SYLLABUS, QUESTION PAPER DESIGN & ASSESSMENT STRUCTURE
1. SYLLABUS CLASS XII:
UNIT NAME OF TOTAL SYLLABUS IN NCERT BOOK
CHAPTERS
Relation & Relation & reflexive, symmetric, transitive and equivalence
Functions Functions relations. One to one and onto functions,
composite functions, inverse of a function.
Binary operations.
Inverse Definition, range, domain, principal value
Trigonomet branch. Graphs of inverse trigonometric
ric functions. Elementary properties of inverse
Functions trigonometric functions.
Algebra Matrices Concept, notation, order, equality, types of
matrices, zero and identity matrix, transpose of
a matrix, symmetric and skew symmetric
matrices. Operation on matrices: Addition and
multiplication and multiplication with a scalar.
Simple properties of addition, multiplication
and scalar multiplication. Non-commutativity of
multiplication of matrices and existence of non-
zero matrices whose product is the zero matrix
(restrict to square matrices of order 2). Concept
of elementary row and column operations.
Invertible matrices and proof of the uniqueness
of inverse, if it exists; (Here all matrices will
have real entries).
SURYAKANTA NANDA ZIET, BHUBANESWAR
SYLLABUS IN 2022-23 NO OF MARKS
PERIODS
reflexive, symmetric, transitive and 15 08
equivalence relations. One to one and
onto functions.
Definition, range, domain, principal value 15
branch. Graphs of inverse trigonometric
functions
Concept, notation, order, equality, types 25 10
of matrices, zero and identity matrix,
transpose of a matrix, symmetric and skew
symmetric matrices. Operation on
matrices: Addition and multiplication and
multiplication with a scalar. Simple
properties of addition, multiplication and
scalar multiplication. Non - commutativity
of multiplication of matrices and existence
of non-zero matrices whose product is the
zero matrix (restrict to square matrices of
order 2). Invertible matrices and proof of
the uniqueness of inverse, if it exists;
(Here all matrices will have real entries).
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 Determina Determinant of a square matrix (up to 3 × 3
nts matrices), properties of determinants, minors,
co-factors and applications of determinants in
finding the area of a triangle. Adjoint and
inverse of a square matrix. Consistency,
inconsistency and number of solutions of
system of linear equations by examples, solving
system of linear equations in two or three
variables (having unique solution) using inverse
of a matrix.
Calculus Continuity Continuity and differentiability, derivative of
& composite functions, chain rule, derivatives of
Differentia inverse trigonometric functions, derivative of
bility implicit functions. Concept of exponential and
logarithmic functions. Derivatives of
logarithmic and exponential functions.
Logarithmic differentiation, derivative of
functions expressed in parametric forms.
Second order derivatives. Rolle's and
Lagrange's Mean Value Theorems (without
proof) and their geometric interpretation.
Application Applications of derivatives: rate of change of
of bodies, increasing/decreasing functions,
Differentia tangents and normals, use of derivatives in
bility approximation, maxima and minima (first
derivative test motivated geometrically and
second derivative test given as a provable tool).
Simple problems (that illustrate basic principles
SURYAKANTA NANDA ZIET, BHUBANESWAR
Determinant of a square matrix (up to 3 x 25
3 matrices), minors, co-factors and
applications of determinants in finding the
area of a triangle. Adjoint and inverse of a
square matrix. Consistency, inconsistency
and number of solutions of system of
linear equations by examples, solving
system of linear equations in two or three
variables (having unique solution) using
inverse of a matrix.
Continuity and differentiability, chain rule, 20 35
derivative of inverse trigonometric
functions, 𝑙𝑖𝑘𝑒 sin−1 𝑥 , cos−1 𝑥 and tan−1
𝑥, derivative of implicit functions. Concept
of exponential and logarithmic functions.
Derivatives of logarithmic and exponential
functions. Logarithmic differentiation,
derivative of functions expressed in
parametric forms. Second order
derivatives.
Applications of derivatives: rate of change 10
of bodies, increasing/decreasing functions,
maxima and minima (first derivative test
motivated geometrically and second
derivative test given as a provable tool).
Simple problems (that illustrate basic
principles and understanding of the
subject as well as real - life situations).
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 and understanding of the subject as well as
real-life situations).
Integrals Integration as inverse process of
differentiation. Integration of a variety of
functions by substitution, by partial fractions
and by parts, Evaluation of simple integrals of
the following types and problems based on
them.
Definite integrals as a limit of a sum,
Fundamental Theorem of Calculus (without
proof). Basic properties of definite integrals and
evaluation of definite integrals.
Application Applications in finding the area under simple
of Integrals curves, especially lines, circles/
parabolas/ellipses (in standard form only), Area
between any of the two above said curves (the
region should be clearly identifiable).
Differential Definition, order and degree, general and
Equations particular solutions of a differential equation.
formation of differential equation whose
general solution is given. Solution of differential
equations by method of separation of variables,
solutions of homogeneous differential
equations of first order and first degree.
SURYAKANTA NANDA ZIET, BHUBANESWAR
Integration as inverse process of 20
differentiation. Integration of a variety of
functions by substitution, by partial
fractions and by parts, Evaluation of
simple integrals of the following types and
problems based on them.
Fundamental Theorem of Calculus
(without proof). Basic properties of
definite integrals and evaluation of
definite integrals.
Applications in finding the area under 15
simple curves, especially lines, circles/
parabolas/ellipses (in standard form only)
Definition, order and degree, general and 15
particular solutions of a differential
equation. Solution of differential
equations by method of separation of
variables, solutions of homogeneous
differential equations of first order and
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 Solutions of linear differential equation of the first degree. Solutions of linear differential
type: (dy/dx) + py = q, where p and q are equation of the type:
functions of x or constants. (dx/dy) + px = q, dy /dx + py = q, where p and q are
where p and q are functions of y or constants. functions of x or constants. d𝑥/ d𝑦 + px =
q, where p and q are functions of y or
constants.
Vectors & Vectors Vectors and scalars, magnitude and direction of Vectors and scalars, magnitude and 15 14
3D a vector. Direction cosines and direction ratios direction of a vector. Direction cosines and
of a vector. Types of vectors (equal, unit, zero, direction ratios of a vector. Types of
parallel and collinear vectors), position vector vectors (equal, unit, zero, parallel and
of a point, negative of a vector, components of collinear vectors), position vector of a
a vector, addition of vectors, multiplication of a point, negative of a vector, components of
vector by a scalar, position vector of a point a vector, addition of vectors,
dividing a line segment in a given ratio. multiplication of a vector by a scalar,
Definition, Geometrical Interpretation, position vector of a point dividing a line
properties and application of scalar (dot) segment in a given ratio. Definition,
product of vectors, vector (cross) product of Geometrical Interpretation, properties and
vectors, scalar triple product of vectors. application of scalar (dot) product of
vectors, vector (cross) product of vectors.
3D Direction cosines and direction ratios of a line Direction cosines and direction ratios of a 15
joining two points. Cartesian equation and line joining two points. Cartesian equation
vector equation of a line, coplanar and skew and vector equation of a line, skew lines,
lines, shortest distance between two lines. shortest distance between two lines.
Angle between two lines. Cartesian and vector Angle between two lines.
equation of a plane. Angle between (i) two
lines, (ii) two planes, (iii) a line and a plane.
Distance of a point from a plane.

SURYAKANTA NANDA ZIET, BHUBANESWAR TA(MATHS)

Linear Linear Introduction, related terminology such as
Programm Programmi constraints, objective function, optimization,
ing ng different types of linear programming (L.P.)
problems, mathematical formulation of L.P.
problems, graphical method of solution for
problems in two variables, feasible and
infeasible regions (bounded or unbounded),
feasible and infeasible solutions, optimal
feasible solutions (up to three non-trivial
constraints).
Probabilit Probability Conditional probability, multiplication theorem
y on probability, independent events, total
probability, Bayes’ theorem, Random variable
and its probability distribution, mean of
random variables, variance of random variable,
Repeated independent (Bernoulli) trials and
Binomial distribution.
THEORY MARKS
INTERNAL ASSESSMENT
TOTAL
SURYAKANTA NANDA ZIET, BHUBANESWAR
Introduction, related terminology such as 20 05
constraints, objective function,
optimization, graphical method of solution
for problems in two variables, feasible and
infeasible regions (bounded or
unbounded), feasible and infeasible
solutions, optimal feasible solutions (up to
three non-trivial constraints).
Conditional probability, multiplication 30 08
theorem on probability, independent
events, total probability, Bayes’ theorem,
Random variable and its probability
distribution, mean of random variable.
80
20
100
TA(MATHS)
 2. SYLLABUS CLASS XI:
UNIT NAME OF TOTAL SYLLABUS IN NCERT BOOK
CHAPTERS
Sets & Sets Introduction, Sets and their Representations,
Functions The Empty Set, Finite and Infinite Sets, Equal
Sets, Subsets, intervals, Power Set, Universal
Set, Venn Diagrams, Operations on Sets,
Complement of a Set, properties of
complement, Practical Problems on Union and
Intersection of two Sets.
Relation & Ordered pairs. Cartesian product of sets.
Functions Number of elements in the Cartesian product
of two finite sets. Cartesian product of the set
of reals with itself (upto R x R x R). Definition of
relation, pictorial diagrams, domain, co-domain
and range of a relation. Function as a special
type of relation. Pictorial representation of a
function, domain, co-domain and range of a
function. Real valued functions, domain and
range of these functions, constant, identity,
polynomial, rational, modulus, signum,
exponential, logarithmic and greatest integer
functions, with their graphs. Sum, difference,
product and quotients of functions.
SURYAKANTA NANDA ZIET, BHUBANESWAR
SYLLABUS IN 2022-23 NO OF MARKS
PERIODS
Sets and their representations, Empty set, 20 23
Finite and Infinite sets, Equal sets, Subsets,
Subsets of a set of real numbers especially
intervals (with notations). Universal set.
Venn diagrams. Union and Intersection of
sets. Difference of sets. Complement of a
set. Properties of Complement.
Ordered pairs. Cartesian product of sets. 20
Number of elements in the Cartesian
product of two finite sets. Cartesian
product of the set of reals with itself (upto
R x R x R). Definition of relation, pictorial
diagrams, domain, co-domain and range
of a relation. Function as a special type of
relation. Pictorial representation of a
function, domain, co-domain and range of
a function. Real valued functions, domain
and range of these functions, constant,
identity, polynomial, rational, modulus,
signum, exponential, logarithmic and
greatest integer functions, with their
graphs. Sum, difference, product and
quotients of functions.
TA(MATHS)
 Trigonomet Positive and negative angles. Measuring angles
ric in radians and in degrees and conversion from
functions one measure to another. Definition of
trigonometric functions with the help of unit
circle. Truth of the identity sin2x + cos2x = 1,
for all x. Signs of trigonometric functions.
Domain and range of trigonometric functions
and their graphs. Expressing sin (x±y) and cos
(x±y) in terms of sinx, siny, cosx & cosy and
their simple applications. Deducing identities
like the following:
tan (x ± y) =
(tan x ± tan y) / (1 ∓ tan x tan y), cot (x ± y) =
(cot x cot y ∓ 1)/ (cot y ± cot x)
sinα ± sinβ =
2sin ½ (α ± β) cos ½ (α ∓ β)
cosα + cosβ =
2cos ½ (α + β) cos ½ (α − β)
𝑐𝑜𝑠𝛼 − 𝑐𝑜𝑠𝛽 =
−2𝑠𝑖𝑛 ½ (𝛼 + 𝛽) 𝑠𝑖𝑛 ½ (𝛼 − 𝛽)
Identities related to sin2x, cos2x, tan2 x, sin3x,
cos3x and tan3x
General solution of trigonometric equations of
the type siny = sina, cosy = cosa and tany = tana
Algebra Principle of mathematical Induction
Complex Need for complex numbers, especially √−1, to
numbers & be motivated by inability to solve some of the
Quadratic quadratic equations. Algebraic properties of
equations complex numbers. Argand plane,
SURYAKANTA NANDA ZIET, BHUBANESWAR
Positive and negative angles. Measuring 20
angles in radians and in degrees and
conversion from one measure to another.
Definition of trigonometric functions with
the help of unit circle. Truth of the identity
sin2x + cos2x = 1, for all x. Signs of
trigonometric functions. Domain and
range of trigonometric functions and their
graphs. Expressing sin (x±y) and cos (x±y)
in terms of sinx, siny, cosx & cosy and their
simple applications. Deducing identities
like the following:
tan (x ± y) =
(tan x ± tan y) / (1 ∓ tan x tan y), cot (x ±
y) = (cot x cot y ∓ 1)/ (cot y ± cot x)
sinα ± sinβ =
2sin ½ (α ± β) cos ½ (α ∓ β)
cosα + cosβ =
2cos ½ (α + β) cos ½ (α − β)
𝑐𝑜𝑠𝛼 − 𝑐𝑜𝑠𝛽 =
−2𝑠𝑖𝑛 ½ (𝛼 + 𝛽) 𝑠𝑖𝑛 ½ (𝛼 − 𝛽)
Identities related to sin2x, cos2x, tan2 x,
sin3x, cos3x and tan3x
Need for complex numbers, especially 10
√−1, to be motivated by inability to solve 25
some of the quadratic equations.
TA(MATHS)
 Polar representation of complex numbers. Algebraic properties of complex numbers.
Statement of Fundamental Theorem of Argand plane
Algebra, solution of quadratic equations (with
real coefficients) in the complex number
system. Square root of a complex number
Linear Linear inequalities. Algebraic solutions of linear Linear inequalities, Algebraic solutions of 10
Inequalities inequalities in one variable, their linear inequalities in one variable and their
representation on the number line & their representation on the number line.
graphical solutions. Graphical solution of linear
inequalities in two variables. Graphical method
of finding a solution of system of linear
inequalities in two variables
Permutatio Fundamental principle of counting. Factorial n. Fundamental principle of counting. 10
ns & (n!) Permutations and combinations, derivation Factorial n. (n!) Permutations and
Combinatio of Formulae for nPr and nCr and their combinations, derivation of Formulae for
ns connections, simple applications. nPr and nCr and their connections, simple
applications.
Binomial Historical perspective, statement and proof of Historical perspective, statement and 10
Theorems the binomial theorem for positive integral proof of the binomial theorem for positive
indices. Pascal’s triangle, simple applications. integral indices. Pascal’s triangle, simple
General and middle term in binomial expansion applications.
Sequence Sequence and Series. Arithmetic Mean (A.M.) Sequence and Series. Arithmetic Mean 10
& Series Geometric Progression (G.P.), general term of a (A.M.) Geometric Progression (G.P.),
G.P., sum of n terms of a G.P., infinite G.P. and general term of a G.P., sum of n terms of a
its sum, geometric mean (G.M.), relation G.P., infinite G.P. and its sum, geometric
between A.M. and G.M. Arithmetic Progression mean (G.M.), relation between A.M. and
(A. P.) Formulae for the following special sums. G.M.
∑ k, ∑ k2 and ∑ k3

SURYAKANTA NANDA ZIET, BHUBANESWAR TA(MATHS)

Coordinat Straight Brief recall of two-dimensional geometry from Brief recall of two-dimensional geometry 15 12
e Lines earlier classes. Slope of a line and angle from earlier classes. Slope of a line and
Geometry between two lines. Various forms of equations angle between two lines. Various forms of
of a line: parallel to axis, point -slope form, equations of a line: parallel to axis, point -
slope-intercept form, two-point form, intercept slope form, slope-intercept form, two-
form, Distance of a point from a line. Shifting of point form, intercept form, Distance of a
origin Equation of a line in normal form. point from a line.
General equation of a line. Equation of family
of lines passing through the point of
intersection of two lines
Conic Sections of a cone: circles, ellipse, parabola, Sections of a cone: circles, ellipse, 25
Sections hyperbola, a point, a straight line and a pair of parabola, hyperbola, a point, a straight
intersecting lines as a degenerated case of a line and a pair of intersecting lines as a
conic section. Standard equations and simple degenerated case of a conic section.
properties of parabola, ellipse and hyperbola. Standard equations and simple properties
Standard equation of a circle. of parabola, ellipse and hyperbola.
Standard equation of a circle.
Introductio Coordinate axes and coordinate planes in three Coordinate axes and coordinate planes in 10
n to 3D dimensions. Coordinates of a point. Distance three dimensions. Coordinates of a point.
between two points. Section formula Distance between two points.
Calculus Limits & Derivative introduced as rate of change both as Derivative introduced as rate of change 40
Derivatives that of distance function and geometrically. both as that of distance function and
Intuitive idea of limit. Limits of polynomials and geometrically. Intuitive idea of limit. Limits
rational functions trigonometric, exponential of polynomials and rational functions
and logarithmic functions. Definition of trigonometric, exponential and
derivative relate it to scope of tangent of the logarithmic functions. Definition of
curve, derivative of sum, difference, product derivative relate it to scope of tangent of
the curve, derivative of sum, difference,

SURYAKANTA NANDA ZIET, BHUBANESWAR TA(MATHS)

 and quotient of functions. Derivatives of
polynomial and trigonometric functions.
Mathema Mathematical Reasoning
tical
Reasoning
Statistics Statistics Measures of Dispersion: Range, Mean
& deviation, variance and standard deviation of
Probabilit ungrouped/grouped data.
y Analysis of frequency distributions with equal
means but different variances
Probability Events; occurrence of events, ‘not’, ‘and’ and
‘or’ events, exhaustive events, mutually
exclusive events, Axiomatic (set theoretic)
probability, connections with other theories of
earlier classes. Probability of an event,
probability of ‘not’, ‘and’ and ‘or’ events.
Random experiments; outcomes, sample
spaces (set representation)
THEORY MARKS
INTERNAL ASSESSMENT
TOTAL
product and quotient of functions.
Derivatives of polynomial and
trigonometric functions.
Measures of Dispersion: Range, Mean 20
deviation, variance and standard deviation
of ungrouped/grouped data.
Events; occurrence of events, ‘not’, ‘and’ 20
and ‘or’ events, exhaustive events,
mutually exclusive events, Axiomatic (set
theoretic) probability, connections with
other theories of earlier classes.
Probability of an event, probability of
‘not’, ‘and’ and ‘or’ events.
80
20
100

SURYAKANTA NANDA ZIET, BHUBANESWAR TA(MATHS)

QUESTION PAPER DESIGN
Max Marks: 80 Time: 3hrs
Sl No Typology of Questions Total Marks % Weightage
1 Remembering: Exhibit memory of previously 44 55
learned material by recalling facts, terms, basic
concepts, and answers. Understanding:
Demonstrate understanding of facts and ideas
by organizing, comparing, translating,
interpreting, giving descriptions, and stating
main ideas
2 Applying: Solve problems to new situations by 20 25
applying acquired knowledge, facts, techniques
and rules in a different way.
3 Analysing: Examine and break information into 16 20
parts by identifying motives or causes. Make
inferences and find evidence to support
generalizations
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
TOTAL 80 100
Choice(s):
There will be no overall choice in the question paper. However, 33% internal choices will be given in all the sections.
SURYAKANTA NANDA ZIET, BHUBANESWAR TA(MATHS)
INTERNAL ASSESSMENT
INTERNAL ASSESSMENT 20 MARKS
Periodic Tests (Best 2 out of 3 tests 10 Marks
conducted)
Mathematics Activities 10 Marks
Purpose:
Internal Assessment plays the dual role of providing a complete picture of students’ abilities or progress towards fulfilling the aims of
education and informing teachers of students’ progress and therefore supporting classroom learning. It also informs the individual
learner about his/ her progress over a period of time enabling them to develop strategies to improve learning.
Conduct of Periodic Tests:
Periodic Test is a Pen and Paper assessment which is to be conducted by the respective subject teacher. The format of periodic test
must have questions items with a balance mix, such as, very short answer (VSA), short answer (SA) and long answer (LA) to effectively
assess the knowledge, understanding, application, skills, analysis, evaluation and synthesis. Depending on the nature of subject, the
subject teacher will have the liberty of incorporating any other types of questions too.
The modalities of the PT are as follows:
a) Mode: The periodic test is to be taken in the form of pen-paper test.
b) Schedule: In the entire Academic Year, three Periodic Tests in each subject may be conducted as follows:
Pre-Mid-term (PT-I) Mid-Term (PT-II) Post Mid-Term (PT-III)
July-August November December January
c) Average of Marks: Once schools complete the conduct of all the three periodic tests, they will convert the weightage of each of the
three tests into ten marks each for identifying best two tests. The best two will be taken into consideration and the average of the two
shall be taken as the final marks for PT.
d) The school will ensure simple documentation to keep a record of performance as suggested in detail circular no. Acad-05/2017.
SURYAKANTA NANDA ZIET, BHUBANESWAR TA(MATHS)
e) Sharing of Feedback/Performance: The students’ achievement in each test must be shared with the students and their parents to
give them an overview of the level of learning that has taken place during different periods. Feedback will help parents formulate
interventions (conducive ambience, support materials, motivation and morale-boosting) to further enhance learning. A teacher, while
sharing the feedback with student or parent, should be empathetic, non- judgmental and motivating. It is recommended that the
teacher share best examples/performances of internal assessment with the class to motivate all learners.
Assessment of Activity Work:
1. Throughout the year any 10 activities shall be performed by the student from the activities given in the NCERT Laboratory
Manual for the respective class (XI or XII) which is available on the link: https://ncert.nic.in/science-laboratory-manual.php
1. A record of the same may be kept by the student.
2. A yearend test on the activity may be conducted.
3. The weightage is as under:
• The activities performed by the student throughout the year and record keeping: 5 marks
• Assessment of the activity performed during the year end test: 3 marks
i. Statement of objective of the activity: ½ mark
ii. Material required: ½ mark
iii. Preparation for the activity: ½ marks
iv. Conduct of the activity: ½ marks
v. Observation and analysis: ½ marks
vi. Results and Conclusion: ½ mark

• Viva-voce: 2 marks

SURYAKANTA NANDA ZIET, BHUBANESWAR TA(MATHS)

 3. SYLLABUS CLASS X:
UNIT NAME OF TOTAL SYLLABUS IN NCERT BOOK
CHAPTERS
Number Real Fundamental Theorem of Arithmetic -
System Number statements after reviewing work done earlier
and after illustrating and motivating through
examples, Proofs of irrationality of √2, √3, √5
Euclid’s division lemma, Decimal
representation of rational numbers in terms
of terminating/non-terminating recurring
decimals
Algebra Polynomial Zeros of a polynomial. Relationship between
s zeros and coefficients of quadratic
polynomials. Statement and simple problems
on division algorithm for polynomials with real
coefficients.
Pair of Pair of linear equations in two variables and
Linear graphical method of their solution,
Equation in consistency/inconsistency. Algebraic
two conditions for number of solutions. Solution of
variables a pair of linear equations in two variables
algebraically - by substitution, by elimination.
Simple situational problems. Cross
multiplication method Simple problems on
equations reducible to linear equations
Quadratic Standard form of a quadratic equation ax2 +
Equations bx + c = 0, (a ≠ 0). Solutions of quadratic
equations (only real roots) by factorization,
SURYAKANTA NANDA ZIET, BHUBANESWAR
SYLLABUS IN 2022-23 NO OF MARKS
PERIODS
Fundamental Theorem of Arithmetic - 15 6
statements after reviewing work done
earlier and after illustrating and motivating
through examples, Proofs of irrationality of
√2, √3, √5
Zeros of a polynomial. Relationship 8 20
between zeros and coefficients of quadratic
polynomials.
Pair of linear equations in two variables and 15
graphical method of their solution,
consistency/inconsistency. Algebraic
conditions for number of solutions. Solution
of a pair of linear equations in two variables
algebraically - by substitution, by
elimination. Simple situational problems.
Standard form of a quadratic equation ax2 15
+ bx + c = 0, (a ≠ 0). Solutions of quadratic
equations (only real roots) by factorization,
TA(MATHS)
 and by using quadratic formula. Relationship
between discriminant and nature of roots.
Situational problems based on quadratic
equations related to day to day activities to be
incorporated.
Arithmetic Motivation for studying Arithmetic
Progression Progression Derivation of the nth term and
s sum of the first n terms of A.P. and their
application in solving daily life problems.
Coordinat Coordinate Concepts of coordinate geometry, graphs of
e Geometry linear equations. Distance formula. Section
Geometry formula (internal division). Area of triangle
Geometry Triangles Definitions, examples, counter examples of
similar triangles.
1. (Prove) If a line is drawn parallel to one
side of a triangle to intersect the other two
sides in distinct points, the other two sides are
divided in the same ratio.
2. (Motivate) If a line divides two sides of a
triangle in the same ratio, the line is parallel to
the third side.
3. (Motivate) If in two triangles, the
corresponding angles are equal, their
corresponding sides are proportional and the
triangles are similar.
4. (Motivate) If the corresponding sides of two
triangles are proportional, their corresponding
SURYAKANTA NANDA ZIET, BHUBANESWAR
and by using quadratic formula.
Relationship between discriminant and
nature of roots. Situational problems based
on quadratic equations related to day to
day activities to be incorporated.
Motivation for studying Arithmetic 10
Progression Derivation of the nth term and
sum of the first n terms of A.P. and their
application in solving daily life problems.
Concepts of coordinate geometry, graphs of 15 6
linear equations. Distance formula. Section
formula (internal division).
Definitions, examples, counter examples of 15 15
similar triangles.
1. (Prove) If a line is drawn parallel to one
side of a triangle to intersect the other two
sides in distinct points, the other two sides
are divided in the same ratio.
2. (Motivate) If a line divides two sides of a
triangle in the same ratio, the line is parallel
to the third side.
3. (Motivate) If in two triangles, the
corresponding angles are equal, their
corresponding sides are proportional and
the triangles are similar.
4. (Motivate) If the corresponding sides of
two triangles are proportional, their
TA(MATHS)
 angles are equal and the two triangles are corresponding angles are equal and the two
similar. triangles are similar.
5. (Motivate) If one angle of a triangle is equal 5. (Motivate) If one angle of a triangle is
to one angle of another triangle and the sides equal to one angle of another triangle and
including these angles are proportional, the the sides including these angles are
two triangles are similar. proportional, the two triangles are similar.
(Motivate) If a perpendicular is drawn from
the vertex of the right angle of a right triangle
to the hypotenuse, the triangles on each side
of the perpendicular are similar to the whole
triangle and to each other. (Prove) The ratio of
the areas of two similar triangles is equal to
the ratio of the squares of their corresponding
sides.
(Prove) In a right triangle, the square on the
hypotenuse is equal to the sum of the squares
on the other two sides.
(Prove) In a triangle, if the square on one side
is equal to sum of the squares on the other
two sides, the angles opposite to the first side
is a right angle
Circles Tangent to a circle at, point of contact Tangent to a circle at, point of contact 10
1. (Prove) The tangent at any point of a circle 1. (Prove) The tangent at any point of a
is perpendicular to the radius through the circle is perpendicular to the radius through
point of contact. the point of contact.
2. (Prove) The lengths of tangents drawn from 2. (Prove) The lengths of tangents drawn
an external point to a circle are equal from an external point to a circle are equal
Motivate) Alternative Segment theorem: If a
chord is drawn through the point of contact of
SURYAKANTA NANDA ZIET, BHUBANESWAR TA(MATHS)
 a tangent to a circle, then the angles made by
the chord with the tangent are respectively
equal to the angles subtended by the chord in
the alternate segments.
Construction
Trigonom Introductio Trigonometric ratios of an acute angle of a
Trigonometric ratios of an acute angle of a 10 12
etry n to right-angled triangle. Proof of their existence
right-angled triangle. Proof of their
trigonomet (well defined); motivate the ratios whichever
existence (well defined); motivate the ratios
ry are defined at 0o and 90o. Values of the whichever are defined at 0o and 90o.
trigonometric ratios of 300 , 450 and 600 .
Values of the trigonometric ratios of 300 ,
Relationships between the ratios. 450 and 600 . Relationships between the
ratios.
Trigonomet Proof and applications of the identity sin2A + Proof and applications of the identity sin2A 15
ric cos2A = 1. Only simple identities to be given. + cos2A = 1. Only simple identities to be
Identities Trigonometric ratios of complementary angles given.
Height & Angle of elevation, Angle of depression, Angle of elevation, Angle of depression, 10
Distance Simple problems on heights and distances. Simple problems on heights and distances.
Problems should not involve more than two Problems should not involve more than two
right triangles. Angles of elevation / right triangles. Angles of elevation /
depression should be only 30°, 45°, and 60°. depression should be only 30°, 45°, and 60°.
Mensurati Area Area of sectors and segments of a circle. Area of sectors and segments of a circle. 12 10
on related to Problems based on areas and perimeter / Problems based on areas and perimeter /
circles circumference of the above said plane figures. circumference of the above said plane
(In calculating area of segment of a circle, figures. (In calculating area of segment of a
problems should be restricted to central angle circle, problems should be restricted to
of 60°, 90° and 120° only. central angle of 60°, 90° and 120° only.

SURYAKANTA NANDA ZIET, BHUBANESWAR TA(MATHS)

 Motivate) the area of a circle Plane figures
involving triangles, simple quadrilaterals and
circle should be taken.
Surface Surface areas and volumes of combinations of Surface areas and volumes of combinations 12
area & any two of the following: cubes, cuboids, of any two of the following: cubes, cuboids,
Volumes spheres, hemispheres and right circular spheres, hemispheres and right circular
cylinders/cones. cylinders/cones.
Frustum of a cone Problems involving
converting one type of metallic solid into
another and other mixed problems. (Problems
with combination of not more than two
different solids be taken)
Statistics Statistics Mean, median and mode of grouped data Mean, median and mode of grouped data 18 11
& (bimodal situation to be avoided). (bimodal situation to be avoided).
Probabilit Cumulative frequency graph
y Probability Classical definition of probability. Simple Classical definition of probability. Simple 10
problems on finding the probability of an problems on finding the probability of an
event. event.
THEORY MARKS 80
INTERNAL ASSESSMENT 20
TOTAL 100

SURYAKANTA NANDA ZIET, BHUBANESWAR TA(MATHS)

 4. SYLLABUS CLASS IX:
UNIT NAME OF TOTAL SYLLABUS IN NCERT BOOK
CHAPTERS
Number Real 1. Review of representation of natural
systems numbers numbers, integers, and rational numbers on
the number line. Rational numbers as
recurring/ terminating decimals. Operations
on real numbers.
2. Examples of non-recurring/non-terminating
decimals. Existence of non-rational numbers
(irrational numbers) such as √2, √3, , and
their representation on the number line.
Explaining that every real number is
represented by a unique point on the number
line and conversely, viz. every point on the
number line represents a unique real number.
3. Definition of nth root of a real number.
4. Rationalization (with precise meaning) of
1 1
real numbers of the type , (and
𝑎+𝑏√𝑥 √𝑥+√𝑦
their combinations) where x and y are natural
number 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.)
Representation of terminating /
nonterminating recurring decimals on the
number line through successive magnification
SURYAKANTA NANDA ZIET, BHUBANESWAR
SYLLABUS IN 2022-23 NO OF MARKS
PERIODS
1. Review of representation of natural 18 10
numbers, integers, and rational numbers on
the number line. Rational numbers as
recurring/ terminating decimals. Operations
on real numbers.
2. Examples of non-recurring/non-
terminating decimals. Existence of non-
rational numbers (irrational numbers) such
as √2, √3, , and their representation on the
number line. Explaining that every real
number is represented by a unique point on
the number line and conversely, viz. every
point on the number line represents a
unique real number.
3. Definition of nth root of a real number.
4. Rationalization (with precise meaning) of
1 1
real numbers of the type , (and
𝑎+𝑏√𝑥 √𝑥+√𝑦
their combinations) where x and y are
natural number 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.)
TA(MATHS)
Algebra Polynomial Definition of a polynomial in one variable,
s with examples and counter examples.
Coefficients of a polynomial, terms of a
polynomial and zero polynomial. Degree of a
polynomial. Constant, linear, quadratic and
cubic polynomials. Monomials, binomials,
trinomials. Factors and multiples. Zeros of a
polynomial. Motivate and State the
Remainder Theorem with examples.
Statement and proof of the Factor Theorem.
Factorization of ax2 + bx + c, a ≠ 0 where a, b
and c are real numbers, and of cubic
polynomials using the Factor Theorem. Recall
of algebraic expressions and identities.
Verification of identities and their use in
factorization of polynomials
Linear Recall of linear equations in one variable.
Equation in Introduction to the equation in two variables.
two Focus on linear equations of the type
variables 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.
Graphs of linear equation in two variables
SURYAKANTA NANDA ZIET, BHUBANESWAR
Definition of a polynomial in one variable, 26 20
with examples and counter examples.
Coefficients of a polynomial, terms of a
polynomial and zero polynomial. Degree of
a polynomial. Constant, linear, quadratic
and cubic polynomials. Monomials,
binomials, trinomials. Factors and multiples.
Zeros of a polynomial. Motivate and State
the Remainder Theorem with examples.
Statement and proof of the Factor
Theorem. Factorization of ax2 + bx + c, a ≠ 0
where a, b and c are real numbers, and of
cubic polynomials using the Factor
Theorem. Recall of algebraic expressions
and identities. Verification of identities and
their use in factorization of polynomials
Recall of linear equations in one variable. 16
Introduction to the equation in two
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.
TA(MATHS)
Coordinat Coordinate The Cartesian plane, coordinates of a point,
e Geometry names and terms associated with the
Geometry coordinate plane, notations. Plotting points in
the plane.
Geometry Introductio History - Geometry in India and Euclid's
n to geometry. Euclid's method of formalizing
Euclid’s observed phenomenon into rigorous
Geometry Mathematics with definitions,
common/obvious notions, axioms/postulates
and theorems. The five postulates of Euclid.
Showing the relationship between axiom and
theorem, for example: (Axiom) 1. Given two
distinct points, there exists one and only one
line through them. (Theorem) 2. (Prove) Two
distinct lines cannot have more than one point
in common. Equivalent versions of the fifth
postulate.
Lines & 1. (Motivate) If a ray stands on a line, then the
Angles sum of the two adjacent angles so formed is
180O and the converse.
2. (Prove) If two lines intersect, vertically
opposite angles are equal.
3. (Motivate) Lines which are parallel to a
given line are parallel.
Motivate) Results on corresponding angles,
alternate angles, interior angles when a
transversal intersects two parallel lines.
(Prove) The sum of the angles of a triangle is
180^0.
SURYAKANTA NANDA ZIET, BHUBANESWAR
The Cartesian plane, coordinates of a point, 7 04
names and terms associated with the
coordinate plane, notations.
History - Geometry in India and Euclid's 7 27
geometry. Euclid's method of formalizing
observed phenomenon into rigorous
Mathematics with definitions,
common/obvious notions,
axioms/postulates and theorems. The five
postulates of Euclid. Showing the
relationship between axiom and theorem,
for example: (Axiom) 1. Given two distinct
points, there exists one and only one line
through them. (Theorem) 2. (Prove) Two
distinct lines cannot have more than one
point in common.
1. (Motivate) If a ray stands on a line, then 15
the sum of the two adjacent angles so
formed is 180O and the converse.
2. (Prove) If two lines intersect, vertically
opposite angles are equal.
3. (Motivate) Lines which are parallel to a
given line are parallel.
TA(MATHS)
 (Motivate) If a side of a triangle is produced,
the exterior angle so formed is equal to the
sum of the two interior opposite angles.
(Motivate) Triangle inequalities and relation
between ‘angle and facing side' inequalities in
triangles
Triangles 1. (Motivate) Two triangles are congruent if
any two sides and the included angle of one
triangle is equal to any two sides and the
included angle of the other triangle (SAS
Congruence).
2. (Prove) Two triangles are congruent if any
two angles and the included side of one
triangle is equal to any two angles and the
included side of the other triangle (ASA
Congruence).
3. (Motivate) Two triangles are congruent if
the three sides of one triangle are equal to
three sides of the other triangle (SSS
Congruence).
4. (Motivate) Two right triangles are
congruent if the hypotenuse and a side of one
triangle are equal (respectively) to the
hypotenuse and a side of the other triangle.
(RHS Congruence)
5. (Prove) The angles opposite to equal sides
of a triangle are equal. 6. (Motivate) The sides
opposite to equal angles of a triangle are
equal.
SURYAKANTA NANDA ZIET, BHUBANESWAR
1. (Motivate) Two triangles are congruent if 22
any two sides and the included angle of one
triangle is equal to any two sides and the
included angle of the other triangle (SAS
Congruence).
2. (Prove) Two triangles are congruent if
any two angles and the included side of one
triangle is equal to any two angles and the
included side of the other triangle (ASA
Congruence).
3. (Motivate) Two triangles are congruent if
the three sides of one triangle are equal to
three sides of the other triangle (SSS
Congruence).
4. (Motivate) Two right triangles are
congruent if the hypotenuse and a side of
one triangle are equal (respectively) to the
hypotenuse and a side of the other triangle.
(RHS Congruence)
5. (Prove) The angles opposite to equal
sides of a triangle are equal.
6. (Motivate) The sides opposite to equal
angles of a triangle are equal.
TA(MATHS)
 Review concept of area, recall area of a
rectangle.
Quadrilater 1. (Prove) The diagonal divides a
al parallelogram into two congruent triangles.
2. (Motivate) In a parallelogram opposite
sides are equal, and conversely.
3. (Motivate) In a parallelogram opposite
angles are equal, and conversely.
4. (Motivate) A quadrilateral is a
parallelogram if a pair of its opposite sides is
parallel and equal. 5. (Motivate) In a
parallelogram, the diagonals bisect each other
and conversely.
6. (Motivate) In a triangle, the line segment
joining the mid points of any two sides is
parallel to the third side and in half of it and
(motivate) its converse.
1. (Prove) Parallelograms on the same base
and between the same parallels have equal
area.
2. (Motivate) Triangles on the same base (or
equal bases) and between the same parallels
are equal in area
Circles 1.(Prove) Equal chords of a circle subtend
equal angles at the center and (motivate) its
converse. 2.(Motivate) The perpendicular
from the center of a circle to a chord bisects
the chord and conversely, the line drawn
SURYAKANTA NANDA ZIET, BHUBANESWAR
1. (Prove) The diagonal divides a 13
parallelogram into two congruent triangles.
2. (Motivate) In a parallelogram opposite
sides are equal, and conversely.
3. (Motivate) In a parallelogram opposite
angles are equal, and conversely.
4. (Motivate) A quadrilateral is a
parallelogram if a pair of its opposite sides
is parallel and equal. 5. (Motivate) In a
parallelogram, the diagonals bisect each
other and conversely.
6. (Motivate) In a triangle, the line segment
joining the mid points of any two sides is
parallel to the third side and in half of it and
(motivate) its converse.
1.(Prove) Equal chords of a circle subtend 17
equal angles at the center and (motivate)
its converse. 2.(Motivate) The
perpendicular from the center of a circle to
a chord bisects the chord and conversely,
TA(MATHS)
 through the center of a circle to bisect a chord
is perpendicular to the chord.
3. (Motivate) 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.(Motivate) Angles in the same
segment of a circle are equal. 6.(Motivate) 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.(Motivate) The sum of either of the pair of
the opposite angles of a cyclic quadrilateral is
180° and its converse.
Through examples, arrive at definition of circle
and related concepts-radius, circumference,
diameter, chord, arc, secant, sector, segment,
subtended angle (Motivate) There is one and
only one circle passing through three given
non-collinear points
Construction
Mensurati Heron’s Area of a triangle using Heron's formula
on formula (without proof)
Application of Heron’s Formula in finding the
area of a quadrilateral
SURYAKANTA NANDA ZIET, BHUBANESWAR
the line drawn through the center of a circle
to bisect a chord is perpendicular to the
chord.
3. (Motivate) 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.(Motivate) Angles in the same
segment of a circle are equal. 6.(Motivate)
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.(Motivate) The sum of either of the pair
of the opposite angles of a cyclic
quadrilateral is 180° and its converse.
Area of a triangle using Heron's formula 5 13
(without proof)
TA(MATHS)
 Surface Surface areas and volumes of spheres Surface areas and volumes of spheres 17
areas & (including hemispheres) and right circular (including hemispheres) and right circular
volumes cones. cones.
Surface areas &volumes of cubes, cuboids &
right circular cylinders
Statistics Statistics Bar graphs, histograms (with varying base Bar graphs, histograms (with varying base 15 06
& lengths), and frequency polygons. lengths), and frequency polygons.
Probabilit Introduction to Statistics: Collection of data,
y presentation of data — tabular form,
ungrouped /grouped Mean, median and mode
of ungrouped data.
Probability
THEORY MARKS 80
INTERNAL ASSESSMENT 20
TOTAL 100
QUESTION PAPER DESIGN
Max Marks: 80 Time: 3hrs
Sl No Typology of Questions Total Marks % Weightage
1 Remembering: Exhibit memory of previously 43 54
learned material by recalling facts, terms, basic
concepts, and answers. Understanding:
Demonstrate understanding of facts and ideas
by organizing, comparing, translating,
interpreting, giving descriptions, and stating
main ideas

SURYAKANTA NANDA ZIET, BHUBANESWAR TA(MATHS)

2 Applying: Solve problems to new situations by 19 24
applying acquired knowledge, facts, techniques
and rules in a different way.
3 Analysing: Examine and break information into 18 22
parts by identifying motives or causes. Make
inferences and find evidence to support
generalizations
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
TOTAL 80 100

INTERNAL ASSESSMENT
INTERNAL ASSESSMENT 20 MARKS
Pen Paper Test (Periodic test) and Multiple 10 Marks
Assessment (5+5)
Portfolio 05 Marks
Lab Practical (Lab activities to be done from 05 Marks
the prescribed books)

Purpose:
SURYAKANTA NANDA ZIET, BHUBANESWAR TA(MATHS)
Internal Assessment plays the dual role of providing a complete picture of students’ abilities or progress towards fulfilling the aims of
education and informing teachers of students’ progress and therefore supporting classroom learning. It also informs the individual
learner about his/ her progress over a period of time enabling them to develop strategies to improve learning.
Periodic Tests (05 marks):
Periodic Test is a Pen and Paper assessment which is to be conducted by the respective subject teacher. The format of periodic test
must have questions items with a balance mix, such as, very short answer (VSA), short answer (SA) and long answer (LA) to effectively
assess the knowledge, understanding, application, skills, analysis, evaluation and synthesis. Depending on the nature of subject, the
subject teacher will have the liberty of incorporating any other types of questions too.
The modalities of the PT are as follows:
a) Mode: The periodic test is to be taken in the form of pen-paper test.
b) Schedule: In the entire Academic Year, three Periodic Tests in each subject may be conducted as follows:
Pre-Mid-term (PT-I) Mid-Term (PT-II) Post Mid-Term (PT-III)
July-August November December January
c) Average of Marks: Once schools complete the conduct of all the three periodic tests, they will convert the weightage of each of the
three tests into ten marks each for identifying best two tests. The best two will be taken into consideration and the average of the two
shall be taken as the final marks for PT.
d) The school will ensure simple documentation to keep a record of performance as suggested in detail circular no. Acad-05/2017.
e) Sharing of Feedback/Performance: The students’ achievement in each test must be shared with the students and their parents to
give them an overview of the level of learning that has taken place during different periods. Feedback will help parents formulate
interventions (conducive ambience, support materials, motivation and morale-boosting) to further enhance learning. A teacher, while
sharing the feedback with student or parent, should be empathetic, non- judgmental and motivating. It is recommended that the
teacher share best examples/performances of internal assessment with the class to motivate all learners.

SURYAKANTA NANDA ZIET, BHUBANESWAR TA(MATHS)

Multiple Assessment (05 marks):
Multiple assessment strategies relevant to particular learning outcomes are advised over the period of curriculum transaction. The
subject teachers would determine the type and frequency of these. This would make assessment more comprehensive and provide
schools/teachers flexibility to use multiple and diverse techniques to assess learners viz. observation, oral tests, individual or group
work, class discussion, field-work, concept maps, graphic organizers, visual representation etc. Hence, the schools are given autonomy
to use alternate modes of assessment as per the demand of the subject and the context towards addressing the goal of assessment for
and as learning, such as, quizzes, project-work, Self and peer assessment, collaborative projects, experiments, classroom
demonstrations, etc.
Portfolio (05 marks):
1. What is portfolio?
A portfolio is a collection of chosen work by a student representing a selection of performances that is collected over time and
describes the learner’s efforts, progress, and achievement in key areas. It is a tool for assessing a variety of skills not usually
testable in a single setting of the traditional written paper and pencil tests. Learner here is an active participant involved in
constructing his or her journey through the portfolio building process of selecting, organizing and reflecting.
It can be seen both as a process and as a product:
a. As a product, it holds the performance records and documents, a student has produced during the learning course and
represents a collection of their learning achievements.
b. As a process, it enables learners to monitor their own learning systematically, reflect on their performance, redirect their
efforts and set future goals.
2. Benefits:
i. Offers the possibility of assessing more complex and important aspects of a learning areas or subject matter that can’t be
assessed through traditional forms of testing.
ii. Provides a profile of learner’s abilities – in-depth growth and progress
iii. Helps to develop among students an awareness of their own learning.

SURYAKANTA NANDA ZIET, BHUBANESWAR TA(MATHS)

 iv. The focus on self-assessment and reflection helps students to identify their strengths and weaknesses thereby facilitating
setting up of realistic improvement goals.
v. Provides an opportunity to share own learning with peers and review and give feedback on each other’s work.
3. How to prepare?
Portfolio should include:
i. classwork and homework assignments
ii. exemplary work in the related area
iii. annotation
iv. identification of key words / topics/ themes
v. summarization and organization of ideas and content, photos, presentations, assignments, art integrated learning, etc.
4. How to assess portfolio?
Rubrics:
i. Organization – Neatness, Creativity and Visual Appeal
ii. Completion of guided work focused on specific curricular objectives
iii. Evidences of student’s growth
iv. Inclusion of all relevant work (Completeness)
Teachers can include other subject relevant criteria and elements to assess portfolios.
Notes: Portfolios need to be developed in an easy to manage form. They need to be meaningful but simple and accessible. Developing
them should not be a burden on students- both in terms of cost and time.
Assessment of Activity Work:
2. Throughout the year any 10 activities shall be performed by the student from the activities given in the NCERT Laboratory
Manual for the respective class (IX or X) which is available on the link: https://ncert.nic.in/science-laboratory-manual.php
3. A record of the same may be kept by the student.
4. A yearend test on the activity may be conducted.
5. The weightage is as under:
SURYAKANTA NANDA ZIET, BHUBANESWAR TA(MATHS)
 • The activities performed by the student throughout the year and record keeping: 2 marks
• Assessment of the activity performed during the year end test: 2 marks
• Viva-voce: 1 mark

SURYAKANTA NANDA ZIET, BHUBANESWAR TA(MATHS)