LEARNING

LEARNINGSTANDARDS
STANDARDSFRAMEWORK
FRAME-
WORK-Learning
ENGLISH Standards-
- ENGLISH
Learning Framework
Framework - English
Mathematics
[Document subtitle]

CENTRAL
CENTRAL BOARD
BOARD OF SECONDARY
OF SECONDARY EDUCATION (CBSE)
EDUCATION (CBSE)

1
Foreword
The National Education Policy (NEP) 2020 released by the Government of India, has given a clear mandate for competency-based education (CBE) to enhance
acquisition of critical 21st century skills by the learners. The first determinant for implementing CBE is a curriculum which is aligned to defined learning
outcomes and that clearly states the indicators to be achieved.

The Central Board of Secondary Education (CBSE) has collaborated with Azim Premji University, Bengaluru, to develop the Learning Framework for Science,
Mathematics, Social Science, English and Hindi for classes 9 and 10. The Learning Frameworks comprise explicitly stated knowledge, skills and dispositions
that an education system should try to achieve. These frameworks would help develop a common shared understanding among teachers, students and other
stakeholders and would serve as a common benchmark for teaching, learning and assessment across the country. These frameworks present indicators that
are aligned to the CBSE curriculum and the NCERT Learning Outcomes. They further outline samples of pedagogical processes and assessment strategies
to encourage curiosity, objectivity, creativity with a view to nurture scientific temper. This framework would be a key resource for the teacher as he/ she
transacts the curriculum. They have been developed to ensure that the teacher aligns the teaching learning to meet the set quality standards and also use it
to track learning levels of students. The effort has been to synchronize focus on quality education with uniformity in quality of standards across CBSE schools.

We hope, these frameworks would not only become a reference point for competency-based education across the country but also facilitate planning and
design of teaching-learning processes and assessment strategies by teachers and other stakeholders

Team CBSE
Preface
The shift towards competency-based teaching and learning in the National Education Policy 2020 will be an important basis for curricular and pedagogical
transformation in schools. The learning goals defined by the Policy, namely holistic and integrated development of students, and the acquisition of higher
order cognitive capacities such as analysis, critical thinking and problem solving will be enabled by this shift. Such indicators will also enable equitable
educational experiences through ensuring equivalence of pedagogical approaches and learning outcomes across schools and Boards of Examination.

In keeping with the thrust on indicator based teaching-learning proposed in the National Education Policy, 2020, Azim Premji University has supported the
Central Board of Secondary Education to develop a ‘Learning Framework’. The learning framework is a comprehensive package which provides learning
outcomes, indicators, assessment frameworks, samples of pedagogical processes, tools and techniques for formative assessment, blueprint, assessment
items and rubrics. Five such frameworks have been developed for English, Hindi, Science, Social Science and Mathematics at the secondary stage.

This document details the Learning Framework for Mathematics. The National Education Policy 2020 emphasizes “Mathematical thinking, problem solving,
connecting ‘classroom mathematics with ‘real life mathematics’ and recreational mathematics will be incorporated throughout the school curriculum …. in
order to excite children about mathematics and develop the logical skills that are critical throughout school years and indeed throughout life.”

As per the National Focus group Position Paper on Teaching of Mathematics, at the secondary stage, mathematics is perceived as a discipline in which
argumentation and proof take a central stage. The concepts and techniques learnt in the elementary stage should be utilized at this stage to solve problems
which require understanding of more than one content area in an integrated manner.

Mathematics education at this stage is also used to solve problems not only in daily life but those encountered in physical and social sciences. Hence,
mathematical tasks should be designed in such a manner that a student’s mathematical knowledge helps provide logical solutions to realistic societal problems
thereby helping in informed, justified and democratic decision making. This document presents outcomes and indicators that focus on these Mathematics
specific skills that students need to attain through different concepts addressed in the syllabus. In addition to this, sample pedagogical processes, formative
assessment strategies and summative assessment items are also provided to enable teachers to derive principles for making the alignment between learning
outcomes-pedagogy and assessment in their classrooms.

Team Azim Premji University

Acknowledgement
Advisory and Support
• Sh. Manoj Ahuja, IAS, we express our gratitude for his guidance in the development of this resource material during his tenure as Chairman, Central Board
of Secondary Education.
• Dr. Vineet Joshi, IAS, Chairman, Central Board of Secondary Education

Guidance and Support

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

Planning and Execution

• Dr. Sweta Singh, Joint Secretary (Academics), Central Board of Secondary Education
• Ms. Aanchal Chomal, Azim Premji University, Bangalore
• Dr. Shilpi Banerjee, Azim Premji University, Bangalore

Content Development Team

• Shri Subhash Chand Garg, Deputy Secretary, CBSE Academic Officer
• Ms. Anupama.S. M, Faculty, Azim Premji University
• Mr. Bijay Das, Faculty, Azim Premji University
• Ms. Sneha Titus, Faculty, Azim Premji University
• Ms. Swati Sircar, Faculty, Azim Premji University

Reviewers
• Ms. Geetika Datta, PGT, DAV Public School, Sector–14 Gurgaon
• Ms. Gurpreet Bhatnagar, CBSE Resource Person, Delhi
• Shri Rahul Sofat, Senior Lecturer, Air Force Golden Jubliee Institute, Subroto Park,New Delhi
• Ms. Sapna Makan, TGT, Bal Bharati Public School, Sector -14, Rohini, Delhi
Contents
1. Introduction 5

2. Process of Developing the Learning Framework Document 5

3. Potential Users/ Uses of the Document 11

4. Nature of subject 11

5. Stage Specific Curricular Expectations 13

6. Content domains 14

7. Subject Specific Cognitive Levels 15

8. Learning outcomes 18

9. Content Domain Specific Learning Outcomes and Indicators 20

10. Sample Pedagogical Processes and Assessment Strategies for Classroom Purpose 46

11. Question Paper Design 59

12. Sample assessment items and marking scheme 61

13. Class X 73

14. Reference documents 91

1. Introduction
Development of quality standards is paramount for any education board to understand and track the learning level of learners in the country. These standards
comprise explicitly stated knowledge, skills and dispositions that the education system should strive to achieve. The quality standards are expected to serve
as common benchmarks for teaching, learning and assessment. It is hoped that this framework would enable teachers, schools and other boards to design
teaching-learning processes and develop assessment tools. The learning framework is a comprehensive package which delineates indicators, assessment
frameworks, samples of pedagogical processes, tools and techniques for formative assessment purpose, blueprint, assessment items and rubrics.

2. Process of Developing the Learning Framework

Document
An academically rigorous process has been undertaken to develop this document for various subjects, namely, English, Hindi, Mathematics Social Sciences,
and Science. The flow diagram below depicts the steps in the process of developing the Learning Framework.

Indicate the NCERT Identify subject specific

Describe nature
curricular expectations content domains as per
of subject
and learning outcomes CBSE syllabus

Design sample pedagogical Create indicators

Define subject specific
processes and assessment for every learning
cognitive levels
strategies outcome

Design sample select

Develop question
response and constructed Develop marking scheme
paper design
response assessment items

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2.1 Describe Nature of Subject
The school curriculum as per National Curriculum Framework 2005, is a broad plan for facilitating certain capabilities in learners which are guided by the
larger aims of school education. These aims of school education are an inter-play of various variables – philosophical, psychological, existing socio-cultural
context and the needs of the society, the nature of learning and many more informed by research etc. Various school subjects enable in pursuing these aims
through their distinct disciplinary focus and methods. This section clearly states the processes followed for constructing knowledge in a subject, and the
tools and methods of enquiry used in each subject. Further, the relevance of engaging with the given subject in school education is highlighted. The research
affirms that an in-depth understanding of the nature of subject would enable a teacher to design quality pedagogy and assessment in alignment to the
subject specific skills.

2.2 Indicate the NCERT Curricular Expectations and Learning Outcomes

The broad aims of school education stated in National Education Policy (NEP) 2020 are to-
• Develop good human beings capable of rational thought and action, possessing compassion and empathy, courage and resilience, a scientific temper
and creative imagination, with sound ethical moorings and values
• Build character and enable learners to be ethical, rational, compassionate and caring
• Achieve full human potential – through developing all aspects and capabilities of learners
• Develop the creative potential of each individual
• Enable learners to learn to think critically and solve problems, and use a multidisciplinary perspective
• Enable learners to innovate, adapt and absorb new material in novel and changing fields
• Enable learners to not only learn, but more importantly learn how to learn
• Develop engaged, productive and contributing citizens for building an equitable, inclusive and plural society as envisaged by our Constitution
• Achieve economic and social mobility, inclusion and equality by ensuring all learners can access quality education with particular focus on historically
marginalised, disadvantaged, and underrepresented groups
• Prepare a workforce with multidisciplinary abilities across the sciences, social sciences, arts and humanities through experiential, holistic, integrated,
inquiry-driven, discovery-oriented, learner-centred, discussion-based, flexible and enjoyable education

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The curricular expectations related to different age-groups are spelt out stage-wise for various levels- primary, upper primary, secondary and senior secondary.
These are stated at a broader level and pitched at an appropriate level of learner's understanding. In this document, curricular expectations as defined in
NCERT secondary stages learning outcomes document are referred. These curricular expectations form the basis for organising the age-appropriate content
based on learners' prior knowledge. Curricular expectations for a subject are ascertained through a range and variety of specific learning outcomes defined
for each class. The NCERT learning outcomes at the secondary stage are the primary point of reference for this document. Learning outcomes provide a
benchmark on which learning progress can be tracked in both quantitative and qualitative manner. The NCERT learning outcomes linked with curricular
expectations are indicator based and help to determine the pedagogical processes for their development. The indicator based learning encourages learners
to not only acquire knowledge but also apply knowledge and skills to successfully perform tasks in real life situations.

2.3 Identify Subject Specific Content Domains as per CBSE Syllabus

The learning outcomes for each subject are expressed in terms of cognitive skill to be demonstrated and the content to be acquired by the learners. In
accordance with the nature of the subject, the CBSE curricula aligns content domains to various textbook chapters for every subject. To support teachers
see the connection between syllabus, textbook and learning outcomes, relevant NCERT learning outcomes are mapped to each of these content domains/
themes.

2.4 Define Subject Specific Cognitive Levels

Cognitive levels describe the thinking processes that learners are expected to engage in when encountering the indicators. Revised Bloom’s taxonomy provides
a useful frame of reference to classify the learning outcomes. It also helps in aligning the classroom pedagogy and assessment practices with the learning
outcomes. In this document, an attempt is made to define the subject specific cognitive levels that essentially draw from the Revised Bloom’s Taxonomy.
Such subject specific cognitive levels are able to capture the disciplinary knowledge and skills in a concrete manner. Assessment frameworks developed by
Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA) have been referred to while
conceptualising these subject specific cognitive levels.

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 Aims of school education

Stage wise curricular expectations

Class wise learning outcomes

Subject specific cognitive levels Subject specific content domains

Indicators

2.5 Devise Indicators for Every Learning Outcome

The overarching learning outcomes are further broken down into specific indicators aligned to the subject specific skills and the content in related chapters
in the textbook. They are focused on subject specific skills that learners need to attain through different concepts addressed in the CBSE curriculum. A clear
understanding of the scope of these learning outcomes for each concept dealt within a textbook chapter will be immensely helpful for both teachers and
learners to plan their teaching and learning in a better way. Therefore, indicators aligned to subject specific skills are defined for every learning outcome.
These indicators are -
• Aligned to the goals of teaching the subject at the secondary stage
• Defined as specific, measurable and demonstrable indicators
• Distributed across all content domains/ themes as per the prescribed CBSE syllabus
• Address 21st century skills including collaboration, communication, creativity, and critical thinking across school subjects
• Range from simple to complex cognitive processes for all subjects
• Supplemented with sample assessment strategies and provide suggestions to concretise these in the classrooms

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2.6 Design Sample Pedagogical Processes and Assessment Strategies
NCERT's secondary stage learning outcomes document provides a common set of pedagogical processes for each subject. The specific indicators are further
supported with sample pedagogical and assessment strategies. This has been done to enable teachers to derive principles for making the alignment between
learning outcomes, pedagogical practices and assessment in their classrooms. The key principles considered while designing the pedagogical processes and
assessment strategies are:
• Student-centred
{ Since new knowledge is built over existing knowledge, both pedagogy and assessment shall focus on learners’ pre-requisite knowledge, skills, attitudes,

and beliefs that they bring into a classroom setting.

{ Constructivist approaches to learning, with the learners being at the center of the learning process as an active constructor of knowledge shall be
emphasised.
{ Since learners effectively learn by doing, classroom processes shall involve activities and analysis on issues surrounding the environment.
{ Cooperative and peer-supported teaching learning activities shall be used to empower learners to take charge of their own learning.

• Indicators centred
{ The focus shifts to measurable and observable behavior of what learners do at the end of an instruction.

{ Learners comprehend better when the method of teaching, learning activities and assessment strategies are all aligned well to the indicators. Pedagogical
processes and assessment strategies shall be aligned to both content domains and cognitive skills as indicated in indicator statements.

• Assessment centred
{ Assessments should be viewed as an integral part of pedagogy and focus on giving timely individualised feedback to learners. Quality formative
assessments shall be designed as it helps to modulate learners understanding of their own learning and help teachers adapt their pedagogy based on
learner's performances.
{ Multiple modes of assessment, including portfolios, project work, presentations, written and oral assignments, shall be used to provide a scope to reflect
individual capacities of a learner.
{ Peer assessment involving learners assessing the work of their peers against set assessment criteria shall be used.

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2.7 Develop Question Paper Design
Question paper design also called as blueprint is a map and a detailed specification that ensures that all aspects of the curriculum are covered by the
question paper. It translates the design in operational terms and all the dimensions of an item (content domain and cognitive level) become clear to the
question paper developer. The information in the question paper design pertains to the content domains and; cognitive levels that will be tested, number of
assessment items; aggregation of the percentages of content domains and cognitive levels. A balanced design adequately represents all the content domains
and uniformly addresses a range of cognitive skills. This is a planning document where all the relevant information of a question paper is listed in the form
of a table.

2.8 Design Sample Select Response and Constructed Response Assessment Items
A test developer may decide on the item format/item type that will be used in the test. Broadly, item formats are of two kinds-
Selected response questions like multiple choice questions, true/false where learner has to select the correct response from the options provided and
Constructed response questions- where the learner has to produce the correct response. These could be as short as one-word responses to long essay type
questions. A sample set of assessment items of both select response type and constructed response type is included in this document.

2.9 Develop Marking Scheme

A marking scheme is as important as the assessment item. For assessment items, particularly those assessing understanding and other cognitive levels, it is
necessary to include variations in learner's responses. There should be scope for fully correct, partially correct, levels of partially correct responses. Also, the
marking scheme should be aligned to the cognitive level of the item. If an item is testing application of a concept, the marking scheme should illustrate the
possible responses that could be representing application. At any given point of time the marking scheme would only be indicative – it may not include an
exhaustive summary of all possible responses.

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3. Potential Users/ Uses of the Document
• Classroom teaching, learning and assessment: This document will be helpful for classroom teachers and learners to see the connection between syllabus,
textbook and learning outcomes. The indicators can be used to effectively plan classroom pedagogy and design formative assessment. The indicators can
also be used by learners to self-assess and plan their learning better.
• Pre-service and In-service Teacher Professional Development: This document can be utilized for developing content for professional development programs
for teachers both at the pre-service and in-service level. The sample pedagogical processes and assessment strategies will provide learner teachers as well
as in-service teachers an insight on how to concretize the learning outcomes in the classroom.
• Textbook development: Clearly stated indicators could also facilitate the review and revision of the textbooks used for secondary stage and in the designing
of new textbooks.
• Developing Assessment Frameworks and tools for large scale assessments/surveys: This document may be used for developing assessment frameworks
and question papers for Board examinations of different states leading to uniformity in quality standards across states. It could be used as a framework
for drawing key indicators for National Achievement Survey (NAS). Reporting the assessment data against these outcomes will provide a comprehensive
picture of the overall health of the education system of the country.

4. Nature of subject
“Mathematics, as an expression of the human mind, reflects the active will, the contemplative reason, and the desire for aesthetic perfection. Its basic
elements are logic and intuition, analysis and construction, generality and individuality”- Courant and Robbins

Mathematics has been a part of everyone’s life, be it estimates we make in our routine activities or precise calculations for various transactions and fairness
in sharing or in describing objects around us. The relevance of mathematics is more than its utilitarian value. It helps us to think and reason about the world
around us and take informed decisions, be it at the individual level to cope with life in various spheres of activity or at the societal level to contribute to
technological and socio-economic development.

Given these reasons, it is not surprising that mathematics education has been made compulsory at the school level and is one of the first subjects encountered
by the learner entering formal schooling. The focus of school mathematics is developing the problem solving and reasoning skills needed to have an organised
and progressing society. This includes reflecting on and studying problems and topics which may be perceived as more of an intellectual exercise and not
immediately useful at this stage. However, these have unforeseen far-reaching benefits. It must be emphasized that the selection of such study material must
be made in a manner such that mathematics will not be a burden to the learner but an engaging and joyful activity.

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Mathematical objects and ideas are abstract – created by humans from the needs of science, economics, statistics and any kind of quantitative analysis
needed in daily life. That is, they have no physical properties such as size, colour, smell, taste, texture, sound and so on. Mathematical ideas are formed
by classifying similarly related and commonly noticed properties. This leads to the pedagogical challenge of making these ideas experiential. For example,
Number, which is a root concept is derived by providing experiences of collections of the same number of objects. The concept of addition is built on the
concept of number, and it then becomes the pre-requisite concept for viewing multiplication as repeated addition. This in turn builds on to the understanding
of higher concepts. Thus, mathematics builds up from the bottom i.e., from axioms and definitions in a structured and hierarchical way as a vast network of
interlinked concepts.

It is well recognized how rigid mathematics is, i.e., 2 + 2 = 4 and not 5 or 22. However, new mathematics can and has been discovered based on 2 + 2 = 22 i.e.,
based on how the rules are modified. At the same time, this ‘rigid’ structure is free from perspectives and subjectivity. Mathematical truth, once established
and consistent with existing results, lasts forever. Therefore, after the meaning of various mathematical objects and ideas are understood, one can engage
with these, and discover their properties. Thus, with proper facilitation, a learner can be mostly self-dependent in learning mathematics and can even be
given a glimpse of how math progresses or branches off if rules are changed.   

To communicate mathematical ideas, mathematicians have, over the years, developed the language of mathematics which has vocabulary, symbols, and
sentence structure and is characterised by both precision and concision. Mathematical language supports in communicating mathematical ideas or concepts
during discussions in the classroom and leads to representing ideas, observing and generalizing patterns, communicating thought processes and justifying
their discoveries and learning. However, it does bring its own pedagogical challenges when learners are not conversant in this language or when the language
used is not age appropriate.

Assessment in mathematics has to encompass both the nature of mathematics and the difficulties which the learner faces because of it. When assessment
is cognizant of the limitations of the learner and the constraints and affordances of the nature of the subject, it enables the learner to harness the power of
mathematics and the teacher to enable the learner to do this.

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5. Stage Specific Curricular Expectations
At this stage learners are expected to develop ability and attitude for —

SNo. NCERT Secondary Level Curricular Expectations

CE1 Mathematisation (ability to think logically, formulate and handle abstractions) rather than knowledge of procedures (formal and mechanical)

CE2 Mathematical vocabulary

CE3 Consolidation and generalisation of the concepts learnt so far

CE4 Understanding and proving mathematical statements

CE5 Addressing problems that come from other domains such as, science and social sciences

CE6 Integration of concepts and skills that the children have learnt into a problem-solving ability

CE7 Analysing and constructing the processes involved in mathematical reasoning

CE8 Establishing linkages between mathematics and daily life experiences and across the curriculum.

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6. Content domains
The mathematics content up to Class X has been organised into seven content domains which have deep inter-connections and are not to be viewed as
independent silos. An understanding of the whole is impossible without understanding the parts and vice-versa. The nature of mathematics permeates each
content domain and provides the unifying thread which holds the strands together.

Content Domain Class IX Textbook Chapter Class X Textbook Chapter

1. Number Systems Chapter 1: Number Systems Chapter 1: Real Numbers

Chapter 2: Polynomials
Chapter 2: Polynomials Chapter 3: Pairs of Linear Equations in Two variables  
2. Algebra
Chapter 4: Linear Equations in Two Variables Chapter 4: Quadratic Equations
Chapter 5: Arithmetic Progressions

Chapter 8: Introduction to Trigonometry

3. Trigonometry -
Chapter 9: Some Applications of Trigonometry

4. Coordinate Geometry Chapter 3: Coordinate Geometry   Chapter 7: Coordinate Geometry

Chapter 5: Introduction to Euclid’s Geometry

Chapter 6: Line and Angles
Chapter 6: Triangles
Chapter 7: Triangles
Chapter 10: Circles
5. Geometry Chapter 8: Quadrilaterals
Chapter 11: Constructions
Chapter 9: Areas of Parallelograms and Triangles  
Chapter 10: Circles
Chapter 11: Constructions

Chapter 12: Heron’s Formula Chapter 12: Areas Related to Circles

6. Mensuration
Chapter 13: Surface Area and Volume Chapter 13: Surface Areas and Volumes

Chapter 14: Statistics Chapter 14: Statistics

7. Statistics and Probability
Chapter 15: Probability   Chapter 15: Probability

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7. Subject Specific Cognitive Levels
At the secondary stage, the content domain of the mathematics curriculum serves a two-fold process. The first is of course, mastery of content. The second
is the development of process skills in the learner, using the content as a vehicle to this end. The learning outcomes dwell on both the content as well as the
cognitive domain. Based on them, the cognitive dimension may be viewed as a spectrum of three broad levels, and these define the learner’s engagement
with the content domain.

Knowing Applying Reasoning

1. Knowing – One of the key curricular expectations for mathematics is the consolidation and generalisation of the concepts learnt so far. This cognitive
domain primarily addresses the learner’s ability to recall definitions, concepts, formulas, axioms, postulates and theorems which form the building
blocks of the hierarchical structure of mathematics. A learner of mathematics must have a strong foundational knowledge and understanding
of mathematical language and of the properties of mathematical objects. Teaching in the mathematics classroom often focuses on procedural
understanding – where learners compute answers or prove results using taught procedures. Armed with these and with a set of heuristics, the learner
is able to push the levels of understanding, prove new results and solve unfamiliar problems and develop confidence in mathematical communication as
well as exploration. Some of the aspects of ‘Knowing’ are detailed below.

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 Aspects of Knowing Examples of indicators (Class X)

Define Defines sine, cosine, tangent, cotangent, secant and cosecant of an acute angle (in a right triangle) as ratios of appropriate sides.

Recall and provide examples, illustrations Provides examples and non-examples of similar triangles.

Uses appropriate symbols ((~, =̃ , etc.) and representation in writing the proof.
T
Recall symbols, vocabulary, notation
Uses vocabulary related to heights and distances problems – for example: line of sight, angle of elevation/depression.

Recalls nature of pi.

Recall facts, formulas
Recalls circumference formula.

Recognise patterns Identifies that for any A.P. (a1, a2, ... ak), a1 + ak = a2 + ak-1 = ... etc.

Relate two concepts Relates the value of the discriminant to the nature of the roots.

Determines sine, cosine, tangent, cotangent, secant and cosecant of standard angles such as 0°, 30°, 45°, 60° and 90°.

Reproduce (including measure, compute, Obtains a term in a given arithmetic progression by identifying the first term, the common difference and the number of terms
construct) procedures and proofs Constructs a pair of tangents to a circle.
Proves Basic Proportionality theorem (and its converse).

Recall and explain Explains the conditions for two triangles to be similar.

Differentiate between/among (based on

Differentiates between the sum of n terms and the nth term of an arithmetic progression.
recall of properties)

Retrieve information Retrieves median from the intersection of less than ogive and the line y = N/2.

Reframe using recall of definitions Rephrases the division of a polynomial by another polynomial in the form divisor × quotient + remainder.

2. Applying – This cognitive domain focuses on using knowledge to determine strategies and represent, model or construct objects. Here, learners are
required to engage in applying knowledge of facts, relationships, processes, concepts to solve problems in real life contexts and expand the dimensions
of their acquired knowledge.

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 Aspects of Applying Examples of indicators (Class X)

Identify by connecting known properties and definitions to given

Identifies variables given a real life situation related to linear relationships between two variables.
context or situation

Classify by connecting properties or using information from given data Distinguishes between congruent and similar figures.

Plots the given equations of a pair of lines on the cartesian plane and identifies their point of
Locate by using properties or computation
intersection, if it exists.

Expresses the prime factorization of a number in exponential form.

Reframe using definitions, properties and by connecting two or
more facts Draws labelled diagrams (involving the right triangle and the acute angle) representing
the given situation.

Explain by connecting two or more facts Interprets the meaning of the computed mode of a given dataset.

Compute or process by selecting strategy, operation(s) and operand(s) Utilises the relationship between the zeroes and coefficients of a polynomial of degree less than 4.

Prove an unfamiliar statement using one or two known facts Proves trigonometric identities based on Pythagoras theorem.

3. Reasoning – In this domain, learners are engaged in reasoning to analyse given information, drawing conclusions, and extending their understanding to
deal with new situations. In contrast to the more direct applications of mathematical facts and concepts exemplified in the applying domain. Learning
outcomes in the reasoning domain involve unfamiliar or more complicated contexts. Mathematical reasoning also encompasses pattern recognition,
multiple connections, conjecture and proof.

Aspects of Reasoning Examples of indicators (Class X)

Distinguish using logical reasoning Classifies the roots of a quadratic equation as distinct/repeated/not real and rational/irrational.

Analyse Models the change in the zero of a linear polynomial when the coefficients are changed.

Evaluate and choose Selects the most efficient method of solving a given quadratic equation.

Extend properties, laws and theorems using reasoning and

Analyses conditions to prove similarity of triangles.
understanding constraints

Prove using logical reasoning and understanding of properties, laws

Proves results/riders based on similarity of triangles.
and theorems

Create situations based on given constraints Designs steps to construct composite geometric shapes.

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8. Learning outcomes
The following learning outcomes for secondary stage developed by the National Council for Educational Research and Training (NCERT) states important
knowledge, skills and dispositions learners need to attain at the end of an academic year for Class IX and X Mathematics.

Class IX – NCERT Secondary Level Learning Outcomes

SNo.
The Learner —

Applies logical reasoning in classifying real numbers, proving their properties, and using them in
LO1.
different situations.

Identifies/classifies polynomials among algebraic expressions and factorises them by applying appropriate
LO2.
algebraic identities.

Relates the algebraic and graphical representations of a linear equation in one or two variables and applies the
LO3.
concept to daily life situations.

LO4. Identifies similarities and differences among different geometrical shapes.

Derives proofs of mathematical statements particularly related to geometrical concepts, like parallel lines, triangles,
LO5.
quadrilaterals, circles, etc., by applying axiomatic approach and solves problems using them.

LO6. Finds areas of all types of triangles by using appropriate formulae and apply them in real life situations.

Constructs different geometrical shapes like bisectors of line segments, angles and triangles under given conditions
LO7.
and provides reasons for the processes of such constructions.

LO8. Develops strategies to locate points in a Cartesian plane.

LO9. Identifies and classifies the daily life situations in which mean, median and mode can be used.

Analyses data by representing it in different forms like, tabular form (grouped or ungrouped), bar graph, histogram
LO10.
(with equal and varying width and length), and frequency polygon.

LO11. Calculates empirical probability through experiments and describes its use in words.

Derives formulae for surface areas and volumes of different solid objects like, cubes, cuboids, right circular
LO12.
cylinders/cones, spheres and hemispheres and applies them to objects found in the surroundings.

Solves problems that are not in the familiar context of the child using above learning. These problems should
LO13.
include the situations to which the child is not exposed earlier.

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 Class X – NCERT Secondary Level Learning Outcomes
SNo.
The learner —

Generalises properties of numbers and relations among them studied earlier to evolve results - such as, Euclid’s division algorithm, Fundamental
LO1.
Theorem of Arithmetic - and applies them to solve problems related to real life contexts.

LO2. Develops a relationship between algebraic and graphical methods of finding the zeroes of a polynomial.

LO3. Finds solutions of pairs of linear equations in two variables using graphical and different algebraic methods.

LO4. Demonstrates strategies of finding roots and determining the nature of roots of a quadratic equation.

LO5. Develops strategies to apply the concept of A.P. to daily life situations.

LO6. Works out ways to differentiate between congruent and similar figures.

Establishes properties for similarity of two triangles logically using different geometric criteria established earlier such as, Basic Proportionality
LO7.
Theorem, etc.

Derives formulae to establish relations for geometrical shapes in the context of a coordinate plane, such as, finding the distance between two
LO8.
given points, to determine the coordinates of a point between any two given points, to find the area of a triangle, etc.

Determines all trigonometric ratios with respect to a given acute angle (of a right triangle) and uses them in solving problems in daily life
LO9.
contexts like finding heights of different structures or distance from them.

LO10. Derives proofs of theorems related to the tangents of circles

Constructs —
A triangle similar to a given triangle as per a given scale factor.
LO11.
A pair of tangents from an external point to a circle
And justifies the procedures.

LO12. Examines the steps of geometrical constructions and reasons out each step

Finds surface areas and volumes of objects in the surroundings by visualising them as a combination of different solids like cylinder and a cone,
LO13.
cylinder and a hemisphere, combination of different cubes, etc.

LO14. Calculates mean, median and mode for different sets of data related with real life contexts.

LO15. Determines the probability of an event and applies the concept in solving daily life problems.

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9. Content Domain Specific Learning Outcomes and
Indicators
The learning outcomes defined by NCERT are generic and broadly defined. They are broadly linked to the content domains but also address mathematics
specific skills that learners need to attain through different concepts addressed in the syllabus. A clear understanding of the scope of these learning outcomes
for each concept dealt in a textbook chapter will be immensely helpful for both teachers and learners to plan their teaching and learning better. To enable
this, the following process has been followed:

Concepts discussed in textbooks chapters were mapped to key concepts under

each content domain in the NCERT syllabus.

Relevant NCERT learning outcomes were identified for each key concepts in the chapter.

Content domain specific learning outcomes (CLO) were defined for relevant NCERT learning outcome
under a chapter. The cognitive procces addressed in NCERT learning outcome and CLO are same.

Each CLO is broken down into specific learning indicators called as Indicator which defines the specific skill that a learner needs to attain.
The cognitive procces addressed in indicators may be same or lower than the cognitive process addressed in CLO.

20
Class IX
Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes

C1. Explains the need for each new set of numbers.

C2. Provides examples and non-examples of rational, irrational,
real different types of numbers.
CLO1: Applies logical reasoning in C3. Classifies numbers into natural numbers, whole numbers,
classifying real numbers. integers, rational and irrational numbers using their
definitions.
C4. Places numbers according to the organizational hierarchy of
the real number system.

Content domain: Number Systems

C5. Places rational numbers on the number line.
Chapter 1: Number System C6. Finds rational numbers in between any two given rational
Key concepts: numbers numerically and graphically on the number line.
C7. Identifies cyclic patterns in remainders when the numerator
1. Review of representation of natural LO1: Applies logical reasoning
of a rational number is divided by the denominator.
numbers, integers, rational numbers in classifying real numbers,
C8. Differentiates between terminating and non-terminating
on the number line. proving their properties
decimals.
Representation of terminating / non- and using them in different
terminating recurring decimals on situations. C9. Defines irrational numbers.
the number line through successive C10. Differentiates between rational and irrational numbers.
magnification. Rational numbers as CLO2: Justifies the properties of C11. Locates irrational numbers on the number line (using
recurring/ terminating decimals. real numbers. Pythagoras theorem).
Operations on real numbers. C12. Locates irrational numbers in between any two given
numbers.
C13. Recognises rational numbers on either side of an irrational
number.
C14. Differentiates between rational and irrational numbers.
C15. Locates irrational numbers on the number line (using
Pythagoras theorem).
C16. Locates irrational numbers in between any two given
numbers.

21
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes

4. Rationalization (with precise C17. Performs arithmetic operations on real numbers.

meaning) of real numbers of the type C18. Simplifies expressions with real numbers using identities.
and (and their combinations) 1/(a +
C19. Simplifies expressions with real numbers using rationalization
b√x) and 1/(√x + √y) where x and y
of denominator.
are natural number and a and b are
CLO3: Applies logical reasoning C20. Determines the nature of sum, difference, product and
integers.
in using real numbers in quotient of rational numbers and irrational numbers or a
5. Recall of laws of exponents with
different situations. combination of both.
integral powers. Rational exponents
with positive real bases (to be done C21. Describes the meaning of the nth root of a real number.
by particular cases, allowing learner C22. Expresses the nth root of a real number using a rational
to arrive at the general laws.) exponent and vice-versa.
C23. Extends the rules of exponents for rational powers.

Content domains: Algebra C24. Differentiates between general algebraic expressions and
Chapter 2: Polynomials polynomials.
Key concepts: C25. Classifies polynomials on the basis of terms and degree:
CLO4: Classifies polynomials based
linear, quadratic and cubic and number of terms: monomial,
Definition of a polynomial in one on number of terms and on
binomial, trinomial.
variable, with examples and counter degree.
examples. Coefficients of a polynomial, C26. Interprets the zeroes (roots) of a polynomial (polynomial
terms of a polynomial and zero equated to zero).
polynomial. Degree of a polynomial. C27. Relates the degree of a polynomial to the number of zeroes.
Constant, linear, quadratic and cubic C28. Uses the remainder theorem to find remainders or
polynomials. Monomials, binomials, LO2: Identifies/classifies unknowns in division of a polynomial by a linear polynomial.
trinomials. Factors and multiples. Zeros polynomials among C29. Relates the factor theorem to the remainder theorem.
of a polynomial. Motivate and State the algebraic expressions and CLO5: Applies remainder and C30. Relates the factors of a polynomial with its zeroes and vice-
Remainder Theorem with examples. factorises them by applying factor theorems to versa.
Statement and proof of the Factor appropriate algebraic polynomials. C31. Given a zero or a factor of a polynomial, expresses the
Theorem. Factorization of ax2 + bx + c, a identities.
polynomial in terms of the quotient, divisor and remainder.
≠ 0 where a, b and c are real numbers,
C32. Uses given information about the zero or factors of a
and of cubic polynomials using the Factor
polynomial to factorise it.
Theorem.
Recall of algebraic expressions and C33. Selects appropriate identity to simplify a calculation
identities. Verification of identities: C34. Maps a polynomial to known identity/identities.
(a ± b)²; (a ± b)³; (a ± b ± c)²; CLO6: Applies algebraic identities C35. Factorises a polynomial using the appropriate identity
x³ + y³ + z³ – 3xyz = to polynomials. (including splitting the middle term).
(x + y + z)(x² + y² + z² – xy – yz – zx) and C36. Factorises a polynomial by rephrasing it using the factor
their use in factorization of polynomials. theorem and an appropriate identity.

22
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes

C37. Explains mathematical vocabulary – origin, x-axis, y-axis,

quadrants, abscissa, ordinate, ordered pair.
CLO7: Models the representation
Content domain: Coordinate Geometry C38. Selects the quadrant or the half of the axes in which a given
of points in the Cartesian
point lies or vice-versa.
Chapter 3: Coordinate Geometry plane.
C39. Marks points in the 2D coordinate system given their
Key concepts:
LO8: Develops strategies to coordinates.
The Cartesian plane, coordinates of a locate points in a Cartesian
point, names and terms associated with plane. C40. Differentiates between points corresponding to (x, y) and
the coordinate plane, notations, plotting (y, x) (where y ≠ x).
CLO8: Relates the position of a
points in the plane. C41. Determines the coordinates of a point which is shifted/
point to the horizontal and
translated by given units or reflected in the x-axis, the y-axis
vertical movement in the
or the origin.
Cartesian plane.
C42. Builds a table of coordinates of points when given a shift
along either horizontal or vertical axes (or both).
Content domain: Algebra C43. Checks if a point is on a given line by substituting the
CLO1: Relates the linearity of a
coordinates in the equation of the line.
Chapter 4: Linear Equations in Two line to the coordinates of a
Variables C44. Plots points in the cartesian plane to check if they lie in a
point on it.
line.
Key concepts:
C45. Finds the points of intersection of a given line with
Recall of linear equations in one variable. either axis.
Introduction to the equation in two CLO10: Demonstrates that a line
C46. Finds either abscissa or ordinate of a point on a line given
variables. LO3: Relates the algebraic and has an infinite number of
one of them and the equation of the line.
Focus on linear equations of the type graphical representations points.
C47. Finds coordinates of points on a given line.
ax + by + c = 0. Explain that a linear of a linear equation in one
C48. Finds one more point on a line given n collinear points.
equation in two variables has infinitely or two variables and applies
many solutions and justify their being the concept to daily life
written as ordered pairs of real numbers, situations.
plotting them and showing that they C49. Identifies the variables in a given real life situation.
CLO11: Solves (algebraically
lie on a line. Graph of linear equations C50. Explains the linear relationship between two variables in a
and graphically) a linear
in two variables. Examples, problems real life situation.
equation based on a real
from real life, including problems on C51. Expresses the algebraic relationship between two variables
life context.
Ratio and Proportion and with algebraic (using the given data).
and graphical solutions being done
simultaneously.

23
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes
C52. Uses algebraic substitution to find the value of one variable
given the other in a linear equation.
C53. Uses algebraic substitution to find the algebraic expression
for one variable given the other in a linear equation.
C54. Reads the graph of the line to find one variable given the
CLO12: Poses problems based on
other.
linear equations in two
C55. Creates a word problem based on a real life context in which
variables.
two variables have a linear relationship.
C56. Creates a word problem from a given linear equation.
C57. Creates a word problem by reading the graph of a linear
equation and identifying a relationship between the two
variables.
Content domain: Geometry
C58. Recalls mathematicians’ (including Euclid’s) contributions to
Chapter 5: Introduction to Euclid’s
the development of geometry.
Geometry
C59. Illustrates the meaning of definitions, axioms, postulates and
Key concepts: theorems.
CLO13: Describes axiomatic
History – Geometry in India and structure of Euclidean C60. Recognises the difference between axioms and postulates.
Euclid's geometry. Euclid's method of Geometry. C61. Recognises the difference between theorems and axioms/
formalizing observed phenomenon postulates.
into rigorous Mathematics with
C62. Demonstrates the relationship between axioms and
definitions, common/obvious notions,
theorems using examples.
axioms/postulates and theorems. The
five postulates of Euclid. Equivalent
versions of the fifth postulate.
Showing the relationship between CLO14: Represents geometrical
axiom and theorem, for example: C63. Defines point, lines, line segment, ray, angles, collinear
concepts – points, lines,
points, non collinear points and circles with reference to
(Axiom) 1. Given two distinct points, line segments, rays,
Euclidean geometry.
there exists one and only one line angles, collinear points,
C64. Uses the language (symbols and representation) needed
through them. non collinear points and
to understand, identify and discuss different geometrical
circles with reference to
(Theorem) 2. (Prove) Two distinct lines concepts such as lines and angles.
Euclidean geometry.
cannot have more than one point in
common.

24
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes
CLO15:Classifies lines, line C65. Differentiates between lines, line segments and rays.
segments, rays and pair of C66. Identifies the relevant transversal in a given situation (where
lines. the other lines may or may not be parallel).
C67. Recognises pairs of angles (vertically opposite angles, linear-
pair angles, adjacent angles, supplementary angles and
complementary angles).
C68. Identifies relationships between two angles (vertically
Content domain: Geometry
opposite angles, linear pair angles, adjacent angles,
Chapter 6: Lines and Angles supplementary angles and complementary angles).
Key concepts: C69. Proves vertically opposite angles are equal.
LO4: Identifies similarities and
differences among different CLO16:Draws conclusions based C70. Applies relationships between two angles (vertically opposite
1. (Motivate) If a ray stands on a line,
geometrical shapes. on angles (angle pairs and angles, linear pair angles, adjacent angles, supplementary
then the sum of the two adjacent
angles formed when a angles and complementary angles) to find unknown values.
angles so formed is 180° and the
transversal intersects two C71. Classifies different angles (pairs of corresponding angles and
converse.
parallel lines). interior angles) formed when a transversal intersects
2. (Prove) If two lines intersect, two lines.
vertically opposite angles are equal.
C72. Develops relationships using different pairs of angles formed
3. (Motivate) Results on corresponding when a transversal intersects two parallel lines to find
angles, alternate angles, interior unknown values.
angles when a transversal intersects C73. Deduces whether two lines are parallel based on the
two parallel lines. relationship between two angles formed by these lines and
4. (Motivate) Lines which are parallel the transversal.
to a given line are parallel. C74. Recalls the corresponding angles axiom.
5. (Prove) The sum of the angles of a C75. Proves theorems related to parallel lines (alternate interior
triangle is 180°. angles equal, interior angles on the same side of the
LO5: Derives proofs of transversal are supplementary).
6. (Motivate) If a side of a triangle mathematical statements C76. Proves two lines are parallel when
is produced, the exterior angle so particularly related to (i) alternate interior angles are equal
formed is equal to the sum of the geometrical concepts, like
CLO17:Proves theorems relating to (ii) interior angles on the same side of the transversal are
two interior opposite angles. parallel lines, triangles,
lines, angles and triangles. supplementary
quadrilaterals, circles,
C77. Applies theorems and axioms related to lines and angles or
etc., by applying axiomatic
parallel lines to prove a result.
approach and solves
C78. Proves angle sum property of a triangle.
problems using them
C79. Proves exterior angle property of a triangle.
C80. Uses exterior angle property of a triangle to prove results.
C81. Proves results using lines and angles theorems.

25
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes
C82. Applies theorems and axioms related to lines and angles,
parallel lines to find unknown values.
CLO18: Solves problems using
C83. Applies angle sum property of a triangle to find
mathematical statements
unknown angles.
involving lines and angles.
C84. Applies exterior angle property of a triangle to find
unknown angles.

Content domain: Geometry

Chapter 7: Triangles
Key concepts:
1. (Motivate) Two triangles are C85. Expresses arguments related to triangles in the process of
congruent if any two sides and proof using mathematical language and symbols.
the included angle of one triangle CLO19: Analyses similarities and C86. Identifies corresponding parts of two triangles (which may or
is equal to any two sides and the LO4: Identifies similarities and
differences between parts may not be congruent to each other).
included angle of the other triangle differences among different
of shapes (lines, angles C87. Analyses equality of corresponding parts of the congruent
(SAS Congruence). geometrical shapes
and triangles). shapes.
2. (Prove) Two triangles are congruent if
any two angles and the included side C88. Identifies common parts (shapes, lines, angles and vertices)
of one triangle is equal to any two of two shapes.
angles and the included side of the
other triangle (ASA Congruence).
3. (Motivate) Two triangles are
congruent if the three sides of one
triangle are equal to three sides of C89. Applies SAS rule to prove congruency of triangles.
the other triangle (SSS Congruence). C90. Derives equivalent conditions for congruent triangles (ASA,
4. (Motivate) Two right triangles are AAS, SSS and RHS).
congruent if the hypotenuse and C91. Proves results related to pair of sides and pair of angles of a
a side of one triangle are equal CLO20: Proves theorems related to
triangle.
(respectively) to the hypotenuse and triangle congruency.
C92. Proves that the sum of any two sides of a triangle is greater
a side of the other triangle. (RHS
than the third side.
Congruence)
5. (Prove) The angles opposite to equal C93. Proves results using triangle inequality theorems.
sides of a triangle are equal.
6. (Motivate) The sides opposite to
equal angles of a triangle are equal. CLO21: Applies theorems and
7. (Motivate) Triangle inequalities and C94. Applies the concept of congruent triangles in solving
axioms related to triangle
relation between ‘angle and facing problems.
congruency.
side' inequalities in triangles.

26
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes

CLO22: Solves problems using C95. Applies congruency theorems to find sides and angles in
congruency theorems. triangles.

C96. Recognises side and angle facing side of a triangle.

CLO23: Utilizes triangle inequality C97. Applies triangle inequality theorems to order sides
theorem. (shortest, medium, longest) and angles (smallest, medium,
largest) in triangles.
Content domain: Geometry
C98. Derives similarities and differences between given types of
Chapter 8: Quadrilaterals CLO24: Analyses similarities and quadrilaterals
LO4: Identifies similarities and
differences between
Key concepts: differences among different C99. Classifies quadrilaterals based on properties.
different quadrilaterals
geometrical shapes. C100. Derives the hierarchical relation among selected
1. (Prove) The diagonal divides a based on properties.
parallelogram into two congruent quadrilaterals.
triangles.
2. (Motivate) In a parallelogram C101. Proves properties of different types of quadrilaterals.
opposite sides are equal, and C102. Derives the type of a quadrilateral given some of its
conversely. characteristics.
3. (Motivate) In a parallelogram C103. Proves that the diagonals of a rhombus bisect each other at
CLO25: Proves and applies
opposite angles are equal, and LO5: Derives proofs of right angles.
theorems related to
conversely. mathematical statements quadrilaterals. C104. Represents geometric configurations (draws a diagram)
4. (Motivate) A quadrilateral is a particularly related to given a description.
parallelogram if a pair of its opposite geometrical concepts, like C105. Draws conclusions about angles and sides in a geometric
sides is parallel and equal. parallel lines, triangles, configuration based on the given information.
quadrilaterals, circles, C106. Proves that a quadrilateral is a parallelogram, rhombus,
5. (Motivate) In a parallelogram, etc., by applying axiomatic
the diagonals bisect each other and rectangle or square based on given information.
approach and solves
conversely. C107. Proves the mid-point theorem.
problems using them.
6. (Motivate) In a triangle, the line C108. Proves results based on the mid-point theorem.
segment joining the mid points of
any two sides is parallel to the third CLO26: Solves problems based on C109. Uses theorems on quadrilaterals to find unknowns in the
side and in half of it and (motivate) its quadrilateral theorems. given problem.
converse.

27
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes
C110. Recognizes parallelograms on the same/equal base and
between the same parallels.
C111. Proves that parallelograms on the same/equal base and
between same parallels have the same area.
CLO27: Proves and applies
Content domain: Geometry C112. Derives the formula for area of a parallelogram using a
theorems on areas of
rectangle sharing the same/equal base and between the
Chapter 9: Area of Parallelograms and LO5: Derives proofs of parallelogram.
same parallel lines.
Triangles mathematical statements
C113. Proves results based on area of parallelograms.
Key concepts: particularly related to
C114. Applies theorems on area of parallelograms to find
geometrical concepts, like
1. (Prove) Parallelograms on the unknown parts.
parallel lines, triangles,
same base and between the same quadrilaterals, circles, C115. Proves that the area of a triangle is half of the area of a
parallels have equal area. etc., by applying axiomatic parallelogram when both have the same/equal base and
are between the same parallel lines.
2. (Motivate) Triangles on the same approach and solves
base (or equal bases) and between problems C116. Derives the formula for area of a triangle using a
CLO28: Proves and applies parallelogram that shares the same/equal base and
the same parallels are equal in area. using them.
theorems on areas of between the same parallel lines.
triangles. C117. Proves results related to the areas of triangles and
parallelograms between the same parallel lines.
C118. Finds areas of triangles and parallelograms using theorems
based on triangles and parallelograms between same
parallel lines.
C119. Defines circle, radius, diameter, arc (minor arc and major
arc), chord, segment (minor segment and major segment),
Content domain: Geometry central angle and subtended angles.
Chapter 10: Circles C120. Identifies interior, boundary and exterior of a circle.
Key concepts: LO5: Derives proofs of C121. Proves equal chords subtend equal angles at the centre
mathematical statements (and the converse).
Through examples, arrive at definition particularly related to C122. Proves a perpendicular from the centre of a circle to a
of circle and related concepts-radius, geometrical concepts, like CLO29: Proves and applies chord bisects the chord.
circumference, diameter, chord, arc, parallel lines, triangles, theorems related to C123. Proves a line drawn through the centre of a circle to bisect a
secant, sector, segment, subtended quadrilaterals, circles, circles. chord is perpendicular to the chord.
angle. etc., by applying axiomatic C124. Demonstrates that there exists a unique circle passing
1. (Prove) Equal chords of a circle approach and solves through three non-collinear points.
subtend equal angles at the centre problems using them. C125. Proves equal chords are equidistant from the centre
and (motivate) its converse. (and its converse).
C126. Proves results based on chord theorems.
C127. Recalls equal arcs of circle subtend equal angles
at the centre.

28
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes

2. (Motivate) The perpendicular from the C128. Proves that the angle subtended by an arc at the centre
centre of a circle to a chord bisects the is double the angle subtended by it at any point on the
chord and conversely, the line drawn remaining part of the circle.
through the centre of a circle to bisect C129. Proves that angles in the same segment of a circle
a chord is perpendicular to the chord. are equal.
3. (Motivate) There is one and only one C130. Proves that angle in a semicircle is a right angle.
circle passing through three given non- C131. Applies theorems related to angles of a circle to prove
CLO29: Proves and applies
collinear points. results.
theorems related to
4. (Motivate) Equal chords of a circle (or C132. Proves that if a line segment joining two points subtends
circles.
of congruent circles) are equidistant equal angles at two other points lying on the same side of
LO5: Derives proofs of the line containing the line segment, the four points lie on a
from the centre (or their respective
mathematical statements circle (i.e. they are concyclic).
centres) and conversely.
particularly related to C133. Proves that the sum of opposite angles of a cyclic
5. (Prove) The angle subtended by an geometrical concepts, like
arc at the centre is double the angle quadrilateral is 180o (and its converse).
parallel lines, triangles,
subtended by it at any point on the C134. Proves results based on cyclic quadrilaterals.
quadrilaterals, circles,
remaining part of the circle.
etc., by applying axiomatic
6. (Motivate) Angles in the same approach and solves
segment of a circle are equal.
problems using them.
7. (Motivate) If a line segment joining C135. Applies chord theorems to find unknown values of lengths
two points subtends equal angle and angles.
at two other points lying on the C136. Applies theorems related to angles of a circle to find
same side of the line containing the CLO30: Solves problems using unknown values.
segment, the four points lie circle theorems C137. Solves problems that use one or more circle theorems.
on a circle. C138. Applies theorem based on cyclic quadrilateral to find
8. (Motivate) The sum of either of the unknown values of angles.
pair of the opposite angles of a cyclic
quadrilateral is 180° and
its converse.

Content domain: Geometry CLO31: Constructs lines –

LO7: Constructs different
bisectors, angular bisector
Chapter 11: Constructions geometrical shapes like C139. Constructs bisectors of given line segment or sides.
(60°, 90°, 45°), equilateral
bisectors of line segments, C140. Recalls construction steps of replicating an angle.
Key concepts: triangles and triangles
angles and triangles C141. Constructs angles (60°, 90°, 45°).
1. Construction of bisectors of line with given conditions
under given conditions C142. Constructs angular bisector of any angle.
segments and angles of measure 60°, (such as base, sum/
and provides reasons for C143. Reasons and applies construction of line bisectors and angle
90°, 45° etc., equilateral triangles. difference of other two
the processes of such bisectors in the construction of triangles.
sides, perimeter and one
constructions.
or two base angles given).

29
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes
C144. Constructs triangles with given conditions (such as base,
sum/difference of other two sides, perimeter and one or
two base angles given).
2. Construction of a triangle given its C145. Reasons out the steps for construction with given
base, sum/difference of the other two conditions (such as base, sum/difference of other two sides,
sides and one base angle. perimeter and one or two base angles given) connecting
3. Construction of a triangle of given them to congruent triangle theorems.
perimeter and base angles C146. Analyses and relates to theorems or properties of shapes
that lead to construction.
CLO32: Justifies processes of
C147. Analyses steps of construction by relating to theorems and
constructions.
properties of shapes that lead to construction.
C148. Justifies each step of a construction.
Content domain: Mensuration C149. Identifies whether half base times height can be used to
Chapter 12: Heron’s Formula find area of a triangle.
LO6: Finds areas of all types CLO33: Applies Heron's formula.
Key concepts: C150. Applies Heron’s formula to find areas of triangles and
of triangles by using composite figures.
Area of a triangle using Heron's appropriate formulae and
formula (without proof) and its apply them in real life
application in finding the area of a situations. CLO34: Solves real life problems on C151. Solves real life problems on areas of triangle and other
quadrilateral areas of triangles. composite figures using appropriate formula.

C152. Visualizes the net of a 3D shape.

C153. Relates area of the net to surface area of the corresponding
Content domain: Mensuration CLO35: Derives formula to find 3D shape.
LO12: Derives formulae for C154. Differentiates between lateral surface area (LSA) and curved
Chapter 13: Surface Areas and total surface area, curved
surface areas and volumes surface area (CSA).
Volumes surface area and volume of
of different solid objects
cubes, cuboids, cylinders C155. Identifies the shapes for which LSA is equal to CSA
Key concepts: like, cubes, cuboids, right
and cones, spheres and C156. Recalls formulas for the lateral surface area, total surface
Surface areas and volumes of circular cylinders/cones,
hemispheres using hands area and volume of cuboid and cube.
cubes, cuboids, spheres (including spheres and hemispheres
on activity (such as nets) C157. Explains formulas for the lateral surface area, total surface
hemispheres) and right circular and applies them to
and uses these to solve area of cylinder and cone.
cylinders/cones objects found in the
problems on surface area C158. Recalls formulas for volumes of cylinder and cone.
surroundings
and volumes of solids. C159. Recalls formulas for the curved surface area, total surface
area and volume of sphere and hemi-sphere.
C160. Uses appropriate units of surface areas and volumes.

30
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes
CLO36: Applies formulas of total
surface area, curved C161. Calculates surface areas of solids using appropriate formula.
surface area and volume of
C162. Calculates volumes of solids using appropriate formula.
cubes, cuboids, cylinders
C163. Uses formulas to find unknown dimensions (height,
and cones, spheres and
radius etc).
hemispheres to solve
problems on surface area
and volumes of solids.
CLO37: Analyses and solves C164. Solve real world problems by applying surface area and
problems on surface area volume formulas of solid shapes.
and volume formulas in real C165. Estimates and approximates measures of area and volumes
world situations. of solid in real world context.
C166. Recognizes vocabulary related to types of data, related to
frequency distributions and class intervals.
C167. Constructs frequency table (ungrouped) from raw data
(qualitative and quantitative).
C168. Constructs frequency table (grouped) from raw
quantitative data.
CLO38: Analyses data by
Content domain: Statistics and C169. Classifies data that can be grouped vs that which cannot.
representing it in a
Probability C170. Retrieves frequency of given data-value(s) (ungrouped or
tabular form (grouped or
LO10: Analyses data by grouped) from a given frequency table.
Chapter 14: Statistics ungrouped).
representing it in different C171. Retrieves data-values (ungrouped and grouped) with a
Key concepts: given frequency from a given frequency table.
forms like, tabular form
Introduction to Statistics: Collection (grouped or ungrouped), C172. Retrieves data-values with highest or lowest frequency from
of data, presentation of data – tabular bar graph, histogram (with a given frequency table.
form, ungrouped / grouped, bar equal and varying width C173. Compares frequency of two data-values or two class-
graphs, histograms (with varying base and length), and frequency intervals from a given frequency table.
lengths), frequency polygons. Mean, polygon
median and mode of ungrouped data C174. Constructs bar graph from ungrouped tabulated
(qualitative) data.
CLO39: Analyses data by graphically
C175. Constructs histogram for grouped data with equal class-size.
representing it as bar graph,
C176. Constructs histogram for grouped data with varying
histogram (with equal and
class-size.
varying width and length),
C177. Recognizes that any grouped data can be represented
and frequency polygon.
through a histogram and a frequency polygon.
C178. Constructs frequency polygon for grouped data.

31
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes

C179. Classifies data based on the type of graphical

representation – bar chart vs histogram.
C180. Analyses a distribution given its bar chart.
C181. Analyses a distribution given its histogram.
C182. Analyses a distribution given its frequency polygon.
C183. Compares two distributions based on their frequency
polygons (drawn on the same axes).

C184. Recognizes vocabulary related to range, mean, median and

mode.
LO9: Identifies and classifies C185. Recognizes notations for data values (x1, x2… xn), frequencies
the daily life situations in CLO40: Computes mean, median (f1, f2… fn), summations and , and
which mean, median and and mode daily life mean (x̃).
mode can be used situations. C186. Computes mean for raw data.
C187. Computes mean from ungrouped frequency table.
C188. Computes median for raw data.
C189. Computes mode for raw data.

C190. Classifies situations in which mean can be computed vs

where it cannot be (based on type of data).
C191. Distinguishes situations in which mean can be computed
and is an appropriate measure of central tendency from
where it is computable but inappropriate.
C192. Provides example of situation in which mean can be
CLO41: Identifies daily life computed and is an appropriate measure of
situations in which mean, central tendency.
median and mode can C193. Provides example of situation in which mean can be
be used. computed but is inappropriate.
C194. Distinguishes situations in which median is an appropriate
measure of central tendency.
C195. Provides example of situation in which median is an
appropriate measure of central tendency.
C196. Classifies situations in which mode can be computed vs
where it cannot be computed (multimodal situations).

32
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes

Content domain: Statistics and C197. Computes the number of all possible outcomes of a random
Probability experiment in a given situation or from a frequency table.
C198. Recognizes the outcome(s) favourable to a given event
Chapter 15: Probability
CLO42:Calculates empirical C199. Computes the number of outcomes favourable to a given
Key concepts:
probability through event in a given situation or from a frequency table.
History, Repeated experiments and experiments. C200. Computes the empirical probability of a given event from
observed frequency approach to LO11: Calculates empirical
the given frequency table.
probability. probability through
experiments and describes C201. Recognizes empirical probability as relative frequency.
Focus is on empirical probability. (A large its use in words. C202. Recalls that probability must be from 0 to 1.
amount of time to be devoted to group
and to individual activities to motivate
the concept; the experiments to be
drawn from real-life situations, and from CLO43:Describes the use of
C203. Describes the use of empirical probability.
examples used in the chapter empirical probability.
on statistics)

33
Class X
Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes

C1. Observes that any two integers a and b (a > b) can be

expressed as a = b × quotient + remainder.
C2. States Euclid’s division Lemma.
C3. Uses Euclid’s division Lemma to find HCF of two numbers.
C4. Applies Euclid’s lemma to arrive at general forms of numbers
(such as odd numbers are of the form 4q + 1, 4q + 3).
C5. Recalls that the fundamental theorem of arithmetic is used to
Content domain: Number Systems find HCF/LCM for any two positive integers.
LO1: Generalises properties CLO1: Generalizes properties of
Chapter 1: Real Numbers C6. Uses the fundamental theorem of arithmetic to find either
of numbers and relations numbers and relations
Key concepts: among them studied among them to evolve one of LCM/HCF of two positive integers given the other.
earlier to evolve results – results – such as, Euclid’s C7. Applies the identity that HCF (a, b) × LCM (a, b) = a × b to find
Euclid’s division lemma, Fundamental
such as, Euclid’s division division algorithm, the LCM of any two positive integers a and b.
Theorem of Arithmetic – statements Fundamental Theorem of
after reviewing work done earlier and algorithm, Fundamental C8. Justifies the irrationality of √2, √3, √5 and other surds such as
Arithmetic.
after illustrating and motivating through Theorem of Arithmetic – m + p√n using the fundamental theorem of arithmetic.
examples, Proofs of irrationality of and applies them to solve C9. Expresses the prime factorization of a number in
√2, √3, √5, Decimal representation problems related to real exponential form.
of rational numbers in terms of life contexts.
C10. Uses the fundamental theorem of arithmetic to check the
terminating/non-terminating digit in the place of unit in the power of a number.
recurring decimals
C11. Justifies the classification of rational numbers into
terminating and non-terminating (recurring) decimals by
prime factorization of the denominator of its simplest form.

CLO2: Applies properties of

numbers and results (as
stated above) to solve C12. Solves HCF and/or LCM problems based on real life contexts.
problems related to real life
contexts.

34
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes

C13. Divides a polynomial by a linear, quadratic or cubic

polynomial and identifies the quotient and remainder.
C14. Rephrases the division of a polynomial by another polynomial
Content domains: Algebra CLO3: Applies division algorithm to in the form divisor × quotient + remainder.
Chapter 2: Polynomials polynomials. C15. Identifies by long division whether a given polynomial is a
LO2: Develops a relationship factor of another polynomial.
Key concepts: between algebraic and C16. Factorises a polynomial with long division given some of its
Zeros of a polynomial. Relationship graphical methods of zeroes.
between zeros and coefficients of finding the zeroes of a
quadratic polynomials. Statement and polynomial. C17. Utilises the relationship between the zeroes and coefficients
simple problems on division algorithm of a polynomial of degree less than 4.
CLO4: Utilizes the relationship
for polynomials with real coefficients C18. Models the change in the zero of a linear polynomial when
between zeroes and the
the coefficients are changed.
coefficients of a polynomial.
C19. Forms at least one quadratic polynomial given the sum and
product of its zeroes.

35
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes

CLO5: Models a real life context C20. Identifies variables given a real life situation related to linear
using a pair of linear relationships between two variables.
equations. C21. Forms two linear equations in two variables using given data.
C22. Plots the given equations of a pair of lines on the cartesian
plane and identifies their point of intersection, if it exists.
C23. Finds one variable in terms of the other using either equation
Content domains: Algebra of the given pair.
Chapter 3: Pair of Linear Equations in CLO6: Solves problems on linear C24. Substitutes in the other equation of the given pair and finds
Two Variables equations in two variables both variables.
graphically or algebraically. C25. Uses algebraic procedures on a pair of linear equations to
Key concepts:
eliminate one variable and solve for both variables.
Pair of linear equations in two variables C26. Reduces a given pair of equations or a situational problem to a
and graphical method of their solution, pair of linear equations using an appropriate substitution and
consistency / inconsistency. solves for the unknowns.
LO3: Finds solutions of pairs
Algebraic conditions for number of of linear equations in two C27. Selects graphs of equations of pairs of lines for which there is
solutions. Solution of a pair of linear variables using graphical no point of intersection.
equations in two variables algebraically and different algebraic C28. Differentiates between equations of pairs of lines which are
– by substitution, by elimination and methods. coincident and those which are parallel (by graphing).
by cross multiplication method. Simple
CLO7: Classifies linear equations as C29. Organizes pairs of lines into lines which are:
situational problems. Simple problems on
consistent or inconsistent, i. intersecting
equations reducible to linear equations.
and dependent or ii. parallel
independent and interprets iii. coincident
their geometric meaning, C30. Connects relationship between coefficients of terms in the
the type of solutions and the
equations of a pair of lines with the three categories:
relationship between the
i. intersecting
coefficients.
ii. parallel
iii. coincident
C31. Uses general formulae for both variables in terms of the
coefficients of the equations a1x + b1y + c1 =0 and a2x + b2y + c2
=0 to arrive at condition for existence of point of intersection.
C32. Uses the ratio of coefficients to identify if the solution to a
given pair of lines is unique, non-existent, or infinitely many.

36
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes
C33. Plots graph of quadratic y = x2 .
C34. Compares graphs of the functions:
i. y = ax² for positive and negative ‘a’
ii. y = x² + c for positive and negative ‘c’
CLO8: Explores the graph of a iii. y = (x + d)² for positive and negative ‘d’
quadratic function. C35. Compares the graphs of the function y = a(x + d)² + c for
positive and negative values of ‘a’, ‘c’ and ‘d’
C36. Draws conclusions about the shape of the graph, its vertex,
zero(es) and line of symmetry
Content domains: Algebra
C37. Expresses each of the above types in the form y = ax² + bx + c
Chapter 4: Quadratic Equations
C38. Expresses a quadratic equation ax2 + bx + c = 0 in the form (x +
Key concepts: m)(x + n) = 0.
Standard form of a quadratic equation LO4: Demonstrates strategies C39. Expresses a quadratic equation ax2 + bx + c = 0 in the form a(x
ax2 + bx + c = 0, (a ≠ 0). Solutions of of finding roots and + p)2 + q = 0.
quadratic equations (only real roots) determining the nature C40. Finds the roots of a quadratic equation by any method.
by factorization, and by using quadratic CLO9: Solves a quadratic equation
of roots of a quadratic C41. Classifies the roots of a quadratic equation as distinct/
ax2 + bx + c = 0.
formula. Relationship between equation. repeated/not real and rational/irrational.
discriminant and nature of roots.
C42. Finds the general formula for the roots of a quadratic
Situational problems based on quadratic equation.
equations related to day to day activities C43. Selects the most efficient method of solving a given quadratic
to be incorporated. equation.
C44. Identifies the discriminant of a quadratic equation.
CLO10: Explores the relationship C45. Relates the value of the discriminant to the nature of
between the nature of roots
the roots.
and the discriminant of a
quadratic equation. C46. Solves problems based on the relationship between the nature
of the roots and the discriminant of a quadratic equation.
CLO11: Solves situational problems C47. Forms a quadratic equation given a real life context.
based on quadratic C48. Solves quadratic equations based on mathematical and/or real
equations. life contexts.

37
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes
C49. Differentiates between arithmetic progressions and other
sequences.
C50. Obtains a term in a given arithmetic progression by identifying
the first term, the common difference and the number of
terms.
C51. Uses the notation of Tn and Sn for term and sum of n terms.
C52. Generalizes this procedure by arriving at the nth term given the
CLO12: Applies the formula for nth first term and common difference
Content domains: Algebra term and the sum of first
n terms of an arithmetic C53. Identifies that for any A.P. (a1, a2, ... ak), a1 + ak = a2 + ak-1 = ...
Chapter 5: Arithmetic Progressions progression. etc.
Key concepts: C54. Generalizes to find the sum of n terms of an arithmetic
LO5: Develops strategies to apply
progression
Motivation for studying Arithmetic the concept of AP to daily
life situations. C55. Differentiates between the sum of n terms and the nth term of
Progression Derivation of the nth term
an arithmetic progression
and sum of the first n terms of A.P. and
their application in solving daily life C56. Given the sums of different consecutive terms of an arithmetic
problems progression, finds the first term and common difference of the
progression
C57. Verifies if the terms identified in a given real life situation are
in A.P.
CLO13: Solves real life problems C58. Expresses a given real life problem in terms of an arithmetic
based on Arithmetic progression and identifies the first term, common difference
Progression. and number of terms.
C59. Finds unknowns using the formulas for the sum to n terms and
the nth term.

38
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes

Content domain: Geometry C60. Provides examples and non-examples of similar triangles.
Chapter 6: Triangles C61. Explains the conditions for two triangles to be similar.
LO6: Works out ways to CLO14: Analyses the concept of
similar triangles. C62. Distinguishes between congruent and similar figures.
Key concepts: differentiate between
congruent and similar C63. Reasons why all congruent figures are similar but two similar
Definitions, examples, counter examples figures need not be congruent.
of similar triangles. figures.
C64. Uses appropriate symbols (~, =̃, etc) and representation in
T
1. (Prove) If a line is drawn parallel to
writing the proof.
one side of a triangle to intersect the
other two sides in distinct points, the C65. Recalls that areas of triangles with same base and between
other two sides are divided in the same parallel lines are equal.
same ratio. C66. Proves Basic Proportionality theorem (and its converse).
2. (Motivate) If a line divides two sides C67. Proves that if the corresponding angles are equal in two
of a triangle in the same ratio, the line triangles, then their corresponding sides are in the same ratio
is parallel to the third side. and hence the two triangles are similar.
3. (Motivate) If in two triangles, the C68. Proves that in two triangles, if the sides of one triangle are
corresponding angles are equal, their proportional to the sides of the other triangle, then their
CLO15: Proves theorems related to corresponding angles are equal and hence the two triangles
corresponding sides are proportional
similar triangles.
and the triangles are similar. are similar.
4. (Motivate) If the corresponding sides C69. Proves that if one angle of a triangle is equal to one angle of
of two triangles are proportional, LO7: Establishes properties the other triangle and the sides including these angles are
their corresponding angles are equal for similarity of two proportional, then the two triangles are similar.
and the two triangles are similar. triangles logically using C70. Proves results/riders based on similarity of triangles.
5. (Motivate) If one angle of a triangle is different geometric criteria C71. Proves that the ratios of the areas of two similar triangles
equal to one angle of another triangle established earlier such equals the ratio of the squares of their corresponding sides.
and the sides including these angles as, Basic Proportionality
C72. Analyses conditions to prove similarity of triangles
are proportional, the two triangles are Theorem, etc.
C73. Uses basic proportionality theorem to find unknown length(s).
similar. CLO16: Solves problems related to
similar triangles. C74. Uses theorem on areas of similar triangles to find unknown
6. (Motivate) If a perpendicular is drawn
length(s) and/or area(s) of triangles.
from the vertex of the right angle of
a right triangle to the hypotenuse, C75. Proves Pythagoras theorem (and its converse).
the triangles on each side of the C76. Applies Pythagoras theorem to prove results.
CLO17: Proves Pythagoras theorem.
perpendicular are similar to the whole C77. Proves the relationship that exists when the perpendicular is
triangle and to each other. drawn from the vertex of the right- angle to the hypotenuse.
7. (Prove) The ratio of the areas of two CLO18: Solves problems based on C78. Apply Pythagoras theorem to find the unknown side(s) in a
similar triangles is equal to the ratio the Pythagoras theorem. right-angle triangle.
of the squares of their corresponding C79. Establishes that two lines are perpendicular by using converse
sides. of Pythagoras theorem.

39
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes
8. (Prove) In a right triangle, the square
on the hypotenuse is equal to the
sum of the squares on the other two
sides.
9. (Prove) In a triangle, if the square
on one side is equal to sum of the
squares on the other two sides, the
angles opposite to the first side is a
right angle.
C80. Plots two points given coordinates and describes the path
from one point to the other along x- and y-axes given
coordinates of both points.
C81. Derives formula for mid-point of two points (x1, y1) and (x2,
y2) (by finding congruent triangles).
LO8: Derives formulae to C82. Generalizes mid-point formula to section formula (internal
Content domain: Coordinate Geometry   establish relations for division) (by finding similar triangles).
geometrical shapes in the
Chapter 7: Coordinate Geometry C83. Uses Pythagoras theorem to obtain distance between two
context of a coordinate CLO19: Derives the section formula,
points (x1, y1) and (x2, y2).
Key concepts: plane, such as, finding the the area formula and the
distance between two distance formula. C84. Derives the formula for the centroid of a triangle joining the
Concepts of coordinate geometry, graphs points (x1, y1) (x2, y2) and (x3, y3).
given points, to determine
of linear equations. Distance formula.
the coordinates of a point C85. Derives the formula for the area of a triangle joining the points
Section formula (internal division). Area between any two given (x1, y1) (x2, y2) and (x3, y3).
of a triangle. points, to find the area of a C86. Given coordinates of points applies reasoning to solve
triangle, etc. problems such as finding:
i. Distances
ii. Coordinates of points dividing a line in a particular ratio
iii. Types of triangles
iv. Types of quadrilaterals
v. Collinearity of given points

40
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes
C87. Explains vocabulary related to a right triangle with
reference to one of its acute angles: complementary angle,
hypotenuse, opposite side and adjacent side.
C88. Recalls that two right triangles with the same acute angle
are similar.
C89. Recalls that corresponding sides are proportional for any two
similar triangles.
CLO20: Determines all trigonometric C90. Explains the concept of constant ratios of sides of a triangle
Content domain: Trigonometry ratios with respect to a in which all three angles remain the same.
Chapter 8: Introduction to Trigonometry given acute angle (of a right C91. Defines sine, cosine, tangent, cotangent, secant and cosecant
triangle). of an acute angle (in a right triangle) as ratios of
Key concepts:
LO9: Determines all appropriate sides.
Trigonometric ratios of an acute angle trigonometric ratios with C92. Demonstrates understanding of notations for the six
of a right-angled triangle. Proof of their respect to a given acute trigonometric ratios and their squares.
existence (well defined); motivate the angle (of a right triangle)
C93. Given one of the trigonometric ratios of an acute angle, finds
ratios whichever are defined at 0° and and uses them in solving
the others.
90°. Values of the trigonometric ratios of problems in daily life
30°, 45° and 60°. Relationships between C94. Determines sine, cosine, tangent, cotangent, secant and
contexts like finding heights
the ratios. cosecant of standard angles such as 0°, 30°, 45°, 60° and 90°.
of different structures or
distance from them. C95. Solves problems using trigonometric ratios of a standard
Proof and applications of the identity
angle to find angles or sides of a given right triangle.
sin2A + cos2A = 1. Only simple identities
C96. Simplifies an expression based on the values of
to be given. Trigonometric ratios of
trigonometric ratios.
complementary angles.
C97. Proves trigonometric identities based on
CLO21: Uses trigonometric ratios to Pythagoras theorem.
solve simple problems. C98. Solves simple problems based on the properties of
trigonometric ratios of complementary angles.
C99. Simplifies expressions based on trigonometric ratios and
identities.
C100. Justifies expressions based on trigonometric ratios
and identities.

41
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes
Content domain: Trigonometry LO9: Determines all
Chapter 9: Some Applications of trigonometric ratios
with respect to a given C101. Uses vocabulary related to heights and distances problems –
Trigonometry
acute angle (of a right CLO22: Uses the six trigonometric for example: line of sight, angle of elevation/depression
Key concepts: triangle) and uses them ratios of standard angles to C102. Draws labelled diagrams (involving the right triangle and the
Simple problems on heights and in solving problems in solve problems in daily life acute angle) representing the given situation.
distances. Problems should not involve daily life contexts like contexts. C103. Finds the height/depth or length of an object or the distance
more than two right triangles. Angles of finding heights of different between two distant objects using trigonometric ratios.
elevation / depression should be only 30°, structures or distance from
45°, 60°. them.

Content domain: Geometry C104. Identifies the angle made by the radius and the tangent.
C105. Proves the tangent at any point of a circle is perpendicular to
Chapter 10: Circles
CLO23: Prove theorems related to the radius through the point of contact.
Key concepts: tangent. C106. Recalls number of tangents that can be drawn from an
Tangent to a circle at, point of contact LO10: Derives proofs of theorems external point to any given circle.
1. (Prove) The tangent at any point of a related to the tangents of C107. Recalls RHS congruency.
circle is perpendicular to the radius circles. C108. Proves the lengths of tangents drawn from an external point
through the point of contact. to a circle are equal.
2. (Prove) The lengths of tangents C109. Proves results related to tangents to a circle to solve
drawn from an external point to a CLO24: Solves problems related to problems.
circle are equal. tangent of a circle.
C110. Uses tangent theorems to find unknown values.
CLO25: Divides a line segment in a C111. Applies properties of similarity to divide a line segment in a
LO11: Constructs — a triangle
Content domain: Geometry given ratio. given ratio.
similar to a given triangle
as per a given scale factor CLO26: Constructs a triangle similar
Chapter 11: Constructions
to given triangle as per the C112. Constructs similar triangle to a given scale factor.
a pair of tangents from
Key concepts: given scale factor.
an external point to a
1. Division of a line segment in a given circle and justifies the CLO27: Constructs a pair of tangents
ratio (internally). procedures. to a circle from an external C113. Constructs a pair of tangents to a circle.
2. Tangents to a circle from a point point.
outside it. C114. Analyses and relates to theorems or properties of shapes
LO12: Examines the steps of CLO28: Justifies whether given steps that leads to construction.
3. Construction of a triangle similar to a
geometrical constructions of a particular construction
given triangle. C115. Justifies each step of a construction.
and reasons out each step. are appropriate.
C116. Designs steps to construct composite geometric shapes.

42
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes
C117. Recognises circumference, arc, sector and segment of a
circle.
C118. Recalls nature of pi.
CLO29: Derives formulas related to
Content domain: Mensuration circumference and area of C119. Recalls circumference formula.
a circle, arc length, area of C120. Relates circumference to radius.
Chapter 12: Areas Related to Circles
sector and area of segment. C121. Derives formula for arc length of a circle.
Key concepts:
C122. Derives formula for area of sector of a circle.
Motivate the area of a circle; area LO16: Derives formulas related to
C123. Derives formula for area of segment of a circle.
of sectors and segments of a circle. circles, and applies them to
Problems based on areas and perimeter solve problems related to C124. Applies formulas on areas and lengths related to circles to
/ circumference of the above said plane daily life. solve problems.
CLO30: Applies formulas related to C125. Uses formulas on areas and lengths related to circles to find
figures. (In calculating area of segment of
circumference and area of unknown measurements.
a circle, problems should be restricted to a circle, arc length, area of
central angle of 60°, 90° and 120° only. sector and area of segment. C126. Estimates and approximates measures of area and lengths.
Plane figures involving triangles, simple C127. Uses appropriate units to find the measure of areas and
quadrilaterals and circle should be taken.) lengths related to circles.
CLO31: Solves problems on areas
C128. Applies formulas of areas and lengths related circles to solve
related to circle, sector and
mathematical and/or real-world problems.
segments.

43
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes
CLO32: Derives the surface area C129. Explains formula of lateral surface areas, total surface areas
and volume of combination and volumes of frustum of a cone.
of shapes such as (cube,
C130. Visualizes the net of combined solids.
Content domain: Mensuration cuboid, sphere, hemisphere,
cone, and cylinder) and C131. Relates area of the net to the surface area of the
Chapter 13: Surface Areas and Volumes frustum of a cone. corresponding combined solid.
Key concepts: C132. Synthesizes formulas for the curved surface area, total
LO13: Finds surface areas and
1. Surface areas and volumes of CLO33: Solves problems based on surface area and volume of solids formed by combination of
volumes of objects in the
combinations of any two of the surface area and volume of any two of cuboid, cylinder, cone and hemisphere to find the
surroundings by visualising
following: cubes, cuboids, spheres, different shapes and their unknown measures.
them as a combination of combinations.
hemispheres and right circular C133. Uses appropriate units of surface areas and volumes of
different solids like cylinder
cylinders/cones. Frustum of a cone. solids.
and a cone, cylinder and a
2. Problems involving converting C134. Uses surface area and volume formulas of 3D shapes to solve
hemisphere, combination
one type of metallic solid into real life problems related to frustum and combined solids.
of different cubes, etc.
another and other mixed problems.
C135. Identifies situations where two volumes are equal and/or
(Problems with combination of not CLO34: Solves problems on surface where two surface areas are equal.
more than two different solids be area and volume formulas in
real world situations. C136. Uses surface area and volume formulas of solids to solve
taken).
problems related to conversion of one solid to another.
C137. Estimates and approximates measures of area and volumes
of solid in real-world context.

44
 Content Domain Specific Learning
Content Domain, Chapter, Key Concepts Learning Outcomes – NCERT Indicators
Outcomes
C138. Computes mean for ungrouped tabulated data.
CLO35: Calculates and interprets C139. Computes mean for grouped data.
mean for tabulated data. C140. Interprets the meaning of the computed mean of
a given dataset.
C141. Determines cumulative frequencies of ungrouped tabulated
data.
Content domain: Statistics and C142. Determines median for ungrouped tabulated data.
Probability   C143. Computes cumulative frequencies for grouped data.
Chapter 14: Statistics LO14: Calculates mean, median C144. Recalls the median formula and what each part represents.
and mode for different sets CLO36: Determines and interprets C145. Computes median for grouped data using the formula.
Key concepts: of data related with real median for tabulated data. C146. Constructs less than and more than ogives.
Mean, median and mode of grouped life contexts C147. Retrieves median from the intersection of less than ogive and
data (bimodal situation to be avoided). the line y = N/2.
Cumulative frequency graph. C148. Retrieves median from the intersection point of the ogives.
C149. Interprets the meaning of the computed median of a given
dataset.
C150. Recalls the mode formula and what each part represents.
CLO37: Calculates and interprets C151. Computes mode for grouped data.
mode for grouped data. C152. Interprets the meaning of the computed mode of a given
dataset.
C153. Recalls the probability of a sure event.
C154. Recalls the probability of an impossible event.
C155. Computes the probability of an event with equally likely
outcomes.
CLO38: Determines the probability C156. Computes the probability of an elementary event.
Content domain: Statistics and of an event. C157. Explains the probability of an event.
Probability   C158. Computes the probability of a complementary event.
Chapter 15: Probability LO15: Determines the probability C159. Computes the probability of an event using measurement for
of an event and applies the a continuous sample space.
Key concepts: concept in solving daily life C160. Selects correct probability from given options .
Classical definition of probability. Simple problems. C161. Recognizes the elementary events in daily life context.
problems on finding the probability of C162. Determines the probabilities of the elementary events in
an event. daily life context.
CLO39: Applies the concept of
C163. Computes the probability of an event in daily life context
probability in solving daily
using count (discrete probability i.e., countable sample
life problems.
space).
C164. Computes the probability of an event in daily life context
using measurement for a continuous sample space.

45
10. Sample Pedagogical Processes and Assessment
Strategies for Classroom Purpose
NCERT's secondary stage learning outcomes document provides a common set of pedagogical processes for each subject. Here we have moved from the
general to the particular and furnished specific pedagogical processes and assessment strategies for a selected chapter each from classes 9 and 10. This
has been done to enable teachers to derive principles for making the alignment between learning outcomes, pedagogical practices and assessment in their
classrooms. The key principles considered while designing the pedagogical processes and assessment strategies are that they should be:
• Learner centred
Д Since new knowledge is built over existing knowledge, both pedagogy and assessment focus on learners’ pre-requisite knowledge, skills, attitudes, and
the beliefs that they bring into the classroom setting.
Д Emphasis on constructivist approaches to learning with the learner being at the centre of the learning process as an active constructor of knowledge.
Д Learning to be learner-driven with scope for investigation, exploration, conjecture-making and construction of proofs having mathematical rigor and
validity.
Д Pedagogical approach and choice of examples to reflect the learner’s context and environment.
• Learning outcome centred
Д Learning outcomes indicate what a learner will be able to do at the end of an instruction unit. The destination should be achieved by precisely breaking
down the Curricular Expectations and the Vision for teaching school mathematics to more measurable and observable behaviour for each class.
Д Learners learn better when the method of teaching, learning activities and assessment strategies are all aligned well to the learning outcomes. Pedagogical
processes and assessment strategies shall be aligned to both content domains and cognitive skills so as to develop the mathematics process skills.
• Assessment centred
Д Assessments should be viewed as an integral part of pedagogy and focus on giving timely individualized feedback to learners. Quality formative
assessments to be designed so as to modulate learners understanding of their own learning and help teachers adapt their pedagogy based on learner
performances.
Д Multiple modes of assessment including portfolios, project work, presentations, written and oral assignments to be used to provide a scope to reflect
individual capacities of a learner.
• Classroom centred
Д Cooperative and peer-supported teaching learning activities to be used to empower learners to take charge of their own learning.
Д Peer assessment involving learners assessing work of their peers against set assessment criteria to be used.
46
Class IX
Content Domain: Geometry
Chapter 1: Triangles

Learning outcomes and

Pedagogical Processes Assessment Strategies
indicators

• Give sets of 2D shapes of different types some of the same size and some of different sizes (triangles, quadrilaterals,
LO4: Identifies similarities pentagons) to small groups and get learners to sort and categorize in all possible ways (based on number of sides,
and differences measure of sides and angles, shape and size)
among different • Ask learners to explain reasons on sorting done to their peers.
geometrical shapes • Ask them how they would explain their reasons using mathematical language
CLO19. Analyses similarities • Steer the discussion to focus on
and differences a. How some shapes are congruent, some are not congruent but look similar and those which look different
between parts of b. The language being used while justifying. (Use of terms and symbols, clear and mathematical communication)
shapes (lines, angles • Get the learners to recall when two shapes are congruent to each other, and the terms and symbols related to
and triangles) congruency. • List the things around you
Indicators: that are equal in shape
C88. Expresses arguments Questions for Discussion and Suggested Activities:
1. Ask the learners to identify corresponding parts in the given sets of congruent shapes (triangles and quadrilaterals). and size. Draw them and
related to triangles in show the equality of
the process of proof 2. Get learners to define triangle, parts of a triangle and represent it by drawing and naming.
3. Learners to explore – make cutout of triangle, trace the triangle name it as ΔABC. Now, learners to again trace the corresponding parts.
using mathematical
cutout to get a second triangle that is placed related to ΔABC in one of the following ways: • Identify corresponding
language and
a. having a vertex common parts of congruent
symbols
b. having a side common polygons given a
C89. Identifies statement on congruency.
c. having an angle common (but the two triangles don’t superimpose on each other)
corresponding parts
• Draw two congruent
of two triangles Note that for each of the three cases, ΔABC (and the second triangle) must be traced separately. In each case, learner to
triangles label and mark
(which may or may label the new triangle, mark the corresponding parts. Ideally, they should be asked to argue why they consider two sides
the corresponding parts.
not be congruent to to be corresponding sides and if they are equal why they are. Same applies to angles.
State the equalities.
each other)
C90. Analyses equality of 4. Get learners to analyze equality of corresponding sides of the pair of shapes (label and use mathematical language and
corresponding parts symbols to show relations.)
of the congruent
shapes
C91. Identifies common
parts of two shapes

47
 Learning outcomes and
Pedagogical Processes Assessment Strategies
indicators

LO5. Derives proofs • Learners to recall necessary and sufficient conditions for congruency of two triangles • Explore under what
of mathematical Questions for Discussion and Suggested Activities: condition of SSA you
statements could draw a triangle.
1. Get learners to draw pair of triangles, label and mark corresponding parts to show congruence rules (SAS, ASA, AAS,
particularly related • In a given set of triangles
SSS and RHS)
to geometrical identify congruent
2. Game (played in pairs)
concepts, like parallel triangles and justify.
a. Learner A to construct a triangle with the given measurements (use one of the rules) and name it ∆ABC.
lines, triangles,
b. Now, learner A to give minimum instructions to learner B to construct the triangle ∆PQR congruent to the triangle • Given jumbled arguments
quadrilaterals, circles,
∆ABC. Condition – make use of measures not given in the construction of ∆ABC. of the proof of a result,
etc., by applying
3. Learners to verify congruence rule by construction. sequence them in logical
axiomatic approach
a. Draw any triangle ∆PQR. Now construct triangle ∆ABC using SAS, ASA, AAS, SSS. order to complete the
and solves problems
b. How would you say ∆ABC � ∆PQR? proof of the given result.
using them
4. Learners to verify why AAA and SSA are not congruence rule by construction. • Uses congruence rules to
CLO20. Proves theorems
a. Draw any triangle ∆PQR. Now construct triangle ∆ABC such that /_ A = /_ P, /_ B = /_ Q, /_ R = /_ C and base of prove given geometrical
related to triangle any length.
congruency results.
b. How would you show that the two triangles are not the same in size? (Do a similar experiment for SSA)
• State true/false -
Indicators: 5. For the above experiment ask the learners to suggest at least 1 additional condition needed to establish the
Equilateral triangles have
congruence between two triangles.
[Link] SAS congruence all sides equal and all
rule 6. Get the learners to justify why the condition suggested establishes congruence. angles equal, hence all
C93. Applies SAS rule to 7. Introduce SAS congruence rule as axiom. equilateral triangles are
prove congruency of 8. Now, show learners how with SAS axiom ASA, AAS, SSS and RHS conditions for congruent triangles can be proved by congruent. Justify your
triangles following approach: response.
C94. Derives equivalent - Get the learners to list out the geometrical facts (definition, axioms and theorems) on lines and angles and triangles.
conditions for - Get the learners to detail the given information in the mathematical statement (theorem)?
congruent triangles - Let them look from the list the information which led to process/logical steps for proof
(ASA, AAS, SSS and RHS)
9. Ask the learners to use above approach to prove triangle properties
C95. Proves results related
to pair of sides and pair
- Equal angles have equal sides opposite to them.
of angles of a triangle   - Equal sides have equal angles opposite to them.
C96. Proves that the sum by applying congruence rule.
of any two sides of a 10. Get learners to explore triangle inequality property by experiment method (construction).
triangle is greater than 11. Encourage learners to derive proof by deductive reasoning (following steps mention in point 7) and help them to see
the third side. the axiomatic structure.
C97. Proves results using
triangle inequality
theorems

48
Learning outcomes and
Pedagogical Processes Assessment Strategies
indicators

LO5. Derives proofs

of mathematical
statements
particularly related
to geometrical
concepts, like
parallel lines,
• Cite examples and
triangles,
describes how
quadrilaterals,
• Get learners to recall triangle congruence rules, triangle equality properties and triangle inequality properties congruency is applied in
circles, etc., by
real – world situations.
applying axiomatic Questions for Discussion and Suggested Activities:
approach • Construct a triangle
1. Show the use of congruency in real – world situation.
and solves problems congruent to the given
2. Guide learners on a project to find how knowledge of congruency has contributed to human development. (Example: triangle.
using them ornament making, quilting, building bridges/big structures)
CLO21. Applies theorems
3. Get learners to solve problems related to real world situation by applying congruent triangles.
and axioms
related to triangle
congruency

Indicators:
C98. Applies the concept
of congruent
triangles in solving
problems

49
 Learning outcomes and
Pedagogical Processes Assessment Strategies
indicators

LO5. Derives proofs

of mathematical
statements
particularly related
to geometrical
concepts, like parallel
lines, triangles,
quadrilaterals, circles, • Uses algebra to find
etc., by applying Questions for Discussion and Suggested Activities: unknown measures
axiomatic approach 1. Get learners to list out congruency theorems and triangle properties. of sides and angles of
and solves problems 2. Show how to apply knowledge of congruent triangles in finding unknown values. congruent polygons.
using them 3. Give pairs of congruent triangles with certain parts unknown and get learners to find unknown measure by applying • Finds the value of
CLO22. Solves problems congruency theorems and triangle properties. unknown in given pair of
using congruency congruent triangles.
theorems
Indicators:
C99. Applies congruency
theorems to find
sides and angles in
triangles

50
Learning outcomes and
Pedagogical Processes Assessment Strategies
indicators

LO5. Derives proofs

of mathematical
statements
particularly related
to geometrical
concepts, like parallel
lines, triangles,
quadrilaterals, circles,
etc., by applying
axiomatic approach
and solves problems • Ask learners to draw triangle and identify parts of triangle like - side/angle opposite to given side/angle • Uses triangle inequality
using them • Recalls facts on triangle inequality theorem property to prove results.
CLO23. Utilizes triangle • With the given perimeter
Questions for Discussion and Suggested Activities:
inequality theorem of triangle, find possible
1. Get learners to solve problems related to sequencing sides or angles in a triangle by applying triangle inequality integer lengths of
Indicators: theorem. triangle.
C100. Recognises side and
angle facing side of a
triangle
C101. Applies triangle
inequality theorems
to order sides
(shortest, medium,
longest) and angles
(smallest, medium,
largest) in triangles

51
Class X
The following pedagogical process for statistics has been designed keeping in mind the fact that the more common pedagogical approach to this chapter is a
formula-based approach, which does not explain the reasoning behind the development of the formula. If statistics is to be used with understanding at the
higher level, then the latter approach is crucial to lay a solid foundation for this content domain. As some of the ideas mentioned have not been addressed
even in the textbook, they are elaborated in the appendix for the benefit of the user of this document.

Content Domain: Statistics and Probability

Chapter 14 – Statistics

Learning outcomes and indicators Pedagogical Processes Assessment Strategies

General ideas:
• Since the focus is to compute mean, median and mode from grouped data, it doesn’t make sense to
start with raw data
• Select a collection of grouped data such that they include symmetric, left-skewed and right-skewed
distributions – these will help in discussing which of mean, median, mode is most appropriate and why
• Revisit ungrouped data, graph of the same – stick diagram (bar with zero width), and link it to mean and
mode in particular – before discussing mean, median, mode from grouped data
• Draw graphs of grouped data – histogram/ogive
• Extend the meaning of mean, median and mode to grouped data and the corresponding histogram/
LO14: Calculates mean, median ogive • Draw the histogram for the given
and mode for different sets • Link the formulas of mean, median and mode to histogram/ogive and derive them data
of data related with real life
• Identify any unknown frequency
contexts Stick Figures

52
Learning outcomes and indicators Pedagogical Processes Assessment Strategies

What is mean?
• Revisit the meaning of mean and the two ways of interpreting it – (i) the fair share model and (ii) the
fulcrum model – as illustrated below
• For ungrouped distribution, discuss the fair share model: If the data values are evenly distributed, what
will be the uniform value?

CLO35. Calculates and interprets

mean for tabulated data  
• Link the above to non-frequency bar chart where each bar represents a data value, which is
Indicators: proportionate to the height of the corresponding bar (number of bars = total frequency)
C142. Computes mean for • Ask: What would be the common height if the heights of the bars are redistributed evenly across all
ungrouped tabulated data   bars?
C143. Computes mean for grouped • Derive mean from the bars
data • Find mean of given data –
• Use the stick diagram to discuss the fulcrum model where the diagram gets balanced ungrouped or grouped
C144. Interprets the meaning of
the computed mean of a given • Derive the above formula from where x = m is the position of the fulcrum • Relate mean of grouped data
data set • (See appendix ‘Mean’ for a deeper connection between these two models) to the location of the fulcrum
balancing the histogram

Mean for grouped data

• Use the same fulcrum notion for grouped data using a histogram
• Since, we don’t know the location of each data point within any class, assume uniform distribution
within each class
• Thus, deduce that the fulcrum for each class to be at the class mark

53
 Learning outcomes and indicators Pedagogical Processes Assessment Strategies

• Thus convert the histogram to a stick diagram and then derive the formula to compute mean for
grouped data
• Note that the stick diagram corresponds to the class marks and their corresponding frequencies and
that’s all that is used to compute mean of any grouped data

Assign different grouped distributions to different groups of learners and get them to find the mean by
drawing the histogram and the corresponding stick diagram
[Different groups of learners can be asked to find grouped data on their own as well]
Appropriateness of mean
• Compute mean for various types (symmetric, left-skewed, right-skewed) of grouped distributions
• Observe the positions of means (i.e. fulcrum) with respect to the corresponding histograms
• Discuss in which cases mean is appropriate and where it is not

CLO36. Determines and interprets What is median? • Find cumulative frequencies of

median for tabulated data • Revisit what is a median of (ungrouped) data, what does it mean (that it halves the data) and how it is given ungrouped data
computed • Find frequencies of ungrouped
Indicators:
data given cumulative frequencies
C145. Determines cumulative Why median? of the same
frequencies of ungrouped • Discuss situations where median may be a better measure of central tendency that mean with suitable • Find median of ungrouped data
tabulated data (ungrouped) data • Relate median as the data value
C146. Determines median for that halves the histogram
Cumulative frequencies
ungrouped tabulated data
• Pick an ungrouped frequency tables such that the frequencies are large (at least 3 frequencies > 10) and • Find cumulative frequencies of
C147. Computes cumulative given grouped data
let learners experience the tediousness of ordering all the data values
frequencies for grouped data • Find frequencies of grouped data
• Introduce cumulative frequencies – less than and more than – for this ungrouped data and use that to
C148. Recalls the median formula demonstrate how cumulative frequency helps in finding the median of ungrouped data by narrowing given cumulative frequencies of
and what each part represents down on N/2th or (N + 1)/2th data value (for even or odd N respectively; N = total frequency the same

54
Learning outcomes and indicators Pedagogical Processes Assessment Strategies

Median with grouped data

• Pose a situation where median would be a more appropriate measure than mean with grouped data
• Ask learners how one can find the median for this data
• Observe that it is impossible to find individual data values from a grouped frequency table, and
therefore impossible to find N/2th or (N + 1)/2th data value
• Discuss how median should be interpreted with respect to histogram –
C149. Computes median for grouped Д since median for ungrouped data halves the data values
data using the formula Д frequencies are proportionate to the heights of the rectangles • Draw ogives of given data
C150. Constructs less than and more Д therefore, area of histogram is proportionate to total frequency N • Find the point of intersection of
than ogives Д therefore, median is M such that the line x = M halves the histogram in terms of area the ogives
C151. Retrieves median from the • Find the median from a grouped distribution using above • Find the point of intersection of
intersection of less than ogive • Assign different grouped distributions to different groups of learners and get them to find the median any ogive and the line y = N/2
and the line y = N/2 through this method • Find the median of given grouped
[Different groups of learners can be asked to find grouped data on their own as well] data
C152. Retrieves median from the
intersection point of the • Collate the findings from each group in a table and derive the median formula from there (see reference • Consider both mean and median
ogives ‘Median from histogram’ for details) of grouped data with respect to
• Revisit histograms of various types (symmetric, left-skewed, right-skewed) by computing both mean and its histogram and conclude which
C153. Recalls the meaning of the
median and discuss which one is more appropriate and why one is more appropriate
computed median of a given
data set Ogives
• Introduce ogives as an easier way to find the median and as the graphs that represent cumulative
frequencies
• Discuss how cumulative frequencies should be written (e.g. class upper limit with less than cumulative
frequencies and why)
• Draw ogives – less than and more than – and observe that they are almost mirror of each other and
why so (see reference ‘Median from ogives’ for details)

55
 Learning outcomes and indicators Pedagogical Processes Assessment Strategies

Median from ogive

• Discuss how the less than ogive can be used to find the median – generalize the ungrouped situation to
splitting the ogive by y = N/2 and finding the x-coordinate of the point of intersection of this horizontal
line with the ogive (see reference ‘Median from ogives’ for details)
• The median M can be computed using the similar triangles ΔAIB and ΔAHE, especially using the ratios
involving the bases and heights of these triangles

• As before, assign different grouped distributions to different groups of learners and get them to find the
median by drawing the ogive
[Different groups of learners can be asked to find grouped data on their own as well]
• Collate the findings from each group in a table and derive the median formula from there (see reference
‘Median from ogive’ for details)
• Discuss how the ogives intersect at y = N/2 i.e. at the median – again working out examples from
several groups can help in understanding general case (see reference ‘Median from ogives’ for details)
Optional
• Consider grouped distributions which have outlier(s)
• Find both mean and median for such a distribution (i) with outlier(s), and (ii) without outlier(s)
• Observe how much the mean changed vs how much the median changed due to the outlier
• Discuss (i) how to identify and outlier, and (ii) which is better – mean or median – when there
is an outlier

56
Learning outcomes and indicators Pedagogical Processes Assessment Strategies

• Revisit mode of ungrouped data

Mode for grouped data
• Discuss mode for grouped data –
Д Start with a histogram
Д Identify the modal class
Д Observe how it is impossible to pinpoint exact location of the mode within the modal class
Д Illustrate with an example – suppose the modal class is 20-30 and the modal frequency is 7, the data
values in the modal class can be 21, 21, 21, 21, 22, 22, 23 or 28, 29, 29, 29, 29, 30, 30
• Discuss why the mode should be derived using the top 4 points (F, G, H and K in the diagram) on the
rectangle corresponding to the modal class
CLO37. Calculates and interprets • Identify the modal class(es) (in
mode for grouped data all possible situations including
consecutive ones)
Indicators:
• Identify the mode on the
C154. Recalls the mode formula and histogram
what each part represents • Compute mode of given
C155. Computes mode for grouped grouped data
data • Identify whether mode is closer to
C156. Interprets the meaning of the the next class, or to the previous
computed mode of a given class, based on the frequencies of
data set these classes

(see appendix ‘Mode’ for details)

• Draw the slant lines (FH and GK) joining these 4 points and find the x-coordinate of their point of
intersection (E)
• Mode is the x-coordinate of E i.e. m and it can be obtained considering the two pairs of similar triangles
• ΔFHG and ΔEHJ => FG/EJ = GH/JH => FG × JH = GH × EJ
• ΔKGH and ΔEGJ => KH/EJ = GH/GJ => KH × GJ = GH × Ej
• KH × GJ = GH × EJ = FG × JH => (f2 – f1)(m – l) = (f1 – f0)(l + c – m)
• Demonstrate this with numerical values for lower bound of modal class = l, class-width = c, and the
frequencies f0, f1 and f2 and solve for the mode = m

57
 Learning outcomes and indicators Pedagogical Processes Assessment Strategies

• As before, assign different grouped distributions to different groups of learners and get them to find the
mode by drawing the histogram
• [Different groups of learners can be asked to find grouped data on their own as well]
• Collate the findings from each group in a table and derive the mode formula from there (see appendix
‘Mode’ for details)
• It is a good idea to vary the frequencies of the classes adjacent to the modal class i.e. f0 and f2 to
observe how the slant lines change and therefore how the mode shifts
Optional
• Discuss how to adopt this formula when modal class is an extreme class by using the histogram
• Discuss how to adapt this formula if there are more than one consecutive modal classes
• Outlier(s) and mode:
Д Get grouped data with outlier(s)
Д Compute mode for both (i) with outlier(s) and (ii) without outlier(s)
Д Check how much mode changed due to outlier(s)

58
11. Question Paper Design
Class X
Content domain Marks distribution Item types Number of questions Marks distribution

Number Systems 6 Multiple Choice Questions 15 15

Algebra 20 Constructed Response Questions* 25 65

Coordinate Geometry 6 40 80

Geometry 15 *Type of CR questions

Trigonometry 12 Short Answer 1 (2 marks) 14 28

Mensuration 10 Short Answer 2 (3 marks) 7 21

Statistics and Probability 11 Long Answer (4 marks) 4 16

Total 80 25 65

59
 Marks
Cognitive process Assessment objective Thinking process
distribution

• Define
• Recall and provide examples, illustrations
• Recall symbols, vocabulary, notation
• Recall facts, formulas
Demonstrate knowledge and • Recognise patterns
Knowing understanding of mathematical ideas, • Relate two concepts 20
techniques and procedures • Reproduce (including measure, compute, construct) procedures and proofs
• Recall and explain
• Differentiate between/among (based on recall of properties)
• Retrieve information
• Reframe using recall of definitions

• Identify by connecting known properties and definitions to given context or situation

• Classify by connecting properties or using information from given data
Apply knowledge and understanding
• Locate by using properties or computation
of mathematical ideas, techniques and
Applying • Reframe using definitions, properties and by connecting two or more facts 35
procedures to classroom and real-world
• Explain by connecting two or more facts
situations
• Compute or process by selecting strategy, operation(s) and operand(s)
• Prove an unfamiliar statement using one or two known facts

• Distinguish using logical reasoning

Analyse data and other information,
• Analyse
draw conclusions, recognize patterns,
• Evaluate and choose
Reasoning draw conjectures, prove results, and 25
• Extend properties, laws and theorems using reasoning and understanding constraints
extend their understanding to new
• Prove using logical reasoning and understanding of properties, laws and theorems
situations
• Create situations based on given constraints

Total 80

60
12. Sample assessment items and marking scheme
Class IX
Multiple Choice Questions (MCQ)

Content Domain
Numbers (Number System)
(Chapter Name)

Content Domain
Applies logical reasoning in classifying real numbers.
(Learning Outcome)

Indicator Classifies numbers into natural numbers, whole numbers, integers, rational and irrational numbers using their definitions.

Cognitive Level Applying

Thinking Process Classify by connecting properties or using information from given data

Difficulty Level Low

Marks 1

Time 1 min

Item Stem Choose the irrational number out of the following

Correct Answer

Distractor 1 This fraction may be confused with π which is an irrational number

Candidate may think that every rational number has to be expressed as a

Distractor 2 5
fraction

Distractor 3 Candidate is confused seeing the square root sign

61
 Content Domain (Chapter Name) Algebra (Polynomials)

Content Domain (Learning Outcome) Applies remainder and factor theorems to polynomials.

Indicator Relates the factors of a polynomial with its zeroes and vice-versa.

Cognitive Level Knowing

Thinking Process Relate two concepts

Difficulty Level Medium

Marks 1

Time 2 min

Item Stem A polynomial with zeroes 0 and −5 is

Correct Answer x (x + 5)2

Distractor 1 x (x + 5) Omits the factor connected with the zero

Distractor 2 (x – 5) Omits the factor connected with the zero and confuses the sign of the zero with the sign in the factor

Distractor 3 x (x – 5) Confusion between the sign of the zero and the sign in the factor

Content Domain (Chapter Name) Coordinate Geometry

Content Domain (Learning

Relates the position of a point to the horizontal and vertical movement in the Cartesian plane.
Outcome)

Indicator Builds a table of coordinates of points when given a shift along either horizontal or vertical axes (or both).

Cognitive Level Applying

Thinking Process Compute or process by selecting strategy, operation(s) and operand(s)

Difficulty Level Low

Marks 1

Time 2 min

62
 Which of the following tables shows the points on the given line?

Item Stem

8 -2
7 -1
Correct Answer
4 2
3 3

2 8
1 7
Distractor 1 Reverses the abscissa and ordinates, wrong sign for abscissa
-2 4
-3 3

8 -1
7 1
Distractor 2 Wrong ordinates
4 3
3 2

-2 8
-1 7
Distractor 3 Reverses abscissa and ordinates
2 4
3 3

63
 Content Domain (Chapter
Geometry (Introduction to Euclid’s geometry)
Name)

Content Domain (Learning Represents geometrical concepts – points, lines, line segment, ray, angles, collinear points, non
Outcome) collinear points and circles with reference to Euclidean geometry.

Uses the language (symbols and representation) needed to understand, identify and discuss different
Indicator
geometrical concepts such as lines and angles.

Cognitive Level Knowing

Thinking Process Recall symbols, vocabulary, notation

Difficulty Level Low

Marks 1

Time 1 min

Item Stem Which of the following statements is true?

Correct Answer BA is a line segment with end points A and B

Distractor 1 m is the one and only one line through point P Is not clear with concept of lines through a point

Distractor 2 Lines p and q intersect at point o Is not clear with convention for naming points

Exactly two straight lines can be drawn which Is not clear with concept and naming of lines and
Distractor 3
pass through both the points L and M line segments and its representation

Content Domain (Chapter

Mensuration (Heron’s Formula)
name)

Content Domain Learning

Applies Heron’s formula.
outcome

Indicator Identifies whether half base times height can be used to find area of a triangle.

Cognitive level Reasoning

Thinking Process Distinguish using logical reasoning

Difficulty level Medium

Marks 1

Time 2 min

64
Item Stem The area of which of the following triangles cannot be computed with the formula ½ base × height?

Correct answer Triangle with sides 6cm, 7cm and 10cm

Triangle with sides 6cm, 8cm and

Distractor 1 Right triangle, .˙. ½ base × height = ½ × 6cm × 8cm
10cm

Triangle with sides 5cm, 5cm and

Distractor 2 Isosceles triangle with height √(52 – (8/2)2) = 3cm and base 8cm
8cm

Triangle with sides 13cm, 13cm Equilateral triangle with height √(132 – (13/2)2) and base 13 cm
Distractor 3
and 13cm or use of formula for area of an equilateral triangle

Content Domain (Chapter

Statistics and Probability (Statistics)
name)

Content Domain Learning Analyses data by graphically representing it as bar graph, histogram (with equal and varying width
outcome and length), and frequency polygon.

Indicator Compares two distributions based on their frequency polygons (drawn on the same axes).

Cognitive level Reasoning

Thinking Process Analyse

Difficulty level High

Marks 1

Time 1 min

The following graph shows the frequency polygons of two distributions. Which is the correct
statement about them?

Item Stem

65
 Correct answer The distribution represented by solid line has a higher mode

The distribution represented by solid line has a Mode is determined by where the peak is,
Distractor 1
lower mode not how high it is

Distractor 2 Both distributions have the same median The solid line one is clearly more to the right

The class intervals are different for the two

Distractor 3 They are identical
distributions

Content Domain (Chapter

Statistics and Probability (Probability)
name)

Content Domain Learning

Calculates empirical probability through experiments.
outcome

Indicator Recognizes empirical probability as relative frequency.

Cognitive level Knowing

Thinking Process Relate two concepts

Difficulty level Low

Marks 1

Time 1 min

1500 families with 2 children were selected randomly, and the following data were recorded:

Number of girls in a family 2 1 0

Item Stem
Number of families 475 814 211

Compute the probability of a family, chosen at random, having 2 boys. [Assuming that there are no
children of the 3rd gender.]

Correct answer 211/1500

Distractor 1 475/1500 Wrong numerator

Wrong denominator OR wrong attempt in trying to convert the frequency into a

Distractor 2 0.211
number between 0 and 1

Distractor 3 0.25 Theoretical probability assuming equal chance for boy and girl

66
Constructed Response Questions

Content domain
Numbers (Number System)
(Chapter name)

Content Domain
Learning Applies logical reasoning in using real numbers in different situations.
outcome

Indicator Expresses the nth root of a real number using a rational exponent and vice-versa.

Cognitive level Knowing

Thinking Process Reframe using recall of definitions

Difficulty level Low

Marks 2

Time 2 min

Item stem Express 5-1/2 in the form p/q (where p and q are non-zero real numbers) and rationalise q.

Marking Scheme

Part Mark Answer Further Information

Expresses 5-1/2 as 1/√5

½ Identifies the rationalising factor as Rationalising factor can be any multiple of √5
½ √5 Follow through by multiplying with above factor
½ Multiplies numerator and Accept only this answer (cancellation expected)
½ denominator by √5 If candidate rationalises using 51/2 accept rationalisation if correct and
Obtains answer as √5/5 answer expressed as 51/2/5 allot 1 mark

67
 Content domain
Coordinate Geometry (Coordinate Geometry)
(Chapter name)

Content Domain Relates the position of a point to the horizontal and vertical movement in the Cartesian plane.
Learning outcome Analyses similarities and differences between parts of shapes (lines, angles and triangles).

Determines the coordinates of a point which is shifted/translated by given units or reflected in the x-axis, the
y-axis or the origin.

Indicator Builds a table of coordinates of points when given a shift along either horizontal or vertical axes (or both).
Identifies corresponding parts of two triangles (which may or may not be congruent to each other).
Analyses equality of corresponding parts of the congruent shapes.

Cognitive level Reasoning

Retrieve information
Thinking Process Compute or process by selecting strategy, operation(s) and operand(s)
Extend properties, laws and theorems using reasoning and understanding constraints

Difficulty level Medium

Marks 3

Time 2 min

Given ∆ABC with A(-5, 1), B(-4, 3) and C(-1, 1). Shift the given triangle by 2 units right and 3 units up. Write the
Item stem coordinates of the triangle after the shift.
What happens to the area of the new triangle? Why?

Marking Scheme

Mark Answer Further Information

Showing shift is + 2 in x-coordinate and +

½ Done correctly for at least one point
3 in the y-coordinate

1½ Writing all the three coordinates ½ + ½ + ½ for accuracy

Area remains the same + since they are ½ mark for reason can be given if learner indicates in his/her own
½+½
congruent words that translation is a rigid transformation

68
Content domain (Chapter
Geometry
name)

Constructs lines – bisectors, angular bisector (60°, 90°, 45°), equilateral triangles and triangles with
Content Domain Learning
given conditions (such as base, sum/difference of other two sides, perimeter and one or two base
outcome
angles given).

Constructs triangles with given conditions (such as base, sum/difference of other two sides, perimeter
and one or two base angles given) .
Indicator Reasons out the steps for construction with given conditions (such as base, sum/difference of other
two sides, perimeter and one or two base angles given) connecting them to congruent triangle
theorems.

Cognitive level Reasoning

Thinking Process Extend properties, laws and theorems using reasoning and understanding constraints

Difficulty level Medium

Marks 4

Time 7 min

Surya says: I have drawn two triangles of perimeter 21 cm. Since the perimeters are the same, they
Item stem are congruent.
Show by constructing two triangles each of perimeter 21cm that Surya is wrong.

Marking Scheme

Mark Answer Further Information

For providing three sides of two valid Identifies in a triangle – perimeter (21 cm) = a + b + c and
½+½
triangles each of perimeter 21 cm a + b > c, b + c > a and a + c > b

For indicating method of SSS construction

1 clearly for at least 1 triangle
Deduct ½ mark for untidy construction, lack of labelling
1 For accurately constructing two triangles
as per data chosen by the candidate

For showing that corresponding parts are Marks to be given if learner measures the parts of
1
not equal, hence not congruent constructed triangles and shows that they are not equal

69
 Content domain
Mensuration (Surface Areas and Volumes)
(Chapter name)

Derives formula to find total surface area, curved surface area and volume of cubes, cuboids, cylinders and cones, spheres
and hemispheres using hands on activity (such as nets) and uses these to solve problems on surface area and volumes of
Content Domain solids.
Learning outcome
Applies formulas of total surface area, curved surface area and volume of cubes, cuboids, cylinders and cones, spheres and
hemispheres to solve problems on surface area and volumes of solids.

Relates area of the net to surface area of the corresponding 3D shape.

Indicator
Calculates volumes of solids using appropriate formula.

Cognitive level Reasoning

Reproduce (including measure, compute, construct) procedures and proofs

Thinking Process
Extends properties, laws and theorems using reasoning and understanding constraints

Difficulty level Medium

Marks 3

Time 5 min

Find the volume of the cylinder whose net is given below. [You may approximate π with 22/7]

Item stem

Marking Scheme
Part Mark Answer Further Information

½ For identifying height = 3cm

For finding radius = 66/2π = 33/π ½ for identifying 2πr = 66cm but not finding radius
1
= 21/2 = 10.5cm 33/πcm, 21/2cm, 10.5cm – all are ok

For finding the volume = π × ½ for using volume formula and correct substitution of height and/or radius, but
1 (33/π)2 × 3 = 3267/π = 2079/2 = incorrect simplification
1039½ = 1039.5 3267/π, 2079/2, 1039½, 1039.5 – all are ok

½ For correct unit of volume i.e. cm3 Not assigned if unit is missing or if it is cm or cm2

70
Content domain (Chapter
Statistics and Probability (Statistics)
name)

Content Domain Learning

Identifies daily life situations in which mean, median and mode can be used.
outcome

Distinguishes situations in which mean can be computed and is an appropriate measure of central tendency
Indicator
from where it is computable but inappropriate.

Cognitive level Reasoning

Thinking Process Distinguishes using logical reasoning

Difficulty level High

Marks 2

Time 3 min

Give one example of a situation where (i) mean can be computed but (ii) mean is not an appropriate measure
Item stem
of central tendency

Marking Scheme

Part Mark Answer Further Information

1 For quantitative data No mark for qualitative data

For data with few very high OR very low values OR a

1 ½ if the data is less skewed
skewed distribution

71
 Content domain (Chapter name) Statistics and Probability (Probability)

Content Domain Learning

Calculates empirical probability through experiments.
outcome

Computes the number of all possible outcomes of a random experiment in a given situation or from a frequency table.
Indicator Recognizes the outcome(s) favourable to a given event.
Computes the empirical probability of a given event from the given frequency table.

Cognitive level Applying

Classify by connecting properties or using information from given data

Thinking Process
Compute or process by selecting strategy, operation(s) and operand(s)

Difficulty level Medium

Marks 2

Time 2 min

Consider the following distribution for a class of 20 children. If a child is selected at random from this class, how many
siblings will s/he have – what are the possibilities? What is the probability of being a single child?

No. of siblings Frequency

Item stem
0 13

1 5

3 2

Marking Scheme

Part Mark Answer Further Information

No mark if range includes any negative number or any

½ For keeping the range 0, 1, 2, 3
number > 3

½ For excluding 2 No mark if 2 is included

½ For identifying single child corresponds to 0 with frequency 13 No mark if frequency is chosen incorrectly

No mark if relative frequency is not used or total

½ For equating probability with relative frequency = 13/20 frequency is incorrect
Allow 0.65

72
13. Class X
Multiple Choice Questions (MCQ)
Content Domain (Chapter Name) Number System (Real Numbers)

Content Domain (Learning Generalizes properties of numbers and relations among them to evolve results – such as, Euclid’s division
Outcome) algorithm, Fundamental Theorem of Arithmetic.

Indicator Observes that any two integers a and b (a > b) can be expressed as a = b × quotient + remainder.

Cognitive Level Knowing

Thinking Process Reframe using recall of definitions

Difficulty Level Low

Marks 1

Time 1 min

Given two positive integers a and b, where a > b. When a is divided by b, the remainder is c. This may be
Item Stem
expressed as a = b × q + c. The range of values that c can take is

Correct Answer 0≤c<b

Distractor 1 0<c<b Thinks that remainder c cannot be zero

Distractor 2 0≤c<a Thinks that remainder c is less than the larger number a

Distractor 3 0≤b<c Thinks that quotient b has to be less than the remainder c

73
 Content Domain (Chapter
Algebra (Quadratic Equations)
Name)

Content Domain (Learning

Explores the relationship between the nature of the roots and the discriminant of a quadratic equation.
Outcome)

Solves problems based on the relationship between the nature of the roots and the discriminant of a
Indicator
quadratic equation.

Cognitive Level Reasoning

Thinking Process Extend properties, laws and theorems using reasoning and understanding constraints

Difficulty Level Low

Marks 1

Time 1 min

If the two roots of a quadratic equation are √5 and -√5, then

1] The discriminant is positive
Item Stem 2] The quadratic is a binomial with a constant term
3] The leading coefficient is 1
Which of the following is true?

Correct Answer 1] and 2] are true

Distractor 1 1] 2] and 3] are true Assumes that there is only one quadratic equation having these roots

Distractor 2 1] and 3] are true Thinks that a quadratic has to be a trinomial, ignores sum of roots

Thinks that the roots are identical and so the discriminant is zero OR thinks that the
Distractor 3 2] and 3] are true
roots are irrational and so the discriminant is negative

74
Content Domain (Chapter
Co-ordinate Geometry (Coordinate Geometry)
Name)

Content Domain (Learning

Derives the section formula, the area formula and the distance formula.
Outcome)

Given coordinates of points applies reasoning to solve problems such as finding:

i. Distances
ii. Coordinates of points dividing a line in a particular ratio
Indicator
iii. Types of triangles
iv. Types of quadrilaterals
v. Collinearity of given points

Cognitive Level Reasoning

Thinking Process Extend properties, laws and theorems using reasoning and understanding constraints

Difficulty Level Low

Marks 1

Time 1 min

Item Stem The coordinates of the centroid of the triangle ΔOAB where O is the origin, A is (0, -3) and B is (6, 0) are:

Correct Answer (2, -1)

Distractor 1 (-1, 2) Reverses abscissa and ordinate

Distractor 2 (2, 1) Ignores negative sign

Distractor 3 (-2, 1) Reverses sign

75
 Content Domain
Trigonometry (Introduction to Trigonometry)
(Chapter Name)

Content Domain Determines all trigonometric ratios with respect to a given acute angle (of a right triangle).
(Learning
Outcome) Uses trigonometric ratios to solve simple problems.

Demonstrates understanding of notations for the six trigonometric ratios and their squares and reciprocals.
Indicator Determines sine, cosine, tangent, cotangent, secant and cosecant of standard angles such as 0°, 30°, 45°, 60° and 90°.
Justifies expressions based on trigonometric ratios and identities.

Cognitive Level Reasoning

Recall symbols, vocabulary, notation

Thinking Process Recall facts, formulas
Proves using logical reasoning and understanding of properties, laws and theorems

Difficulty Level High

Marks 1

Time 2 min

If sin2 θ > sin θ, then θ is

A] 30°
Item Stem
B] 45°
C] 90°

Correct Answer None of the above

Distractor 1 All of the above Assumes that square of a value is always greater than the value itself

Assumes that square of a value is greater than the value itself, understands that square of 1 is 1
Distractor 2 A] and B]
itself

Distractor 3 B] Assumes that 1/√2 is less than ½

76
Content Domain (Chapter Name) Geometry (Circles)

Content Domain (Learning

Solves problems related to tangent of a circle.
Outcome)

Indicator Uses tangent theorems to find unknown values.

Cognitive Level Applying

Thinking Process Compute or process by selecting strategy, operation(s) and operand(s)

Difficulty Level High

Marks 1

Time 2 min

A pair of tangents AP and AQ drawn from an external point A to a circle with centre O such that the length of
Item Stem
chord PQ is equal to the radius. Then /_ PAQ is ________.

Correct Answer 120°

Distractor 1 60° Calculates /_ POQ and equals it to /_ PAQ

Distractor 2 30° Considers 60° (equilateral triangle), 90° (tangent and radius) and uses angle sum property of a triangle

Distractor 3 90° Confuses required angle with /_ APO or /_ AQO

Content Domain (Chapter name) Mensuration (Surface Areas and Volumes)

Content Domain Learning Derives the surface area and volume of combination of shapes such as (cube, cuboid, sphere, hemisphere, cone,
outcome and cylinder) and frustum of a cone.

Indicator Visualizes the net of combined solids.

Cognitive level Reasoning

Thinking Process Extends properties, laws and theorems using reasoning and understanding constraints

Difficulty level Medium

Marks 1

Time 1 min

Item Stem Which of the following is the net of a cylinder surmounted with a cone at one end?

77
 Correct answer

Distractor 1 Forgot the cone

Distractor 2 Cone at both ends instead of only at one end

Distractor 3 Circle and sector (for cone) not on opposite sides of the rectangle

78
Content Domain (Chapter name) Statistics and Probability (Statistics)

Content Domain Learning outcome Determines and interprets median for tabulated data.

Indicator Constructs less than and more than ogives.

Cognitive level Knowing

Thinking Process Reproduce (including measure, compute, construct) procedures and proofs

Difficulty level Medium

Marks 1

Time 2 min

Find the coordinates of the points you need to plot to draw the less than ogive from the given
distribution.
Item Stem
Marks 0-5 5-10 10-15 15-20 20-25 25-30 30-35

No. of learners 2 6 13 17 11 4 2

Correct answer (5, 2), (10, 8), (15, 21), (20, 38), (25, 49), (30, 53), (35, 55)

(0, 2), (5, 8), (10, 21), (15, 38), (20, 49), (25, 53),
Distractor 1 Lower class limits instead of upper class limits
(30, 55)

(0, 55), (5, 53), (10, 47), (15, 34), (20, 17), (25, 6),
Distractor 2 Coordinates of points for more than ogive
(30, 2)

(2.5, 2), (7.5, 8), (12.5, 21), (17.5, 38), (22.5, 49),
Distractor 3 Class marks instead of upper class limits
(27.5, 53), (32.5, 55)

79
 Content Domain (Chapter name) Statistics and Probability (Probability)

Content Domain Learning outcome Applies the concept of probability in solving daily life problems.

Indicator Recognizes the elementary events in daily life context.

Cognitive level Knowing

Thinking Process Retrieve information

Difficulty level Low

Marks 1

Time 1 min

Three friends A, B and C appeared for an entrance test to a prestigious college. Consider the possibilities
of how many of them passed. Which of the following is an elementary event?
Item Stem a. At least 2 of them passed
b. At most 1 of them passed
c. At least 1 passed and 1 failed
d. None of them passed

Correct answer d

Distractor 1 a {2, 3}

Distractor 2 b {0, 1}

Distractor 3 c {1, 2}

80
Constructed Response Questions (CR)

Content domain (Chapter name) Algebra (Pair of Linear Equations in Two Variables)

Solves problems on linear equations in two variables graphically or algebraically.

Content Domain Learning outcome Classifies linear equations as consistent, inconsistent and dependent and interprets their geometric meaning, the type of
solutions and the relationship between the coefficients.

Uses algebraic procedures on a pair of linear equations to eliminate one variable and solve for both variables
Connects relationship between coefficients of terms in the equations of a pair of lines with the three categories
1. intersecting
Indicator
2. parallel
3. coincident
Uses the ratio of coefficients to identify if the solution to a given pair of lines is unique, non-existent, or infinitely many

Cognitive level Applying

Classify by connecting properties or using information from given data

Thinking Process Compute or process by selecting strategy, operation(s) and operand(s)
Differentiate between/among (based on recall of properties)

Difficulty level High

Marks 4

Time 10 min

The cost of 5 oranges and 3 apples is ₹100 and the cost of 6 apples and 10 oranges is ₹120
a. Is it possible to find the cost of an orange and an apple using this information? Why not?
Item stem b. If the cost of 6 apples and 10 oranges is to be changed from ₹120, will it be possible to find the cost of an orange and
an apple? Why or why not?
c. Change only the number of apples in either one of the given equations in order to be able to solve the equations and
find the cost of each orange and each apple.

81
 Marking Scheme

Part Mark Answer Further Information

There are two variables (cost of apple and cost of orange) ‘Insufficient information’ is not a valid explanation.
and the equations connecting them are inconsistent OR
a. 1 ‘Wrong information’ is valid but without an explanation
any explanation indicating that the total cost of apples and
oranges is different in both equations earns only ½ mark.

No (½ mark)
Mark to be allotted if learner explains the difficulty
b. 1 Explanation (½ mark): Any cost other than ₹200 would in his/her own words even without use of the words
make the equations inconsistent and ₹200 would make the ‘dependent’ or ‘inconsistent’
equations dependent with insufficient information.

Mark is not allotted if the number of apples in both

equations or the number of oranges in either equation
½ mark: Number of apples changed in one of the equations is changed, or cost is changed
c. 2 1 mark: Method mark for solving two simultaneous equations Awarded for eliminating either variable; allow any two
½ mark: Correct values for cost of both orange and apple consistent equations
Answer must be consistent with the equations that they
formed.

Content Domain
Algebra (Quadratic Equations)
(Chapter)

Content Domain Solves a quadratic equation ax² + bx + c = 0.

Learning outcome Solves situational problems based on quadratic equations.

Expresses a quadratic equation ax² + bx + c = 0 in the form (x + m)(x + n) = 0.

Indicator
Solves quadratic equations based on mathematical and/or real life contexts.

Cognitive level Reasoning

Thinking Process Reframe using definitions, properties and by connecting two or more facts
Extend properties, laws and theorems using reasoning and understanding constraints
Difficulty level High
Marks 4
Time 10 min
Item stem The polynomial 25a2 – 35a + 12 represents the area of a rectangle.
Find the value of a for which the length is 12 units and the breadth is 11 units.
Find a value of a which makes the area zero.

82
Marking Scheme

Part Mark Answer Further Information

Assign ½ mark if correct process of factorisation using

1 20a and 15a is used but correct factors are not arrived
Factorises the polynomial 25a2 – 35a + 12 as (5a – 3)(5a – 4)
at.
Uses 5a – 3 = 12 and 5a – 4 =11
a. 1 Accept 5a – 3 = 11 and 5a – 4 =12, for incorrect factors
separately equated to 11 and 12 assign ½ mark
Arrives at a = 3 No mark assigned for inconsistent values of a such as
1
14/5 and/or 16/5

Full mark for correct answers only

b. 1 a = 3/5 or a = 4/5
Assign ½ mark for equating their factors to zero

Content domain
Geometry (Triangles)
(Chapter name)

Content Domain
Proves theorems related to similar triangles.
Learning outcome

Indicator Proves results/riders based on similarity of triangles.

Cognitive level Reasoning

Thinking Process Prove using logical reasoning and understanding of properties, laws and theorems

Difficulty level Medium

Marks 3

Time 3 min

Item stem

Triangles ΔABC and ΔDEF are isosceles, with BC = AP = 4 units and EF = DQ = 2 units.
Show that ΔABC is similar to ΔDEF.

83
 Marking Scheme

Part Mark Answer Further Information

½ Shows that EF/ BC = DQ /AP = ½ Accept BC/EF = AP/DQ = ½

½ Identifies AP and DQ are medians and hence EQ/BP = ½ Showing that ∆ABP is similar to ∆ACP and that ∆AEQ is
similar to ∆DEQ by AA similarity is also sufficient.
1 Shows ∆DEQ ~ ∆ABP (by SAS similarity)
1 /_ E = /_ B = /_ C = /_ F (corresponding parts of similar triangles)
∆DEF ~ ∆ABC (AA similarity)
OR OR
Mark is assigned for correct use of formula and correct
½ Indicates that AP and DQ are medians since the triangles are isosceles
values of sides, answer not necessarily correct
1 Calculates AC and DF by using Pythagoras’ theorem
Correct value of trig ratio necessary for at least one
1 Proves using trigonometry that /_ C = /_ F and /_ B = /_ E angle in each triangle
½ Hence proves that the triangles are similar by AA Condition for similarity to be cited

Content domain (Chapter

Trigonometry (Some Applications of Trigonometry)
name)

Content Domain Learning

Uses the six trigonometric ratios of standard angles to solve problems in daily life contexts.
outcome

Uses vocabulary related to heights and distances problems – for example: line of sight, angle of elevation/depression.
Indicator Draws labelled diagrams (involving the right triangle and the acute angle) representing the given situation.
Finds the height/depth or length of an object or the distance between two distant objects using trigonometrical ratios.

Cognitive level Applying

Recall symbols , vocabulary , notations

Thinking Process Reframe using definitions, properties and by connecting two or more facts
Compute or process by selecting strategy, operation(s) and operand(s)

Difficulty level Medium

Marks 4

Time 10 min

84
 A man standing at the water’s edge of a stream observes on the opposite bank exactly across the stream from where he is standing.
He finds the angle of elevation of the top of the tree to be 45°.
a. Make a sketch of this information.
Item stem b. Would the man be able to find the ratio of the height of the tree to the width of the stream at his location, given this information?
If so, what is it? (You may assume that the tree is at the water’s edge on the opposite bank).
c. The man now moves backward (perpendicular to the stream) by a distance of 4 metres from the water’s edge. He finds that the
angle of elevation of the top of the tree reduces by 15°. Is this information sufficient for the man to determine the height of the
tree and the width of the stream? If so, find them.

Marking Scheme

Part Mark Answer Further Information

Sketch of a right-angled triangle, indicating tree perpendicular to ground, Man’s eye could be at ground level, his height need not
a. ½
angle from man’s eye to top of tree shown by 45° be shown.

½ mark: Yes Accept any answer which indicates that ratio is 1 and
b. 1
½ mark: Ratio is 1 that the height of the tree is equal to the width of the
stream

No mark
½ Method mark allotted for indicating that tan θ =
Allot ½ mark only for general formula using ratio of
opposite side to adjacent side (without relating to this
problem). No mark for incorrect use of height and
c. ½ Correct value of tangent of 30° width without the general formula.

1 Method mark for solving two simultaneous equations obtained from tan Accept fraction even if denominator not rationalised or
45° and tan 30° correct value in decimals (2 dp accuracy)

½ Correct value of 2(√3 +1)m for height of tree or width of stream Full marks to be awarded even if height of person is not
accounted for.

85
 Content domain (Chapter name) Mensuration (Areas Related to Circles)

Content Domain Learning outcome Derives formulas related to circumference and area of a circle, arc length, area of sector and area of segment.

Indicator Derives formula for arc length of a circle.

Cognitive level Reasoning

Thinking Process Prove using logical reasoning and understanding of properties, laws and theorems

Difficulty level Medium

Marks 3

Time 3 mins

Item stem

Derive the formula for the length of an arc that subtends an angle of θ (measured in degrees) at the centre.

Marking Scheme

Part Mark Answer Further Information

1 For recalling arc length = circumference for θ = 360°

Realizing that arc length is proportionate to the angle

subtended at the centre
½ for realizing arc length increases with θ but not
1 OR
getting that they are proportional
Using unitary method or ratio-proportion to find the
arc-length for θ = 1°

For arriving at the formula arc length = θ/360° × 2πr

1 ½ if any part is missing e.g. degree, 2, π, radius
where r = radius

86
Content domain
Mensuration (Surface Areas and Volumes)
(Chapter name)

Content Domain
Solves problems on surface area and volume formulas in real world situations.
Learning outcome

Uses surface area and volume formulas of 3D shapes to solve real life problems related to frustum and combined
Indicator solids.
Identifies situations where two volumes are equal and/or where two surface areas are equal.

Cognitive level Reasoning

Compute or process by selecting strategy, operation(s) and operand(s)

Thinking Process
Distinguish using logical reasoning

Difficulty level High

Marks 4

Time 10 mins

Two children wanted chana for snack. Their dad made them a paper cone to hold the chana by rolling a paper in the
shape of a circle of radius 20cm, with a cut along a radius. The resulting cone had two layers of paper. But the children
wanted separate cones. So, the dad opened the cone, flattened the paper, halved it, and rolled up each half to a
narrower cone with two layers of paper like the original one. Compare the amount of chana in the original cone to
that in the two narrower cones.
Item stem

87
 Marking Scheme

Part Mark Answer Further Information

½ for realizing circumference (or arc length) of paper = 2 ×

circumference of the cone = 2π × radius of cone but some
For realizing that the radius of the original calculation error
1 cone = 10cm and that of the narrower ½ if the radii are incorrect but their ratio is 2 : 1
ones = 5cm
1 if only one radius is correct
Allot this mark even if units are missing

½ for using the Pythagorean triplet relation among slant

For computing the height of the original height, height and radius of a cone, but some calculation
cone = √(202 – 102)cm = √300cm = error or incorrect simplification of surds
1
10√3cm and that of the narrower ones =
√300cm or 10√3cm are ok, √375cm or 5√15cm are ok
√(202 – 52)cm = √375cm = 5√15cm
Allot this mark even if units are missing

For computing the volume of the original ½ for using volume formula of a cone, but some calculation
cone V1 = 1/3 × 100π × √300cm3 = 1/3 error or incorrect simplification of surds
1 × 100π × 10√3cm3 and that of the two
Any correct simplification of surds or the lack of it is ok
narrower ones V2 = 2 × 1/3 × 25π × √375
cm3 = 1/3 × 50π × 5√15cm3 Allot this mark even if units are missing

The comparison can use any of the following

100√300 / 50√375 = 2√300 / √375 = √1200 / √375 > 1
1000√3 / 250√15 = 4 / √5 > 1
1 For realizing that V1 > V2
Decimal approximation
½ for partial success reducing the ratio V1: V2 but not realizing
V1 > V 2

88
Content domain
Statistics and Probability (Statistics)
(Chapter name)

Content Domain
Calculates and interprets mode for grouped data.
Learning outcome

Recalls the mode formula and what each part represents.

Indicator
Computes mode for grouped data.

Cognitive level Applying

Identify by connecting known properties and definitions to given context or situation

Thinking Process
Reproduce (including measure, compute, construct) procedures and proofs

Difficulty level High

Marks 4

Time 10 mins

Compute the mode of the following data on age distribution of US population of age 65 years and over in 2008.
Age (in years) Percentage of population
65-70 29.2
70-75 22.6
75-80 18.7
Item stem
80-85 14.8
85-90 9.2
90-95 4.0
95+ 1.5
Total 100.0

89
 Marking Scheme

Part Mark Answer Further Information

1 For using the correct formula ½ if the formula is partly correct

1 For identifying l = 65, c = 5, f1 = 29.2 and f2 = 22.6 ½ for getting at least two of the values correct

½ for recalling f0 is the frequency of the previous class but not

1 For identifying f0 = 0
realizing its value

69 is acceptable for full credit

For computing the mode based on the above formula ½ if there everything is plugged in correctly but there is some error
1
½ if the answer is within (65, 70)
No mark if answer is outside (65, 70)

Content domain (Chapter

Statistics and Probability (Probability)
name)
Content Domain
Applies the concept of probability in solving daily life problems.
Learning outcome
Indicator Computes the probability of an event in daily life context using measurement for a continuous sample space.
Cognitive level Applying
Thinking Process Compute or process by selecting strategy, operation(s) and operand(s)
Difficulty level Medium
Marks 3
Time 4 mins

A target shown in the figure consists of three concentric circles of radii 4cm, 7cm and 10cm respectively. A dart is thrown and lands on the
Item stem
target. What is the probability that the dart will land on the annular region with outer radius 7cm and inner radius 4cm?

Marking Scheme

Part Mark Answer Further Information

1 For calculating area of the target = π(10)2 = 100π ½ for using πr2 but calculation error

1 For calculating area of the annular region = π(72 – 42) = 33π ½ for π(72 – 42) with incorrect simplification

½ for 33π /100π but incorrect simplification or incorrect decimal

1 For computing the probability as the ratio of the two areas = 33π /100π = 33/100
representation

90
14. Reference documents
1. NCERT (2005). National Curriculum Framework, New Delhi

2. NCERT (2006). National Focus Group, Position Paper on Teaching of Mathematics, New Delhi

3. NCERT (2006). National Focus Group, Position Paper on Aims of Education, New Delhi

4. NCERT Mathematics Textbook. [Link]

5. PISA 2021 Mathematics Framework (draft)

6. TIMSS 2019 Mathematics Framework

7. CBSE assessment framework for Science, Math and English of classes 6-10 (pp. 65-139), (2021) British Council

8. Azim Premji University (2018). Learning outcomes-Secondary stage

9. Median from histogram: [Link]

10. Median from ogive: [Link]

11. Mode: [Link]

12. Mean: [Link]

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 Learning Framework - Mathematics
CENTRAL BOARD OF SECONDARY EDUCATION (CBSE)

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