MATHEMATICS (51)

Aims:
1. To acquire knowledge and understanding of the 4. To develop the necessary skills to work with
terms, symbols, concepts, principles, processes, modern technological devices such as calculators
proofs, etc. of mathematics. and computers in real life situations.
2. To develop an understanding of mathematical 5. To develop drawing skills, skills of reading
concepts and their application to further studies tables, charts and graphs.
in mathematics and science.
6. To develop an interest in mathematics.
3. To develop skills to apply mathematical
knowledge to solve real life problems.

CLASS IX

There will be one paper of two and a half hours type included. Rate of growth and
duration carrying 80 marks and Internal Assessment depreciation.
of 20 marks.
Note: Paying back in equal installments, being
Certain questions may require the use of given rate of interest and installment
Mathematical tables (Logarithmic and Trigonometric amount, not included.
tables).
The solution of a question may require the knowledge 3. Algebra
of more than one branch of the syllabus. (i) Expansions

1. Pure Arithmetic Recall of concepts learned in earlier classes.

Rational and Irrational Numbers (a ± b)2

Rational, irrational numbers as real numbers, (a ± b)3

their place in the number system. Surds and (x ± a) (x ± b)
rationalization of surds. Simplifying an
expression by rationalizing the denominator. (a ± b ± c)2
Representation of rational and irrational (ii) Factorisation
numbers on the number line.
a2 – b2
Proofs of irrationality of
a3 ± b3
2. Commercial Mathematics ax2 + bx + c, by splitting the middle term.
Compound Interest (iii) Simultaneous Linear Equations in two
(a) Compound interest as a repeated Simple variables. (With numerical coefficients only)
Interest computation with a growing • Solving algebraically by:
Principal. Use of this in computing Amount
over a period of 2 or 3 years. - Elimination

(b) Use of formula n

. Finding CI - Substitution and
from the relation CI = A – P. - Cross Multiplication method
• Interest compounded half-yearly included. • Solving simple problems by framing
appropriate equations.
• Using the formula to find one quantity
given different combinations of A, P, r, n,
CI and SI; difference between CI and SI
 (iv) Indices/ Exponents (d) Pythagoras Theorem
Handling positive, fractional, negative and Area based proof and simple applications
“zero” indices. of Pythagoras Theorem and its converse.
Simplification of expressions involving (ii) Rectilinear Figures
various exponents (a) Proof and use of theorems on
m
a ×=
a a n m+n m
, a ÷= n
a a m−n m n
, (a=
) a mn parallelogram.
etc. Use of laws of exponents. • Both pairs of opposite sides equal
(without proof).
(v) Logarithms
(a) Logarithmic form vis-à-vis exponential
• Both pairs of opposite angles equal.
form: interchanging. • One pair of opposite sides equal and
(b) Laws of Logarithms and their uses. parallel (without proof).
Expansion of expression with the help of • Diagonals bisect each other and
laws of logarithms bisect the parallelogram.
a4 × b2 • Rhombus as a special parallelogram
e.g. y = whose diagonals meet at right angles.
c3
• In a rectangle, diagonals are equal,
log y = 4 log a + 2 log b – 3 log c etc. in a square they are equal and meet
at right angles.
4. Geometry
(b) Constructions of Polygons
(i) Triangles
Construction of quadrilaterals (including
(a) Congruency: four cases: SSS, SAS, parallelograms and rhombus) and
AAS, and RHS. Illustration through regular hexagon using ruler and
cutouts. Simple applications. compasses only.
(b) Problems based on: (c) Proof and use of Area theorems on
• Angles opposite equal sides are parallelograms:
equal and converse. • Parallelograms on the same base
• If two sides of a triangle are and between the same parallels are
unequal, then the greater angle is equal in area.
opposite the greater side and • The area of a triangle is half that of
converse. a parallelogram on the same base
• Sum of any two sides of a triangle is and between the same parallels.
greater than the third side. • Triangles between the same base and
• Of all straight lines that can be between the same parallels are equal
drawn to a given line from a point in area (without proof).
outside it, the perpendicular is the • Triangles with equal areas on the
shortest. same bases have equal corresponding
Proofs not required. altitudes.
(c) Mid-Point Theorem and its converse, (iii) Circle:
equal intercept theorem (a) Chord properties
(i) Proof and simple applications of mid- • A straight line drawn from the centre
point theorem and its converse. of a circle to bisect a chord which is
(ii) Equal intercept theorem: proof and not a diameter is at right angles to
simple application. the chord.
 • The perpendicular to a chord from (a) Area and perimeter of triangle (including
the centre bisects the chord (without Heron’s formula), all types of
proof). Quadrilaterals.

• Equal chords are equidistant from (b) Circle: Area and Circumference. Direct
the centre. application problems including Inner and
Outer area.
• Chords equidistant from the centre
Areas of sectors of circles other than
are equal (without proof).
quarter-circle and semicircle are not
• There is one and only one circle that included.
passes through three given points not (c) Surface area and volume of 3-D solids: cube
in a straight line. and cuboid including problems of type
(b) Arc and chord properties: involving:

• If two arcs subtend equal angles at • Different internal and external

the centre, they are equal, and its dimensions of the solid.
converse. • Cost.
• If two chords are equal, they cut off • Concept of volume being equal to area of
equal arcs, and its converse (without cross-section x height.
proof).
• Open/closed cubes/cuboids.
Note: Proofs of the theorems given above
are to be taught unless specified otherwise. 7. Trigonometry
5. Statistics (a) Trigonometric Ratios: sine, cosine, tangent
of an angle and their reciprocals.
Introduction, collection of data, presentation of
data, Graphical representation of data, Mean, (b) Trigonometric ratios of standard angles - 0,
Median of ungrouped data. 30, 45, 60, 90 degrees. Evaluation of an
expression involving these ratios.
(i) Understanding and recognition of raw,
arrayed and grouped data. (c) Simple 2-D problems involving one
right-angled triangle.
(ii) Tabulation of raw data using tally-marks.
(d) Concept of trigonometric ratios of
(iii) Understanding and recognition of discrete complementary angles and their direct
and continuous variables. application:
(iv) Mean, median of ungrouped data.
sin A = cos (90 - A), cos A = sin (90 – A)
(v) Class intervals, class boundaries and limits,
frequency, frequency table, class size for tan A = cot (90 – A), cot A = tan (90- A)
grouped data. sec A = cosec (90 – A), cosec A=sec (90 – A)
(vi) Grouped frequency distributions: the need to
and how to convert discontinuous intervals to 8. Coordinate Geometry
continuous intervals. Cartesian System, plotting of points in the plane
(vii)Drawing a frequency polygon. for given coordinates, solving simultaneous
linear equations in 2 variables graphically and
6. Mensuration finding the distance between two points using
Area and perimeter of a triangle and a distance formula.
quadrilateral. Area and circumference of circle. (a) Dependent and independent variables.
Surface area and volume of Cube and Cuboids.
(b) Ordered pairs, coordinates of points and
plotting them in the Cartesian plane.
 (c) Solution of Simultaneous Linear Equations • Study ways of raising a loan to buy a car or
graphically. house, e.g. bank loan or purchase a refrigerator or
a television set through hire purchase.
(d) Distance formula.
• Cutting a circle into equal sections of a small
INTERNAL ASSESSMENT central angle to find the area of a circle by using
A minimum of two assignments are to be done during the formula A = πr2.
the year as prescribed by the teacher. • To use flat cutouts to form cube, cuboids and
Suggested Assignments pyramids to obtain formulae for volume and total
surface area.
• Conduct a survey of a group of students and
represent it graphically - height, weight, number • Draw a circle of radius r on a ½ cm graph paper,
of family members, pocket money, etc. and then on a 2 mm graph paper. Estimate the
area enclosed in each case by actually counting
• Planning delivery routes for a postman/milkman. the squares. Now try out with circles of different
• Running a tuck shop/canteen. radii. Establish the pattern, if any, between the
two observed values and the theoretical value
(area = π r2). Any modifications?