Mathematics

Subject Code – 041 & 241

Classes IX-X (2025 – 26)

The Syllabus in the subject of Mathematics has undergone changes from time to time in
accordance with growth of the subject and emerging needs of the society. The present revised
syllabus has been designed in accordance with National Curriculum Framework 2005 and as
per guidelines given in the Focus Group on Teaching of Mathematics which is to meet the
emerging needs of all categories of students. For motivating the teacher to relate the topics to
real life problems and other subject areas, greater emphasis has been laid on applications of
various concepts.

The curriculum at Secondary stage primarily aims at enhancing the capacity of students to
employ Mathematics in solving day-to-day life problems and studying the subject as a separate
discipline. It is expected that students should acquire the ability to solve problems using
algebraic methods and apply the knowledge of simple trigonometry to solve problems of height
and distances. Carrying out experiments with numbers and forms of geometry, framing
hypothesis and verifying these with further observations form inherent part of Mathematics
learning at this stage. The proposed curriculum includes the study of number system, algebra,
geometry, trigonometry, mensuration, statistics, graphs and coordinate geometry, etc.

The teaching of Mathematics should be imparted through activities which may involve the use
of concrete materials, models, patterns, charts, pictures, posters, games, puzzles and
experiments.

Objectives The broad objectives of teaching of Mathematics at secondary stage are to help the
learners to:

 consolidate the Mathematical knowledge and skills acquired at the upper primary stage;
 acquire knowledge and understanding, particularly by way of motivation and visualization
of basic concepts, terms, principles and symbols and underlying processes and skills;
 develop mastery of basic algebraic skills;
 develop drawing skills;
 feel the flow of reason while proving a result or solving a problem;
 apply the knowledge and skills acquired to solve problems and wherever possible, by
more than one method;
 to develop ability to think, analyze and articulate logically;
 to develop awareness of the need for national integration, protection of environment,
observance of small family norms, removal of social barriers, elimination of gender biases;
 to develop necessary skills to work with modern technological devices and mathematical
software's.
 to develop interest in mathematics as a problem-solving tool in various fields for its
beautiful structures and patterns, etc.
 to develop reverence and respect towards great Mathematicians for their contributions to
the field of Mathematics;
 to develop interest in the subject by participating in related competitions;
 to acquaint students with different aspects of Mathematics used in daily life;
 to develop an interest in students to study Mathematics as a discipline.
 COURSE STRUCTURE CLASS – IX

Units Unit Name Marks

I NUMBER SYSTEMS 10
II ALGEBRA 20
III COORDINATE GEOMETRY 04
IV GEOMETRY 27
V MENSURATION 13
VI STATISTICS 06
Total 80

S. Content Competencies Explanation

No.
Unit 1: Number Systems

1. REAL NUMBERS  Develops a deeper  Differentiates

understanding of rational and
1. Review of representation of natural numbers, including irrational numbers
numbers, integers, rational numbers the set of real based on decimal
on the number line. Representation of numbers and its representation.
terminating/non-terminating recurring properties.  Represents
decimals on the number line through  Recognizes and rational and
successive magnification, Rational appropriately uses irrational numbers
numbers as recurring/ terminating powers and on the number line.
decimals. Operations on real exponents.  Rationalizes real
numbers.  Computes powers number
2. Examples of non-recurring/non- and roots and expressions such
terminating decimals. Existence of applies them to as
1
and
𝑎+𝑏√𝑥
non-rational numbers (irrational solve problems. 1
numbers) such as √2, √3 and their , where x, y
√𝑥+√𝑦
representation on the number line. are natural
Explaining that every real number is numbers and a, b
represented by a unique point on the are integers.
number line and conversely, viz. every  Applies laws of
point on the number line represents a exponents
unique real number.
3. Definition of nth root of a real number.
4. Rationalization (with precise
meaning) of real numbers of the type
1 1
and (and their
𝑎+𝑏√𝑥 √𝑥+√𝑦
combinations), where 𝑥 and 𝑦 are
natural numbers and 𝑎 and 𝑏 are
integers.
 5. Recall of laws of exponents with
integral powers. Rational exponents
with positive real bases (to be done by
particular cases, allowing learner to
arrive at the general laws.)

UNIT II: ALGEBRA

1. POLYNOMIALS  Learns the art of  Defines

factoring polynomials in
1. Definition of a polynomial in one polynomials. one variable.
variable, with examples and counter  Identifies different
examples. Coefficients of a terms and
polynomial, terms of a polynomial different types of
and zero polynomial. polynomials.
2. Degree of a polynomial.  Finds zeros of a
3. Constant, linear, quadratic and cubic polynomial
polynomials. Monomials, binomials,  Proves factor
trinomials. Factors and multiples. theorem and
4. Zeroes of a polynomial. applies the
5. Motivate and State the Remainder theorem to
Theorem with examples. factorize
6. Statement and proof of the Factor polynomials.
Theorem. Factorization of ax2 + bx +  Proves and
c, a ≠ 0 where a, b and c are real applies algebraic
numbers, and of cubic polynomials identities up to
using the Factor theorem. degree three.
7. Recall of algebraic expressions and
identities. Verification of identities:
(𝑥 + 𝑦 + 𝑧)2 = 𝑥 2 + 𝑦 2 + 𝑧 2 + 2𝑥𝑦
+ 2𝑦𝑧 + 2𝑧𝑥
(𝑥 ± 𝑦) = 𝑥 ± 𝑦 3 ± 3𝑥𝑦(𝑥 ± 𝑦)
3 3

𝑥 3 + 𝑦 3 = (𝑥 + 𝑦)(𝑥 2 − 𝑥𝑦 + 𝑦 2 )
𝑥 3 − 𝑦 3 = (𝑥 − 𝑦)(𝑥 2 + 𝑥𝑦 + 𝑦 2
𝑥 3 + 𝑦 3 + 𝑧 3 − 3𝑥𝑦𝑧
= (𝑥 + 𝑦 + 𝑧)(𝑥 2 + 𝑦 2
+ 𝑧 2 − 𝑥𝑦 − 𝑦𝑧 − 𝑧𝑥)
and their use in factorization
of polynomials.

2. LINEAR EQUATIONS IN TWO  Visualizes solutions  Describes and plot

VARIABLES of a linear equation a linear equation in
in two variables as two variables.
1. Recall of linear equations in one ordered pair of real
variable. numbers on its
2. Introduction to the equation in two graph
variables. Focus on linear equations
of the type ax + by + c = 0.
 Explain that a linear equation in two
variables has infinitely many
solutions and justify their being
written as ordered pairs of real
numbers, plotting them and showing
that they lie on a line.

UNIT III: COORDINATE GEOMETRY

1. Coordinate Geometry:  Specifies locations  Describes

and describes cartesian plane
1. The Cartesian plane, coordinates of spatial relationships and its
a point associated terms
using coordinate
2. Names and terms associated with the and notations
coordinate plane, notations. geometry.

UNIT IV: GEOMETRY

1. INTRODUCTION TO EUCLID’S  Proves theorems  Understands

GEOMETRY using Euclid’s historical
axioms and relevance of Indian
1. History - Geometry in India and postulates– for and Euclidean
Euclid's geometry. Euclid's method of triangles, Geometry.
formalizing observed phenomenon quadrilaterals, and  Defines axioms,
into rigorous Mathematics with circles and applies postulates,
definitions, common/obvious notions, them to solve theorems with
axioms/postulates and theorems. geometric reference to
2. The five postulates of Euclid. problems. Euclidean
Equivalent versions of the fifth Geometry.
postulate. Showing the relationship
between axiom and theorem, for
example:
(a) Given two distinct points, there exists
one and only one line through them.
(Axiom)
(b) (Prove) Two distinct lines cannot
have more than one point in
common. (Theorem)

2. LINES AND ANGLES  derives proofs of  Visualizes,

mathematical explains and
1. (State without proof) If a ray stands on statements applies relations
a line, then the sum of the two particularly related to between different
adjacent angles so formed is 180° geometrical concepts, pairs of angles on
and the converse. like parallel lines by a set of parallel
2. (Prove) If two lines intersect, vertically applying axiomatic lines and
opposite angles are equal. approach and solves intersecting
3. (State without proof) Lines which are problems using them. transversal.
parallel to a given line are parallel.
  Solves problems
based on parallel
lines and
intersecting
transversal.

3. TRIANGLES  Describe  Visualizes and

relationships explains
1. (State without proof) Two triangles are including congruence
congruent if any two sides and the congruency of two- properties of two
included angle of one triangle is equal dimensional triangles.
(respectively) to any two sides and the geometrical shapes  Applies
included angle of the other triangle (lines, angle, congruency criteria
(SAS Congruence). triangles) to make to solve problems
2. (Prove) Two triangles are congruent if and test
any two angles and the included side conjectures and
of one triangle is equal (respectively) solve problems.
to any two angles and the included
side of the other triangle (ASA  derives proofs of
Congruence). mathematical
3. (State without proof) Two triangles are statements
congruent if the three sides of one particularly related
triangle are equal (respectively) to to geometrical
three sides of the other triangle (SSS concepts triangles
Congruence). by applying
4. (State without proof) Two right axiomatic approach
triangles are congruent if the and solves
hypotenuse and a side of one triangle problems using
are equal (respectively) to the them.
hypotenuse and a side of the other
triangle. (RHS Congruence).
5. (Prove) The angles opposite to equal
sides of a triangle are equal.
6. (State without proof) The sides
opposite to equal angles of a triangle
are equal.

4. QUADRILATERALS  derives proofs of  Visualizes and

mathematical explains
1. (Prove) The diagonal divides a statements properties of
parallelogram into two congruent particularly related quadrilaterals
triangles. to geometrical  Solves problems
2. (State without proof) In a concepts of based on
parallelogram opposite sides are quadrilaterals by properties of
equal, and conversely. applying axiomatic quadrilaterals.
3. (State without proof) In a approach and
parallelogram opposite angles are solves problems
equal, and conversely. using them.
 4. (State without proof) A quadrilateral is
a parallelogram if a pair of its opposite
sides is parallel and equal.
5. (State without proof) In a
parallelogram, the diagonals bisect
each other and conversely.
6. (State without proof) In a triangle, the
line segment joining the mid points of
any two sides is parallel to the third
side and is half of it and (State without
proof) its converse.

5. CIRCLES  Proves  Visualizes and

theorems about explains properties
1. (Prove) Equal chords of a circle the geometry of of circles.
subtend equal angles at the center a circle,  Solves problems
and (State without proof) its converse. including its based on
2. (State without proof) The chords and properties of circle.
perpendicular from the center of a subtended
circle to a chord bisects the chord and angles
conversely, the line drawn through the
center of a circle to bisect a chord is
perpendicular to the chord.
3. (State without proof) Equal chords of
a circle (or of congruent circles) are
equidistant from the center (or their
respective centers) and conversely.
4. (Prove) The angle subtended by an
arc at the center is double the angle
subtended by it at any point on the
remaining part of the circle.
5. (State without proof) Angles in the
same segment of a circle are equal.
6. (State without proof) If a line segment
joining two points subtends equal
angle at two other points lying on the
same side of the line containing the
segment, the four points lie on a
circle.
7. (State without proof) The sum of
either of the pair of the opposite
angles of a cyclic quadrilateral is 180°
and its converse.
 UNIT V: MENSURATION

1. AREAS  Visualizes,  States and applies

represents, and Heron’s Formula to
1. Area of a triangle using Heron's calculates the find area of a
formula (without proof) area of a triangle triangle.
using Heron’s
formula.

2. SURFACE AREAS AND VOLUMES  Visualizes and uses  Solves problems

mathematical based on surface
1. Surface areas and volumes of thinking to discover areas and volumes
spheres (including hemispheres) and formulas to calculate of three-
right circular cones. surface areas and dimensional
volumes of solid shapes
objects (spheres, (spheres/hemi-
hemispheres and sphere, right
right circular cones) circular cones).

UNIT VI: STATISTICS

1. STATISTICS  Draws and  Represents data

interprets bar using Bar Graph,
1. Bar graphs graph, Histogram and
2. Histograms (with varying base histogram and frequency polygon.
lengths) frequency
3. Frequency polygons. polygon
 MATHEMATICS QUESTION PAPER DESIGN
CLASS – IX (2025-26)

Time: 3 Hrs. Max. Marks: 80

%
S. Total
Typology of Questions Weightage
No. Marks
(approx.)
Remembering: Exhibit memory of previously learned
material by recalling facts, terms, basic concepts, and
1 answers. 43 54
Understanding: Demonstrate understanding of facts
and ideas by organizing, comparing, translating,
interpreting, giving descriptions, and stating main ideas

Applying: Solve problems to new situations by 19 24

2
applying acquired knowledge, facts, techniques and
rules in a different way.

Analysing :
Examine and break information into parts by identifying
motives or causes. Make inferences and find evidence
to support generalizations

Evaluating:
3 Present and defend opinions by making judgments about 18 22
information, validity of ideas, or quality of work based on
a set of criteria.

Creating:
Compile information together in a different way by
combining elements in a new pattern or proposing
alternative solutions

80 100
Total

INTERNAL ASSESSMENT 20 MARKS

Pen Paper Test and Multiple Assessment (5+5) 10 Marks
Portfolio 05 Marks
Lab Practical (Lab activities to be done from the prescribed books) 05 Marks
 CLASS – IX (2025-26)
The following topics are included in the syllabus but will be assessed only formatively to reinforce
understanding without adding to summative assessments. This reduces academic stress while
ensuring meaningful learning. Schools can integrate these with existing chapters as they align
well. Relevant NCERT textual material is enclosed for reference.

S. Content Competencies Explanation

No.
UNIT II: ALGEBRA

1. LINEAR EQUATIONS IN TWO  Visualizes solutions  Describes and plot a

VARIABLES of a linear equation linear equation in
1. Graph of linear equations in two in two variables as two variables.
variables. ordered pair of real  Exemplifies a linear
2. Examples, problems from real life, numbers on its equation in two
including problems on Ratio and graph. variables and its
Proportion and with algebraic and possible solutions
graphical solutions being done using real life
simultaneously. examples.

UNIT III: COORDINATE GEOMETRY

1. Coordinate Geometry: Specifies locations  Plots/locates

1. Plotting points in the plane. and describes points in the plane.
spatial relationships
using coordinate
geometry, e.g.,
plotting points in a
plane
UNIT IV: GEOMETRY

1. LINES AND ANGLES  derives proofs of  Visualizes, explains

mathematical and applies
1. (State without proof) Results on statements relations between
corresponding angles, alternate particularly related different pairs of
angles, interior angles when a to geometrical angles on a set of
transversal intersects two parallel concepts, like parallel lines and
lines. parallel lines by intersecting
2. (Prove) The sum of the angles of a applying axiomatic transversal.
triangle is 180°. approach and  Solves problems
3. (State without proof) If a side of a solves problems based on parallel
triangle is produced, the exterior using them. lines and
angle so formed is equal to the intersecting
sum of the two interior opposite transversal.
angles.  Visualizes the
relation between
exterior and interior
angles of a triangle.
2. TRIANGLES  Derives proofs  Defines and applies
of mathematical triangle inequalities
1. (State without proof) Triangle statements with reference to
inequalities and relation between particularly angles and sides
‘angle and facing side' inequalities related to
in triangles. geometrical
concepts in
triangles by
applying
axiomatic
approach and
solves problems
using them.

3. AREAS OF PARALLELOGRAMS  Find areas of all  Finds area of

AND TRIANGLES types of triangles by rectangle,
using appropriate parallelogram and
Review concept of area, recall area of formulae and apply triangle.
a rectangle. them in real life
1. (Prove) Parallelograms on the situations
same base and between the
same parallels have equal area.
2. (State without proof) Triangles on
the same base (or equal bases)
and between the same parallels
are equal in area.

4. CIRCLES  Proves theorems  Solves problems

about the geometry based on properties
1. Through examples, arrive at of a circle, including of circle.
definition of circle and related its chords and
concepts-radius, circumference, subtended angles
diameter, chord, arc, secant,
sector, segment, subtended
angle.
2. (State without proof) There is one
and only one circle passing
through three given non-collinear
points.
5. CONSTRUCTIONS  Constructs different  Constructs line-
geometrical shapes segments, bisectors
1. Construction of bisectors of line like bisectors of line of line-segments,
segments and angles of measure segments, angles angles and triangle
60° , 9 0° , 45 ° etc., equilateral and their bisectors with given
triangles. and triangles conditions.
2. Construction of a triangle given its satisfying given
base, sum/difference of the other constraints.
two sides and one base angle.
 UNIT V: MENSURATION

1. AREAS  Visualizes,  States and applies

represents, and Heron’s Formula to
1. Application of heron’s formula in calculates the find area of a
finding the area of a quadrilateral. area of a triangle quadrilateral.
using Heron’s
formula.

2. SURFACE AREAS AND VOLUMES  Visualizes and uses  Solves problems

mathematical based on surface
1. Surface areas and volumes of thinking to discover areas and volumes
cubes, cuboids and right circular formulas to of three-dimensional
cylinders. calculate surface shapes (cube,
areas and volumes cuboid and right
of solid objects circular cylinders).
(cubes, cuboids and
right circular
cylinders)

UNIT VI: STATISTICS

1. STATISTICS  Organizes raw data

 Applies
in tabular form.
measures of
1. Introduction to Statistics:  Calculates mean,
central
Collection of data, presentation of median, mode of
tendencies such
data — tabular form, ungrouped / ungrouped data
as mean,
grouped data.
median and
2. Mean, median and mode of
mode of
ungrouped data.
ungrouped data.

2. PROBABILITY  Applies concepts  Conceptualizes

from probability to probability using
1. History, Repeated experiments solve problems on repeated
and observed frequency the likelihood of experiments and
approach to probability. Focus is everyday events. observed
on empirical probability. (A large frequencies.
amount of time to be devoted to
group and to individual activities
to motivate the concept);
2. The experiments to be drawn from
real - life situations, and from
examples used in the chapter on
statistics).
 COURSE STRUCTURE CLASS –X

Units Unit Name Marks

I NUMBER SYSTEMS 06
II ALGEBRA 20
III COORDINATE GEOMETRY 06
IV GEOMETRY 15
V TRIGONOMETRY 12
VI MENSURATION 10
VII STATISTICS AND PROBABILITY 11
TOTAL 80

S. No. Content Competencies Explanation

UNIT I: NUMBER SYSTEMS

1. REAL NUMBERS  Develops understanding  Describes

of numbers, including Fundamental
1. Fundamental Theorem of the set of real numbers Theorem of Arithmetic
Arithmetic - statements and its properties. with examples
after reviewing work done  Extends the  Prove algebraically
earlier and after illustrating understanding of the Irrationality of
and motivating through powers (radical powers) numbers like
examples and exponents. √2, √3, √5, 3 + 2√5
2. Proofs of irrationality of  Applies Fundamental etc.
√2, √3, √5 Theorem of Arithmetic to
solve problems related
to real life contexts.

UNIT II: ALGEBRA

1. POLYNOMIALS  develops a relationship  Find the zeros of

between algebraic and polynomial graphically
1. Zeros of a polynomial graphical methods of and algebraically and
2. Relationship between finding the zeroes of a verifying the relation
zeros and coefficients of polynomial. between zeros and
quadratic polynomials. coefficients of
quadratic polynomials.
2. PAIR OF LINEAR EQUATIONS  Describes plotting a  Find the solution of pair
IN TWO VARIABLES pair of linear equations of linear equations in
and graphically finding two variables
1. Pair of linear equations in the solution. graphically and
two variables and graphical  Models and solves algebraically
method of their solution, contextualised (substitution and
consistency/inconsistency. problems using elimination method)
equations (e.g.,
2. Algebraic conditions for
simultaneous linear
number of solutions.
equations in two
3. Solution of a pair of linear variables).
equations in two variables
algebraically - by
substitution, by elimination.
Simple situational
problems.

3. QUADRATIC EQUATIONS  demonstrates strategies  Solves quadratic

of finding roots and equations using
1. Standard form of a quadratic determining the nature factorization and
equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = of roots of a quadratic quadratic formula
0, (𝑎 ≠ 0). equation.  Determines the nature
2. Solutions of quadratic of roots using
equations (only real roots) discriminant
by factorization, and by  Formulates and solves
using quadratic formula. problems based on
Relationship between real life context
discriminant and nature of
roots.

3. Situational problems based

on quadratic equations
related to day-to-day
activities to be incorporated

4. ARITHMETIC  Develops strategies to  Applies concepts of

PROGRESSIONS apply the concept of A.P. AP to find the nth
to daily life situations. term and sum of n
1. Motivation for studying terms.
Arithmetic Progression  Application of AP in
real life problems
2. Derivation of the nth term
and sum of the first n terms
of AP and their application in
solving daily life problems.
 UNIT III: COORDINATE GEOMETRY

1. Coordinate Geometry  Derives formulae to  Solves problems

establish relations for using distance
1. Review: Concepts of geometrical shapes in formula and section
coordinate geometry. the context of a formula
Distance formula. Section coordinate plane, such
formula (internal division). as, finding the distance
between two given
points, to determine the
coordinates of a point
between any two given
points.

UNIT IV: GEOMETRY

1. TRIANGLES  works out ways to  Prove Basic

differentiate between Proportionality
Definitions, examples, counter
congruent and similar theorem and applying
examples of similar triangles.
figures. the theorem and its
1. (Prove) If a line is drawn
 establishes properties converse in solving
parallel to one side of a
for similarity of two questions
triangle to intersect the other
triangles logically using  Prove similarity of
two sides in distinct points,
different geometric triangles using
the other two sides are
criteria established different similarity
divided in the same ratio.
earlier such as, Basic criteria
2. State (without proof) If a line
Proportionality
divides two sides of a
Theorem, etc.
triangle in the same ratio, the
line is parallel to the third
side.
3. State (without proof) If in two
triangles, the corresponding
angles are equal, their
corresponding sides are
proportional and the
triangles are similar.
4. State (without proof) If the
corresponding sides of two
triangles are proportional,
their corresponding angles
are equal and the two
triangles are similar.
5. State (without proof) If one
angle of a triangle is equal to
one angle of another triangle
and the sides including these
angles are proportional, the
two triangles are similar.
2. CIRCLES  derives proofs of  Prove the theorems
theorems related to the based on the tangent
Tangent to a circle at point of tangents of circles. to a circle.
contact.  Applies the concept of
1. (Prove) The tangent at any tangents of circle to
point of a circle is solve various
perpendicular to the radius problems.
through the point of
contact.
2. (Prove) The lengths of
tangents drawn from an
external point to a circle are
equal.
UNIT V: TRIGONOMETRY

1. INTRODUCTION TO  Understands the  Evaluates

TRIGONOMETRY definitions of the basic trigonometric ratios
trigonometric functions  Describes
1. Trigonometric ratios of an (including the trigonometric ratios of
acute angle of a right-angled introduction of the sine standard angles and
triangle. Proof of their and cosine functions). solving related
existence (well defined) expressions
2. Motivate the ratios
whichever are defined at 0°
and 90°. Values of the
trigonometric ratios of 30° ,
45° and 60°.
3. Relationships between the
ratios.
2. TRIGONOMETRIC  Uses Trigonometric  Proves trigonometric
IDENTITIES identities to solve identities using
problems. 2 2
sin A + cos A = 1
1. Proof and applications of the and other identities
identity sin2 A + cos 2 A = 1.
2. Only simple identities to be
given.

3. HEIGHTS AND DISTANCES:  Applies Trigonometric  Find heights and

Angle of elevation, Angle of ratios in solving distances in real life
Depression. problems in daily life word problems using
contexts like finding trigonometric ratios
1. Simple problems on heights heights of different
and distances. Problems structures or distance
should not involve more than from them.
two right triangles. Angles of
elevation / depression
should be only 30°, 45°, and
60°.
 UNIT VI: MENSURATION

1. AREAS RELATED TO  Derives and uses  Visualises and

CIRCLES formulae to calculate evaluates areas of
areas of plane figures. sector and segment of
1. Area of sectors and
a circle
segments of a circle.
2. Problems based on areas
and perimeter
/circumference of the above
said plane figures. (In
calculating area of segment
of a circle, problems should
be restricted to central angle
of 60°, 90° and 120° only.

2. SURFACE AREAS AND  Visualises and uses  Evaluates the surface

VOLUMES mathematical thinking to areas and volumes of
discover formulae to combinations of
1. Surface areas and volumes calculate surface areas solids by visualisation
of combinations of any two and volumes of solid
of the following: cubes, objects (cubes, cuboids,
cuboids, spheres, spheres, hemispheres,
hemispheres and right right circular
circular cylinders/cones. cylinders/cones, and
their combinations).

UNIT VII: STATISTICS AND PROBABILITY

1. STATISTICS  calculates mean,  Computes the mean,

median and mode for of a grouped
1. Mean, median and mode of different sets of data frequency distribution
grouped data (bimodal related with real life using direct,
situation to be avoided). contexts. assumed mean and
step deviation
method.
 Computes the
median and mode of
grouped frequency
distribution by
algebraic method

2. PROBABILITY  Applies concepts from  Determines the

probability to solve probabilities in simple
1. Classical definition of problems on the real-life problems
probability. likelihood of everyday
2. Simple problems on finding events.
the probability of an event.
 MATHEMATICS- STANDARD (Code – 041)
QUESTION PAPER DESIGN
CLASS – X (2025-26)
Time: 3 Hours Max. Marks: 80

S. %
Total Weightage
No. Typology of Questions
Marks (approx.)
Remembering: Exhibit memory of previously learned material
by recalling facts, terms, basic concepts, and answers.
43 54
1
Understanding: Demonstrate understanding of facts and
ideas by organizing, comparing, translating, interpreting,
giving descriptions, and stating main ideas

Applying: Solve problems to new situations by applying 19 24

2
acquired knowledge, facts, techniques and rules in a
different way.

Analysing:
Examine and break information into parts by identifying
motives or causes. Make inferences and find evidence to
support generalizations

Evaluating: 18 22
3 Present and defend opinions by making judgments about
information, validity of ideas, or quality of work based on a
set of criteria.

Creating:
Compile information together in a different way by combining
elements in a new pattern or proposing alternative solutions

80 100
Total

INTERNAL ASSESSMENT 20 MARKS

Pen Paper Test and Multiple Assessment (5+5) 10 Marks
Portfolio 05 Marks
Lab Practical (Lab activities to be done from the prescribed books) 05 Marks
 MATHEMATICS-BASIC (Code – 241)
QUESTION PAPER DESIGN
CLASS – X (2025-26)
Time: 3Hours Max. Marks: 80

Total %
S. Typology of Questions Weightage
No. Marks
(approx.)
Remembering: Exhibit memory of previously learned material
by recalling facts, terms, basic concepts, and answers.
1 60 75
Understanding: Demonstrate understanding of facts and
ideas by organizing, comparing, translating, interpreting, giving
descriptions, and stating main ideas

Applying: Solve problems to new situations by applying

2 12 15
acquired knowledge, facts, techniques and rules in a different
way.
Analysing:

Examine and break information into parts by identifying

motives or causes. Make inferences and find evidence to
support generalizations 8 10
3
Evaluating:

Present and defend opinions by making judgments about

information, validity of ideas, or quality of work based on a set
of criteria.

Creating:

Compile information together in a different way by combining

elements in a new pattern or proposing alternative solutions

80 100
Total

INTERNAL ASSESSMENT 20 MARKS

Pen Paper Test and Multiple Assessment (5+5) 10 Marks
Portfolio 05 Marks
Lab Practical (Lab activities to be done from the prescribed books) 05 Marks
PRESCRIBED BOOKS:
1. Mathematics - Textbook for class IX - NCERT Publication
2. Mathematics - Textbook for class X - NCERT Publication
3. Guidelines for Mathematics Laboratory in Schools, class IX - CBSE Publication
4. Guidelines for Mathematics Laboratory in Schools, class X - CBSE Publication
5. Laboratory Manual - Mathematics, secondary stage - NCERT Publication
6. Mathematics exemplar problems for class IX, NCERT publication
7. Mathematics exemplar problems for class X, NCERT publication.