STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING -CHENNAI – 06

TNCF – 2017 – DRAFT SYLLABUS – MATHEMATICS

STANDARD 1 -10

GRADATION OF PRIMARY MATH CONTENT

TOPIC CLASS 1 CLASS 2 CLASS 3 CLASS 4 CLASS 5

GEOME Introduction to spatial Introduction to spatial Creating 2 – D shapes Properties of 2 – D shaped Drawing 3–D shapes
TRY orientation orientation- 3D dimensional  To create shapes through objects from 2–D
 To build a sense of spatial  To observe objects in the paper folding, paper cutting  To learn names of shapes like Shapes
orientation. environment and gets an  To identify 2-D shapes. triangle, square, rectangle,  To get the feel of
 To understand spatial intuitive feel for their  To describe the various 2-D pentagon, circle etc., perspective while
relationship. geometrical attributes shapes by counting their  To recognize these shapes in observing drawings of
 To understand the meaning sides ,corners (vertices)and the objects around them. 3-D objects in 2-D.
of and use appropriate Identification of 2D shapes diagonals  Able to draw circles using  Able to explore
spatial vocabulary and 3D objects in everyday  To make shapes on the dot- objects like bangles , bottle intuitively rotations
Eg. Top, Bottom, On, Under, life grid using straight lines and caps etc., and reflections of
Inside, Outside, Above, Below,  To identify the basic 3D curves.  Able to draw a 2D shapes free familiar 2-D shapes.
Near, Far, Before, After, Front shapes such as cube, Tangram hand and with geometry tools.  Able to explore
- Rear , More -Less, Thin - Fat cuboid, cylinder,  Create shapes using tangram  To identify centre, radius and intuitively symmetry
and Big - Small cylindrical, cone, pieces diameter of a circle. in familiar 3-D
conical, sphereand  Matches the properties of 2D  To identify sides, diagonal, shapes like in
spherical by their names. shapes by observing their perimeter for a quadrilateral alphabets.
Introduction to shapes in real Introduction to properties sides and corners (Vertices) objects.  Able to make the
objects and its attributes of shapes  To tile a given region using a  To measure and find out the shapes of cubes,
 To correlate concrete  To trace the 2-D outlines tile of a given shape differences among different cylinders and cones
things to their shapes of 3-D objects.  Distinguishes between quadrilateral objects using nets especially
 To Learn vocabulary  To Observe and identify shapes that tile and that  To understand the properties designed for this
related to nature of shapes these 2-D shapes viz., do not tile of 2D objects purpose
Eg. Shapes, round, corner, rectangle, square, constructing 3 – D objects Introduction to angles
edge, surface, plain, long & triangle, circle by their  To be able to draw 3-D  To get the feel of an
short. names with 3 D objects objects. Creating shapes by combining angle through
 To describe intuitively  Describe the various 3D different 2 – D shapes observation of
Introduction to basicshapes the properties of these 2- shapes by counting their  Uses Tangram to create objects in their
(2D) D shapes. sides, corners and diagonals different shapes. environment and paper
folding.
 To know basic names of  To identify objects by  Able to fill space using tiles of  To learn the names of
shapes like square, circle, blind folded and to use geometrical shapes using one angles like acute,
oval, rectangle, triangle the vocabulary such as or two shapes obtuse and right angle.
 To observe and describe curve, straight line,  Able to choose a tile among a  Able to identify right
objects from the circle, cylinder, sphere, given number of tiles that can angles in the
surroundings having cone, square, rectangle, tile a given region both environment.
different sizes and shapes triangle, circle , corner intuitively and experimentally.  Able to classify angles
like pebbles, boxes, balls, etc. into right, acute and
pipes, bottle caps, pencil Introduction to draw obtuse angles.
and eraser. different kind of lines and  To represent right
 To draw the border of figures of 2D and 3D. Properties of 3 – D objects angle, acute angle and
objects and represent in 2D  To create 3D objects using obtuse angle by
(Eg. Draw rectangle with Clay and paper foldinggiven drawing through
border of eraser/pencil box)  Identifies and makes nets tracing.
Introduction to draw straight straight lines by  To compare and differentiate Area and perimeter( to
lines folding, straight edged 2D and 3D objects be given in activities
 To draw horizontal, objects, stretched only)
vertical and slant lines strings and draws free Introduction to Symmetry  to determine area
(free hand) hand and with a ruler
and perimeter of
 To draw /represent straight  To distinguish between  Able to explore intuitively the
straightandcurved lines simple geometrical
lines in various reflections through mirror, ink
orientations(vertical,  To identify objects by blots, paper cutting and paper figures (such as
horizontal, slant) observing their shadows folding. rectangle/square
Differentiating,Sorting and  Able to draw top view, front using standard
classifying object based on view and side view of simple units)
shapes, locations and space objects.
 To collect objects from the  To observes from the
surroundings and surrounding and from day to Introduction to
differentiates, Sorts, day life situations and Fractals
classifies and describes identifies symmetrical objects.  Observes and
those objects on the basis Eg: Vertical dissection of understands fractals
of shapes and other human body (externally),  Create model of fractals
observable properties butterfly, petals of flowers, using clay, paper, glue
Eg .Sound produced by group design of a fabric, starfish etc. and match sticks
of students within outside the  Collects/ records symmetrical
class, same done by one child objects whenever/ wherever
(within the class and outside they see
the class).  To draw such symmetrical
 Observes and describes the objects and naming the same.
way shapes affect
 movements like rolling and Iterative patterns in shapes
sliding.  Able to draw circles, spirals,
ovals;
 To differentiate and to
compares the shapes drawn.
 To explore visual examples of
repeating patterns.
NUMBE Numbers from 1 to 9 Numbers from 21 to 99 Numbers sequence up to 1000 Number Sequence up to 10000 Numbers beyond 10000
RS  To observe objects and  To learn numbers by rote  To read and write all 3-digit  To read and write 4 – digit  to know numbers
make collection of objects from 21 to 99. numbers. numbers (including odd and beyond 1000
 To arrange the collection  Write numerals for  To expands a number with even numbers) being used in real life
of objects in order by Twenty-one to Ninety respect to place values  To write numbers with respect situation
– Matching and nine.  Counts in different ways – to place value expansion. Place value and
– One to one starting from any number Comparing numbers comparing numbers
correspondence Counting Compare Numbers  Able to sequence an arbitrary  To find place value in
 To count the number of  Group objects in  To identify odd and even array of numbers in ascending numbers beyond
real objects in a category.(eg: group the numbers with respect to ones and descending order. 10000.
collection.(concrete) names based on place upto 3 digit numbers  Able to form greatest and  Able to sequence an
 To count the number of alphabets)  To be able to forms greatest smallest numbers using given arbitrary array of
objects by representing  Count the objects in each and smallest numbers using digits numbers up to five
them in the form of category(eg: count the given digits. digits in ascending and
pictures(semi-concrete) number of number of  To be able to sort an array of descending orders.
students name starting numbers into ascending and Addition and subtraction within  To form the greatest
 To make collection of “A”, number of students descending order 10,000 and smallest numbers
objects corresponding to a name starting “B”…) Ordering  To add and subtract up to four using four and five
specific number  To group objects into  To arrange things in different digit numbers by writing them digits.
’tens’ and ‘ones’ orders for a given vertically in the following two Numbers and operations
 To recognize and speak  To draw representation solution.(eg: finding out cases: without grouping, with  To appreciate the role
numbers from 1 to 9. for groups of tens and different ways to prove that 3 grouping (sum should not of place value in
ones and 5 make 8, by arranging exceed 10,000). addition, subtraction
 To use numbers from 1 to  To group a number into numbers in different orders) Multiplication (up to 2 digit and multiplication
9 in counting and tens and ones number by 2 digit number and 3 algorithms.
comparison. (Real objects  To identify the Addition and Subtraction digit number by single digit  To multiply 3 digits by
and repeated events like predecessor and within 1000 number) 2 digits
clapping/jumpingto be successor up to 99.  Able to add and subtract  Able to do elementary  to use informal and
used for counting)  To identify numbers” in numbers by writing them multiplication of 2-digit by 2- standard division
 To read and write numerals between” Eg: 24, _ _, 26. vertically in the following digit and 3- digit by single algorithm
from 1 to 9.  To skip count by twos two cases: (Sum should not digit numbers using lattice  To divide 4 digits by
 To identify the ordinal forward to backward up exceed 1000) algorithm and the standard 2digits
 numbers from 1 to 9 to Ninety-nine. - Without regrouping. (column) algorithm
 To match the ordinal  To skip count by threes - With regrouping.  Able to reason out the results Introduction to square
numbers with objects in forward to backward up  To use the place space value of operations down on numbers
order of size to Ninety-nine in standard algorithm of specified numbers  to understand the term
 To introduce odd and addition and subtraction.  Able to write tables up to 10 × square numbers
even numbers  Able to solve addition and 10.  to find out square
Concept of “Zero” Ordering subtraction of simple numbers up to 100
 To introduce the concept of  To arrange numbers till problems in different daily Division: up to 4 digit number by Factors and multiples.
“no objects” give the hundred in ascending life situations presented single digit number.  Understand the
symbol zero to represent it. and descending order through pictures and stories.  To divide a given number by meaning of factors and
 To approach zero through  To able to form the  To frame problems for another number in various multiples
real life situation (such as greatest and the smallest addition and subtraction ways.  To identify least
there are 5 papers lying on 2-digit numbers with and facts.  To apply the four operations to common
the floor, how many without repetition of  To estimate the sum of, and life situations. multiple(LCM)
remaining? Or there are 5 given digits. difference between, of two  To frame word problems. Mental Arithmetic
waste papers lying on the  To arrange things in given numbers  To estimate sums, differences  Able to estimate sums,
floor, ask the child to put sequential order. (eg: and products of simple two differences, products
in the garbage bin one by arrange names of the Multiplication digit numbers to nearest tens and quotients up to
one. Let the children count classmates,  Multiplies a given number by or hundreds. two digits numbers
and say eg: 1 in the bin, 4 alphabetically). another number in various Mental Arithmetic and verifies using
on the floor, ….finally ways such as:  Able to add and subtract approximation.
nothing or zero on the Place value and comparing -by drawing dots multiple of 10 and 100, Systematic ordering:
floor, 5 in the bin). the numbers -by re-grouping mentally.  Logically find out
Introduction to Number 10  To expand a number -by repeated addition  Complete multiplication facts something based on
To know and use the with respect to place -by using multiplication facts by adding partial products, the condition.(Eg: the
number 10 values.  Explains the meaning of mentally (e.g, 7x6 = 5x6+2x6) child should be able to
Counting  To count and regroup multiplication investigate and find
 To count the objects.(Eg: objects into tens and  Identifies the sign of the number of possible
count the number of books ones multiplication. routes from one
in the bag; the child should  To use the concept of  Able to construct the location to another on
be able to tell the total and place value to compare multiplication tables of 2, 3, a map/maze; find out
ensures that the child has numbers 4, 5 and 10 different words that
counted everything once)  To use an appropriate can be made using five
 To estimate, verify and Ordinal and Cardinal number operation in the life given letters;
justify the counted value. numbers situation of the child / in the meaningful)
 To be able to count the  To indicate and identify child’scontext
objects, mentally & the position of an object  To multiply two digit
silently; in a line numbers using standard
 To be able to relate last  To learn ordinal and algorithm and Lattice
number counted with the
 total number of objects cardinal numbers. multiplication algorithm
Writing numbers up to 99 Division
 Able to explain the meaning
Numbers from 11 to 20  to read and write of division from the context
 To form number sequence numbers upto 99 (eg. if of equal grouping and
from 11 to 20 number is said, the child sharing.
 To count object using these should be able to write  To understand division as
numbers the number, not repeated subtraction
 To group objects into a necessarily in words. i.e.,  Able to relate division with
group of 10s and single if teacher said 69, the multiplication.
objects child be able to write 69  Completes division facts:
 To develop the vocabulary but not necessarily “sixty -by grouping
of group of tens and ones. – nine” -by using multiplication
 To show the group of tens Reading and writing tables.
and ones by drawing numbers upto 99 in words
 To count the number of  To read and write
tens and ones in a given numbers in words eg: for Mental Arithmetic
number. 69 the child should be  Able to add and subtract
 To write the numerals for able to write sixty nine single digit numbers and two
eleven to twenty. digit numbers mentally.
Addition (of single digit Addition & Subtractions up  Able to double two digit
numbers whose sum is less to 99 numbers mentally (result not
than 10) and Subtraction of  To learn addition and exceeding two digits).
numbers without conversion subtraction
 To write numerals for ten  To add and subtract two
and twenty digit numbers beginning
 To Compare numbers up to from concrete
20 representations to
 To get introduced to abstract
vocabulary like total,  To add and subtract
together, altogether etc., to numbers by drawing
denote addition. representations of tens
 To introduce subtraction as and ones without and
“taking away” using real with regrouping.
objects.  To add zero to a number
 To understand subtraction and subtract zero from a
as cancelling using number.
pictures.  To understand properties
 To use vocabulary like of addition through
patterns.
 difference, take away, less  To be able to write
etc., to denote subtraction. stories to describe
 To add and subtract using situations that
real objects and pictures. corresponds to the given
 To add and subtract the addition and subtraction
numbers using symbols ‘+’ facts.
and ‘-‘.  To estimate and check
Addition and Subtraction the reasonableness of
(upto 20) answers to addition and
 To add and subtract subtraction problems
numbers up to 20. through discussion.
-using concrete, tangible Introduction to
objects Multiplication and division
-using pictures  To do discussion of
-using numbers situations involving
 To observe and understand repeated addition and
the different orientation in situations involving
addition and subtraction equal sharing
 To reason out the sum  To learn activities of
values making equal groups
Familiarizing numbers up to (activity only)
20
 To group objects into ones, Mental Arithmetic
twos, fives and tens (for  To add and subtract
numbers till 20). single digit numbers
 To identify the predecessor mentally.
and successor up to20.  To add and subtract
 To identify numbers “in multiples of ten mentally
between
Numbers from 21 to 49/99
 To learn numbers from 21
to 99.
 Write numerals for
Twenty-one to Ninety nine.
 To group objects into
’tens’ and ‘ones’
 To draw representation for
groups of tens and ones
 To represent numbers tens
 and ones through pictures.
 To group a number orally
into tens and ones
 To identify the predecessor
and successor up to 99.
 To identify numbers” in
between” Eg: 24, _ _, 26.
 To skip count by twos
forward to backward up
toNinety-nine.
 To skip count by threes
forward to backward up to
Ninety-nine[Ensure that
this part(Numbers
from 21 to 49/99 is an
optional, so as to
consider the pace of the
learner]

Mental Arithmetic
 To add two single digits
numbers up to sum of 10
mentally
PATTER Patterns in Sounds Patterns in Sounds Patterns in shapes Patterns in shapes Patterns in shapes
NS  To identify the patterns in  To observe and extend  Creates patterns of regular  Observes shapes sequence  To create patterns
sounds patterns in sequence of irregular shapes by stamping from kaleidoscope using different colours
 To make pattern through sounds. Eg: Patterns of (eg: by drawing leaves, ink  Identifies the patterns in a and shapes
sounds sounds can be extended blot diagrams) sequence of shapes Patterns in numbers
by tapping benches, feet,  Searches for patterns in  Creates Patterns using shapes  To identify patterns in
Patterns in Colours clapping etc. different ways of combining sequence square numbers and
 To create patterns by colours sounds, 2D and 3D Patterns in numbers triangular numbers
 To identify the patterns in mixing sound and body shapes  Able to identify patterns in  To relate sequences of
colours. movements  To recognize simple multiplication and division: odd numbers between
 To make pattern through symmetries in shapes and multiples of 9. consecutive square
colours. patterns.  To cast out nines from a given numbers
Patterns in Colours Patterns in Geometry
 To create patterns and number to check if it is a
Patterns in Shapes  To observe and extend designs from straight lines multiple of nine.  Able to make border
 To identify the patterns in patterns in sequence of and other geometrical  Able to identify patterns in strip and tiling
 shapes colors. Eg: Patterns of shapes. multiplication and division by patterns.
 To make pattern through colors can be extended 10s, 100s.  To make patterns of
shapes. by mixing different Patterns in numbers Patterns in Geometry shapes using different
Patterns in Numbers colours.  Able to identify symmetry in number of angles/
 To identify the patterns in  Able to identify patterns in geometrical patterns types of angles.
numbers. (using the numerals for odd and  To get introduced to
elementary examples- Patterns in shapes even numbers and in adding rotation of angles.
single digit numbers)  To create block patterns odd and even numbers.  To find patterns by
Patterns in body movements by stamping  To identify patterns in rotating angles
 To identify the patterns in thumbprints, leaf prints, multiplication with, and  To make patterns
body movements vegetable prints, etc. dividing by 10s. using rotational angles
Iterative patterns and  To create patterns of
processes shapes of Iterative patterns and processes Iterative patterns
 To observe and collect a) Regular(eg: in grid)  Able to draw complex  Able to find patterns
similar objects from b) Irregular and rangoli with in a collection of
surroundings such as c) Combinations of a and b condition.(eg:drawing more words
flowers, leaves; pullikolams, atleast one
 To draw similar objects Patterns in numbers kolam which is a single
and to compare them  To observe patterns in curve.)
different ways of  To explore number patterns
splitting numbers or obtained by adding different
combining numbers. numbers.
 To understand through
Iterative patterns and patterns that multiplication is
processes repeated addition, division as
 Able to draw simple repeated subtraction.
rangoli(eg:3 by 3
pulliKolams)
MEAS Introduction to Length Introduction to measuring Length (using standard units - Length (m., cm., addition, Operations on Measured
UREMEN (Length) through Standard cm., m.,) subtraction, conversion and distance mass and
TS  Comparison of Objects units  Able to appreciate the need estimation of distance) capacity
Using Length through  To estimate and measure for a standard unit.  To understand relationship  Able to apply the four
Non Standard Units. lengths/distances using  To measure length of objects between meter and operations in solving
uniform non-standard in their environment using centimeter; problems involving
 To distinguish between units like a pen simple aids.  Able to Convertmeter into length, weight and
near , cap/pencil, eraser, feet  To express appropriate centimeters and vice versa. volume.
far,thinthick,longer/taller,s etc standard units of length by  To solve problems involving  Able to relate
horter,high, low,lighter,  To appreciate the need choosing between length and distances. commonly used larger
heavier, bulk for standard tool for centimeters and meters.  Able to estimate length of an and smaller units of
measuring length, by length, weight and
  To seriate objects by finding differences in  To understand order of objects in their surrounding up Volume and converts
comparing their length and non-standard tools. magnitude between cm. , m., to 1 meter and distance one to the other.
mass.  To Use a ruler to and km. as units. between two given locations  To appreciate the
 To measure short lengths measure lengths of  To estimate the length of in their environment up to 100 volume of a solid
in terms of non- uniform different objects given object in standard units meters body: qualitatively
units( in the context of Introduction to standard and verifies by measuring. and also by informal
‘games eg., ‘Kittipil’ tool for measuring (weight  To use a ruler to measure Weight (Using standard units measurement.
‘goligundu’, ) length of items used in daily Kg., gm., addition subtraction)
‘naadupudiaatam’ or by  Compare and identifies life.  Weighs objects using a
leaping, jumping, etc.,) relationships between  Able to relate centimeter and balance and standard units
 To estimate two or more objects by meter  Estimates the weight of an
distance,measureslength their weight.  Appreciate the need for object and verifies using a
and verifies using non  Appreciates the need for standard tool for measuring balance
uniform units ( e.g. hand a simple balance length, by finding differences Volume (Using standard units
span, cubit, etc.,)  Compares weights of in non-standard tools L., ml., addition subtraction)
given objects using Weight (using non-standard)  Able to measure volume of
simple balance  Able to weigh objects using given liquid using containers
Introduction to volume ( non-standard Units. marked with standard units
capacity)  To understand the concept of  Able to estimate the volume of
 compares and orders conservation of weight(in gm a liquid contained in a vessel
containers as per their and kg) that applies in a and verifies by measuring
capacities on the basis of simple balance
perception & verifies by
pouring out,etc., Volume (capacity -(using non-
standard)
 Able to measure and compare
the capacity of different
containers in terms of non-
standard units.
 Appreciate the need for
standard tool for measuring
volume, by finding
differences in non-standard
tools
MONEY Notes and coins Notes and coins Relating rupee and paise Estimating cost Operations on money
 To identify common  To add and subtract  To understand the  Able to convert rupees to  To apply four
currency notes and coins small amounts of money relationship between rupee paise. operations in solving
 To put together small mentally. and paise  To add and subtract simple problems involving
amounts of money  To identify currency –  To add and subtract amounts amounts of money in money.
 notes and coins involving rupees and paise denominations of rupees and
 Puts together amounts of amounts of multiples of 10 paise which are multiples of Comparing cost
money not exceeding Rs. without re-grouping. ten using column addition and  to collect bills of items
100/- subtraction with regrouping. bought
 To transact an amount Making bills  To learn to use operations to and compare costs of
using three to four notes.  to collect bills for find totals, change, multiple same items
 To compare the rate of goods/items bought costs and unit cost.  to find and reasons out
same product but  To make rate charts  Able to estimate roughly the for being expensive
different prices. andsimple bills total cost. and inexpensive
 To use the vocabulary as  to use the vocabulary
more amount, less such as expensive,
amount, expensive, in- costly, cheap,
expensive affordable, luxurious,
inexpensive[Textbook
writer has to note the
usage of these words,
such as when, where
and why with
examples of using
these words in real life
situations].

TIME Comparison of events based Days, seasons & months Reading date and time Time manipulation Time manipulation
on time  Able to draw time- (calendar, hours, minutes, am,  Understands days by week  To use addition and
 To Distinguish between Cyclic events( such as pm)  to use knowledge of days of a subtraction in finding
events occurring in time day – night; days of the  to read a particular day and week finds the day in previous time intervals in
using term- earlier and week; events of the day date or upcoming week simple cases
later, old, new, less time , starting from brushing  to understand the  Computes the number of
more time, shorter period the teeth to sleep) manufacture and expiry date weeks in a year
or longer period, fast, slow  To get familiar with the of different products  Able to correlate the number
, morning, evening, day days of the week and  To read the time correct to of days in a year with the
and night months of the year. the hour (both digital and number of days in each month.
 To observe changes in the  To get a feel for analogue).  To read clock time to the
position of sun throughout sequence of seasons.  Tells morning, noon, nearest hours and minutes.
the day with time intervals  To be able to sequence afternoon, evening, night and  Able to express time, using the
the events occurring over midnight. terms, ‘a.m.’ and
longer periods in terms  To sequence the events ‘p.m.’[Ensure that the
Organizes events based on of dates/days. chronologically.
time children learn the
Iterative patterns and
 Narrates the sequence of meaning of prime
 events in a day processes–Time based meridian and ante-
 To draw time-Cyclic events meridian from
Calculating time of a year(Months, seasons,
 By using different festivals)
geography/earth
containers to measure science]
volume observes and  Relates to 24 hour clock with
calculates time, by using respect to 12 hour clock
the terms like quick/fast  Able to estimate the duration
and slow. of familiar events.
 Able to compute the number
 To apply the knowledge of days between two given
learnt in money and dates.
understands that  Use Calendar (interlinking
different modes of with patterns)
transports can be used
based on time and
money
INTERC - - - - Integrating distance,
ONCEPT money and time
S
 Able to reason out in
solving problems by
comparing time,
money and distance
 Able to create
problems integrating
time, money and
distance
 To use fractions in the
context of units of
length,time and
money.

FRACTIO - - - Introduction to natural fractions Compare fractions

N  Able to observe items being a  Finds a number
part or parts of a whole corresponding to part
 Able to find the fractional part of a collection in the
of a collection. form of fractions
 To identify the notation of  To Compare different
 fractions simple fraction ( ½ ,
 Use the vocabulary as half , ¼, ¾ etc)
quarter, three-fourths, semi,  To identify the terms
partial and whole like numerator and
 Able to Define Fractions denominator.
 To compare natural fractions  To know types of
and identifies greater and fractions : Proper ,
smaller Improper, mixed , like,
Symbolic representation of unlike, equivalent
simple fractions
Equivalent fractions
 Relating parts to whole eg:  Able to compare like
Filling up water in a measured fractions with
bottle partially / fixing up denominators up to 20.
puzzles circularly/ vertically/  Able to estimate the
horizontally in places and degree of closeness of
completes the whole. a fraction to known
 Identifies half, one fourth and fractions ( ½ , ¼, ¾
three- fourths of a whole. etc)
 Identifies the symbols, ¼ , ½ ,
¾
 Explains the meaning of ¼ , ½ Operations of fractions
,¾  Able to do addition
 to appreciate equivalence of and subtraction of like
2/4 and ½ and of 2/2, 3/3, 4/4 fraction
and 1  Able to do
multiplication of
fractions by single
digit numbers

Relationship between
Fractions and Decimals
 To introduce the
concept of decimal
 Able to express a
given fraction in
decimal notation and
vice versa
INFORM [Link] Listing [Link] Listing [Link] Listing [Link] Listing [Link] Listing
ATION  To collect simple data such  Listing down all possible  Logically place
PROCES as Mode of transport to  Listing down all possible  Listing down all possible things for a given category, numbers in a given
SING School, Favorite TV things for a given things for a given category, satisfying for multiple condition.(eg:the child
program, favourite food category. (eg: listing with multiple conditions.(eg: conditions that has conditions should be
items, Numbers of brothers down all possible ways listing down all possible for exclusions.(eg: finding out able to solve 4 by 4
and sisters etc., of dressing oneself; ways of dressing using 2 all the possible ways of Sudoku)
2. Organizing simple data listing down any pairs of half-pants, 1 half-shirt and 2 dressing using 4 shorts and [Link]
(shape and numbers) numbers that sums to 20) full-shirts, if full-shirts are four shirts, one each of colours representation of data
 To represents and  Listing down all possible not to be worn with half- red, blue, white and black,  To collect two-
interprets Simple data things for a given sub- pants; listing down the such that the colour of shorts dimensional
sets(eg: in Venn diagram) categories (Eg: finding number of different four- and shirt is not the same, quantitative data
out all the possible ways block-high towers that can be building towers with blocks of  To represent the data
of dressing using two built using blue and red multiple colors; with many in the form of a table
shorts and three blocks(with the condition different restrictions on how To draw a bar graphs
3. Modelling shirts;Listing down that one color for each they cannot be arranged; and to represent a data
Puzzles: combination of two block); listing down all listing down all possible 3-5 and interprets it
 To visualize and arrange numbers whose sum is possible 3-5 lettered meaningful words that
parts in order.(Eg: Picture equal to 20) letteredmeaningful words starts with letter ‘R’ and 3. Modelling
of a dog torn into pieces  To collect data that starts with letter ‘R’) shouldn’t end with ‘M’ and  Marking art using
like head, legs, tail, body. throughmeasurement. ‘T’) cutouts of circles,
The child has to arrange 2. Drawing simple apt graphs [Link] inferences from the rectangles and
neatly and form a complete Reasoning  To collect data and represent represented data: triangles of different
picture of dog, by placing  To compare, verify and it in terms of pictograph  To collect and represent data sizes
everything intact.) justify the lists prepared in the form of bar graphs and  Create artistic chains
Making Connections: and ensures that the list  Choosing appropriate scale pie-charts with different coloured
 To form a shape, by is complete.(eg: the child and unit for display through  Draws Inferences by beads
connecting the numbers in should be able to answer, pictographs discussing with the teacher
sequence/colors.(eg: Lot of how do you know that
colored dots could be you have counted all the [Link] conclusion from the 3. Modelling [Link] and Devising
given such that 7 red dots possible ways and represented data Route map: Algorithms
for one shape, 8 blue dots ensures that it is counted  To draw conclusions from  Able to locate short and long  To enable them to find
for another shape. Now, without repetition?) the data by discussing with paths; out easy and difficult
the child has to connect [Link] inference the teacher  Able to find out and check for ways to solve tasksand
similar colored dots to  Represents data followed connectivity between places justify with reasons
form shape) by discussions ( 4. Modelling the better way
[Link] of children, Map making: (eg. Arranging 50
months in which  Able to make map of known- books
[Link] and Devising birthdays of the children areas.(Not necessarily [Link] and Devising Ordered by number on
Algorithms in the class ) scaled).Eg: Making map of Algorithms them in 5 rows.)
 To enable them to follow  To record data using school, home, park, or any  Able to break down a big task  Able to split bigger
simpleand different types tally marks place to a list of small tasks(eg. A tasks into smaller,
of procedure[example:  Draws inferences from  Able to mark routes for the table to be moved to another known tasks(eg.
simple treasure hunt the data at the given locations. room) Multiplying two three-
games] appropriate level eg.  To equip them to write down a digit numbers)
modes of transport [Link] and Devising sequence of instructions; (eg:
chosen based on time Algorithms One group is to write down
and money can be  Able to devise instructions the sequence of task, one
drawn as a graph for going from one location group is to carryout
to another on a map instruction; another group is to
3. Modelling  Able to find the quick way of ensure that it is carried out
Relations:older, younger finding 10 more than an less correctly
 Understands relationship than a given number
and expresses it orally  Able to find the quick way of
(Eg: If Shalini daughter adding and, subtracting a
of Saravanan then number.
Saravanan father of  Able to explore many tricks
Selvi. Then the child to quickly add and subtract.
should be able to tell
what is the relationship
between selvi and
shalini.)
Relations: Shapes and
nature of objects
 Correlates nature of
objects with shapes of
containers(eg: for a
given pair of objects, the
child should be able to
tell which container
holds what (through
pictures))

[Link] and Devising

Algorithms
Framing and executing
instructions
 To equip them to make
list of instructions;
 To enable them to
carryout instruction and
toensure thatit is carried
out correctly
 To enable them to
carryout a task in
different
ways([Link] a pile
of biscuits amongst
students)
 UPPER PRIMARY DRAFT SYLLABUS

TOPIC CLASS VI CLASS VII CLASS VIII

Numbers and operations. Arithmetic of Integers Rational Numbers
 Understand the concepts of  Understand addition and subtraction of Rational Numbers
numbers (up to 8 digits), number integers using number line.  Understand the necessity for extending
names and numerals  Able to add and subtract integers using fractions to rational numbers.
real life situation.  To represent rational number on number line.
 Understands Indian and
 Able to multiply and divide integers by  Understand that between any two rational
international representation of
whole numbers. numbers there lies another rational number
large numbers  Understand that division by zero is
 Understands estimation as an meaningless.
important tool for large numbers
Arithmetic of Rational Numbers
 Able to multiply and divide integers by
 To learn to perform all four operations on
(5 digits and beyond) integers.
rational numbers.
 Identify smaller/larger numbers,  Solve word problems usingthe four
fundamental operations on integers and  Able to solve word problems on all
compare using <, >, = symbols, arrange
applies appropriate operations in word operations. .
in ascending/ descending order.
problems. Properties of Rational numbers
 Perform the four fundamental Properties of Integers  Understand the fourproperties of rational
NUMBER operations (answers not to exceed six  Understand closure, commutative, numbers, additive identity and multiplicative
SYSTEM – I digits) and applies the right operation associative, distributive properties identity.
in word problems. (multiplication over addition), additiveand Simplify Expression with three
 Perform operations in the right order multiplicative identities, applied to brackets
using BODMAS rule integers.  Able to simplify expressions with utmost
 Understand which properties hold for three brackets.
Whole numbers which operations, and illustrate difference Powers
 Understand extension of natural from whole numbers (example: closure  To express numbers in exponential form
numbers to whole numbers property for subtraction) with integers as exponents.
 To represent whole numbers on Decimal Numbers  Understand the laws of exponents with
number line.  Recall the notion of decimal point. integral powers.
 Understand the four properties of  Understand place value in decimals.  Able to calculate square and square roots of
numbers with emphasizing  Learn the concept of decimals as integers.
terminology (closure, commutative, fractions with denominators of tens - Square roots using factor method and
associative, distributive properties over division method for numbers containing
and its multiples.
addition and multiplication identity of o not more than 4 digits
 Represent decimal Numbers on o not more than 2 decimal places (in case of
a numbers).
 Identify and appreciate number
Number line. imperfect squares)
patterns-ex: triangular numbers and  To recognize cubes and cube roots
 square numbers. Arithmetic of Decimals (only factor method for numbers
Test of divisibility  Add and subtract decimal numbers. containing at most 3 digits).
 Recall the concepts of factors and  Able to apply the appropriate operation 
multiples with the aid of multiplication To learn to estimate square roots and cube
in word problems- addition and roots (Learning the process of moving nearer
tables up to 10.
subtraction of decimals. to the required number).
 Understand the rules of divisibility test
 Multiply and divide decimal numbers.  Able to calculate in easy ways and estimate
and apply it to numbers 2, 3, 4, 5 and
 Able to solve word problems based on the answer using all four fundamental
10.
decimal numbers (all operations). operations
Prime numbers
 Able to approximate numbers up to three
 Recall the classification of even and
digits.
odd numbers.
 Understand the concept of Prime and
composite numbers PATTERNS AND RELATIONS
Playing with numbers
Factorization 2
 Understand patterns in Numbers ∑n, ∑n etc.
 To factorize 2-digit numbers.
Magic Squares
 To learn prime factorization of a given
number

NUMBER LCM & HCF

SYSTEM-II  Understand the concepts of HCF and
LCM
 Understand the concept of co-prime
numbers.
 Calculate HCF and LCM by prime
factorization method and division
method.
 Deduce the relationship between LCM
and HCF and the product of two
numbers.
 Able to solve word problems with HCF
and LCM
 Introduction of Integers
 Understand the necessity for extension
of whole numbers to negative integers.
 Understand that the collection of
positive integers, negative integers and
zero forms integers.
 Represent integers on the number line.
 Compare integers and arrange them in
ascending / descending order.
Arithmetic of Fractions
 Revise notion of fractions and
fraction addition/subtraction
 Understand mixed and improper
fractions and convert from one to
the other
 Able to multiply and divide fractions by
other fractions
 To find the reciprocal of a fraction.
 Able to solve word problems that
involve fractions (with all four
operations).
Metric Measures Area and Perimeter Circle
 Recall the conversion of units of  To revise the concepts of Perimeter  To introduce the concept of segment and
length, weight and volume and Area of Square, Rectangle, Right chord.
triangle and combined shapes.  To find the length of arc, area of sector.
restricting to the units mentioned
 To determine the area of Parallelogram,
below. (km, m, cm, mm and Area and Perimeter of combined Plane
Rhombus, and Trapezium and regular
similarly units that are in common hexagon Figures.
use in weight and volume).  Recall the concepts of area & perimeter for
[Link]  Able to understand the use of Circle various quadrilaterals
decimal point to convert smaller  To determine the area and circumference  Calculate the area of simple combined figures
to larger units of Circles and its parts. (Not more than three figures placed in
Area of Pathway juxtaposition)
 Able to add and subtract 3-Dimensional Shapes
 To calculate the area of Pathway inside
quantities with different unit with and outside the given rectangles and  Understand representation of 3-dimensional
appropriate conversion circles applying the concept of area of shapes in 2D
rectangle and circle respectively.  Understand representation of 3D objects with
Cubes.
 Measures of Time
 Able to read time on a clock
(Eg.1:15 min. as quarter pass one)
 Use both 12-hour and 24-hour
formats to read time and convert
from one to another.
 Able to find the duration between
2 time instances.
 Able to convert from one unit of
time to the other – seconds to
minutes and hours and vice –
versa, days to weeks, years, leap
year and vice – versa.

Area and Perimeter

 Understand the concept of area and
perimeter of plane figures.
 To learn to find the area and perimeter
of square, rectangle, right triangle and
combined shapes.

Conversion of Square units

 To Convert Square units (Eg. cm2 to m2
)
III. ALGEBRA Introduction to Algebra Algebraic Expressions Revision
 Introduction to variable through  Identify constants and variables in a given  To recall addition and subtraction of
patterns and through appropriate word term of an algebraic expression and expressions.
problems and generalizations. coefficients of the terms. Algebraic Expressions
 To generate such patterns with more  Identify like and unlike terms.  Able to multiply algebraic expressions with
examples.  To learn to write the degree of expressions integer coefficients
 To solve unknowns through examples 2  Able to divide algebraic expressions by
with simple contexts (single like x y etc.
monomial
operations).  Able to understand and avoid some common
 Able to add and subtract algebraic errors
expressions, with integer coefficients
(e.g. 2 xx  x , 7 xxy  7 xy )
 Able to form simple expressions with two Identities
 variables.  To recall the identities for
(a  b ) 2 , (a  b) 2 , a 2  b 2
Solving simple linear equations
 Able to apply identities in problems
 To solve simple linear equations (in
 Deduce identities with geometrical proofs,
contextual problems) (avoid complicated
numerical examples and applies it in sums
coefficients). Factorizations
Graphical representation of inequalities in
 Able to recognize (simple cases only)
a single variable.
expressions that are factorizable of the
 To represent inequalities of a single
following types
variable graphically.
(a+b)3 ,(a-b)3, (x+a)(x+b)(x+c)
Exponents
Solving linear equations
 Understand the laws of Exponents(through
observing patterns and arrives at  Able to solve word problems that involve
generalization.) linear equations (with simple
coefficients)
 aman  amn where m,n ϵ N

 (am )n  amn where m,n ϵ N Graphs:

 Able to plot graphs of simple linear functions
am
 n
 amn where m,n ϵ N, m>n. (ex: y=5x)
a
 To find units digits of large numbers
represented by exponents (ex: 2350) by
observing patterns
Algebraic identities
 To deduce identities with geometrical
proofs, numerical examples and apply it in
sums
( a  b ) 2  a 2  2 ab  b 2 , ( a  b ) 2  a 2  2 ab  b 2 ,
a 2  b 2  ( a  b ) (a  b ).
Able to recognize (simple cases only)
expressions that are factorizable of the
following types
a(x  y), (x  y)2 , a2  b2
IV. MODELLING Ratio and Proportion Recall: Ratio and Proportion Revision
 Understand the concept of Ratio  To recall the concept of ratio and  Profit, Loss and simple interest.
 Understand that Proportion is same as proportion. Application of percentage, profit & loss,
 the ratio of two. Indirect and Direct variation overhead expenses, Discount, tax.
 Able to calculate the needed  Understand the concept of indirect  To solveslightly advanced problems
quantity using unitary method (with variation involving applications of Percentages, Profit
only direct variation implied).  Able to differentiate direct and indirect & Loss, overhead expenses, Discount, tax.
Shopping variation and calculate the needed quantity Compound Interest
 Able to prepare a bill. using direct and indirect variation.  Able to find compound interest through
 To verify the bill amount. Fraction and decimal into percentage patterns and use it in simple problems.
Profit and loss  Understand percentage as a fraction with (Compounded yearly up to 3 years or half-
denominator 100. yearly up to 3 steps only).
 Able to calculate cost price, Selling
 Able to convert fractions and decimals  Able to differentiate between simple and
Price and Profit/Loss. compound interest
into percentages and vice-versa
(The numbers used for calculation purpose should
 To solve word problems based on
be easy - otherwise, calculator can be used.)
percentage.
Compound variation
Simple Interest
Able to calculate simple interest.  To do problems on compound variation
 To solve Time and Work problems–
Simple and direct word problems.
[Link] Introduction to point , line, ray , Properties of Parallel lines Properties of Triangles
segment and planes  Understand the properties of angles in  To recall the properties of triangles.
 Understand fundamental geometrical intersecting lines, adjacent angles,  Understand theorems based on properties of
terms -points, lines, rays, segments adjacent angles on a straight line, triangles and apply them to appropriate
and planes. parallel lines and transversal lines. problems.
 Understand collinear points and Properties of Triangles  Understand Pythagoras theorem and solve
concurrent lines, point of concurrency  Able to apply angle sum property of a problems using it.
 Understand parallel and perpendicular triangle.
lines. Congruence triangles properties Concurrent Points of a triangle with definition
 To know the concept of congruency and  Understand the concurrency of medians,
Angles and their types similarity of triangles. altitudes, angle bisectors and perpendicular
 Understand the concept of angles.  To know the criteria for similarity of bisectors in a triangle.
 Identify vertex, arms and measure triangles. (SSS, SAS, ASA, RHS).
angles. PATTERNS AND RELATIONS
 Understand right, acute, obtuse and PATTERNS AND RELATIONS- Playing with numbers
straight angles. Symmetry through transformation  Logical reasoning diagrams
 Understand complementary &  To recall the types of Symmetry through
supplementary angles and find diagram PRACTICAL GEOMETRY-
complementary and supplementary  To learn Symmetry through Circles
angles for the given angles. transformations (Translation, reflection,  Able to draw the parts of a circle and identify
rotation and their combination) and compare the relationship between
Types of Triangles
  Able to recognize different kinds of radius and diameter.
triangles based on (a) length of sides PRACTICAL GEOMETRY-
(b) measures of angles. Construction of Quadrilaterals: trapezium,
Construction using scale and compass. parallelogram, rhombus, rectangle and square
Symmetry  To construct the perpendicular  Able to construct quadrilaterals:
 Able to find symmetrical objects in bisector of the given line segment. trapezium, parallelogram, rhombus,
Surrounding.  To construct the angle bisector of the rectangle and square.
 To learn types of symmetry given angle.
 To construct special angleswithout
PRACTICAL GEOMETRY protractor - 90, 60, 30, 120.
 To identify Geometrical instruments.  Construction of triangles: given SSS,
 Able to measure and draw line SAS, ASA.
segment.  To construct circles and concentric
 Able to construct parallel and circles.
perpendicular lines using set square.
 Able to draw given angles using
protractor

[Link] Introduction Collection and organization of continuous Formation of frequency table

 Understand the necessity to collect data  To recall formation of frequency
data.  To collect and organize continuous data. table.
 Organize collected discrete data using  Able to form a frequency table.
tally marks and a table. Representation
Pictograph Mean, Median, Mode  To draw Histogram, frequency polygon for
 Able to interpret a pictograph and  To calculate Mean, Median, Mode of grouped data
understand the need for scaling. ungrouped data and understand what they  To construct simple Pie- charts for the given
Bar graph represent data.
 Able to interpret data from bar graphs.
 Able to construct bar graphs from the Measures of central tendency
given data.  Able to calculate mean, median and
mode for discrete data.
 VIII. Systematic Listing, Counting, Reasoning Systematic Listing, Counting, Reasoning Systematic Listing, Counting, Reasoning
INFORMATION  Sudoku; solving sudoku.  Tetraminoes: make all the shapes. How  Determine the number of possible orderings
 Triangles with numbers on them many up to rotationsand flips. of an arbitrary number of objects, describe
PROCESSING
adding to given sum; procedures for listing and counting all such
 Explore how many; how do you know orderings.
you have counted all. Modelling
 Simple road map of town; roads carry Modelling
Modelling costs; cost of routes; minimal cost  Games like SETS:
 Tree diagrams for numerical paths. [Link]
expressions; what regrouping does  Games like Sprouts and puzzles like  Map colouring using examples.
to the shape of the tree. 3-cup problem (Ref: Wikipedia)  Making time tables.
 Representing carrom board and  Modelling 100 metre dash, long jump,
"strikes". Iterative patterns and processes high jump, javelin throw.
 Given table, find the function.
Iterative patterns and processes  Pascal's triangle and Fibonacci Iterative patterns and processes
 Euclid's algorithm, Euclid's game: sequences.  Given description of simple
(Ref:[Link] physical/biological system, predict future
Euclidean_algorithm) Following and Devising Algorithms behaviour.
 Making "best" schedules, time-tables,  Model of solar and lunar eclipse
Following and Devising Algorithms deciding order of tasks under given (imprecise but correct).
 Sorting given information on set of constraints.  Devising and breaking simple codes.
different attributes.  Creating and using flowcharts.
 Disordering given ordered Following and Devising Algorithms
information.  Use of queues (e.g. at water taps, bus
stops)
 Best ways of packing objects into a bag /
box.
 Shopping to a budget, with constraints on
money, weight, volume.
 SECONDARY DRAFT SYLLABUS

CLASS IX CLASS X

Topic :Set Language Topic : Relations and Functions

1. Defining Relations and Functions

1. Describing and representing sets
Able to define and perform Cartesian product of two
Able to describe a set in Descriptive, Set- builder and sets.
roster forms and through Venn diagram. To define a relation as a subset of product of two sets.
Use symbols like , , , etc. To define function as a special relation and cite
examples.
2. Types of sets
2. Representation of functions.
Able to identify different kinds of sets. (Empty set, Finite
Identifying a function through an Arrow diagram, a
set, Infinite set, Equal set, Subset, Power set, and
Table, a Rule or a graph. (Simple examples) The
Universal set, cardinality of sets)
domain and Range. Vertical Line test.
3. Set Operations.
3. Types of functions.
Describes and illustrates – union, intersection, difference,
Classifying functions as one-one, many-one, onto, into
symmetric difference and complementation.
and bijection); (simple examples)
Understands the commutative, associative and distributive
properties of set operations-(restricted to three sets) 4. Composition of functions (two and three)

Applying the results of one function on another.

4. Formula for set operations. Examples for Commutative and associative nature of
combining functions.
Formula for n( A  B ) and n( A  B  C ) ; statement and
5. Identification of some special functions
verification of De Morgan law using Venn diagram.
Identifying the graphs of Linear, Quadratic, Cubic and
5. Application:
Reciprocal functions.
Solving simple word problems.

(Minimum number of problems illustrating the use of each

concept in conformity with the number of periods allotted)

Topic : 2. Real Number System Topic : 2. Numbers and Sequences.

1. Revision: Natural numbers, Whole numbers, 1. Euclid’s division algorithm

Integers and Rational numbers.
Able to write Euclid’s division lemma for a division
To recall the representation of natural numbers, whole sum
numbers, integers, and rational numbers on the number To find LCM and HCF using Euclid’s division
line. algorithm

2. Rational numbers. 2. Fundamental theorem of arithmetic

Able to classify rational numbers as recurring / terminating Able to understand the fundamental theorem of
decimals. arithmetic
To represent terminating / non terminating recurring 3. Modular arithmetic
decimals, on the number line through successive
magnification. To understand congruence modulo ‘n’, addition modulo
‘n’, and multiplication modulo ‘n'
3. Irrational numbers
4. Sequences
To identify non terminating, non-recurring decimals
leading to the existence and representation of irrational To define sequence and to visualize a sequence as a
numbers such as 2, 3 and 5 on the number line. function

To do elementary basic operations on irrational numbers.

Able to rationalize given irrational numbers of the type 5. Progressions

1 (a  b x ) and 1 ( x  y ) , where x, y are natural To define an Arithmetic Progression and a Geometric

numbers and a, b are integers. Progression. (A.P. and G.P)

4. Real numbers Able to find the nth term of an A.P and its sum to n
terms.
To identify a one–one correspondence between the real Able to find the nth term of a G.P. and its sum to n terms.
numbers and the points of a directed straight line. (The
ratio of the examples for each concept to that of the 6. Series
exercise problems is 1:1)
To determine the sum of some finite series such as
[Link] notation Σn,Σn2,Σn3
 To understand the meaning of Scientific Notation.
 To understand the importance and convenience of
expressing numbers in scientific notation.
 Able to convert larger/smaller numbers to scientific
notation and vice – versa.

Topic : 3. Algebra Topic : 3. Algebra

1. Polynomials
1. Simultaneous linear equations
To define a polynomial in one variable. To recall solving a pair of linear equations in two
Classification as monomial, binomial, etc. unknowns.
To Identify the terms, the coefficients and the To solve a pair of linear equations in three variables
exponents of a polynomial and its degree. by method of elimination only.
Classification of polynomials as linear, quadratic,
2. Synthetic division
cubic etc.
Evaluate a polynomial for given values of the variable. To determine the remainder and the quotient of the
Identifies zeros of a polynomial. given polynomial using Synthetic Division.
Learns to Add, subtract, and multiply polynomials. To use Synthetic division in the process of
Understand that polynomials form a system analogous factorising a polynomial.
to the integers, namely, they are closed under the
3. Rational expressions
operations of addition, subtraction, and multiplication.
Able to simplify algebraic rational expressions
2. Remainder theorem
(Simple Problems),
To understand the remainder theorem via examples 4. Square root
and analogy to integers and use it to find the remainder.
To understand and compute the square root of a
3. Identities polynomial.
Able to correlate relationship between discriminant
To recall/understand the algebraic identities for (a + and nature of roots.
b)2, (a – b)2, a2 – b2, (x + a)(x + b), (a + b + c)2,
5. Quadratic Equations
(a + b)3 and (a – b)3. (to be supplemented by visual
illustration wherever possible)
Able to form a quadratic equation in the standard
2
Able to verify identities of the type, (x + a) (x + b) (x form a x  b x  c  0, (a  0) , when the roots are
3 3 3
+ c) and x  y  z  3xyz given.
To solve quadratic equations (only real root) – by
and use them in problem solving.
(i) factorization, (ii) completing the square and (iii)
4. Factor theorem using formula.
Able to write and solve a quadratic equation, when
To learn the statement and proof of the factor theorem given a word problem (related to day-to-day activities).
and use it to find the factors of a given polynomial, in To comprehend the relationship between zeros and
2
particular (i) trinomials of the type a x  b x  c, a  0 coefficients of a quadratic expression.

where a, b, c are real numbers and (ii) cubic 6. Quadratic graphs

polynomials.
Learn to obtain the GCD and LCM of (at most three) Able to solve quadratic equations through graphs.
algebraic expressions by factor method only. Able to determine the relationship between the
nature of the solutions and the graph of a quadratic
5. Linear equations in two variables function.
7. Graphs of variations
to recall linear equations in one variable
to identify and solve linear equations in two variables by To solve graphically equations
(a) Substitution (ii) elimination, (iii) Cross multiplication 1
and (iv)Graphical methods y  x, y  , xy  k ,  x , y  0 .
to explore the possibilities for (i) unique, (ii) infinite or
x
(iii) no solutions.
8. Matrices
Apply linear equations in two variables to solve problems
from life situation.
1. Types of matrices
6. Linear Graphs
To introduce matrices through examples
Able to
To identify the order and formation of matrices
draw straight lines, intersecting and non-intersecting
To recognize different types of matrices
straight lines.
2. Matrix operations
Solving linear equations using their graphs.
Able to add and subtract the given matrices.
To multiply a matrix by a scalar, and to find the
transpose of a matrix.
To multiply 2×2; 2×3; 3×2 Matrices.
To evaluate the determinant of a 2×2 matrix and find the
inverse of the matrix.
3. Matrix equation
To solve the equations of two variables - using matrix
method.

Topic : 4. Geometry Topic : 4. Geometry

1. Properties of parallelograms (Theorems without 1. Proportionality theorems
proof) To discover geometrical facts given by
i. basic proportionality theorem for a triangle and
To recall the theorems on linear pair, vertically opposite
angles, angle - sum property of a triangle (interior and its converse
exterior) and congruent triangles. ii. angle bisector theorem and its converse

To classify quadrilaterals and parallelograms (through To apply them to solve numerical problems only.
hands-on activities) and list their properties to use them in 2. Similar triangles
problem solving.
To discover properties of similar triangles by
practical work. (theorems without proof)
2. Circle theorems
Pythagoras theorem
To understand that there is only one circle that passes
through 3 non-collinear points 3. Circles and Tangents
.
To learn about equal chords in a circle, the perpendicular To understand the facts (without formal proof) on
from the centre to any chord, and congruent arcs. lengths of tangents to a circle, angle between tangent
To discover the relationships between the angles at the and radius through the point of contact and alternate
centre of a circle, angles in Cyclic quadrilaterals, and segment theorem.
angles at the circumference in the same segment. 4. Concurrency theorems
(All the above through practical work and not by
theoretical proofs) States Ceva’s theorem and Menelau’s theorem
(without proof).
Simple problems based on the above concepts.
5. Practical Geometry
3. Practical Geometry
Able to identify and understand through practical work, To construct tangents to circles.
the centroid, orthocentre, circumcentre and incentre of a To construct triangle, given its base, vertical angle at
triangle. the opposite vertex and (a) median or (b) altitude or (c)
bisector.
Able to construct a cyclic quadrilateral.
Topic : 5. Coordinate Geometry Topic : 5. Coordinate Geometry
1. Plotting Points on a plane
To understand the concept of Cartesian plane with its 1. Area of a triangle
axes.
Able to plot the points on the plane and write the co – To recall formulae for distance between two points, and
ordinates of a given point, the midpoint of two given points and
2. Distance between two points the point of internal division (using section formula) .
To calculate the area of a triangle using formula.
Able to find the distance between two given points and
To find area of a quadrilateral given its vertices.
make use of it in problems.
To determine the slope of a line (i) when two of its
3. Section formula points are given, (ii) its equation is given.
To determine the point of division using section formula
(internal division only) 2. Forms of Straight line
To find and use midpoint formula Able to find the equation of a straight line in:
To find the centroid of a triangle by formula. i. slope-intercept form,
4. Graph of a linear equation ii. point -slope form,
To examine linear equations of the type ax+by+c=0, iii. two -point form,
writing it as y = mx + c and linking with the chapter on iv. intercept form.
linear in two variables.
Topic : 6. Trigonometry Topic : 6. Trigonometry
1. Trigonometric ratios
To understand the concept of trigonometric ratios using 1. Identities
the relationship between the sides and the angles of the
Able to identify the Trigonometric identities and
right angled triangle. apply them in simple problems.
To recognize the values of sine, cosine, tangent and their
2. Heights and distances
 reciprocals for specific angles 0 ,30 , 45 ,60 ,90 .
To apply trigonometric ratios to calculate heights
To do simple problems based on these ratios. and distances. (Not more than two right triangles;
2. Complementary angles (Angles of elevation or depression should be 30, 45 or
To use the concept of complementary angles in simple 60.)
problems
3. Trigonometric tables
To understand the usage of trigonometric tables.
Topic : [Link] and Mensuration Topic : [Link] and Mensuration

1. Area of a triangle Surface Area and Volume of Solids

Able to use Heron’s formula (no proof) to find the area of To determine volume and surface area of cylinder,
a triangle. To cone, sphere, hemisphere and frustum (hollow solids to
apply the same idea to find the area of a quadrilateral. be omitted).
To compute Volume and surface area of (not more than
2. Surface Area and Volume of Cube and Cuboids two different) combined solids)
To recall the 3 D shapes Problems involving conversion of solids from one
To find LSA , TSA and Volumes of cubes and cuboids. shape to another with no change in volume.

Topic : 8. Statistics & Probability Topic : 8. Statistics & Probability

Statistics: Statistics
1. Histograms. 1. Measures of central tendency

To recall the collection of data, presentation of data in To recall Mean for ungrouped and grouped data.
tabular form - ungrouped and grouped data.
To recall histogram and frequency polygon 2. Measures of dispersion
To construct histograms (with varying base lengths).
To understand the concept of Dispersion.
2. Measures of central tendency. To understand and compute Range, Standard Deviation,
Variance and coefficient of variation
To recall Mean, median, Mode of ungrouped data.
Able to calculate the Mean, Median and Mode for 3. Probability:
grouped data.
Probability-theoretical approach
3. Probability
To understand Random experiments, Sample space
Probability: an experimental approach
and use of a tree diagram.
To study probability through empirical approach by To define and describe Events – Mutually
considering experiments to be drawn from real-life Exclusive, Complementary, certain and impossible
situations. events.
Able to calculate the probability of events like tossing To understand addition Theorem on probability and
coins and throwing dice. apply it in solving some simple problems.