9

Standard

Mathematics Around Us
Practice Book for Students
Central Board of Secondary Education
In collaboration with
 Preface

Dear Teachers

The Central Board of Secondary Education, in its ongoing journey to improve the quality of
education, has developed the present set of resource books of Mathematics for Classes 6-10
titled Mathematics Around Us - Practice Book for Students. These workbooks, focussing on
key mathematical competencies, have been developed by CBSE in collaboration with
ThinkTac.

The resolve of the National Education Policy (2020) to make education more meaningful and
relevant finds expression in the Board’s continuous endeavour to shift focus from rote learning
to development of competencies. Development of competencies would equip student with key
21st century skills as envisioned by NEP (2020).

The practice books present a series of questions organised as themes, mapped to concepts
from the curriculum of the respective class. Each theme has multiple case studies describing a
reallife situation. The questions following the cases require students to recall and apply
concepts learnt in the curriculum. Implicit in it is the ability to interpret mathematical data and
draw inferences. As students engage with this resource material, they would not only
strengthen mathematical skills and competencies but also appreciate the relevance and
applications of the concepts studied in the natural contexts. The workbooks are designed to
help learners develop the ability to translate a real life problem as a mathematical problem,
recall and apply mathematical processes and tools, interpret the mathematical results and
draw inferences. Dialogue and collaboration with peers and teachers as students work on the
theme would facilitate a deeper understanding.

Most real-life situations involve multiple concepts, often across academic subjects and classes.
As the workbooks are based on exploration of real-life scenarios, a few questions may be from
the curriculum of a lower or higher class. Adequate background information is provided in such
cases.

We welcome feedback for further improvement.

Team CBSE

Competency Based Education - IX (Maths) 2

About CBSE
The Central Board of Secondary Education (CBSE) is a national Board under the Ministry of
Education, Govt. of India. The Board has more than 28,000 schools affiliated to it in India and
overseas. These include the Kendriya Vidyalayas, the Jawahar Navodaya Vidyalayas, Central
Tibetan Schools, schools run/aided by the State Governments and private independent
schools. The Board’s main objective is to foster a conducive environment in schools that
encourages quality education and focuses on the holistic development of children. Through
progressive and innovative pedagogies, relevant to the various contexts in India, the CBSE
motivates schools and teachers to adopt child-centric enquiry-based techniques that allow
children to achieve academic excellence.

About ThinkTac
ThinkTac is a social enterprise that integrates experiential learning and 21st century skill
development into the academic curriculum to empower a learner to build skills that enables
her/him to excel in life. ThinkTac offers STEM learning programmes, integrated with I – X grade
curriculum and 21st century competencies offering material kits, resources and teacher
empowerment to schools.

The programmes are built on a foundation of hands-on activities - built using simple,
repurposed materials offering incredible scope for building, rebuilding and tinkering, which
fosters creative, problem-solvers of tomorrow. This supports children to create, experiment,
tinker, innovate and learn, mastering concepts and developing competencies needed to thrive
in the 21st century, enabling them to choose their life purpose.

Copyright © 2022 by CBSE and ThinkTac

This book is licensed under the Creative Commons Attribution CC-BY-NC License and may not
be used for any commercial purpose.

Competency Based Education - IX (Maths) 3

 Acknowledgements

Advisory Inputs
Ms. Nidhi Chibber, IAS, Chairperson, Central Board of Secondary Education.

Guidance and Support

Dr. Joseph Emmanuel, Director (Academics), Central Board of Secondary Education.

Co-ordination
Dr. Sweta Singh, Joint Secretary (Academics), Central Board of Secondary Education.

Content Development
Dr. Procheta Mallik, Principal Scientist, ThinkTac
Sh. Vishal Bhatt, VP, Products, ThinkTac
Sh. Rajesh S, Educator & Content Developer, ThinkTac
Ms. Deepa Aditya, Educator & Content Developer, ThinkTac
Ms. Lakshmi Jois, Educator & Content Developer, ThinkTac
Ms. Rashi Agarwal, Educator & Content Developer, ThinkTac
Ms. Swati Sircar, Senior Lecturer, Azim Premji University
Sh. Ravi Rangan, CEO, ThinkTac

Content Review
Dr. Sweta Singh, Joint Secretary (Academics), Central Board of Secondary Education.
Ms. Ishita Mukherjee, Delhi
Ms. I Y Bhanushree, Delhi
Ms. Surabhi Pandey, ITL Public School, Dwarka
Ms. Shikha Gautam , ITL Public School, Dwarka
Ms. Praveen Ralhan, Step by Step, Noida
Sh. Sai Venkatesh, Step by Step, Noida
Ms. Rama Srinivasan, Army Public School, Noida

Competency Based Education - IX (Maths) 4

 Contents

Preface....................................................................................................... 2
Acknowledgements.................................................................................... 4
Theme 1: Number System......................................................................... 6
Theme 2: Polynomials............................................................................... 16
Theme 3: Linear Equations in Two Variables............................................. 25
Theme 4: Quadrilaterals............................................................................ 32
Theme 5: Area of Parallelograms & Triangles........................................... 43
Theme 6: Surface Areas and Volumes...................................................... 54
Theme 7: Statistics.................................................................................... 61

Competency Based Education - IX (Maths) 5

 Theme 1: Number System

Prior Knowledge

It is recommended that you revise the following topics before you start working on these
questions.
Rational and irrational numbers
Representing real numbers on the number line
Operations on rational and irrational numbers
Laws of exponents for real numbers

The Modern Number System

Numbers have been a core part of human history, with most of the original numerica being
tally systems. Roman numerals became one of the most commonly used numerical
systems across Europe during the ancient period, i.e. around the 9th century BC. One of
the problems with the Roman numeral system was that large numbers were very difficult
to write. By the 8th century AD, India had developed a system of numbers that
compensated for the problem, though we weren’t the first civilisation to come up with this
kind of a solution.
India developed the use of the decimal, ten different symbols to represent numbers, and
combined it with positional notation in their number system. The decimals were 1, 2, 3, 4,
5, 6, 7, 8, 9 and 0; 0 being a unique aspect of the Indian numerical system, where there
was a symbol to denote nothing.

Positional notation was a system where the value of

a number is dependent on the position it takes in a
sequence. For example, in the number 365, the
position 3 tells the reader that its value is 3x100, the
position of 6 tells the reader its value is 6x10 and the
position of 5 tells the reader that its value is 5x1. The
arrangement of the numbers in the order 3, 6 and
then 5 tells the reader that the total value of the
Fig. 1.1, Symbols used in different number systems
number is three hundred and sixty five.
Image by Tobus via Wikimedia Commons

Competency Based Education - IX (Maths) 6

 This number system was adopted by Arab merchants trading with India as it proved to be
an extremely convenient way of keeping track of records. Hence these numerals are
known as “Indo-Arabic numerals”.

Case Study A - The Real Numbers Game

Here is a two player game with rational and irrational numbers. First player will pick either
a rational or irrational number along with one of the 4 basic mathematical operations
(addition, subtraction, multiplication, division); the second player should pick a number,
either a rational or irrational number, so that the answer obtained with the selected
operation belongs to the number set other than what is selected by the first player.

E.g.: If the first player selects a rational number and addition, the second player should
select a number from the real number set so that adding them results in an irrational
number. In the same example, if the first one had selected an irrational number, now the
answer should be rational.

Question 1
Fill in the blanks with the correct numbers to match with the operation, and by obeying the rules
of the game.

No. given by No. selected

Sl.No. Number is Operation Answer Answer is
Player 1 by Player 2
1 2 Rational √2 Irrational
3 √2 3
2 √36

3 √21

4 0.15

5 8π
5
6 √225
7
Table 1.1, Rational and irrational numbers

Competency Based Education - IX (Maths) 7

 Case Study B - Spreading News
As a result of the internet and modern technology, news spreads much faster today than it
did a few decades ago. Mr. Jacob has won a car in a lucky draw at a shopping mall. He
wants to keep it a secret, till he completes all the paperwork and receives the car keys. He
just shares this information with 3 of his closest friends within an hour. It so happens that
each of these three friends tell another set of three different people within the next hour,
and so on. Therefore, the number of people who hear about Mr. Jacob’s good fortune
grows by the hour.
The tree diagram shown in Fig. 1.2 explains this scenario.

Fig. 1.2, Tree diagram showing the news getting spread to three people at a time

Question 2
i. Complete Table 1.2 with the help of the given data.

No. of new people to hear Total no. of people

Hour (n)
the news in the nth hour who know the news
1 3 3
2 9 12
3 27 39
4 ? ?
Table 1.2, News spreading in each hour

ii. Mr.Jacob stays in an apartment complex, which houses around 2000 people. How many
new people will come to know about Mr. Jacob winning the car in the 6th hour, assuming
that each person forwards the news to three more people per hour?
a. Less than 100 .

b. More than 100 but less than 250 Answer

c. More than 250 but less than 750
d. Entire apartment!
Competency Based Education - IX (Maths) 8
 Question 3
If the news spreads at the same rate, then how long will it take for all the occupants of the
apartment block to hear about Mr. Jacob’s good fortune?

a. 6 hours b. 7 hours Answer

c. 12 hours d. 24 hours

Question 4
Consider that Mr. Jacob shares the news of winning a car to, say, 10 people. These 10
people then go and tell 10 more of their friends, each, and so on. Let us call each time
news spreads as one level. So, in level 1 only 1 person knows; in level 2, 10 new people
come to know about the car; in level 3 the news spreads to 100 people and so on. Which
option best expresses the rate of spreading of news in terms of the level?

a. News spreading = 10level b. News spreading = 102*level Answer

c. News spreading = (level)10 d. News spreading = 10level-1

Case Study C - Mathematics in Nature Studies

I. Paramecium:
Studying single celled organisms, like bacteria, is one of the best ways to understand the
concept of a growing population. Consider the population of Paramecium in a small
laboratory depression slide, as pictured in Fig. 1.3. It so happens that here, the individual
cells divide once in one day. So if we start with one individual on Day 0, then the
subsequent days will have 2, 4, 8, 16, 32 and 64 individuals, respectively.

Fig. 1.3, Changes in the population of Paramecium over a six day period; Image via nature.com

Competency Based Education - IX (Maths) 9

 Question 5
What can you comment about the assertion and reason by referring to the above
information about the population of Paramecium?
Assertion (A): If a laboratory technician needs to know when a Paramecium culture
reaches a certain population, he can use the concept of exponents and predict exactly
when that population size will be reached.
Reason (R): On any particular day, the size of the Paramecium population is simply twice
what the number was the day before; so on day x (for x > 0), the total count is given by x2,
starting with 1 Paramecium on day zero.
a. Both A and R are true
b. Both A and R are false Answer

c. A is true but R is not the correct reason for A

d. A is false but R is the correct reason for the given data

II. Wolffia:
Also known as Asian watermeal and duckweed,
Wolffia Globosa is a species of flowering plant that
grows on calm water surfaces of freshwater ponds,
lakes and marshes. It is native to Asia and is also
found in some parts of the Americas, as a native or
naturalised species. These floating, rootless plants
are the world's smallest flowering plants. An
average individual plant is 0.6 mm long and 0.3
mm wide. It weighs about 150 micrograms, the Fig. 1.4, Wolffia; Image by Christian Fischer
approximate weight of 2-3 grains of table salt. via Wikimedia Commons

Question 6
A water molecule is of the order of size 10-9m; this means that a Wolffia plant is about 105
times larger than the water molecule and the Earth is about 1016 times larger than the water
molecule. Which one of the statements below correctly relates the size of Wolffia and the
Earth?

a. The Earth is about 1011 times larger than a Wolffia plant

b. The Wolffia is about ( 1 )th the size of the Earth Answer
1000
c. The Earth is 10 times the size of Wolffia
21

d. The Earth is about 1080 times larger than a Wolffia plant

Competency Based Education - IX (Maths) 10

 Case Study D - The Golden Ratio
The real number 1+√5 , denoted by ɸ (Phi) and approximately equal to 1.62, is known as
2
the golden ratio. Geometrically, it is the ratio of a line segment cut into two pieces of
different lengths, such that the ratio of the whole segment to that of the longer segment is
equal to the ratio of the longer segment to the shorter segment.

Fig. 1.5, Golden ratio

Question 7
Which option is the correct representation of ɸ (Phi), the golden ratio?

Φ
Φ
A Fig. 1.6 B Fig. 1.7

Φ Φ

C Fig. 1.8 D Fig. 1.9

Answer

Competency Based Education - IX (Maths) 11

 Question 8
Which statement gives the correct nature of ɸ, according to the number system?
p
a. It is a rational number because we are representing it in the form
q
with q = 0.
b. It is an irrational number because we are adding a rational and an Answer
irrational number in the numerator of ɸ.
c. It is an integer because we are able to represent it on a number line.
d. It is a whole number because the value of ɸ is positive.

Question 9
Some eminent artists and architects, such as Leonardo da Vinci, believed that the Golden
Ratio makes the most pleasing and beautiful shapes in nature, especially in rectangles.
Calculate the ratio of the longer length to the shorter length for each of the given images.
Fill the last column by rounding off your answer to one decimal place and write “YES” if the
ratio is between 1.5 and 1.7 or “NO” otherwise.

Fig. 1.10, Television screen; Image by Pedalito Fig. 1.11, Laptop screen; Image by Elemenager
via Wikimedia Commons via Wikimedia Commons

Fig. 1.12, Photo frame; Image by Crew Fig. 1.13, Desktop screen; Image by EroticDesktops
via Wikimedia Commons via Wikimedia Commons

Competency Based Education - IX (Maths) 12

 47 cm

8 cm

Fig. 1.14, Microwave oven; Image by Pavel Ševela Fig. 1.15, Mobile screen; Image by Ilya750
via Wikimedia Commons via Wikimedia Commons

Length Width Ratio of longer side

Rectangular surface Golden ratio?
(cm) (cm) to shorter side

Television screen

Laptop screen

Photo frame

Desktop screen

Microwave oven
Mobile screen
Table 1.3, Length and breadth of rectangular surfaces

The Golden Ratio in Cartoons

Design and animation industries use Golden Ratio dimensions most often. An animation
firm is looking for artists to design their new cartoon series. Each artist submitted a sample
design.The final selection by the panel was based on the usage of the golden ratio in the
sample designs.
Given below is a sample image for reference.

Competency Based Education - IX (Maths) 13

 Fig. 1.16, Sonic Cartoon; Image by Doublecompile via flickr.com

Use this image to do a sample check for the golden ratio in the cartoon by taking two facial
measures lengthwise (refer to the lengths AC and AB from Fig. 1.16), and width-wise (CE
and DE), then finding the ratio (longer measure to shorter measure). For the Sonic cartoon
image shown in Fig. 1.16,

lengthwise ratio = AC = 8 = 1.6

AB 5

widthwise ratio = CE = 5 =1.66

DE 3

Question 10
Table 1.4 shows the two facial measures listed from each of the shortlisted candidates’
cartoon drawing. Who do you think will get selected by this animation firm? Support your
selection with the golden ratio calculation. (You may round off to a single decimal place to
compare with 1.6)

Candidate Two measures taken from the cartoons drawn by the candidates
name Lengthwise (cm) Widthwise (cm)
AC AB CE DE
Sahil Faiz 19 14 26 22

Samanvita.H. 15 10 17 12

Gurpreet Handa 28 17.5 40 25

Aman Gupta 13 8.5 12 8.5

Table 1.4, Finding the golden ratio in cartoons

Competency Based Education - IX (Maths) 14

 Answer

Exploration Pathway

The golden ratio is a special number approximately equal to 1.618 that appears many times in mathemat-
ics, geometry, art, architecture and other areas.

In this TACtivity, we make a divider, using ice cream sticks, to explore the things around us with the
golden ratio.

Golden Ratio

Competency Based Education - IX (Maths) 15

 Theme 2: Polynomials

Prior Knowledge

It is recommended that you revise the following topics before youstart working on these
questions.
Degree and terms of a polynomial.
Determining the value of a polynomial for the given value of variables.
Zero of a polynomial.
Algebraic identities.

Applications of Polynomials

In our world where we are frequently required to measure things, such as time, length,
temperature etc., there are often occasions where we cannot perform our measurements
directly. For example, if one wishes to measure the height of a mountain or the depth of an
ocean, one requires the help of mathematical modelling. If one wishes to measure the
volume of water in a lake, then depending on its shape we need the depth, length and
breadth or radius of the lake.

The expressions - (Ɩ x b x h), (π r²) and (Ɩ x b) are examples of polynomials that are used to
model mathematical objects. However, polynomials are not restricted to describing area
and volumes only. On the contrary, they are used to describe a wide variety of phenomena
- the path of a projectile, the dynamics of a spring, the relationship between profit and price,
the list goes on…

Case Study A - Terracotta Pots

Riddhi got an order to paint 100 terracotta pots. She went to get a rough estimate of the
area of each pot so that she could buy the necessary quantity of paint. She found that each
pot was of similar shape and size and all of them were open at the top. The height of the
pots was equal to her height, which is 170 cm, and the base was square in shape. But
Riddhi was unable to measure the length of the side of the square shaped base. You may
ignore the thickness of the pot in your calculations.

Competency Based Education - IX (Maths) 16

 Fig. 2.1, A metal container with its base in the shape of a square

Question 1
Riddhi was supposed to paint both sides of the pot, i.e. inside and outside. If we denote the
unknown side of the square shaped base of the pot by x and the total area of a single pot to be
painted (in m2) by A. Which of the following equations best represents the relation between A
and expression for total area in terms of x?

a. x2 + 6.8x = A b. x2 + 13.6x = A Answer

c. 2x2 + 13.6x = A d. 5x2 = A

Question 2
Assume that the volume of each pot that Riddhi was supposed to paint, is denoted by V. If we
write down an expression for the volume in terms of the unknown side x as f(x), then what is
the degree of f(x)?
Answer

Question 3
Riddhi gets another order of painting 100 more pots which are cubical in shape. But the
length of each side of these pots is also equal to x. Consider the following expression,

g(x) = ax4 + bx3 + cx2 + dx

Competency Based Education - IX (Maths) 17

 If the above polynomial expression g(x) should represent the total volume of all the 200
pots, then which of the following must be true?

a. a = 100 and b = 0 b. b = 100 and c = 100 Answer

c. a = 0 and d = 0 d. c = 0 and d = 100

Question 4
If you rewrite the above polynomial g(x) after eliminating the terms with zero coefficients,
what will be the name of the new polynomial on the basis of its degree?
Answer

Case Study B - The Tiled Floors

A huge hall in Tsering’s house recently got renovated. Tsering noticed that each tile was
square shaped and there were exactly 60 tiles along the length and 30 tiles along the
breadth by which he could calculate the total number of tiles on the floor. Additionally, a
strip of tiles was fixed to the wall on all the four sides. The tiles fixed to the wall were of the
same width but their height was 20 cm (Fig. 2.2).

20 cm

Fig. 2.2, A portion of the floor with tiles in Tsering’s home,

we can see the wall tiles of 20 cm attached to the wall

Competency Based Education - IX (Maths) 18

 Question 5
Tsering got the information that the total tiled area including the strips of tiles on the walls
is 468 square metres. If he assumes the side of a tile to be x metres, which of the following
is the correct option of total area of the tiles installed in terms of x ?

a. 1800x2 + 360x = 468 b. 180x2 + 360x = 468 Answer

c. 1800x2 + 36x = 468 d. 180x2 + 360x = 46

Question 6
Later on, Tsering wants to calculate the dimensions of the tiles, being laid in another room.
The area of the room is given by the polynomial

f(x) = 50x2 + x - 13 = 0

Find the correct value of the side of a tile.

a. 0.3 m b. 0.25 m Answer

c. 0.4 m d. 0.5 m

Question 7
If the area of tiled floor (not including the ones fixed on the walls) is 450 square metres, and
if you rewrite the polynomial expression representing the total area of installed tiles as f(x)
(Question 6), then what would be the number of terms in the polynomial, so formed?

Answer

Competency Based Education - IX (Maths) 19

 Case Study C - Algebraic Identities using 3-D Shapes
Chaitra has a few 3D wooden geometrical shapes. She writes the volume of each block in
algebraic terms as shown in Fig. 2.3.

Fig. 2.3, Some 3-D models with algebraic expression

She arranges these eight wooden blocks to form a cube (Fig. 2.4).

Fig. 2.4, All the models in Fig. 2.3 arranged together to make a cube

Fig. 2.5 shows some of the intermediate steps in arriving at the previous image.

Fig. 2.5, Some intermediate steps

Competency Based Education - IX (Maths) 20

 Question 8
Which is the correct expression that represents the volume of the cube that Chaitra made?

a. 2a3 + b3 + 3a2b + 2ab2 b. 2a3 + 2b3 + 3a2b + 3ab2 Answer

c. a3 + b3 + 3a2b + 3ab2 d. a3 + 2b3 + a2b + 3ab2

Question 9
Which of the following options represents the sides of the cube so formed?

a. a, b, (a+b) b. (a+b), (a+b), (a+b) Answer

c. a, a, (a+b) d. b, b, (a+b)

Question 10
If the length b is 2 cm, and volume of the cube is 640 cm3, choose the correct polynomial
to represent the situation.

a. a3+ 6a2+ 12a = 640 b. a3+ b3+ 3a2b+ 3ab2 = 640 Answer
c. a3+ 12a2+ 24a = 640 d. a3+ 6a2+ 12a = 632

Case Study D - Factorisation

Alex and Prajwal are exploring polynomials using algebra tiles. They have plenty of the
following tiles in their collection along with a frame.

Fig. 2.6, Green coloured big square tile Fig. 2.7, Red coloured big square tile
which represents x² which represents - x²

Competency Based Education - IX (Maths) 21

Fig. 2.8, Rectangular green tiles which represent x Fig. 2.9, A frame inside which the tiles corresponding
and red tiles which represent -x. The picture also to a polynomial need to be arranged so that the tiles
shows green coloured small square tiles which representing the factors will be placed outside the
represent +1 and red tiles which represent -1. edges of two frames.

As an initial attempt, they have factorised x² - x - 6. The arrangement of the tiles are
shown below.

Fig. 2.10, factorising x² - x - 6 using algebra tiles.

Question 11
Prajwal asked Alex if he can arrange the tiles to factorise x² + 9x + 14 without changing
the factor tiles arranged in the horizontal frame in Fig. 2.10. Alex wants to answer Prajwal’s
question by making use of the factor theorem instead of arranging the polynomial tiles
inside the frame.

i. Can you describe the method by which Alex can answer Prajwal’s question using the
factor theorem?

Competency Based Education - IX (Maths) 22

 Answer

ii. What should Alex’s answer to Prajwal’s question be? If the answer is ‘yes’, then write
down the factor that will appear on the vertical frame.
Answer

Question 12
Alex challenged Prajwal to find out the factors of -2x2 + 9x - 7 using the algebra tiles.
Prajwal solved the problem and arranged the factor tiles corresponding to two factors
along the vertical and horizontal frame. Which of the following is a possible combination of
tiles along the two frames in Prajwal’s solution?

Horizontal
a.
Vertical

Horizontal
b.
Vertical .

Answer
Horizontal
c.
Vertical

Horizontal
d.
Vertical

Competency Based Education - IX (Maths) 23

 Question 13
Prajwal asked Alex to find out if (x + 3) is a factor of -2x2 + 9x - 7; and if the answer is no, then
find the remainder. Can you help Alex answer this question using the factor theorem and
remainder theorem?AnswerAnswer
Answer

Question 14
Which of the following polynomials will have the same factor tiles along both the horizontal
and vertical frames? (Show the solution to this question using one of the algebraic identities).

a. 9x2 + 42x + 48 b. 4x2 + 12x + 8 Answer

c. 16x2 + 56x + 49 d. 25x2 + 50x + 24

Exploration Pathway

Make different 3D shapes with the sides equal to either a or b or a combination of

the two and arrange them to visualise how (a+b)3 is equal to a3 + b3+ 3a2b + 3ab2

Visualising
Algebraic Identities

Competency Based Education - IX (Maths) 24

 Theme 3: Linear Equations in Two Variables

Prior Knowledge

It is recommended that you revise the following topics before you start working on these
questions.
Linear equation in two variables
Graph of linear equation in two variables
Graphs of x = a and y = b
Equation of a straight line on the graph

Mathematics Facilitates Decision Making

What would you like to eat today for breakfast: parathas, idlis, upma or dosa? Which
subject should you study first - science or mathematics? Should I play football or cricket
today? If we pay attention, there are hundreds of decisions which we take on a daily basis.
Ever wondered what process our mind goes through while making these decisions?

Decision making is one of the highest order thinking abilities humans are gifted with. While
we make many decisions without putting a numerical value for each option, it is very
relieving for our mind when we manage to put a numerical value. Imagine the effort
required to explain and convince people if we couldn't use numbers while
selecting/rejecting someone in a competition or choosing the right material in a design
based on its cost and properties.

The fun starts when we are able to replace the numbers by names. This approach gives us
a way to capture patterns and hence generalise behaviours of a system without knowing
the actual numbers. Consider the previous example of judging a competition. It is common
to have more than one parameter as the basis for selection, but all need not be equally
important. A singing competition may opt to give 30% weightage to synchronising with the
instruments and only 10% weightage to voice quality while giving 20% weightage to
interaction with the audience while singing. A smart way to communicate the level of
importance to the judges would be to replace each parameter by a name. Something like
Final score = 0.3x + 0.1y + 0.2z....It would be a fascinating exercise to replace numbers by
names in your daily life, especially when it reveals patterns and interconnections. You may

Competency Based Education - IX (Maths) 25

 start with simple quantities, like the number of hours you sleep, the amount of water you
drink per day and correlating them to the relevant quantities, like body weight (monthly
average) and energy level. In this chapter, we will attempt using this approach in a couple
of situations from daily life.

Case Study A - Sweet Tooth

Japneet went to the market to buy his favourite sweets. He had ₹ 380/- in his pocket and
he was allowed to spend all the money if he wished. He decided to buy Burfis whose price
was ₹ 400/- per kg and Besan Ladoos whose price was ₹ 300/- per kg. Let x represent the
quantity of Burfis that Japneet could buy, in kgs, and y represent the quantity of Besan
Ladoos that Japneet could buy, in kgs.

Fig. 3.1, Different sweets arranged in the sweet shop;

Image by Mark Kobayashi - Hillary via Wikimedia.org

Question 1

If Japneet spent all the money he had, then which of the following is the correct representation
of the amount of money spent by Japneet?

a. 400x + 300y + 380 = 0 b. 400x + 300y - 380 = 0 Answer

c. 400x - 300y + 380 = 0 d. 400x - 300y - 380 = 0

Question 2
Assuming that you have chosen the correct answer for the above question, if you plot that
in the graph, then what does the x-intercept and the y-intercept represent?
(In the last column of the table 3.1 below, enter ‘Yes’ if the mentioned statement is correct,
‘No’ otherwise)

Competency Based Education - IX (Maths) 26

 The x-intercept means the distance between the origin and the point where a line in the
graph intersects the x-axis, or abscissa.
The y-intercept means the distance between the origin and the point where the line
intersects the y-axis, or ordinate.

Statement Answer
x-intercept represents the quantity of ‘Burfi’ Japneet will get for ₹ 400

y-intercept represents the quantity of ‘Burfi’ Japneet will get for ₹ 300

x-intercept represents the quantity of ‘Burfi’ Japneet will get for ₹ 380

y-intercept represents the quantity of ‘Besan Ladoo’ Japneet will get

for ₹ 380
Table 3.1

Question 3
Japneet visited the same shop with the same amount of money after 2 weeks. But this time
the price of Burfis had increased by 50 rupees per kg. If you rewrite the equation for the
quantity of sweets that Japneet could buy for the money he had, then which of the
following is correct?
a. Coefficients of both x and y will be different .

b. Coefficient of x will be different but coefficient of y will be same Answer

c. Coefficient of y will be different but coefficient of x will be same
d. There will be no change in the coefficients of x and y

Case Study B - The Tortoise and the Rabbit

Once a tortoise and a rabbit ran a race which was won by the rabbit because the rabbit was
much faster than the tortoise. They decided to race again. The destination was 500 m
away from the starting point. As the rabbit had won in the previous race by a large margin
this time the tortoise was given a concession of 200 m. This means though both of them
start at the same time, the rabbit will have to cover 500 m and the tortoise has to cover only
300 m. When the race began, the tortoise had moved with a constant speed of 15 metres
per minute, till she reached the destination. The rabbit had covered the initial 300 metres
in 0.5 minutes and then fell asleep for 30 minutes. After waking up, the rabbit again
continued with the same speed that he had before falling asleep.

Competency Based Education - IX (Maths) 27

 Question 4
Consider a graph with distance covered from the common starting point in metres along
the y-axis and time taken in minutes along the x-axis. Then which of the following equa-
tions will accurately represent the distance of the tortoise from the common starting point
on the graph?
y + 200
a. x =—
15
b. x = 15y + 200 Answer
y - 200
c. x =—
15 .

d. y = 15x - 200

Question 5
Which of the following graphs (I to IV) accurately represents the distance travelled by the
tortoise with respect to time?

I II

Distance (m) ->

Distance (m) ->

Time (min) -> Time (min) ->

Fig. 3.2 Fig. 3.3

Distance (m) ->

III IV
Distance (m) ->

Time (min) -> Time (min) ->

Fig. 3.4 Fig. 3.5

Answer

Competency Based Education - IX (Maths) 28

 Question 6
The graph in Fig. 3.6 represents the distance covered by the rabbit with respect to time.
As the rabbit had slept for some time during the race, that portion of the graph is denoted
by “sleeping”.

Distance ->
Sleeping

Time ->

Fig. 3.6, Distance covered by the rabbit with respect to time

Which of the following equations represent the “sleeping” part of the graph?
.
a. x = 0.5 b. x = 20 Answer
c. y = 200 d. y = 300

Question 7
i. Who is the winner of the race?
a. Rabbit .

b. Tortoise Answer
c. Both reach at the same time
d. Can’t conclude with the given information

Case Study C - Electricity Bill

The following table represents the electricity tariff of Bengaluru.

# Number of units Price

01 0 - 30 ₹ 130/- (minimum)
02 31 - 50 ₹ 4.5 per unit
03 51 - 100 ₹ 7 per unit
04 101 and above ₹ 10 per unit
Table 3.2, Electricity bill tariff of a city for a month

Competency Based Education - IX (Maths) 29

 Question 8
If we plot the price along the y-axis and number of units along the x-axis, which of the
following graphs (I - IV) represents the variation of price with number of units?

I II

Fig. 3.7 Fig. 3.8

III IV

Fig. 3.9 Fig. 3.10

Answer

Question 9
In the Price vs Number of Units graph (right answer for Question 8), which of the following
equations represents the part of the graph corresponding to the initial 30 units?

a. x = 30 b. y = 130 Answer
c. x = 130 d. y = 210

Competency Based Education - IX (Maths) 30

 Question 10
Write down an expression, which represents the relationship between the y co-ordinate
and the x co-ordinate of the graph, beyond 100 units.
Answer

Exploration Pathway

Plot a standard curve on a graph sheet corresponding to the given electricity bill tariff so that by
noting the corresponding y co-ordinate for the number of units consumed in a month one can figure
out the electricity bill for that month.

Standard Curve
for Utility Bill

Competency Based Education - IX (Maths) 31

 Theme 4: Quadrilaterals

Prior Knowledge

It is recommended that you revise the following topics before you start working on these
questions.

Properties of different types of quadrilaterals

Properties of triangles
Pythagoras' theorem or the right angle triangle properties
Area of a trapezium

Quadrilateral

Think of the different types of 4-sided shapes we see in our daily lives, namely a chess
board, kite, Indian flag, tennis or basketball court, cricket pitch and all the other images that
come to your mind. Do they all have the exact same shape? What differences do you
notice in their shapes? While in some shapes, all sides are equal in length, some have only
the opposite sides equal, some have opposite sides parallel and equal to each other while
others have only two sides parallel to each other and so on. Such figures are known as
quadrilaterals. What is a quadrilateral?

Fig. 4.1, A family tree of quadrilaterals

It is a four sided polygon. It has four sides, four angles and four vertices.

Competency Based Education - IX (Maths) 32

 Sl. No. Type of the quadrilateral Properties

1 Parallelogram: 1. Opposite sides are parallel and equal

A parallelogram is a quadrilateral 2. Opposite angles are equal
whose pair of opposite sides are 3. Adjacent angles are supplementary
each parallel 4. Diagonals bisect each other
5. Each diagonal bisects the parallelo-
gram into two congruent triangles
6. Sum of all the interior angles is 360º

2 Rhombus: 1. All the properties of a parallelogram

A rhombus is a parallelogram 2. Diagonals are perpendicular to each
whose sides are all of equal other
length

3 Rectangle: 1. All the properties of a parallelogram

A rectangle is a parallelogram 2. All angles are 90º
where one angle is a right angle 3. Diagonals are equal

4 Square: 1. All the properties of a parallelogram,

A square is a rectangle whose rhombus and a rectangle.
sides are all of equal length

5 Kite: 1. The diagonals are perpendicular to

A kite is a quadrilateral which each other
has exactly two pairs of equal 2. One of the diagonals bisect the other
and consecutive sides 3. The two angles formed where the
unequal sides meet are equal to
each other

6 Trapezium: 1. The two parallel sides are called

A trapezium is a quadrilateral bases and the other two non-parallel
which has a pair of parallel sides are called legs.
opposite sides. 2. The diagonals intersect each other
3. Sum of all the interior angles is
360º

Table 4.1, Properties of different types of quadrilaterals.

Think of all the 4-sided images again and try to identify the shape they represent, based
on the descriptions above!

Competency Based Education - IX (Maths) 33

 Case Study A - Farmland
Faisal Ali is a perfume manufacturer. He farms various kinds of flowers to make perfumes.
He has a piece of land on which he wants to farm jasmine and rose shrubs, each occupying
equal area. As the farmland lies between two parallel roads, its shape could be
approximated to a parallelogram (ABCD), as shown in Fig. 4.2. Mr. Ali thought of two
methods for dividing the farmland equally, i.e. to draw a boundary line either along BD or AC.

Fig. 4.2, Dividing the land ABCD in two different ways

Question 1
If Mr. Ali chooses the blue shaded area for planting jasmine shrubs, how much area is left
for planting the rose shrubs?

a. Less than the blue shaded area Answer

.

b. More than the blue shaded area

c. Both are equal in area

Question 2
Mr. Ali wants to fence the two parts separately. Which method of partitioning will result in
more expense for him?

a. Method 1 by having the boundary line along BD Answer

.

b. Method 2 by having the boundary line along AC

c. Both are the same

Competency Based Education - IX (Maths) 34

 Case Study B - Growing a Lawn
Mrs. Radha had a rectangular patch of land in her farmhouse to be used as a lawn. She
also wants a part of the land to be used for planting trees and have sitting areas. She tells
her workers to mark the midpoints of each side of the rectangular patch and use the area
obtained by joining the midpoints for creating the lawn. At two opposite corners of the
rectangular patch, she decides to have sitting areas with big shady trees. And at the other
two opposite corners, she decided to have ornamental plants. The workers fixed small
poles to mark out the midpoints of the rectangular patch. They joined the consecutive
midpoints with multicoloured pebbles to fix the boundary of the lawn and sow grass seeds
in that area.

Question 3
Assuming the grass growth is uniform throughout, after a few months, what shape does
the grass lawn look like?

a. Rectangle b. Square Answer

c. Rhombus d. Trapezium

Question 4
Also, there is a rectangular patch of land unutilised in the backyard. Mrs. Radha decides
to use the patch as a vegetable garden, but her daughter insists on growing some herbs
too. Which partitioning described below does not satisfy the criterion of equal area
allocation for both the purposes?

a. Partition the land by the imaginary line connecting the midpoint of

the longer sides.
b. Partition the land by the imaginary line connecting the midpoint of Answer
the shorter sides.
c. Partition the land by the imaginary line connecting one pair of
opposite vertices.
d. Partition the land by the imaginary line connecting the midpoint of
adjacent sides.

Competency Based Education - IX (Maths) 35

 Case Study C - Exploring Parallelograms
Shubhajit is exploring parallelograms and their area. In order to get a better feel for the
area occupied by any polygon, Shubhajit usually draws them on a sheet of paper, cuts
them out, wraps/covers them over different objects etc. He does this instead of just
memorising the formula.
As a further step of his exploration of parallelograms, he decided to fold the parallelograms
along a diagonal and also cut it along that. He drew parallelogram ABCD on a sheet of
paper for this purpose (Fig. 4.3).

Fig. 4.3, Parallelogram drawn on a sheet of paper

Question 5
Which of the following is true about ABC and ADC? Choose all that apply.

a. They are congruent to each other .

b. Both of them have a common hypotenuse, which is AC Answer

c. They lie between the same parallels and have equal base lengths
d. The area of each of them is half of the area of the parallelogram ABCD

Question 6
Shubhajit folds the parallelogram ABCD along AC.
i. Will the the triangles ABC and ADC overlap exactly on each other?

Answer

Competency Based Education - IX (Maths) 36

 ii. Which of the following quadrilaterals will result in complete overlap of the triangles when
folded along the diagonals? Choose all that apply.

a. Square b. Rectangle Answer

c. Rhombus d. Trapezium

Question 7
Shubhajit cuts the parallelogram along AC and obtains two triangular pieces, T1 and T2.
He wants to completely cover T2 with T1. Among the different steps given below, choose
the ones which will be useful to Shubhajit and arrange them in the correct order.

Fig. 4.4, Parallelogram is cut into two triangles

Note: While answering this question, assume the distance between the longer sides of the
parallelogram to be H1 and the distance between the shorter sides to be H2. Also, in the
answer options, the words ‘left’, ‘right’, ‘top’, ‘bottom’ etc. stand for the respective sides of
the paper.
I. Move T1 rightwards by a distance of H1
II. Rotate T1 by 90°, clockwise, about the top-right corner of the parallelogram
III. Move T1 downwards by a distance of H1
IV. Rotate T1 by 180°, clockwise/anti-clockwise, about the top-left corner of the parallelogram
V. Move T1 downward by a distance of H2
VI. Rotate T1 by 270° clockwise about the bottom-left corner of the parallelogram
VII. Move T1 upwards by a distance of H2
VIII. Move T1 leftwards by a distance of H1
Answer

Competency Based Education - IX (Maths) 37

 Case Study D - Project Wheelbarrow
The gardening club students of a school wanted to repair their rusted wheelbarrow. They
came up with the idea to fix the wheelbarrow, instead of buying a new one, and also to
minimise the wastage to make the project as economical as possible. The students first
designed a wheelbarrow, using cardboard pieces, and later drew the same pattern on a
sheet of metal and cut it accordingly.

Fig. 4.5, Wheelbarrow

They observed that each side of the wheelbarrow was in the shape of an isosceles
trapezium. The shorter parallel side was in the ratio of 1:2 with respect to the longer side.
The length of the longer side was 110 cm and the height was 45 cm, as shown in Fig. 4.6.
The students calculated the area to buy the sheet of metal required.

Fig. 4.6, Measurement of the wheelbarrow drawn on the sheet metal

Question 8
i. How much metal sheet is required to make this wheelbarrow, excluding the wastage?

Answer

Competency Based Education - IX (Maths) 38

 A. Capacity will be higher.
B. Weight of the wheelbarrow will be less and hence easier to carry.
C. Emptying would be easier since you will get a downward slope on tilting it.
D. Looks better.

a. A and B b. B and C Answer

c. A and D d. Only C

Question 9
The metal sheet is available in a roll with a width of 145 cm. The shopkeeper will give the
required length cut from this sheet, charging ₹315 per square metre.
i. Calculate the total area of the metal sheet they need to purchase.
Answer

ii. What is the cost of the sheet of metal required for one such wheelbarrow?
Answer

iii. In order to minimise the wastage, the students created a design for their school gate by
utilising the leftover pieces, as shown in Fig. 4.7. How much area of the sheet is required
to make the design shown in Fig. 4.7.?

Fig. 4.7, Design created for the school gate

Competency Based Education - IX (Maths) 39

 Answer

Case Study E - Harvesting Solar Energy

Solar energy is an eco-friendly and cost-efficient renewable power source. Solar panels
convert the energy in solar radiation (sunlight) to electricity. Mrs. Iyengar is planning to
install solar panels on the roof of her house. Fig. 4.8 shows the side view of the roof-top.

Fig. 4.8, Side view of the roof-top of Ramesh’s house; Image via chiefarchitect.com

Mrs. Iyengar decides to mount the solar panels on the roof covering the front portion of her
house because it is exposed to the Sun for the longest duration in a day. Fig. 4.9 shows the
front view of the roof. In order to generate sufficient electricity she wants to install as many
solar panels as possible on this roof.

Fig. 4.9, Solar panel on a roof; Image by Gray Watson via Wikimedia Commons

Competency Based Education - IX (Maths) 40

 Question 10
Fig. 4.10 shows the schematic diagram of the top-view of the area on the roof where solar
panels need to be installed:

Fig. 4.10, Top-view of the entire roof (not to scale)

Solar panels with dimensions of 1.65 m x 1 m need to be placed on the rectangular area
EFKI.

i. While mounting the solar panels on the roof, a gap of 20 cm from the edges of the roof
is left blank on all sides, in order to ease the maintenance of the panels in the future. If
the solar panels are arranged in such a way that the longer edge of the roof is aligned
with the shorter edge of the panel, how many panels can be installed?
Answer

ii. How many panels will fit if the panels are rotated by 90° and placed, i.e. if the longer edge
of the roof is aligned with the longer edge of the panels?
Answer

Competency Based Education - IX (Maths) 41

 Question 11
Mrs. Iyengar wants the garage roof to be tiled. Fig. 4.11 shows the schematic diagram of
the garage roof.

Fig. 4.11, Top-view of the roof of the garage

Tiles have the dimension of 30 cm x 15 cm and each box has 100 tiles. How many boxes
of tiles should be purchased to cover the entire roof?
While calculating the required number of tiles, add 10% extra tiles to account for the
wastage around the corners and edges.

a. 4 to 6 boxes b. 8 boxes Answer

c. 10 boxes d. 13 to 14 boxes

Exploration Pathway

A wheelbarrow is an age-old cart, usually propelled manually, that has a small wheel in the front, a
load-bearing receptacle in the middle and two handles at the back to hold and push.

In this TACtivity, we make a simple wheelbarrow, using cardboard and bottle caps that can be steered
as you explore the geometry of the shapes involved.
Wheelbarrow

The Tangram is a puzzle consisting of seven flat polygons, which you can play around with to make a
large variety of shapes. The idea of the puzzle is to use all the 7 pieces at once to make specific
shapes, like other geometric shapes or even representations of plants and animals!

Tangram

Competency Based Education - IX (Maths) 42

 Theme 5: Area of Parallelograms & Triangles

Prior Knowledge

It is recommended that you revise the following topics before you start working on these
questions.
Parallelograms on the same base and between the same parallels
Triangles on the same base and between the same parallels
Theorems related to the area of parallelograms and triangles

Measuring distance using triangles

In surveying, measuring the distance to a point (which is very far) by direct methods (using
tape or chain) sometimes becomes difficult. In such cases, the distance is measured using
a method called Triangulation. In this method, the distance is measured by measuring the
angles from a couple of known locations to the point (whose distance needs to be
measured). The length of the baseline between the known points and the angles measured
allow you to then calculate the distance to the point. This method has been used for aeons,
especially in fields such as surveying (like calculating the height of a tree, building or
mountain!), astronomy (measuring the distance to a star), navigation, etc. It is a powerful
tool to measure large distances that would be hard to measure directly.

Case Study A - Retgadh and Sonpur

Rethgad and Sonpur were two friendly countries separated by an ocean. Once the head
of Sonpur decided to visit Rethgad. He had informed the head of Rethgad about the date
of his visit. The head of Rethgad was excited to welcome his friend. He had given the
instructions to his guards to keep watch on the ocean and asked them to send a quick
information as soon as they spotted the ship with Sonpur’s flag coming towards their
shoreline, so that he could be prepared to welcome the guest.

Competency Based Education - IX (Maths) 43

 On the day of visit, the guards of Retgadh spotted a ship with Sonpur’s flag. They observed
the ship from two end points of a straight line on their shoreline. Using a theodolite (an
instrument used to measure angles which has a telescope) they measured the angle the
ship was making with the straight line at those two points. They repeated this exercise after
5 minutes and captured the results in a drawing on a paper, as shown in
Fig. 5.1, in order to estimate the lengths and
areas. In Fig. 5.1, A and B are the positions of
the guard posts at the shoreline. X and Y are
the positions of the ship when it was first
spotted and after 5 minutes respectively.

Though calculating the area of ΔABY was

straightforward as it is a right angled triangle,
ΔABX needed some extra effort. In order to
calculate the area, they drew the triangles on
a graph paper. Consider the side of each
square on the graph paper as 1 unit long.

Fig. 5.1, Position of the ship before and after 5 minutes

as seen from the shoreline. Grid image by Karen
Arnold via publicdomainpictures.net.

Question 1
ΔABX occupied 276 completely filled unit squares and 24 half-filled unit squares on the
graph paper. The length of AB is 24 units and that of BY is also 24 units. Which of the
following is true about the areas of ΔABX and ΔABY ?

a. Area of ΔABX is larger .

b. Area of ΔABY is larger
Answer
c. The area of both the triangles is equal
d. Data is insufficient to arrive at the conclusion

Question 2

i. In Fig. 5.1, if you join the points X and Y, will the line XY be parallel to AB? Justify your
answer.

Competency Based Education - IX (Maths) 44

 Answer

ii. Is the ship coming towards Retgadh, going away or moving parallel to Retgadh's shore-
line?
Answer

Case Study B - Peripheral vision

While looking at an object even though you fix your eye at a particular point on the object,
you will still be able see the area around your point of fixation. This ability of our eye is
called peripheral vision. Write a letter (say V) in bold on a small placard of size 12 cm x 12
cm. Now stand at a distance of 30 cm from a wall. Hold the placard pressed against the
wall at a height of your eye level. Make sure that the placard is exactly opposite to your
face and you can read the letter V clearly. Now slowly slide the placard along the wall, at
the same height, towards your left such that you can still read the letter V. The moment you
feel that you can’t read the placard, pause sliding it and mark its position. Similarly, move
the placard to your right and mark the position.

Fig. 5.2, Mark the position of the placard at which you are unable to read it

If you imagine two lines joining the midpoint of your eyes with the two positions that you
marked on the wall, ideally you should get an isosceles triangle. Let’s call it the ‘Field of
Vision Triangle’. Measure the distance between the two markings on the wall and this
should give you the base length of the triangle.

Competency Based Education - IX (Maths) 45

 Fig. 5.3, Field of vision triangle

After the above exercise move a horizontal distance of 2 m (or more depending on the
width of the wall you have chosen), either towards your left or right. Repeat the same
exercise as described above. You will be surprised to notice that the base length of both
the triangles will be exactly equal!

Question 3
Shyna made an attempt to record the field of vision triangle following the procedure
described above. Fig. 5.4 represents two fields of vision triangles recorded by Shyna.

Fig. 5.4,Two fields of vision triangles recorded by Shyna

i. Apart from two triangles, which of the following shape(s) can you identify in Fig. 5.4?
a. Trapezium (s)
b. Parallelogram (s) Answer
c. Two trapeziums and a parallelogram
d. Two trapeziums and two parallelograms

ii. Which of the following is true about different polygons that you have identified in fig. 5.4?
Choose all that apply.
a. All of them lie between the same parallels
b. All of them have equal height Answer
c. All of them have equal base
d. The triangles have equal bases
Competency Based Education - IX (Maths) 46
 Question 4
Which of the following is not true regarding the areas of the triangles shown in Fig. 5.4?
a. Both the triangles have equal areas
b. The area of both triangles depends on the distance between .
the two positions where Shyna did the experiment (length of
Answer
the green line in Fig. 5.4)
c. The area of each triangle depends on the distance between
the wall and Shyna’s eyes
d. The area of each triangle depends on the leftmost and rightmost
position of the placard corresponding to that triangle

Case Study C - Equidissection

Dividing a polygon into equal area triangles is called Equidissection. Artists and designers
make use of this method by applying it to tiling and patchwork. How can one tile an area
using equal area tiles, for example?

Look at some of the equidissections of a square below:

Fig. 5.5, Sample equidissection of a square

Fig. 5.6, Some more equidissections of the square into 4 triangles

There may be other possible ways, but it is possible only with an even number of triangles.
Consider one such partitioning as shown in Fig. 5.7 and answer the questions below.

Competency Based Education - IX (Maths) 47

 Fig. 5.7, Square dissected into 6 equal-area triangles; Image by Melchoir via Wikimedia Commons

Question 5
Consider the equidissection of a square as shown in Fig. 5.7. Is there any relation between
the lengths BE, EG and GD? Justify your answer along with stating the definition of the
relevant theorem statement.

Answer

Question 6
Based on the definition of equidissection, all the six triangles (partitions) have an equal
area. Which of the below statements is valid with respect to these triangles.
A. All these triangles will have equal height.
B. All these triangles will have an equal base length.
C. All these triangles are congruent to each other.

Competency Based Education - IX (Maths) 48

 Choose the correct option from the following:

a. Only C b. Both A and C Answer

c. All three statements d. None of these statements

Question 7
i. As the areas of green triangle ( FHB) and orange triangle ( FHD) are equal by the
definition of equidissecton, write down the appropriate relation between the length BF
and FD.
Answer

ii. In BHD, the line HF is the___________ of the triangle and it divides the triangle into
____________.
a. Median, two congruent triangles
b. Median, two triangles with equal area
c. Altitude, two triangles with equal area
d. Height, two congruent triangles

Question 8
In Fig. 5.9, which purple polygon doesn’t have the same area as the others? Assume that
the sides of all the small squares in the grid are equal.

Answer

Fig. 5.9, Different polygons inside square grids

Competency Based Education - IX (Maths) 49

 Question 9
Observe the different parallelograms in Fig. 5.10 carefully. Which parallelograms are equal
in area?

Fig. 5.10, Parallelograms P, Q, R and S

a. P & R b. Q & S Answer

c. P, Q & R d. P, Q, R & S

Case Study D - Patchwork

Patchwork is the technique of stitching together brightly coloured fabric pieces of
geometrical shapes, like squares and triangles, to form a pattern that is pleasing to the eye
and looks good on textiles.
One such design has to be stitched for a made-to-order double bedsheet of size 256 cm x
240 cm along with 2 pillow covers of size 48 cm x 96 cm. The design of the rectangular
patch is shown in Fig 5.12. These rectangular patches get stitched on one side of the pillow
covers and the bedsheet. Fig. 5.14 shows a portion of the fabric (bedsheet/pillow cover)
after the patches are stitched together.

Competency Based Education - IX (Maths) 50

 Fig. 5.12, One patchwork Fig. 5.13, Patchwork pieces

Fig. 5.14, Portion of the bedsheet with patchwork

Question 10
How many such rectangular patches are required to make one bedsheet and 2 pillow
covers? Write your answer in the box below.
Answer

Competency Based Education - IX (Maths) 51

 Question 11
Calculate the total area of fabric of each colour used to make one bedsheet and two pillow
covers. Refer to Fig. 5.13 for the 4 shapes and their colours. Note that the patchwork has
4 pieces of all the shapes except the bigger rhombus at the centre, which is only one. All
the pieces of one colour used in a patch are identical to each other. Fill the values of the
total area of different fabrics in the blank spaces provided next to each fabric colour below.

i. Total area of maroon parallelogram patches is ______ square metres

ii. Total area of blue triangular patches is ______ square metres
iii. Total area of green triangular patches is ______ square metres
vi. Total area of the yellow rhombus patch is ______ square metres

Question 12
A shopkeeper had to deliver a large number of bedsheets stitched with colourful patches to
fulfil an order but there was a sudden shortage of green and blue coloured fabric in the
market. He decided to make a small change in the design of a patch as shown in Fig. 5.15.

12 cm

16 cm

Fig. 5.15, New design of the patchwork

He could get fabrics of all the colours present in the new design. In order to prepare a
bedsheet of the same size as described above, will he require the same number of patches
as with the earlier design or will he require a different number of patches? Write your
answer in the box below.

Competency Based Education - IX (Maths) 52

 Answer

Exploration Pathway

Draw the field of vision triangle corresponding to your eyes. Explore the two triangles you get by
applying different formulas and theorems related to the triangles.

Field of vision triangle

Competency Based Education - IX (Maths) 53

 Theme 6: Surface Areas and Volumes

Prior Knowledge

It is recommended that you revise the following topics before you start working on this
unit.
Formulae for surface area and volume of cube, cuboid, cone, cylinder, and
sphere.
Knowledge about when to consider lateral/curved surface area and when to go for
total surface area
Relation between volume of cylinder, volume of cone and volume of sphere for
known radius and height.

Case Study A - Juice Vendor

Vittal runs a small refreshment store in which he sells buns, coffee, tea and a special type
of fruit juice. His juice dispenser is of cuboidal shape. The base has an area of 500 cm2 and
the height of the dispenser is 25 cm. Every morning he prepares this juice using water and
concentrated fruit syrup in the ratio of 3:1. He uses 2.5 litres of fruit syrup daily (1 litre =
1000 cm3).

Fig. 6.1, Juice dispenser filled with juice (water and fruit syrup)

Competency Based Education - IX (Maths) 54

 Question 1
Once the juice is made, how much of the dispenser will be filled?

a. 75% b. 85% Answer

c. 80% d. 90%

Question 2
As the consumption of juice increases during summer, Vittal fills his juice dispenser to its
maximum capacity. How much fruit syrup is used to prepare a dispenser full of juice?

Answer

Question 3
Vittal introduced a token/coin operated juice dispenser. The customer gets a token and an
empty glass from Vittal after paying the requisite amount, which when inserted in the
machine fills the glass. For the entire dispenser to get emptied, 60 coins are needed. What
is the approximate volume of juice each cup will hold?

a. Slightly more than 200 mL b. Exact 200 mL Answer

c. Slightly less than 200 mL d. Around 150 mL

Case Study B - Zara’s Rubik’s Cube

One of the most popular puzzles globally, a Rubik’s cube is a 3x3x3 cu. unit cube, where
each face is tiled with 9 identically coloured stickers. The 6 different faces, each with a
different colour, can be mixed around by independently rotating each face of the cube.
Once the colours are mixed, the challenge, of course, is to keep playing and make each
face a single colour once again! As you can imagine, the combinations seem endless, and
to the uninitiated, virtually impossible to solve! However, its apparent simplicity keeps even
the novice hooked. The mathematical nature of the puzzle allows one to make several
conceptual connections with it: e.g. to study surface area, volume, ratios, fractions etc., as
you yourself will do by answering several of the questions below.

Competency Based Education - IX (Maths) 55

 Fig. 6.2, Rubik’s cube; Image by
Booyabazooka via Wikimedia Commons

Question 4
Zara was playing with her 3 x 3 Rubik’s cube and it fell down from her hand and all the
small cubes from which it was made fell apart. She rearranged them, but the central piece
on the top surface was missing.

Fig. 6.3, Rubik’s cube with missing piece

What will be the new surface area if each smaller cube is made from a cube of side 1 unit?

a. 58 sq.units b. 57 sq.units Answer

c. 53 sq.units d. 54 sq.units

Question 5
Which of the following is a correct statement with respect to the comparison among the
non-broken cube (Fig. 6.2) and the broken cube (Fig. 6.3)? Note that 1 cm3 = 1 ml.

Competency Based Education - IX (Maths) 56

 a. Both surface area and volume decrease. .
b. Both surface area and volume increase.
Answer
c. Surface area increases but volume decreases.
d. Surface area decreases but volume increases.

Question 6

Knowing Zara’s love for her Rubik’s cube, her father

gifted her a pen holder, which is in the shape of a
Rubik’s cube from outside and cylindrical from inside,
as shown in Fig. 6.4. By using a ruler and a thread,
Zara measured the circumference of the circular
opening portion of the pen holder as 22 cm. She also
measured its depth as 7 cm.
Fig. 6.4, Pen holder

To avoid the sharpened points of the pencil from breaking by coming in contact with the
hard surface of the base, she decided to use a thin piece of foam for it and also pasted a
colour paper layer on the inside of the cylindrical holder to make it more attractive.

i. Find the area of the foam piece required. (π = 22

7)
Answer

ii. What should be the area of the rectangular colour paper that can be used to cover the
inner surface of the pen holder, without any wastage?
Answer

Competency Based Education - IX (Maths) 57

 Question 7
For her school craft exhibition, Zara
prepared a scaled up static model of a
Rubik’s cube, using thick cardboard
(45 cm x 45 cm x 45 cm). She observed
that each face of the Rubik's cube has
multiple squares. As seen in Fig. 6.5,
she used square-shaped paper sheets
(15 cm x 15 cm) of multiple colours.
She covered all the faces of the cube
except the base, since it won't be
visible. Fig. 6.5, Rubik’s cube made using thick cardboard

There was no overlapping or wastage while pasting and she drew thick black lines along
the edges of the colour sheets. What is the total number of colour paper sheets she used
for making this Rubik’s cube model?
Answer

Case Study C - Fragrances of India

Fragrances of India, a famous perfume manufacturing company, sells its 3 perfumes in 3
different types of glass bottles, as shown in Fig. 6.6. The cost of the bottle is decided by the
quantity and type of perfume it contains.

Jasmine Sandal Rose

Fig. 6.6, Perfume bottles

Competency Based Education - IX (Maths) 58

 Question 8
If all the bottles in Fig. 6.6 cost the same, which fragrance is the most expensive per unit
volume? Choose the correct option which shows the price in increasing order.

a. Rose, Jasmine, Sandal b. Sandal, Jasmine, Rose Answer

c. Jasmine, Sandal, Rose d. Jasmine, Rose, Sandal

Question 9
For the data in Question 8, check the correctness of the assertion and reason.

Assertion (A): Without doing any calculation, we can arrange these bottles in the
increasing order of cost per unit volume by comparing the relationship between their
dimensions.
Reason (R): The base radius of all the three bottles is the same and the height is twice this
radius for the cone and cylinder. So the cone will have one-third the volume of the cylinder;
the sphere will have two-third the volume of the cylinder. Or, in other words, the cylinder’s
volume will be three times that of the cone and 3/2 times that of the sphere

a. A and R are true and R is the correct reason for A .

b. A is true, but R is the wrong reasoning for it
Answer
c. A is true and R is false
d. A is false; but R is the correct reasoning in itself.

Question 10
The manufacturer is looking at having different shaped bottles, but with the same volume.
He decided to change the dimensions of the cone and the cylinder shaped bottles shown
in Fig. 6.6, so that all the three will have the same volume. The vendor who supplies these
bottles comes with four proposals, which he can implement to alter the size of the bottles
while manufacturing the bottles.

Solution 1: Double the height of the cone keeping the same radius.
Solution 2: Decrease the height of the cylinder to two-third of its height, keeping the same
radius.
Solution 3: Double the base radius of the cone without changing its height.
Solution 4: Double the base radius of the cylinder without changing its height.

Which of the above solutions should be undertaken, individually or together, to match the
requirement that all three will have the same volume?

Competency Based Education - IX (Maths) 59

 a. Both solution 2 and solution 3 .
b. Both solution 1 and solution 3
Answer
c. Both solution 1 and solution 2
d. Only solution 3

Exploration Pathway

Make cardboard cylinders of different sizes. Find their curved surface area and volumes, and then
compare. Also, make a right circular cone and compare its volume with the cylinder's volume.

Cylinder -
Area and Volume

Singing Glasses or a ‘Glass harp’ is a musical instrument played by running moist fingers around the
rim of the glasses. As we move our moistened fingers around the rim of the glass, the friction between
the fingers and the glass makes the glass vibrate, pushing air back and forth, thereby creating sound
vibrations.

Sound - Wine Glass

A simple, effective and enjoyable way to measure the area of irregular shapes, such as leaves, is by
tracing out the shape on a graph paper.

Measure - Leaf Area

Competency Based Education - IX (Maths) 60

 Theme 7: Statistics

Prior Knowledge

It is recommended that you revise the following topics before you start working on this
unit.
Basics of statistics - data, tally marks, frequency, range, class interval, etc
Plotting and reading from different graphs - bar graph, histogram and frequency
polygon
Measure of central tendency - mean, median and mode for ungrouped data

Body Mass Index

As the access to sugar and fat has become easier for humans, as a species, health
concerns associated with it have increased over the last several decades. A larger
awareness has emerged in the 21st century, with a whole host of diseases exacerbated by
being overweight or obese.

One of the easiest - though not the most thorough - ways of knowing whether one is obese,
overweight, normal or underweight is to measure one’s Body Mass Index, or BMI. It’s
measured by a simple formula: one’s mass (or weight, in kg) is divided by the square of
one’s height (in metres), and so is expressed in units of kg/m2.

Note that although BMI gives an indication of your weight status, it is not to be medically
used as the basis on which to determine your risk or medication. That requires a
professional medical practitioner to make a call with more thorough tests. However, BMI
continues being an effective and non-invasive way for the lay person to determine whether
they are overweight or not.

Competency Based Education - IX (Maths) 61

 Case Study A - Body Mass Index
A BMI that’s not normal can be an indicator to serious health risks, like heart disease, high
BP, diabetes, etc. The table below categorises BMI values, based on risk, and can be used
as an indicator by adults of any gender:

Weight status BMI Risk of developing health problems

Underweight Below 18.5 Increased

Normal 18.5 to 24.9 Least

Overweight 25.0 to 29.9 Increased

Obese
Class I 30.0 to 34.9 High
Class II 35.0 to 39.9 Very high
Class III Above 40 Extremely high

Table 7.1, Weight, BMI range and the risk of developing health problems. Source: en.wikipedia.org - Body
Mass Index (Three categories of underweight in the original table are clubbed together in order to make the
context simpler).

Question 1
Researchers often use BMI at the BMI in rural and urban community
population level to determine the general Rural men Urban men
obesity levels in a certain group of people. Rural women Urban women
A medical survey was conducted by a
group of young dietitians to research more
Frequency

about body mass index and the graph in

Fig. 7.1 shows the details.

[Note that all the graphs in this Case Study

(Fig. 7.1 - 7.5) have been recreated using data
Body mass index
available on the internet with minor
modifications to suit the questions.] Fig. 7.1, BMI in rural and urban areas.

Which group do you think is the most obese, based on the graph shown in Fig. 7.1, with
BMI ranging between 30 to 35?

a. Rural men b. Urban men Answer

c. Rural women d. Urban women

Competency Based Education - IX (Maths) 62

 Question 2
As mentioned earlier, BMI can be used as an indicator of the health of individuals and
populations. Being overweight, especially, is associated with an increased risk of
numerous health issues, e.g., including type 2 diabetes, hypertension, high cholesterol,
many types of cancer, etc. Based on the results of a directly measured body mass index
(BMI), a graph (as shown in Fig. 7.2) was plotted for further analysis.
Health problems v/s BMI
Type 2 diabetes Hypertension High cholesterol
Prevalence, %

Normal Overweight Obese-Class I Obese-Class II Obese-Class III

(18.5-24.9) (25.0-29.9) (30.0-34.9) (35.0-39.9) >
(_40.0)
BMI
Fig. 7.2, Health problems associated with BMI.

Among Obese - Class I people, which disease is most prevalent? (Prevalence refers to the
number of cases of a disease that are present in a particular population at a given time)

a. Type 2 Diabetes b. Hypertension Answer

c. High cholesterol d. Both Type 2 Diabetes and Hypertension

Question 3
BMI - in males and females in different age group
18 to 39 years 40 to 59 years 60 to 79 years
Percent

Males - Males - Males - Males - Females - Females - Females - Females -

Underweight Normal weight Overweight Obese-Class I,II,III Underweight Normal weight Overweight Obese-Class I,II,III

BMI - Males and Females

Fig. 7.3, BMI in males and females.

Competency Based Education - IX (Maths) 63

 As per the graph in Fig. 7.3, which age and gender group has the least percentage of
people in the obese category?
a. 18 to 39 years males b. 18 to 39 years females Answer
c. 40 to 59 years females d. 60 to 79 years females

Question 4
Referring to the graph in Fig. 7.3, more overweight females are found in the age group:

a. 18 to 39 years b. 40 to 59 years Answer

c. 60 to 79 years d. More overweight is seen in 60 to 79 year males

Case Study B - Climate Change

Emission of excessive amounts of carbon dioxide into the atmosphere by the past few gen-
erations is causing catastrophic and irreversible climate change. If we can make a con-
scientious effort to reduce the carbon footprint, future generations may have a better planet
to live on. Climate Change is what will define the 21st century, and how our and the next
couple of generations respond to it will define the future of life on Earth. Let us look at the
carbon dioxide emission across countries worldwide over the last few decades.

Question 5
The graph given in Fig. 7.4 shows the CO2 emission across the countries worldwide from
1960 to 2019 due to oil combustion and industrial processes.
CO2 emission across the countries worldwide from 1960 to 2019
Emission in million metric tons

Brazil
China
Germany
India
Iran
Japan
Russia
United States

Year
Fig. 7.4, Emissions from oil use in selected countries worldwide
from 1960 to 2019 (in million metric tons of carbon dioxide).
Competency Based Education - IX (Maths) 64
 From the graph in Fig. 7.4, three inferences are written as below:
A. The United States is the biggest producer of emissions, and it has been in that position
for a number of decades.
B. The second biggest emitter of CO2 is now China, which has seen a steep rise in emis-
sions since the 1990s.
C. Considerable decrease in CO2 emissions is seen from Russia after the 1990s.

Which of the options below holds good about the inference drawn from the graph?

a. Only A and B are true b. Only A is true Answer

c. Only A and C are true d. All 3 statements are true

Question 6
Let us look at the data for India alone over the years. Based on the data for the year 2010
and later, India is the largest emitter of carbon dioxide, after the United States and China.
The graph in Fig. 7.5 shows the CO2 emissions per capita in India from 2001 to 2019.

CO2 emissions in India - from 2001 to 2019

CO2 emissions in metric tons per capita

Year
Fig. 7.5, CO2 emissions in India.

Calculate the percentage increase in CO2 emissions (per capita) from 2001 to 2010 (10
years) and from 2010 to 2019 (10 years). Is the percentage increase in CO2 emissions
constant, reduced or raised?

Competency Based Education - IX (Maths) 65

 Answer

Case Study C - Runs Scored by Sachin in IPL

The former Indian international cricketer, Sachin Tendulkar, an all-time great, played in the
Indian Premier League (IPL) from 2008 to 2013, scoring a total of 2334 runs from 78
matches that he played. Table 7.2 gives the runs scored by him grouped into the class
intervals 0-10, 10-20 and so on till 110.

Class Interval Frequency

(Run scored) (Number of times)

0-10 11

10-20 17

20-30 10

30-40 13

40-50 10

50-60 7

60-70 3

70-80 4

80- above 3

Total 78

Table 7.2, Run scored by Sachin in IPL matches via howstat.com

Competency Based Education - IX (Maths) 66

 Question 7

i. A histogram was plotted to analyse the data given in Table 7.2. Identify the correct
representation.

A
Frequency

Run Scored

B
Frequency

Run Scored

Competency Based Education - IX (Maths) 67

 C

Frequency

Run Scored

D
Frequency

Run Scored

Answer

Competency Based Education - IX (Maths) 68

 ii. Since the data given in Table 7.2 has one class interval with varying size, the
corresponding length of the rectangle is calculated by using the formula,
Frequency
a.
Width of the class
x Minimum class size

b. Width of the class x Minimum class size

Answer
Frequency
c. Frequency
Width of the class
Frequency
d.
Minimum class size

iii. Which other graphical representation can be considered to represent the data in Table 7.2.
I. Bar graph
II. Double bar graph
III. Frequency polygon
IV. Pie chart

Choose the correct answer.

a. Only II b. Both I and III Answer

c. Only III d. Both III and IV

Question 8

i. The data for the class interval 0-10 indicate that Sachin has scored ____________.

a. 5 runs 11 times.
b. 0 or 10 runs 11 times. Answer
c. 0 to 9 runs (including both) 11 times.
d. 0 to 10 runs (excluding both) 11 times.

ii. Which of the following statements is false about the histogram plotted for the data given
in Table 7.2?

a. He most frequently scored in the range of 10 to 20 runs.

b. He has scored zero runs 11 times and a century thrice.
Answer
c. We cannot identify the score for any particular match.
d. At least 50% of the time he has scored 30 or more runs.

Competency Based Education - IX (Maths) 69

 Case Study D - Cycling Race
To spread awareness about the benefits of cycling, a famous sports club organised a
cycling event open for participation in two categories. A junior category for 14 to 18 years
and a senior category for 19 to 25 years. The graph in Fig. 7.6 gives the data obtained from
the timings of the two categories.

Time taken v/s Number of cyclists

Frequency-Junior category Frequency-Senior category
Frequency

Time taken by cyclists (minutes)

Fig. 7.6, Frequency graph of time taken by cyclists

Question 9
Look at the graph in Fig. 7.6 and validate the assertion statements made about this graph.
Assertion 1 (A1): Given the age of a cyclist, the time taken by her/him to complete the
race can be predicted more easily for the senior category than for the junior category, since
a majority of the seniors complete the race within 107.5 to 117.5 minutes.
Assertion 2 (A2): Frequency polygons are used when the data is continuous and large.
They are useful to compare two different sets of data of the same nature.

a. A1 is true, but A2 is false

b. A1 is false, but A2 is true Answer
c. Both A1 and A2 are false
d. Both A1 and A2 are true

Competency Based Education - IX (Maths) 70

 Question 10
As per the graph in Fig. 7.6, which of the statements below is wrongly stated?
a. There are more participants in the junior category than in the senior
category
b. There are a total of 9 class intervals Answer
c. Size of each class interval is 5 minutes
d. Both juniors and seniors category have three class intervals in each,
which have the same number of participants from their respective
group.

Question 11
Apply your knowledge about mean, median and mode to analyse each of the statements
below. Write YES if it is the correct measure for the given situation and write NO if it is the
wrong measure. Justify your answer in each case.

i. A swimming pool has a mean water depth of 130 cm. A boy who is 140 cm tall can stand
safely anywhere in this pool.
Answer

ii. To know the central tendency related to salaries in a factory, calculate the mean salary
of all workers, including the least paid employee and the most paid employee. (10% of
the factory employees are managers and supervisors and most of them have salaries
which are 5 times more than the highest paid from the remaining 90%.)
Answer

Competency Based Education - IX (Maths) 71

 iii. To know the usual price with apartment rates in a city, ask the broker for a modal value
from the price list.
Answer

iv. Plan your monthly budget, listing the expenditure and finding its mode (E.g.: ₹350 water
bill; ₹900 electricity bill; ₹12000 house rent so on...).
Answer

v. A shoe seller places an order for the required number of shoes of each size, based on
the modal value of shoe size from his sales data.
Answer

Exploration Pathway

Cryptanalysis: Take a paragraph with a minimum of 100 words and create a frequency table for the
letters in the paragraph. Plot a bar graph and identify the most frequently occurring letter and the least
occurring letter.

Letter Count Bar Chart

Competency Based Education - IX (Maths) 72

 9

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10

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knowledge and address concerns effectively.
• Access to Previous Years' Question Papers and Topper Answers: The group provides access to
previous years' question papers (PYQ) and exemplary answer scripts of toppers. This resource is
invaluable for exam preparation, allowing individuals to familiarize themselves with the exam
format, gain insights into scoring techniques, and enhance their performance in assessments.
• Free and Unlimited Resources: Members enjoy the benefit of accessing an array of educational
resources without any cost restrictions. Whether its study materials, teaching aids, or assessment
tools, the group offers an abundance of resources tailored to individual needs. This accessibility
ensures that educators and students have ample support in their academic endeavors without
financial constraints.
• Instant Access to Educational Content: SOE WhatsApp groups are a platform where students&
teachers can access a wide range of educational content instantly. This includes study materials,
notes, sample papers, reference materials, and relevant links shared by group members and
moderators.
• Timely Updates and Reminders: SOE WhatsApp groups serve as a source of timely updates and
reminders about important dates, exam schedules, syllabus changes, and academic events.
Teachers &Students can stay informed and well-prepared for upcoming assessments and activities.
• Interactive Learning Environment: Teachers &Students can engage in discussions, ask questions,
and seek clarifications within the group, creating an interactive learning environment. This fosters
collaboration, peer learning, and knowledge sharing among group members, enhancing
understanding and retention of concepts.
• Access to Expert Guidance: SOE WhatsApp groups are moderated by subject matter experts,
teachers, or experienced educators. Students can benefit from their guidance, expertise, and
 insights on various academic topics, exam strategies, and study techniques.
• Sharing of Study Tips and Strategies: Group members often share valuable study tips, exam
strategies, and time management techniques that have proven effective for them. Students can
learn from each other's experiences and adopt helpful strategies to optimize their study routines
and improve their academic performance.
• Availability of Practice Materials: SOE WhatsApp groups frequently share practice questions,
quizzes, and mock tests to help students assess their understanding and practice exam-oriented
questions. This allows students to gauge their progress, identify areas of improvement, and refine
their exam preparation accordingly.
• Peer Support and Motivation: Being part of an SOE WhatsApp group provides students with a
supportive community of peers who share similar academic goals and challenges. Group members
can offer encouragement, motivation, and moral support to each other, especially during stressful
periods such as exams.
• Convenience and Accessibility:SOE WhatsApp is a widely used messaging platform accessible on
smartphones, making educational content and discussions easily accessible anytime, anywhere.
Students can review study materials, participate in discussions, and seek help conveniently from
their mobile devices.

Join the School of Educators WhatsApp Group today and unlock a world of resources, support, and
collaboration to take your teaching to new heights. To join, simply click on the group links provided
below or send a message to +91-95208-77777 expressing your interest.

Together, let's empower ourselves & Our Students and inspire the next generation of learners.

Best Regards,

Team
School of Educators
 SCHOOL OF EDUCATORS WHATSAPP GROUPS
(For Teachers Only)
You will get Pre- Board Papers PDF, Word file, PPT, Lesson Plan, Worksheet, practical tips and Viva
questions , reference books , smart content , curriculum , syllabus , marking scheme , toppers answer
scripts , revised exam pattern , revised syllabus , Blue Print etc. here .Join Your Subject / Class WhatsApp
Group.

Kindergarten to Class XII (For Teachers Only)

Kindergarten Class 1 Class 2 Class 3

Class 4 Class 5 Class 6 Class 7

Class 8 Class 9 Class 10 Class 11 (Science )

Class 11 (Commerce) Class 11 (Humanities) Class 12 (Science) Class 12 (Commerce)

Class 12 (Humanities) Artificial Intelligence

(VI TO VIII)
Subject Wise Secondary and Senior Secondary Groups (IX & X)
Secondary Groups (IX & X)

SST Mathematics Science English

Hindi B Hindi A IT (Code: 402) Artificial Intelligence

Senior Secondary Groups (XI & XII)

Physics Chemistry English Mathematics

Biology Accountancy Economics BST

History Geography sociology Hindi Elective

Hindi Core Home Science Sanskrit psychology

Political science Painting vocal Music Comp. Science

IP physical Education APP. Mathematics IIT/NEET

Legal studies Entrepreneurship French Teachers Jobs

Artificial Intelligence
 SCHOOL OF EDUCATORS WHATSAPP GROUPS
(For Students Only)

Class 1 class 2 class 3 class 4 class 5

class 6 class 7 class 8 class 9 class 10

Class 11(Science) Class 11(Com) Class 11(Hum) Class 12 (Sci) Class12 (Com)

Class 12 (Hum) Artificial Intelligence

(VI TO VIII)

Subject Wise Secondary and Senior Secondary Groups (IX & X)

Secondary Groups (IX & X)

SST Mathematics English

Science

Hindi
IT Artificial Intelligence
 Senior Secondary Groups (XI & XII)

Physics Chemistry Biology English

Accountancy Business Studies Economics Mathematics

History Geography Sociology Hindi Elective

Hindi Core Home Science Sanskrit Psychology

Political Science Painting Music Computer Science

IP Physical Education App. Mathematics IIT/NEET

Legal Studies Entrepreneurship French CUET

Artificial Intelligence

Rules & Regulations of the Group

• No introduction
• No Good Morning/Any wish type message
• No personal Chats & Messages
• No Spam
• You can also ask your difficulties here.

Just get learning resources & post learning resources. Helpline number only WhatsApp: +91-95208-77777
 SOE CBSE Telegram Groups (Kindergarten to Class XII)

Kindergarten

All classes Class 1 Class 2 Class 3

Class 4 Class 5 Class 6 Class 7

Class 8 Class 9 Class 10 Class 11(Sci)

Class 11 (Com) Class 11 (Hum) Class 12 (Sci) Class 12 (Com)

Class 12 (Hum) JEE/NEET CUET NDA,OLYMPIAD,NTSE

Principal Professional Teachers Professional Project File Group

Group Group

SOE CBSE Telegram Channels (Kindergarten to Class XII)

Kindergarten Class I Class II Class III

Class IV Class V Class VI Class VII

Class VIII Class IX Class X Class XI (Sci)

Class XI (Hum) Class XI (Com) Class XII (Sci) Class XII (Hum)

Class XII (Com) JEE/NEET CUET NDA/OLYMPIAD/NTSE

Rules & Regulations of the Groups & Channel

• No introduction
• No Good Morning/Any wish type message
 • No personal Chats & Messages
• No Spam
• You can also ask your difficulties here.

Just get learning resources & post learning resources. Helpline number only WhatsApp: +91-95208-77777
 Available Resources on YouTube

 Enjoy animated videos covering all subjects from Kindergarten to Class 12, making learning fun for
students of all ages.
 Explore classroom teaching videos for grades 6 to 12, covering various subjects to enhance
understanding and knowledge.
 Access the most important questions and previous year's question papers (PYQ) to excel in exams and
assessments.
 Stay up-to-date with the latest CBSE Curriculum for 2023-24 with our videos aligned to the current
syllabus.
 Get informed about CBSE updates and circulars through our dedicated videos.
 Improve pronunciation skills and expand vocabulary with our "Word of the Day" series and other
language-related content and many more……….

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