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 type included. Rate of growth and
duration carrying 80 marks and Internal Assessment depreciation.
of 20 marks.
Note: Paying back in equal installments, being
Certain questions may require the use of given rate of interest and installment
Mathematical tables (Logarithmic and Trigonometric amount, not included.
tables).
The solution of a question may require the knowledge 3. Algebra
of more than one branch of the syllabus. (i) Expansions

1. Pure Arithmetic Recall of concepts learned in earlier classes.

Rational and Irrational Numbers (a ± b)2

Rational, irrational numbers as real numbers, (a ± b)3

their place in the number system. Surds and (x ± a) (x ± b)
rationalization of surds. Simplifying an
expression by rationalizing the denominator. (a ± b ± c)2
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.
Compound Interest (iii) Simultaneous Linear Equations in two
(a) Compound interest as a repeated Simple variables. (With numerical coefficients only)
Interest computation with a growing • Solving algebraically by:
Principal. Use of this in computing Amount
over a period of 2 or 3 years. - Elimination

(b) Use of formula n

. Finding CI - Substitution and
from the relation CI = A – P. - Cross Multiplication method
• Interest compounded half-yearly included. • Solving simple problems by framing
appropriate equations.
• Using the formula to find one quantity
given different combinations of A, P, r, n,
CI and SI; difference between CI and SI

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

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 • The perpendicular to a chord from (a) Area and perimeter of triangle (including
the centre bisects the chord (without Heron’s formula), all types of
proof). Quadrilaterals.

• Equal chords are equidistant from (b) Circle: Area and Circumference. Direct
the centre. application problems including Inner and
Outer area.
• Chords equidistant from the centre
Areas of sectors of circles other than
are equal (without proof).
quarter-circle and semicircle are not
• There is one and only one circle that included.
passes through three given points not (c) Surface area and volume of 3-D solids: cube
in a straight line. and cuboid including problems of type
(b) Arc and chord properties: involving:

• If two arcs subtend equal angles at • Different internal and external

the centre, they are equal, and its dimensions of the solid.
converse. • Cost.
• If two chords are equal, they cut off • Concept of volume being equal to area of
equal arcs, and its converse (without cross-section x height.
proof).
• Open/closed cubes/cuboids.
Note: Proofs of the theorems given above
are to be taught unless specified otherwise. 7. Trigonometry
5. Statistics (a) Trigonometric Ratios: sine, cosine, tangent
of an angle and their reciprocals.
Introduction, collection of data, presentation of
data, Graphical representation of data, Mean, (b) Trigonometric ratios of standard angles - 0,
Median of ungrouped data. 30, 45, 60, 90 degrees. Evaluation of an
expression involving these ratios.
(i) Understanding and recognition of raw,
arrayed and grouped data. (c) Simple 2-D problems involving one
right-angled triangle.
(ii) Tabulation of raw data using tally-marks.
(d) Concept of trigonometric ratios of
(iii) Understanding and recognition of discrete complementary angles and their direct
and continuous variables. application:
(iv) Mean, median of ungrouped data.
sin A = cos (90 - A), cos A = sin (90 – A)
(v) Class intervals, class boundaries and limits,
frequency, frequency table, class size for tan A = cot (90 – A), cot A = tan (90- A)
grouped data. sec A = cosec (90 – A), cosec A=sec (90 – A)
(vi) Grouped frequency distributions: the need to
and how to convert discontinuous intervals to 8. Coordinate Geometry
continuous intervals. Cartesian System, plotting of points in the plane
(vii)Drawing a frequency polygon. for given coordinates, solving simultaneous
linear equations in 2 variables graphically and
6. Mensuration finding the distance between two points using
Area and perimeter of a triangle and a distance formula.
quadrilateral. Area and circumference of circle. (a) Dependent and independent variables.
Surface area and volume of Cube and Cuboids.
(b) Ordered pairs, coordinates of points and
plotting them in the Cartesian plane.

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 (c) Solution of Simultaneous Linear Equations • Study ways of raising a loan to buy a car or
graphically. house, e.g. bank loan or purchase a refrigerator or
a television set through hire purchase.
(d) Distance formula.
• Cutting a circle into equal sections of a small
INTERNAL ASSESSMENT central angle to find the area of a circle by using
A minimum of two assignments are to be done during the formula A = πr2.
the year as prescribed by the teacher. • To use flat cutouts to form cube, cuboids and
Suggested Assignments pyramids to obtain formulae for volume and total
surface area.
• Conduct a survey of a group of students and
represent it graphically - height, weight, number • Draw a circle of radius r on a ½ cm graph paper,
of family members, pocket money, etc. and then on a 2 mm graph paper. Estimate the
area enclosed in each case by actually counting
• Planning delivery routes for a postman/milkman. the squares. Now try out with circles of different
• Running a tuck shop/canteen. radii. Establish the pattern, if any, between the
two observed values and the theoretical value
(area = π r2). Any modifications?

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 CLASS X

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

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 (e) Multiplication of a 2×2 matrix by (ii) Comparison with congruency, keyword
• a non-zero rational number being proportionality.

• a matrix. (iii) Three conditions: SSS, SAS, AA. Simple

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
(vii) Co-ordinate Geometry corresponding sides.
(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
formula, Midpoint formula, Concept of (i) The locus of a point at a fixed distance
slope, equation of a line, Various forms from a fixed point is a circle with the
of straight lines. fixed point as centre and fixed distance
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 + c
of the line joining the points.
• Two- point form (y-y 1 ) = m(x-x 1 )
Proofs not required.
• Geometric understanding of ‘m’
(c) Circles
as slope/ gradient/ tanθ where θ
is the angle the line makes with (i) Angle Properties
the positive direction of the x axis.
• The angle that an arc of a circle
• Geometric understanding of ‘c’ as subtends at the centre is double that
the y-intercept/the ordinate of the which it subtends at any point on the
point where the line intercepts the remaining part of the circle.
y axis/ the point on the line where
x=0. • Angles in the same segment of a
circle are equal (without proof).
• Conditions for two lines to be
parallel or perpendicular. • Angle in a semi-circle is a right
Simple applications of all the angle.
above. (ii) Cyclic Properties:
3. Geometry • Opposite angles of a cyclic
quadrilateral are supplementary.
(a) Similarity
• The exterior angle of a cyclic
Similarity, conditions of similar triangles. quadrilateral is equal to the opposite
(i) As a size transformation. interior angle (without proof).

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

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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
may be used. • Comparative newspaper coverage of different
items.
(b) The letter ‘s’ is never added to symbols to
indicate the plural form. • Survey of various types of Bank accounts,
rates of interest offered.
(c) A full stop is not written after symbols for
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
recommended that it should be written as essential commodities / favourite sports.
m/s, or as m s-1. Represent the data using a bar graph /
histogram and estimate the mode.
(e) Three decimal signs are in common
international use: the full point, the mid-point • To use a newspaper to study and report on
and the comma. Since the full point is shares 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
is recommended that the mid-point be used height say 20 cm above a horizontally placed
for decimals. sheet of plain paper. Release one ink drop;
observe the pattern, if any, on the paper.
(2) Names and symbols Vary the vertical distance and repeat.
Discover any pattern of relationship between
In general
the vertical height and the ink drop observed.
Implies that ⇒ is logically equivalent to ⇔
Identically equal to ≡ is approximately equal to >> • You are provided (or you construct a model
In set language as shown) - three vertical sticks (size of a
Belongs to ∈ does not belong to ∉
is equivalent to is not equivalent to pencil) stuck to a horizontal board. You
↔ ↔
union ∪ intersection ∩ should also have discs of varying sizes with
universal set ξ is contained in ⊂ holes (like a doughnut). Start with one disc;
natural (counting) Ν the empty set ø place it on (in) stick A. Transfer it to another
numbers whole numbers W
integers real numbers stick (B or C); this is one move (m). Now try
Ζ R
with two discs placed in A such that the large
In measures
Kilometre km Metre m disc is below, and the smaller disc is above
Centimetre cm Millimetre mm (number of discs = n=2 now). Now transfer
Kilogram kg Gram g them one at a time in B or C to obtain similar
Litre L Centilitre cL
square kilometre km2 Square meter m2
situation (larger disc below). How many
square centimetre cm2 Hectare ha moves? Try with more discs (n = 1, 2, 3,
cubic metre m3 Cubic centimetre cm3 etc.) and generalise.
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
move at a time. A marble can jump over another • Various types of “cryptarithm”.
to fill the hole behind. The move (m) equal 3.
Try with 2 (n=2) and more. Find the relationship EVALUATION
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 CISCE 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 CISCE’s CAREERS portal
• An eccentric artist says that the best paintings 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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