CBSE Class 9 Maths Syllabus

CBSE Syllabus for Class 9 Maths Term (1 & 2) 2023-24

One of the most significant and highest-scoring subjects in Class 9 is Mathematics. It requires analytical thinking and logical reasoning. To score well, students must fully comprehend the CBSE CLASS 9 MATHS SYLLABUS for Term 1 and Term 2. Having knowledge of the syllabus will guide them on the exam pattern and marking scheme which will further help them to boost their marks in the final exam. 

To perform well in the CBSE Class 9 Mathematics exam, you must practice a lot, have a thorough understanding of the material, be well aware of the MATHS SYLLABUS FOR CLASS 9 CBSE and memorise the FORMULAS.

CBSE Class 9 Maths Term Wise Syllabus 2023-24

The course structure and unit-by-unit weightage for the Mathematics curriculum must be carefully reviewed. Written exams account for 40 marks, while internal assessments account for 10 marks, in each term. This page will offer you the complete structure of the CBSE CLASS 9 MATHS SYLLABUS and chapter-wise marks distribution. Students can download the CBSE CLASS 9 MATHS SYLLABUS for Term 1 and 2 from this article and save it for later use.

CBSE Class 9 Maths Term 1 Syllabus

No. UNIT NAME MARKS
I NUMBER SYSTEMS 8
II ALGEBRA 5
III COORDINATE GEOMETRY 4
IV GEOMETRY 13
V MENSURATION 4
VI STATISTICS & PROBABILITY 6
  Total  40
  INTERNAL ASSESSMENT 10
  TOTAL 50

CBSE Class 9 Maths Term 2 Syllabus

No. UNIT NAME MARKS
I ALGEBRA(Cont.) 12
II GEOMETRY(Cont.) 15
III MENSURATION(Cont.) 9
IV STATISTICS AND PROBABILITY (Continued) 4
V MENSURATION 9
VI STATISTICS & PROBABILITY 4
  Total 40
  INTERNAL ASSESSMENT 10
  TOTAL 50

Details of the CBSE Syllabus for Class 9 (Term 1) 

Unit I: Number Systems

  1. Real Numbers
  •     Review of the representation of natural numbers
  •     Integers
  •     Rational numbers on the number line.
  •     Rational numbers in the form of recurring or terminating decimals
  •     Examples of non-recurring or non-terminating decimals
  •     The existence of non-rational (irrational) numbers such as √2,√3  and their representation on the number line
  •     The existence of non-rational (irrational) numbers such as 2 and 3 and their representation on the number line represents a unique real number.
  •     Existence of √x for a given positive real number x 
  •     Definition of nth root of a real number
  •     Recall of laws of exponents with integral powers
  •     Rational exponents with positive real bases (to be done by particular cases, allowing the learner to arrive at the general laws)
  •     Real numbers of the types 1/ (?+?√?) and 1/ √?+√√y)   (and their combinations), where x and y are natural numbers and a and b are integers, rationalised (with precise meaning).

 Unit II: Algebra

  1. Polynomials
  •     The definition of a polynomial in one variable, with examples and counterexamples
  •     Coefficients of a polynomial, terms of a polynomial and zero polynomial
  •     The degree of a polynomial
  •     Constant, linear, quadratic, and cubic polynomials
  •     Monomials, binomials, trinomials
  •     Factors and multiples
  •     The zeros of a polynomial
  •     Motivate and state the remainder theorem with examples.
  •     Statement and proof of the Factor Theorem
  •     The Factor Theorem is used to factorise ax2 + bx + c, a 0 where a, b, and c are real 
  •     Further verification of identities of the type (x + y + z) 2 = x2 + y2 + z2 + 2xy + 2yz + 2zx, (x ± y)3 = x3 ± y3 ± 3xy (x ± y), x3 ± y3 = (x ± y) (x2 ± xy + y2), x3 + y3 + z3 – 3xyz = (x + y + z) (x2 + y2 + z2 – xy – yz – zx) and their use in factorization of polynomials
  •     Simple expressions reducible to these polynomials.

 Unit III: Geometry

  1. Introduction to Euclid’s Geometry
  •     History: Geometry in India and Euclid’s geometry
  •     Euclid’s method of formalising observed phenomena into rigorous Mathematics with definitions, common/obvious notions, axioms/postulates and theorems
  •     The five postulates of Euclid
  •     Equivalent versions of the fifth postulate
  1. Lines and Angles
  •     If a ray stands on a line, then the sum of the two adjacent angles formed is 180o.
  •   If two lines intersect, vertically opposite angles are equal.
  •     Results on corresponding angles, alternate angles, and interior angles when a transversal intersects two parallel lines.
  •   Lines which are parallel to a given line are parallel
  •     The sum of the angles of a triangle is 180o.
  •     If a side of a triangle is produced, the exterior angle formed is equal to the sum of the two interior opposite angles. 
  1. Triangles
  •     Two triangles are congruent if any two sides and the included angle of one triangle are equal to any two sides and the included angle of the other triangle (SAS Congruence).
  •   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).
  •   Two triangles are congruent if the three sides of one triangle are equal to the three sides of the other triangle (SSS Congruence).
  •     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) 
  •     The angles opposite to equal sides of a triangle are equal.
  •   The sides opposite to equal angles of a triangle are equal.

 Unit 4: Coordinate Geometry

  1. Coordinate Geometry
  •     The Cartesian plane, coordinates of a point, names and terms associated with the coordinate plane, notations, plotting points in the plane.

 Unit V: Mensuration

  1. Areas
  •     The area of a triangle using Heron’s formula (without proof) and its application in finding the area of a quadrilateral.

 Mathematics Question Paper Design of Class 9 CBSE Board:

S. No The Typology of Questions Total Marks % Weightage (approx.)
1 Remembering: Exhibits memory of previously learned material by recalling facts, terms, basic concepts, and answers.

Understanding: Demonstrate understanding of fact organising interpreting by organising, comparing, translating, Interpreting, giving descriptions, and stating main ideas

 43

 

 54
2 Applying: Solve problems in new situations by applying acquired knowledge, facts, techniques, and rules in a different way. 19 24
3 Analysing: Examine and break information into parts by identifying motives or causes: Make inferences and find evidence to support generalisations.

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

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

 18 22
  Total 80 100

Outcome of the Study:

There are a lot of students that are curious about the advantages of learning Mathematics. While there are some who find it challenging and advocate for its elimination, there are others who find the topic intriguing. However studying Maths at Class 9 will render with some major beneficial outcomes – 

  • Students will have the ability to use logical reasoning to categorise real numbers, prove the qualities of those numbers, and use those numbers in a variety of contexts.
  • They can recognise or categorise polynomials among algebraic expressions, and they will be able to factorise them by applying the proper algebraic identities.
  • Students can derive proofs of mathematical assertions relating to parallel lines, triangles, quadrilaterals, circles, and other related topics by applying an axiomatic method and then using these proofs to solve problems.
  • Formulas for the surface areas and volumes of solid objects such as cubes, cuboids, right circular cylinders, cones, spheres, and hemispheres can be derived from them. In addition to that, students can apply them to things that are found in the surrounding environment. 

Internal Assessment for CBSE Class 9 Mathematics Term 2

Internal assessment will contribute 10 marks to each term-end score, totalling 20 for the final overall score of the CBSE Class 9 Mathematics Exam 2023–2024. The internal assessment will include the following different activities:

Internal Assessment Components Marks Total
Periodic Tests 3 3 10
Multiple Assessments 2
Portfolio 2
Practical work in student enrichment activities 3

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. 

MATHEMATICS (IX-X) (CODE NO. 041)

Session 2022-23

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,
  • 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

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 & PROBABILITY 06
Total 80

UNIT I: NUMBER SYSTEMS

1. REAL NUMBERS (18) Periods

  1. Review of representation of natural numbers, integers, and rational numbers on the number Rational numbers as recurring/ terminating decimals. Operations on real numbers.
  1. Examples of non-recurring/non-terminating Existence of non-rational numbers (irrational numbers) such as, 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.
  2. Definition of nth root of a real
  3. Rationalization (with precise meaning) of real numbers of the type

and (and their combinations) where x and y are natural number and a and b are integers.

  1. 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 )

UNIT II: ALGEBRA

  1. POLYNOMIALS (26) Periods

Definition of a polynomial in one variable, 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.

2. LINEAR EQUATIONS IN TWO VARIABLES (16) Periods

Recall of linear equations in one variable. 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.

UNIT III: COORDINATE GEOMETRY

COORDINATE GEOMETRY (7) Periods

The Cartesian plane, coordinates of a point, names and terms associated with the coordinate plane, notations.
UNIT IV: GEOMETRY
1. INTRODUCTION TO EUCLID’S GEOMETRY (7) Periods

History – Geometry in India and Euclid’s 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. LINES AND ANGLES (15) Periods
  1. (Motivate) If a ray stands on a line, then the sum of the two adjacent angles so formed is 180O and the
  2. (Prove) If two lines intersect, vertically opposite angles are
  1. (Motivate) Lines which are parallel to a given line are

TRIANGLES (22) Periods

  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 (RHS Congruence)
  5. (Prove) The angles opposite to equal sides of a triangle are
  6. (Motivate) The sides opposite to equal angles of a triangle are

4. QUADRILATERALS (13) Periods

  1. (Prove) The diagonal divides a parallelogram into two congruent
  2. (Motivate) In a parallelogram opposite sides are equal, and
  3. (Motivate) In a parallelogram opposite angles are equal, and
  4. (Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides is parallel and
  5. (Motivate) In a parallelogram, the diagonals bisect each other and
  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.

CIRCLES (17) Periods

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 through the center of a circle to bisect a chord is perpendicular to the chord.

  1. (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.

UNIT V: MENSURATION

  1. AREAS (5) Periods

Area of a triangle using Heron’s formula (without proof)

2. SURFACE AREAS AND VOLUMES (17) Periods

Surface areas and volumes of spheres (including hemispheres) and right circular cones.

UNIT VI: STATISTICS & PROBABILITY

STATISTICS (15) Periods

Bar graphs, histograms (with varying base lengths), and frequency polygons.

MATHEMATICS QUESTION PAPER DESIGN

CLASS – IX (2022-23)

Time: 3 Hrs. Max. Marks: 80

 

S.

No.

  

Typology of Questions

  

Total Marks

 %

Weightage (approx.)
 

 

1

 Remembering: Exhibit memory of previously 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

  

 

43

  

 

54
 

2

 Applying: Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way. 19 24
 

 

 

 

 

 

3

 Analysing :

Examine and break information into 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

  

 

 

 

 

 

18

  

 

 

 

 

 

22
Total 80 100
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

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 & PROBABILTY 11
Total 80

UNIT I: NUMBER SYSTEMS

1. REAL NUMBER (15) Periods

Fundamental Theorem of Arithmetic – statements after reviewing work done earlier and after illustrating and motivating through examples, Proofs of irrationality of

UNIT II: ALGEBRA

  1. POLYNOMIALS (8) Periods

Zeros of a polynomial. Relationship between zeros and coefficients of quadratic polynomials.

  1. PAIR OF LINEAR EQUATIONS IN TWO VARIABLES (15) Periods

Pair of linear equations in two variables and 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.

  1. QUADRATIC EQUATIONS (15) Periods

Standard form of a quadratic equation ax2 + bx + c = 0, (a ≠ 0). Solutions of quadratic equations (only real roots) by factorization, 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.

  1. ARITHMETIC PROGRESSIONS (10) Periods

Motivation for studying Arithmetic Progression Derivation of the nth term and sum of the first n terms of A.P. and their application in solving daily life problems.

UNIT III: COORDINATE GEOMETRY

Coordinate Geometry (15) Periods

Review: Concepts of coordinate geometry, graphs of linear equations. Distance formula. Section formula (internal division).

UNIT IV: GEOMETRY

  1. TRIANGLES (15) Periods

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
  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
  4. (Motivate) If the corresponding sides of two triangles are proportional, their corresponding angles are equal and the two triangles are similar.
  5. (Motivate) 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
  6. CIRCLES (10) Periods

Tangent to a circle at, point of contact

  1. (Prove) The tangent at any point of a circle is perpendicular to the radius through the point of contact.
  2. (Prove) The lengths of tangents drawn from an external point to a circle are

UNIT V: TRIGONOMETRY

  1. INTRODUCTION TO TRIGONOMETRY (10) Periods

Trigonometric ratios of an acute angle of a right-angled triangle. Proof of their existence (well defined); motivate the ratios whichever are defined at 0o and 90o. Values of the trigonometric ratios of 300, 450 and 600. Relationships between the ratios.

  1. TRIGONOMETRIC IDENTITIES (15) Periods

Proof and applications of the identity sin2A + cos2A = 1. Only simple identities to be given.

3. HEIGHTS AND DISTANCES: Angle of elevation, Angle of Depression. (10)Periods

Simple problems on heights and distances. Problems should not involve more than two right triangles. Angles of elevation / depression should be only 30°, 45°, and 60°.

UNIT VI: MENSURATION

  1. AREAS RELATED TO CIRCLES (12) Periods

Area of sectors and segments of a circle. 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.

  1. SURFACE AREAS AND VOLUMES (12) Periods

Surface areas and volumes of combinations of any two of the following: cubes, cuboids, spheres, hemispheres and right circular cylinders/cones.

UNIT VII: STATISTICS AND PROBABILITY

1. STATISTICS (18) Periods
Mean, median and mode of grouped data (bimodal situation to be avoided).
  1. PROBABILITY (10) Periods

Classical definition of probability. Simple problems on finding the probability of an event.

MATHEMATICS-Standard QUESTION PAPER DESIGN CLASS – X (2022-23)

Time: 3 Hours Max. Marks: 80

 

S.

No.

  

Typology of Questions

  

Total Marks

 %

Weightage (approx.)
 

 

 

1

 Remembering: Exhibit memory of previously 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

  

 

43

  

 

54
 

2

  

Applying: Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.

  

19

  

24
 

 

 

 

 

 

3

 Analysing :

Examine and break information into 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

  

 

 

 

 

18

  

 

 

 

 

22
Total 80 100
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 QUESTION PAPER DESIGN CLASS – X (2022-23)

Time: 3Hours Max. Marks: 80

 

S.

No.

  

Typology of Questions

  

Total Marks

 %

Weightage (approx.)
 

 

1

 Remembering: Exhibit memory of previously 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

  

 

60

  

 

75
 

2

  

Applying: Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.

  

12

  

15
 

 

 

 

3

 Analysing :

Examine and break information into 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

  

 

 

 

8

  

 

 

 

10
Total 80 100
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
  7. Mathematics exemplar problems for class X, NCERT

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CBSE Class 9 Syllabus

CBSE Class 9 Science Syllabus

CBSE Class 9 Hindi Syllabus

CBSE Class 9 English Syllabus

CBSE Class 9 Social Science Syllabus

FAQs (Frequently Asked Questions)

The Mathematics curriculum for CBSE Class 9 is primarily broken up into six different parts. The units can be found below for students to look over:

  •       Unit I: Number Systems
  •       Unit II: Algebra
  •       Unit III: Coordinate Geometry
  •       Unit IV: Geometry
  •       Unit V: Mensuration
  •       Unit VI: Statistics and Probability.

The following is a list of some preparation strategies that you can use in order to score well on the CBSE Class 9 Mathematics exam.

First, make sure you are familiar with the Mathematics curriculum for CBSE Class 9.

  •       Create a schedule and assign an appropriate time period to each of the topics.
  •       Read the Mathematics  NCERT BOOKs assigned for Class 9
  •       While learning, jot down some notes, as you will be able to easily revise any subject using these notes.
  •       Attempt to answer as many questions as you can from the CBSE SAMPLE PAPERS and CBSE PAST YEARS’ QUESTION PAPERS

There are fifteen different chapters in the CBSE Mathematics textbook for Class 9.

The new plan put up by the CBSE will require schools to split the Mathematics examinations for Class 9 over the course of two terms. The first term exam lasts for a total of ninety minutes and tests students’ knowledge of roughly half of the material covered in the syllabus. The Term II exam, also known as the year-end exam, lasts for 120 minutes and covers approximately the rest half of the CBSE Class 9 Mathematics SYLLABUS.