CBSE Class 4 Maths Syllabus

4th Class Maths Syllabus

Mathematics is a subject that is very crucial for students in their academic life. A student’s overall performance in their studies and thinking and calculating abilities depends on how they perform in Mathematics. Well, to guide students in an ideal way and to build a strong base for the students of Class 4, the Central Board of Secondary Education (CBSE) conducts Mathematics Class 4 examinations every year. Syllabus is the beginning of a journey of strategic preparation for any subject. Hence, it is advisable for students to go through the CBSE Class 4 Maths Syllabus to understand the course curriculum. 

The CBSE syllabus for  Class 4 Maths is designed in such a way that it can provide all the fundamentals of Mathematics to students who will appear in Class 4 final examinations. It is true when students hear that mathematics is all about practice, as the more you practice all the problems, the sharper you can become. Therefore, the first thing that every student must focus on is to get hold of the CBSE  Class 4 Maths syllabus 2020-21 and start preparing accordingly.

CBSE Class 4 Syllabus for Other Subjects

CBSE Class 4 Syllabus

  • CBSE Class 4 Maths Syllabus

Class 4 Maths CBSE Syllabus for 2023-24 Examination

Mathematics is a subject that calls for regular practice; the more a student practices, the better their grades get. Students should refer to the PDF for better performance since it strategically explains all the subjects present in the syllabus. The CBSE  Class 4 Maths  syllabus PDF has been specifically constructed by the Central Board of Secondary Education (CBSE) to deliver the most relevant information. The CBSE’s top educators collaborated to create a curriculum that supports students’ growth and increases their interest appropriately. It all depends on how a student views Mathematics as a subject for Class 4. Mathematics is considered to be the foundation of future studies. While providing crucial knowledge, the curriculum is made to pique students’ interests.

In the past, the syllabus was created to help students internalise the topic, which led to various issues for the students. The new and revised CBSE syllabus is more engaging for the students because it is supposed to be more educational and exciting, which has increased students’ interest in Mathematics. 

A nice result of the plans is a chapter-by-chapter chronology with connections between them. Reference books along with all the other prescribed NCERT books will be available for all the students who are going to appear for their respective examinations. It will also help them comprehend the concepts quickly and also give them access to a variety of sources. Additionally, the revised syllabus offers students a perspective to focus on the most particular subjects that will assist them in mastering the subject and its contents. Therefore, having the PDF version for the CBSE Class 4 Mathematics Syllabus is important. Students can download the PDF of the syllabus from the link provided below:

Students are also recommended to go through the detailed outline of the Class 4 Mathematics syllabus. The attachment can be viewed from the below-mentioned table. 

Class 4 Syllabus Maths: Summary

The board of CBSE is concerned with the intellectual growth of young students. The syllabus is created by the panel so that each chapter can contribute to building a solid knowledge base. They decide whether to include another chapter in the curriculum after taking into account the general intellect of all the students. Students must go through the Mathematics syllabus to see how logically the subject experts  have added chapters that carry real significance. They prioritise the students’ acquisition of logic, reasoning, and critical thinking. You may have anticipated that the curriculum will be updated frequently. Every time, it gets enhanced more than the one before. This demonstrates how cognitive flexibility and grasping capacity change throughout time. The syllabus for CBSE Class 4 Mathematics has been created in accordance with the demands of the present and the rate of knowledge expansion. All schools adhering to CBSE standards use this Mathematics curriculum for Class 4.

Until recently, the syllabus was solely concerned with how the concepts matured in students’ minds. The fourth-grade Mathematics curriculum has been updated to provide a more enjoyable learning environment where students will understand the topics better. 

Importance of CBSE 4th Class Maths Syllabus

There are now interactive chapters in the Class 4 mathematics syllabus. These interactive chapters provide a fun approach to learning the fundamentals of fractions, numbers, time, weight, etc. To simplify the introduction to the subjects without overwhelming the students, the names have been modified. Find out everything a student should know about the CBSE Class 4 mathematics syllabus below.

Concept Delivery

Firstly, it is determined how these students conceptually develop. Following that, the academicians devise a roadmap for this conceptual development. To achieve the aim, a step-by-step strategy is laid out. The syllabus is designed and instructed to adhere to this plan. Students can go to the next level and expand their knowledge with the aid of conceptual development.

Course Description

With all the pressure that a student proceeds with, there is a need for a proper course description in Class 4. The syllabus followed by CBSE-affiliated schools makes it hectic for students who handle so many subjects. This is where the mathematics syllabus comes in handy. After going through the syllabus and analysing all the chapters in it, concerned students and teachers can easily decide how to proceed with the course content to complete every chapter.

Finding The Right Course Material

The CBSE mathematics syllabus for Class 4 can help students find all the right books prescribed by the board. However, students can also follow CBSE past years’ question papers and CBSE sample papers for a better understanding. Other study materials like CBSE important questions are also recommended.

Completing Assignments and Homework

Assigned projects and homework by subject teachers can guide a student properly for their examinations. Getting used to CBSE extra questions and CBSE revision notes will also be a plus for an ideal preparation for the Class 4 mathematics examination. To complete all the assignments and homework, students must follow the latest and updated syllabus.


General Points for Textbook Writers

  1. The following syllabus has been developed keeping the philosophy of the Yashpal Report and the National Focus Group for Teaching Learning Mathematics in view. Keeping in mind the reality of the number of hours that teaching actually takes place in the school, we have kept a thumb rule of 140 periods, of 30-40 minutes each, per year for Within this the number of periods allotted to each area is given in the syllabus. However, this is just to give an approximate idea of the weightage to be given to a particular topic by writers and others who are transacting the syllabus. This break- up of time should not be taken as an exact writ by teachers.
  2. We need to encourage the development of a culture of learning outside the classroom. If a topic is linked well with experiences, interesting exercises given then conceptual learning of math would continue beyond the 140
  3. The syllabus has been developed in five very natural streams flowing from Class I to Class V, which overlap very often, not only with each other but also with themes developed in other subjects that are being learnt
  4. While developing the study material, we expect the focus to be activities/exercises, built around children’s real-life experiences and from areas across the They need to be created in a manner that would meet more than one objective simultaneously, and cover more than one stream at the same time. Further, we must include extensions to activities as part of the main course material, and not as a supplement, for the learners who feel encouraged to do them. However, as for any activity or experience, the teachers would need to give enough leeway to children, or modify the activity, to suit their interests. In this context, it is important that children’s current local interests and enthusiasms be utilised to the maximum as opportunities for developing math concepts. Enough space, in various ways, must be given for this in the textbooks.
  5. Mathematics is about a certain way of thinking and reasoning. This should be reflected in the way the materials are written and other activities and exercises created. The teachers’ training should reflect this also. Particular stress must be given to allow the child to articulate her reasons behind doing an exercise in a certain way, for example, why she is continuing a pattern in a particular Such interactive learning will require the teacher to plan for more time to be given for certain concepts in the classroom, and the textbooks would need to allow for this.
  1. The Class I and II books would be workbooks with short notes for the teacher about suggestions for dealing with the particular topic. (In fact, such notes should probably be incorporated in all the primary books.) The Class I workbook and the other materials would be created with the view to consolidate the mathematical concepts and experiences that the child already has before she joins school, and to build on this
  2. The language used in the books for Classes III to V should be what the child would normally use and would
  3. The sequencing of the concepts should not be linear, but
  4. The book should not appear to be dry and should be attractive to children in various The points that may influence this include the language, the nature of descriptions and examples, inclusion or lack of illustrations, inclusion of comic strips or cartoons to illustrate a point, inclusion of stories and other interesting texts for children.
  5. While dealing with problems, the text books should have several situations with multiple correct Make the children aware that there can be several strategies for teaching a problem.
  6. The material regarding patterns should be created in a way that would allow the child to observe patterns to generalise them, and to develop her own
  7. The purpose is not that the children would learn known definitions and therefore never should we begin by definitions and explanations. Concepts and ideas generally should be arrived at from observing patterns, exploring them and then trying to define them in their own words. There should be no overt emphasis on remembering definitions in known standard forms in exactly the same
  8. Problem posing is an important part of doing Exercises that require children to
Class I Class II

Geometry                                                   (10 hrs.)


•      Develops and uses vocabulary of spatial relationship (Top, Bottom, On, Under, Inside, Outside, Above, Below, Near, Far, Before, After)


•      Collects objects from the surroundings having different sizes and shapes like pebbles, boxes, balls, cones, pipes, etc.

•      Sorts, Classifies and describes the objects on the basis of shapes, and other observable properties.

•      Observes and describes the way shapes affect movements like rolling and sliding.

•      Sorts 2 – D shapes such as flat objects made of card etc.
















Numbers                                                    (46 hrs.)



•      Observes object and makes collections of objects.

•      Arranges the collection of objects in order by

–         Matching and

–         One to one correspondence


Geometry                                                   (13 hrs.)


3-D and 2-D Shapes

•      Observes objects in the environment and gets a qualitative feel for their geometrical attributes.

•      Identifies the basic 3-D shapes such as cuboid, cylinder, cone, sphere by their names.

•      Traces the 2-D outlines of 3-D objects.

•      Observes and identifies these 2-D shapes.

•      Identifies 2-D shapes viz., rectangle, square, triangle, circle by their names.

•      Describes intuitively the properties of these 2-D shapes.

•      Identifies and makes straight lines by folding, straight edged objects, stretched strings and draws free hand and with a ruler.

•      Draws horizontal, vertical and slant lines (free hand).

•      Distinguishes between straight and curved lines.

•      Identifies objects by observing their shadows.













Numbers                                                    (46 hrs.)

•      Reads and writes numerals for numbers up to ninety- nine.

•      Expands a number with respect to place values.

•      Counts and regroups objects into tens and ones.

•      Uses the concept of place value in the comparison of numbers.




Class III Class IV Class V

Geometry                        (16 hrs.) SHAPES & SPATIAL UNDERSTANDING

•      Creates shapes through paper folding, paper cutting.

•      Identifies 2-D shapes

•      Describes the various 2-D shapes by counting their sides, corners and diagonals.

•      Makes shapes on the dot-grid using straight lines and curves.

•      Creates shapes using tangram pieces.

•      Matches the properties of two 2-D shapes by observing their sides and corners (vertices).

•      Tiles a given region using a tile of a given shape.

•      Distinguishes between shapes that tile and that do not tile.

•      Intuitive idea of a map. Reads simple maps (not necessarily scaled)

•      Draws some 3D-objects.








Numbers                          (42 hrs.) NUMBER SEQUENCE UPTO 1000

•      Reads and writes 3-digit numbers.

•      Expands a number w.r.t. place values.

•      Counts in different ways – starting

from any number.


Geometry                       (16 hrs.) SHAPES & SPATIAL UNDERSTANDING

•      Draws a circle free hand and with compass.

•      Identifies centre, radius and diameter of a circle.

•      Uses Tangrams to create different shapes.

•      Tiles geometrical shapes: using one or two shapes.

•      Chooses a tile among a given number of tiles that can tile a given region both intuitively and experimentally.

•      Explores intuitively the area and perimeter of simple shapes.

•      Makes 4-faced, 5-faced and 6- faced cubes from given nets especially designed for the same.

•      Explores intuitively the reflections through inkblots, paper cutting and paper folding.

•      Reads and draws 3-D objects, making use of the familiarity with the conventions used in this.

•      Draws intuitively the plan, elevation and side view of simple objects.


Numbers                         (40 hrs.) NUMBERS AND OPERATIONS

•      Writes multiplication facts.

•      Writes tables upto 10 × 10.

•      Multiplies two and three digit numbers using lattice algorithm and the standard (column) algorithm.


Geometry                      (16 hrs.) SHAPES & SPATIAL UNDERSTANDING

•      Gets the feel of perspective while drawing a 3-D object in 2-D.

•      Gets the feel of an angle through observation and paper folding.

•      Identifies right angles in the environment.

•      Classifies angles into right, acute and obtuse angles.

•      Represents right angle, acute angle and obtuse angle by drawing and tracing.

•      Explores intuitively rotations and reflections of familiar 2-D shapes.

•      Explores intuitively symmetry in familiar 3-D shapes.

•      Makes the shapes of cubes, cylinders and cones using nets especially designed for this purpose.









Numbers                        (40 hrs.) NUMBERS AND OPERATIONS

•      Finds place value in numbers beyond 1000.

•      Appreciates the role of place value in addition, subtraction and

multiplication algorithms.


Classes at the

Elementary Level

Class I Class II

•      Counts the number of objects in a collection.

•      Makes collection of objects corresponding to a specific number.

•      Recognises and speaks numbers from 1 to 9.

•      Uses numbers from 1 to 9 in counting and comparison. (Real objects and repeated events like clapping to be used for counting)

•      Reads and writes numerals from 1 to 9.

•      Adds and subtracts using real objects and pictures.

•      Adds and subtracts the numbers using symbols ‘+’ and ‘-’.

•      Approaches zero through the subtraction pattern (such as 3 – 1 = 2, 3 – 2 = 1, 3 – 3 = 0).

NUMBERS FROM (10 – 20)

•      Forms Number sequence from 10 to 20.

•      Counts objects using these numbers.

•      Groups objects into a group of 10s and single objects.

•      Develops the vocabulary of group of ‘tens’ and ‘ones’.

•      Shows the group of tens and ones by drawing.

•      Counts the number of tens and ones in a given number.

•      Writes the numerals for eleven to nineteen.

•      Writes numerals for ten and twenty.

•      Compares numbers upto 20.


•      Adds and subtracts numbers upto 20.


•      Writes numerals for Twenty-one to Ninety nine.· Groups objects into tens and ones.

•      Draws representation for groups of ten and ones.

•      Groups a number orally into tens and ones.


•      Counts in various ways:

–         Starting from any number.

–         Group counting etc.

•      Arranges numbers upto hundred in ascending and descending order.

•      Forms the greatest and the smallest two digit numbers with and without repetition of given digits.

•      Indicates and identifies the position of an object in a line.


•      Adds and subtracts two digit numbers by drawing representations of tens and ones without and with regrouping.

•      Adds zero to a number and subtracts zero from a number.

•      Observes the commutative property of addition through patterns.

•      Solves addition, subtraction problems presented through pictures and verbal description.

•      Describes orally the situations that correspond to the given addition and subtraction facts.

•      Estimates the result of addition and subtraction and compares the result with another given number.


•      Discussion of situations involving repeated addition and situations involving equal sharing.

•      Activities of making equal groups.


Class III Class IV Class V

•      Compares numbers.

•      Forms greatest and smallest numbers using given digits.


•      Adds and subtracts numbers by writing them vertically in the following two cases:

–         without regrouping.

–         with regrouping.

•      Uses the place value in standard algorithm of addition and subtraction.

•      Solves addition and subtraction problems in different situations presented through pictures and stories.

•      Frames problems for addition and subtraction facts.

•      Estimates the sum of, and difference between, two given numbers.


•      Explains the meaning of multiplication (as repeated addition).

•      Identifies the sign of multiplication.

•      Constructs the multiplication tables of 2, 3, 4, 5 and 10

•      Uses multiplication facts in situations.

•      Multiplies two digit numbers using standard algorithm and Lattice multiplication algorithm.


•      Explains the meaning of division from context of equal grouping and sharing.

•      Relates division with multiplication.

•      Completes division facts:

–         by grouping

–         by using multiplication tables.


•      Divides a given number by another number in various ways such as:

–         by drawing dots.

–         by grouping.

–         by using multiplication facts.

–         by repeated subtraction.

•      Applies the four operations to life situations.

•      Frames word problems.

•      Estimates sums, differences and products of given numbers.


•      Uses informal and standard division algorithms.

•      Explains the meaning of factors and multiples.

Class I Class II


•      Adds two single digit numbers mentally.



•      Adds and subtracts single digit numbers mentally.

•      Adds and subtracts multiples of ten mentally.

Money                                                          (3 hrs.)

•      Identifies common currency notes and coins.

•      Puts together small amounts of money.

Money                                                          (3 hrs.)

•      Identifies currency – notes and coins.

•      Puts together amounts of money not exceeding Rs 50/-.

•      Adds and subtracts small amounts of money mentally.

•      Transacts an amount using 3-4 notes.




Measurement                                             (13 hrs.)


•      Distinguishes between near, far, thin, thick, longer/taller, shorter, high, low.

•      Seriates objects by comparing their length.




Measurement                                              (13 hrs.)


•      Measures lengths & distances along short & long paths using uniform (non-standard) units, extends to longer lengths.

Class III Class IV Class V


•      Adds and subtracts single digit numbers and two digit numbers mentally.

•      Doubles two digit numbers mentally (result not exceeding two digits).
















Money                               (5 hrs.)

•      Converts Rupee. to Paise using play money.

•      Adds and subtracts amounts using column addition, and subtraction without regrouping.

•      Makes rate charts and bills.







Measurement                   (21 hrs.) LENGTH

•      Appreciates the need for a standard unit.

•      Measures length using appropriate



•      Adds and subtracts multiples of 10 and 100, mentally.

•      Completes multiplication facts by adding partial products, mentally (e.g. 7 × 6 = 5 × 6 + 2 × 6).


•      Identifies half, one fourth and three- fourths of a whole.

1 , 1 , 3

•      Identifies the symbols, 2 4 4 .

1    1

•      Explains the meaning of 2 , 4


and 4 .


•      Appreciates equivalence of 4 and

1              2    3   4

2 ; and of 2 , 3 , 4 and 1.


Money                              (5 hrs.)


•      Converts Rupees to Paise.

•      Adds and subtracts amounts using column addition and subtraction with regrouping.

•      Uses operations to find totals, change, multiple costs and unit cost.

•      Estimates roughly the totals and total cost.


Measurement                 (21 hrs.) LENGTH

•      Relates metre with centimetre;

•      Converts metre into centimetres and vice versa.



•      Estimates sums, differences, products and quotients and verifies using approximation.


•      Finds the fractional part of a collection.

•      Compares fractions.

•      Identifies equivalent fractions.

•      Estimates the degree of closeness of a fraction to known fractions

1    1   3

( 2 , 4 , 4 etc.)

•      Uses decimal fractions in the context of units of length and money.

•      Expresses a given fraction in decimal notation and vice versa.


Money                              (5 hrs.)

•      Applies the four operations in solving problems involving money.










Measurement                 (26 hrs.) LENGTH

•      Determines area and perimeter of simple geometrical figures.

•      Applies the four operations in

Class I Class II

•      Measures short lengths in terms of non-uniform units (in the context of games e.g. ‘Gilli Danda’ and ‘marble- games’).

•      Estimates distance and length, and verifies using non- uniform units (e.g. hand span etc.)


•      Compares between heavy and light objects.


•      Distinguishes between events occurring in time using terms -earlier and later.

•      Gets the qualitative feel of long & short duration, of school days v/s holidays.

•      Narrates the sequence of events in a day.



•      Compares two or more objects by their weight.

•      Appreciates the need for a simple balance.

•      Compares weights of given objects using simple balance.


•      Compares and orders containers in terms of internal volume(capacity).

•      Orders given containers as per their capacities on the basis of perception & verifies by pouring out etc.


•      Gets familiar with the days of the week and months of the year.

•      Gets a feel for sequence of seasons (varying locally).

•      Sequences the events occurring over longer periods in terms of dates/days.

Class III Class IV Class V

standard units of length by choosing between centimetres. and metres.

•      Estimates the length of given object in standard units and verifies by measuring.

•      Uses a ruler

•      Relates centimetre. and metre.


•      Weighs objects using non standard Units.

•      Appreciates the conservation of weight.


•      Measures and compares the capacity of different containers in terms of non-standard units.

•      Appreciates the conservation of volume.


•      Reads a calendar to find a particular day and date.

•      Reads the time correct to the hour.

•      Sequences      the      events chronologically.


•      Solves problems involving length and distances.

•      Estimates length of an object and distance between two given locations.


•      Weighs objects using a balance and standard units.

•      Determines sums and differences of weights.

•      Estimates the weight of an object and verifies using a balance.


•      Measures volumes of given liquid using containers marked with standard units.

•      Determines sums and differences of volumes.

•      Estimates the volume of a liquid contained in a vessel and verifies by measuring.


•      Computes the number of weeks in a year.

•      Correlates the number of days in a year with the number of days in each month.

•      Justifies the reason for the need of a leap year.

•      Reads clock time to the nearest hours and minutes.

•      Expresses time, using the terms, ‘a.m.’ and ‘p.m.’

•      Estimates the duration of familiar events.

•      Finds approximate time elapsed


solving problems involving length, weight and volume.

•      Relates commonly used larger and smaller units of length, weight and volume and converts one to the other.

•      Applies simple fractions to quantities.

•      Converts fractional larger unit into complete smaller units.

•      Appreciates volume of a solid body: intuitively and also by informal measurement.

•      Uses addition and subtraction in finding time intervals in simple cases.


Class I Class II







Data Handling                                             (6 hrs.)

•      Collects, represents and interprets simple data such as measuring the arm length or circumference of the head using a paper strip.







Patterns                                                     (10 hrs. )

•      Describes sequences of simple patterns found in shapes in the surroundings and in numbers, e.g. stamping activity using fingers and thumb.

•      Completes a given sequence of simple patterns found in shapes in the surroundings and in numbers.








Data Handling                                             (6 hrs.)

•      Collects data through measurement.

•      Represents the data followed by discussion (e.g. heights of children).

•      Collects and presents the data on birthdays.

•      Draws inferences from the data at the appropriate level.





Patterns                                                      (10 hrs.)

•      Observes and extends patterns in sequence of shapes and numbers.

•      Searches for patterns in different ways of splitting a number.

•      Creates block patterns by stamping thumbprints, leaf prints, vegetable prints, etc.

•      Creates patterns of regular shapes by stamping.


















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FAQs (Frequently Asked Questions)

1. Why is downloading the Class 4 mathematics syllabus necessary?

The CBSE Class 4 mathematics syllabus is very important for students when it comes to preparing for examinations. The contents of the syllabus can assist a student for good preparation. It can also clear the doubts that a student may have regarding any chapter. Therefore, you should always keep the syllabus with you.

2. How much time will it take for students to finish the entire mathematics syllabus for Class 4?

There is no specific time mentioned for completing the syllabus by the Central Board of Secondary Examination. However, it is always advisable that parents must take care of their child’s preparation and must get them to indulge in their studies right from the beginning of their academic years.

3. How can I improve my mathematics in Class 4 CBSE?

Well, the secret to becoming a genius in mathematics is simply practising. The more you practice, the better you get. However, if you face any difficulty regarding the formulas in the subject, you should try solving textbook exercises on a daily basis. If there is a problem in understanding any particular concept present in any chapter, you can ask your subject teacher who can clarify your confusion.

4. How many chapters are there in the mathematics book for CBSE Class 4 students?

There are a total of 14 chapters in the mathematics syllabus for students of Class 4 CBSE board.

5. Which book should I follow for Class 4 mathematics?

The NCERT book prescribed by CBSE is the one you should follow for Class 4.