be
 Angle in a semi-circle is a right
parallel or perpendicular.
angle.
Simple applications of all the above.
(ii) Cyclic Properties:
3. Geometry
 Opposite angles of a cyclic
(a) Similarity quadrilateral are supplementary.
Similarity, conditions of similar triangles.  The exterior angle of a cyclic
quadrilateral is equal to the opposite
(i) As a size transformation.
interior angle (without proof).
(ii) Comparison with congruency, keyword (iii) Tangent and Secant Properties:
being proportionality.
 The tangent at any point of a circle
(iii) Three conditions: SSS, SAS, AA. Simple and the radius through the point are
applications (proof not included). perpendicular to each other.

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  If two circles touch, the point of 5. Trigonometry
contact lies on the straight line
(a) Using Identities to solve/prove simple
joining their centres.
algebraic trigonometric expressions
 From any point outside a circle, two
sin2 A + cos2 A = 1
tangents can be drawn and they are
equal in length. 1 + tan2 A = sec2A
1+cot2A = cosec2A; 0 ≤ A ≤ 90°
 If two chords intersect internally or
externally then the product of the (b) Heights and distances: Solving 2-D problems
lengths of the segments are equal. involving angles of elevation and depression
using trigonometric tables.
 If a chord and a tangent intersect
externally, then the product of the Note: Cases involving more than two right angled
lengths of segments of the chord is triangles excluded.
equal to the square of the length of 6. Statistics
the tangent from the point of contact
to the point of intersection. Statistics – basic concepts, Mean, Median, Mode.
Histograms and Ogive.
 If a line touches a circle and from the
(a) Computation of:
point of contact, a chord is drawn, the
angles between the tangent and the  Measures of Central Tendency: Mean,
chord are respectively equal to the median, mode for raw and arrayed data.
angles in the corresponding alternate Mean*, median class and modal class for
segments. grouped data. (both continuous and
discontinuous).
Note: Proofs of the theorems given above
are to be taught unless specified otherwise. * Mean by all 3 methods included:
(iv) Constructions Direct : Σfx
Σf
(a) Construction of tangents to a circle
Σfd
from an external point. Short-cut : A+ where d = x − A
Σf
(b) Circumscribing and inscribing a
circle on a triangle and a Step-deviation: A + Σft × i where t = x − A
regular hexagon. Σf i
4. Mensuration (b) Graphical Representation. Histograms and
Less than Ogive.
Area and volume of solids – Cylinder, Cone and
Sphere. • Finding the mode from the histogram, the
upper quartile, lower Quartile and
Three-dimensional solids - right circular cylinder, median etc. from the ogive.
right circular cone and sphere: Area (total
surface and curved surface) and Volume. Direct • Calculation of inter Quartile range.
application problems including cost, Inner and 7. Probability
Outer volume and melting and recasting method
to find the volume or surface area of a new solid. • Random experiments
Combination of solids included. • Sample space
Note: Problems on Frustum are not included. • Events
• Definition of probability
• Simple problems on single events

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

77
 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
The Internal Examiner and the External Examiner will
square sheet and then the paper folded at the cuts
assess the assignments independently.
to form an open box. What should be the size of
the squares cut so that the volume of the open box Award of marks (20 Marks)
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 in The total marks obtained out of 20 are to be sent to the
the box, attempt to answer the question: do larger Council by the Head of the school.
marbles or smaller marbles occupy more volume
The Head of the school will be responsible for the
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).

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 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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