CBSE Class 6 Maths Syllabus for the Year 202324
The syllabus for all schools under The Central Board of Secondary Education (CBSE) has been released for the 2023 academic session. Knowing the CBSE Class 6 Maths Syllabus is very important for the students as they are going to be introduced to algebra in this class. Students will be able to start their preparations and practice for exams much earlier if they know everything about the CBSE Class 6 Maths syllabus 202324. Students will also be able to buy the suggested NCERT books and other reference materials to start studying the subject in advance.
CBSE Class 6 Syllabus for Other Subjects
CBSE Class 6 Syllabus 

CBSE Class 6th Maths Syllabus for the 20232024 Examination
There are a total of 14 chapters in the Maths Syllabus for Class 6 CBSE, comprising numbers, algebra, geometry, data handling, and other basic mathematical concepts. The complete syllabus can be accessed on a computer or smartphone using the link given below. Having the syllabus on a device offers the convenience of use for students and they can readily refer to it even offline. A detailed chapterwise description of the syllabus has also been given below.
Chapter 1: Knowing Our Numbers
Students will learn about Indian and universal arrangements of numeration, estimation of large numbers, and Roman numerals. With the study material on Extramarks, students will have several options to practice these topics thoroughly for their exams.
Chapter 2: Whole Numbers
The topics of this chapter are addition, subtraction, predecessor and successor of a natural number and representation of natural numbers on the number line.
 Whole Numbers
 The Number Line
 Properties of Whole Numbers
 Patterns in Whole Numbers
Chapter 3: Playing with Numbers
Students will be introduced to the concepts of the highest common factor (HCF) and lowest common multiple (LCM) along with perfect numbers, primes, composites, and coprimes.
 Factors and Multiples
 Prime and Compromise Numbers
 Test for Divisibility of Numbers
 Common Factors and Common Multiples
 Some More Divisibility Rules
 Prime Factorisation
 Highest Common Factor (HCF)
 Lowest Common Multiple (LCM)
 Some Problems with HCF and LCM
Chapter 4: Basic Geometrical Ideas
This chapter will make students aware of the basic concepts in geometry.
 Points
 A Line Segment
 A Line
 Interesting Lines
 Parallel Lines
 Ray
 Curves
 Polygons
 Angles
 Triangles
 Quadrilaterals
 Circles
Chapter 5: Understanding Elementary Shapes
This chapter is a continuation of geometrical concepts in Maths. Students will get to know about various geometrical shapes and curves in this chapter.
 Measuring Line Segments
 Angles – ‘Right’ and ‘Straight’
 Angles – ‘Acute’, ‘Obtuse’, and ‘Reflex’
 Measuring Angles
 Perpendicular Lines
 Classification of Triangles
 Quadrilaterals
 Polygons
 Three Dimensional Shapes
Chapter 6: Integers
Integers present the basic idea of negative and positive numbers. Students will learn about them along with the representation of integers.
 Integers
 Addition of Integers
 Subtraction of Integers with the help of a Number Line
Chapter 7: Fractions
This chapter of Class 6 Maths will majorly deal with fractions of numbers.
 A Fraction
 Fraction on the Number Line
 Proper Fractions
 Improper and Mixed fractions
 Equivalent Fractions
 Simplest Form of a Fraction
 Like Fractions
 Comparing Fractions
 Addition and Subtraction of Fractions
Chapter 8: Decimals
Students will have a clear concept of the basics of decimal numbers after completing this chapter.
 Tenths
 Hundredths
 Comparing Decimals
 Using Decimals
 Addition of Numbers with Decimals
 Subtraction of Decimals
Chapter 9: Data Handling
In this chapter, the Class 6 students will be introduced to data handling concepts, including pictographs.
 Recording Data
 Organisation of Data
 Pictograph
 Interpretation of a Pictograph
 Drawing a Pictograph
 A Bar Graph
Chapter 10: Mensuration
In this chapter, students will learn to measure the dimensions and areas of various shapes and figures.
 Perimeter
 Area
Chapter 11: Algebra
Algebra, one of the most important parts of Maths, will be introduced to students in this chapter. Algebra is very important for students to score well in higher studies. If students understand algebra well at this stage, then they won’t fear Maths, in fact, they would be fascinated by it.
 Matchstick Pattern
 The Idea of a Variable
 More Matchstick Patterns
 More Examples of variables
 Use of Variables in Common Rules
 Expressions with Variables
 Using Expressions Practically
 Using Expression with Variables
 What is an Equation?
 Solution of an Equation
Chapter 12: Ratio and Proportion
This chapter can be viewed as the next stage of division basics. Besides Maths, ratio and proportion is used in various other subjects as well. So, it is important that students clear their concepts in this topic.
 Ratio
 Proportion
 Unitary Methods
Chapter 13: Symmetry
This chapter will teach students how to determine symmetrical items and symmetrybased operations.
 Making Symmetric Figures: Inkblot Devils
 Figures with Two Lines of Symmetry
 Figures with Multiple (more than two) Lines of Symmetry
 Reflection and Symmetry
Chapter 14: Practical Geometry
This is one of the most enjoyable chapters of Maths as students will learn to draw various geometric figures using tools.
 The Circle
 Line Segment
 Perpendiculars
 Angles
Class 6 Maths CBSE Syllabus
Unit  Topics 
Number System 

Algebra  Introduction to Algebra 
Ratio and Proportion  — 
Geometry 

Mensuration  Concept of Perimeter and Introduction to Area 
Data Handling  — 
Syllabus and Chapterwise marks weightage of Class 6 Maths
SA 1
Chapter  Marks 
Number System  24 
Geometry  9 
Data Handling  7 
Total  40 
SA 2
Chapter  Marks 
Integers  9 
Fractions and Decimals  16 
Mensuration  14 
Algebra  6 
Ratio and Proportion  12 
Symmetry  3 
Practical Geometry  10 
Total  70 
The development of the upper primary syllabus has attempted to emphasise the development of mathematical understanding and thinking in the child. It emphasises the need to look at the upper primary stage as the stage of transition towards greater abstraction, where the child will move from using concrete materials and experiences to deal with abstract notions. It has been recognised as the stage wherein the child will learn to use and understand mathematical language including symbols. The syllabus aims to help the learner realise that maths as a discipline relates to our experiences and is used in daily life, and also has an abstract basis. All concrete devices that are used in the classroom are scaffolds and props which are an intermediate stage of learning. There is an emphasis in taking the child through the process of learning to generalize, and also checking the generalization. Helping the child to develop a better understanding of logic and appreciating the notion of proof is also stressed.
The syllabus emphasises the need to go from concrete to abstract, consolidating and expanding the experiences of the child, helping her generalise and learn to identify patterns. It would also make an effort to give the child many problems to solve, puzzles and small challenges that would help her engage with underlying concepts and ideas. The emphasis in the syllabus is not on teaching how to use known appropriate algorithms, but on helping the child develop an understanding of maths and appreciate the need for and develop different strategies for solving and posing problems. This is in addition to giving the child ample exposure to the standard procedures which are efficient. Children would also be expected to formulate problems and solve them with their own group and would try to make an effort to make maths a part of the outside classroom activity of the children. The effort is to take maths home as a hobby as well.
The syllabus believes that language is a very important part of developing mathematical understanding. It is expected that there would be an opportunity for the child to understand the language of maths and the structure of logic underlying a problem or a description. It is not sufficient for the ideas to be explained to the child, but the effort should be to help her evolve her own understanding through engagement with the concepts. Children are expected to evolve their own definitions and measure them against newer data and information. This does not mean that no definitions or clear ideas will be presented to them, but it is to suggest that sufficient scope for their own thinking would be provided.
Thus, the course would deemphasise algorithms and remembering of facts, and would emphasise the ability to follow logical steps, develop and understand arguments as well. Also, an overload of concepts and ideas is being avoided. We want to emphasise at this stage fractions, negative numbers, spatial understanding, data handling and variables as important corner stones that would formulate the ability of the child to understand abstract maths. There is also an emphasis on developing an understanding of spatial concepts. This portion would include symmetry as well as representations of 3D in 2D. The syllabus brings in data handling also, as an important component of mathematical learning. It also includes representations of data and its simple analysis along with the idea of chance and probability.
The underlying philosophy of the course is to develop the child as being confident and competent in doing maths, having the foundations to learn more and developing an interest in doing maths. The focus is not on giving complicated arithmetic and numerical calculations, but to develop a sense of estimation and an understanding of mathematical ideas.
General Points in Designing Textbook for Upper Primary Stage Maths
 The emphasis in the designing of the material should be on using a language that the child can and would be expected to understand herself and would be required to work upon in a The teacher to only provide support and facilitation.
 The entire material would have to be immersed in and emerge from contexts of children. There would be expectation that the children would verbalise their understanding, their generalizations, their formulations of concepts and propose and improve their
 There needs to be space for children to reason and provide logical arguments for different They are also expected to follow logical arguments and identify incorrect and unacceptable generalisations and logical formulations.
 Children would be expected to observe patterns and make Identify exceptions to generalisations and extend the patterns to new situations and check their validity.
 Need to be aware of the fact that there are not only many ways to solve a problem and there may be many alternative algorithms but there maybe many alternative strategies that maybe Some problems need to be included that have the scope for many different correct solutions.
 There should be a consciousness about the difference between verification and proof. Should be exposed to some simple proofs so that they can become aware of what proof
 The book should not appear to be dry and should in various ways be attractive to 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.
 Maths should emerge as a subject of exploration and creation rather than finding known old answers to old, complicated and often convoluted problems requiring blind application of ununderstood
 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 Definitions should evolve at the end of the discussion, as students develop the clear understanding of the concept.
 Children should be expected to formulate and create problems for their friends and colleagues as well as for
 The textbook also must expect that the teachers would formulate many contextual and contextually needed problems matching the experience and needs of the children of her
 There should be continuity of the presentation within a chapter and across the Opportunities should be taken to give students the feel for need of a topic, which may follow later.

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FAQs (Frequently Asked Questions)
1. From where you can find the Maths book for Class 6?
Students can access the CBSE Class 6 Maths book from the NCERT website. They need to go to the textbook PDF section then select the class, in this case, ‘VI’, next the subject ‘Maths’ and then finally the books based on their preferred language. The language options available at present are
 Hindi
 English
 Urdu
After clicking on the go button, students can download the entire book or browse it online or offline chapter by chapter.
2. What are the important chapters in the CBSE Class 6 Maths syllabus 202324?
Every chapter of CBSE Class 6 Maths syllabus 202324 is very important. Students will have to make their concepts clear in Maths at this stage or else they will face difficulties in higher classes.
3. Why are online Maths classes very crucial from Class 6 onwards?
Practice makes a man perfect. By practising more, students will have a better understanding of the concepts in Maths, allowing them to score well in exams. Taking online classes can help them study and practise these topics thoroughly. On Extramarks, students also get access to lots of study materials like important questions, sample papers, formulas, etc. that help them to build a strong foundation and help them to prepare for competitive exams as well.