CBSE Class 6 Maths Syllabus for the Year 2023-24

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 2023-24. 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 6 Maths Syllabus

CBSE Class 6th Maths Syllabus for the 2023-2024 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 chapter-wise 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 co-primes.

  • 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 symmetry-based operations.

  • Making Symmetric Figures: Ink-blot 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
  • Knowing Our Numbers
  • Playing with Numbers
  • Whole Numbers
  • Negative Numbers and Integers
  • Fractions
Algebra Introduction to Algebra
Ratio and Proportion
  • Basic Geometrical Ideas (2-D)
  • Understanding Elementary Shapes (2-D and 3-D)
  • Symmetry
  • Constructions (Using straight Edge scale, protractor, compasses)
Mensuration Concept of Perimeter and Introduction to Area
Data Handling

Syllabus and Chapter-wise 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 de-emphasise 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 3-D in 2-D. 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

  1. 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.
  2. 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
  3. 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.
  4. Children would be expected to observe patterns and make Identify exceptions to generalisations and extend the patterns to new situations and check their validity.
  5. 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.
  6. 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
  7. 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.
  8. 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 un-understood
  9. 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.
  10. Children should be expected to formulate and create problems for their friends and colleagues as well as for
  11. 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
  12. 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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Number System            (60 hrs)


Knowing our Numbers:

Consolidating the sense of numberness up to 5 digits, Size, estimation of numbers, identifying smaller, larger, etc. Place value (recapitulation and extension), connectives: use of symbols =, <, > and use of brackets, word problems on number operations involving large numbers up to a maximum of 5 digits in the answer after all operations. This would include conversions of units of length & mass (from the larger to the smaller units), estimation of outcome of number operations. Introduction to a sense of the largeness of, and initial familiarity with, large numbers up to 8 digits and approximation of large numbers)


Playing with Numbers:

Simplification of brackets, Multiples and factors, divisibility rule of 2, 3, 4, 5, 6, 8, 9, 10, 11.

(All these through observing patterns. Children would be helped in deducing some and then asked to derive some that are a combination of the basic patterns of divisibility.) Even/odd and prime/composite numbers, Co-prime   numbers,   prime


Number System            (50 hrs)


Knowing our Numbers:


•     Multiplication and division of integers (through patterns). Division by zero is meaningless

•     Properties of integers (including identities for addition & multiplication, commutative, associative, distributive) (through patterns). These would include examples from whole numbers as well. Involve expressing commutative and associative properties in a general form. Construction of counter- examples, including some by children. Counter examples like subtraction is not commutative.

•     Word problems including integers (all operations)


Fractions and rational


•     Multiplication of fractions

•     Fraction as an operator

•     Reciprocal of a fraction

•     Division of fractions

•     Word problems involving mixed fractions

•     Introduction to rational numbers (with representation on number line)

•     Operations on rational numbers (all operations)


Number System            (50 hrs)


Rational Numbers:

•     Properties of rational numbers. (including identities). Using general form of expression to describe properties

•     Consolidation of operations on rational numbers.

•     Representation of rational numbers on the number line

•     Between any two rational numbers there lies another rational number (Making children see that if we take two rational numbers then unlike for whole numbers, in this case you can keep finding more and more numbers that lie between them.)

•     Word problem (higher logic, two operations, including ideas like area)



•     Integers as exponents.

•     Laws of exponents with integral powers


Squares, Square roots,

Cubes, Cube roots.

•     Square and Square roots

•     Square roots using factor method and division method for numbers containing (a) no more than total 4 digits and (b) no more than 2 decimal places


am × bm




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factorisation, every number can be written as products of prime factors. HCF and LCM, prime factorization and division method for HCF and LCM, the property LCM × HCF = product of two numbers. All this is to be embedded in contexts that bring out the significance and provide motivation to the child for learning these ideas.




Natural numbers, whole numbers, properties of numbers (commutative, associative, distributive, additive identity, multiplicative identity), number line. Seeing patterns, identifying and formulating rules to

)mbe done by children. (As familiarity with algebra grows, the child can express the generic



Negative Numbers and


How negative numbers arise, models of negative numbers, connection to daily life, ordering of negative numbers, representation of negative numbers on number line. Children to see patterns, identify and formulate rules. What are integers, identification of integers on the number line, operation of addition and subtraction of integers, showing the operations on the number line (addition of negative integer reduces the value of the number) comparison of integers, ordering of integers.

•     Representation of rational number as a decimal.

•     Word problems on rational numbers (all operations)

•     Multiplication and division of decimal fractions

•     Conversion of units (length & mass)

•     Word problems (including all operations)



•     Exponents only natural numbers.

•     Laws of exponents (through observing patterns to arrive at generalisation.)

(i)        am × an = am+ n

(ii)       (am )n  = amn


(iii)                                = amn , where m – n ΠN



•     Cubes and cubes roots (only factor method for numbers containing at most 3 digits)

•     Estimating square roots and cube roots. Learning the process of moving nearer to the required number.


Playing with numbers

•     Writing and understanding a 2 and 3 digit number in generalized form (100a + 10b + c , where a, b, c can be only digit 0-9) and engaging with various puzzles concerning this. (Like finding the missing numerals represented by alphabets in sums involving any of the four operations.) Children to solve and create problems and puzzles.

•     Number puzzles and games

•     Deducing the divisibility test rules of 2, 3, 5, 9, 10 for a two or three-digit number expressed in the general form.




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Revision of what a fraction is, Fraction as a part of whole, Representation of fractions (pictorially and on number line), fraction as a division, proper, improper & mixed fractions, equivalent fractions, comparison of fractions, addition and subtraction of fractions (Avoid large and complicated unnecessary tasks). (Moving towards abstraction in fractions)

Review of the idea of a decimal fraction, place value in the context of decimal fraction, inter conversion of fractions and decimal fractions (avoid recurring decimals at this stage), word problems involving addition and subtraction of decimals (two operations together on money, mass, length and temperature)

Algebra                          (15 hrs)




•     Introduction to variable through patterns and through appropriate word problems and generalisations (example 5 × 1 = 5 etc.)

•     Generate such patterns with more examples.

•     Introduction to unknowns through examples with simple contexts (single operations)

Algebra                         (20 hrs)




•     Generate algebraic expressions (simple) involving one or two variables

•     Identifying constants, coefficient, powers

•     Like and unlike terms, degree of expressions e.g., x2 y etc.

(exponent£ 3, number  of

variables     )

•     Addition, subtraction of algebraic

Algebra                         (20 hrs)


Algebraic Expressions

•     Multiplication and division of algebraic exp.(Coefficient should be integers)

•     Some common errors (e.g. 2 +

x ¹ 2x, 7x + y ¹ 7xy )

•     Identities (a ± b)2 = a 2 ± 2ab + b2, a2 – b2 = (a – b) (a + b) Factorisation (simple cases only) as examples the following types a(x + y), (x ± y)2, a2 – b2, (x + a).(x + b)





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Ratio and Proportion     (15 hrs)

•     Concept of Ratio

•     Proportion as equality of two ratios

•     Unitary method (with only direct variation implied)

•     Word problems

Geometry                      (65 hrs)


Basic geometrical

ideas (2 -D): </Introduction to geometry. Its linkage with and reflection in everyday experience.

•     Line, line segment, ray.

•     Open and closed figures.

•     Interior and exterior of closed


expressions (coefficients should be integers).

•     Simple linear equations in one variable (in contextual problems) with two operations (avoid complicated coefficients)

Ratio and Proportion    (20 hrs)

•     Ratio and proportion (revision)

•     Unitary method continued, consolidation, general expression.

•     Percentage- an introduction.

•     Understanding percentage as a fraction with denominator 100

•     Converting fractions and decimals into percentage and vice-versa.

•     Application to profit and loss (single transaction only)

•     Application to simple interest (time period in complete years).

Geometry                      (60 hrs)


Understanding shapes:

•     Pairs of angles (linear, supplementary, complementary, adjacent, vertically opposite) (verification and simple proof of vertically opposite angles)

•     Properties of parallel lines with

transversal             (alternate,

•     Solving linear equations in one variable in contextual problems involving multiplication and division (word problems) (avoid complex coefficient in the equations)

Ratio and Proportion (25 hrs)

•     Slightly advanced problems involving applications on percentages, profit & loss, overhead expenses, Discount, tax.

•     Difference between simple and compound             interest (compounded yearly up to 3 years or half-yearly up to 3 steps only), Arriving at the formula for compound interest through patterns and using it for simple problems.

•     Direct variation – Simple and direct word problems

•     Inverse variation – Simple and direct word problems

•     Time & work problems – Simple and direct word problems

Geometry                      (40 hrs)


Understanding shapes:

•     Properties of quadrilaterals – Sum of angles of a quadrilateral is equal to 3600 (By verification)

•     Properties of parallelogram (By verification)

(i)       Opposite    sides    of    a

parallelogram are equal,





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•     Curvilinear and linear boundaries

•     Angle — Vertex, arm, interior and exterior,

•     Triangle — vertices, sides, angles, interior and exterior, altitude and median

•     Quadrilateral — Sides, vertices, angles, diagonals, adjacent sides and opposite sides (only convex quadrilateral are to be discussed), interior and exterior of a quadrilateral.

•     Circle — Centre, radius, diameter, arc, sector, chord, segment, semicircle, circumference, interior and exterior.


Understanding Elementary

Shapes (

2-D and 3-D ):

•     Measure of Line segment

•     Measure of angles

•     Pair of lines

–      Intersecting and perpendi- cular lines

–      Parallel lines

•     Types of angles- acute, obtuse, right, straight, reflex, complete and zero angle

•     Classification of triangles (on the basis of sides, and of angles)

•     Types of quadrilaterals – Trapezium, parallelogram, rectangle, square, rhombus.

•     Simple polygons (introduction) (Upto octagons regulars as well as non regular).

•     Identification of 3-D shapes: Cubes,

Cuboids, cylinder, sphere, cone,

corresponding, interior, exterior angles)


Properties of triangles:

•       Angle sum property (with notions of proof & verification through paper folding, proofs using property of parallel lines, difference between proof and verification.)

•     Exterior angle property

•     Sum of two sides of a it’s third side

•     Pythagoras          Theorem

(Verification only)



•     Recalling reflection symmetry

•     Idea of rotational symmetry, observations of rotational symmetry of 2-D objects. (900, 1200, 1800)

•     Operation of rotation through 900 and 1800 of simple figures.

•     Examples of figures with both rotation and reflection symmetry (both operations)

•     Examples of figures that have reflection and rotation symmetry and vice-versa


Representing 3-D in 2-D:

•     Drawing 3-D figures in 2-D showing hidden faces.

•     Identification and counting of vertices, edges, faces, nets (for cubes cuboids, and cylinders, cones).

•     Matching pictures with objects

(Identifying names)

(ii)       Opposite angles of a parallelogram are equal,

(iii)       Diagonals of a parallelogram bisect each other. [Why (iv), (v) and (vi) follow from (ii)]

(iv)        Diagonals of a rectangle are equal and bisect each other.

(v)        Diagonals of a rhombus bisect each other at right angles.

(vi)        Diagonals of a square are equal and bisect each other at right angles.


Representing 3-D in 2-D

•     Identify and Match pictures with objects [more complicated e.g. nested, joint 2-D and 3-D shapes (not more than 2)].

•     Drawing 2-D representation of 3-D objects (Continued and extended)

•     Counting vertices, edges & faces & verifying Euler’s relation for 3-D figures with flat faces (cubes, cuboids, tetrahedrons, prisms and pyramids)



Construction of Quadrilaterals:

•     Given four sides and one diagonal

•     Three sides and two diagonals

•     Three sides and two included angles

•     Two adjacent sides and three angles





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prism (triangular), pyramid (triangular and square) Identification and locating in the surroundings

•     Elements of 3-D figures. (Faces, Edges and vertices)

•     Nets for cube, cuboids, cylinders, cones and tetrahedrons.


Symmetry: (


•     Observation and identification of 2-D symmetrical objects for reflection symmetry

•     Operation of reflection (taking mirror images) of simple 2-D objects

•     Recognising reflection symmetry (identifying axes)

(iv) Constructions (using Straight edge Scale,



•     Drawing of a line segment

•     Construction of circle

•     Perpendicular bisector

•     Mapping the space around approximately through visual estimation.



•     Congruence through superposition (examples- blades, stamps, etc.)

•     Extend congruence to simple geometrical shapes e.g. triangles, circles.

•     Criteria of congruence (by verification) SSS, SAS, ASA, RHS


Construction (Using scale,

protractor, compass)

•     Construction of a line parallel to a given line from a point outside it.(Simple proof as remark with the reasoning of alternate angles)

•     Construction of simple triangles. Like given three sides, given a side and two angles on it, given two sides and the angle between


•     Construction of angles (using


•     Angle 60°, 120° (Using Compasses)

•     Angle bisector- making angles of 30°, 45°, 90° etc. (using compasses)

•     Angle equal to a given angle (using compass)

•     Drawing a line perpendicular to a given line from a point a) on the line b) outside the line.




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Mensuration                  (15 hrs) C


Introduction and general understanding of perimeter using many shapes. Shapes of different kinds with the same perimeter. Concept of area, Area of a rectangle and a square Counter examples to different misconcepts related to perimeter and area.

Perimeter of a rectangle – and its special case – a square. Deducing the formula of the perimeter for a rectangle and then a square through pattern and generalisation.

Mensuration                  (15 hrs)

•     Revision of perimeter, Idea of

, Circumference of Circle


Concept of measurement using a basic unit area of a square, rectangle, triangle, parallelogram and circle, area between two rectangles and two concentric circles.

Data handling               (15 hrs)

(i)       Collection and organisation of data – choosing the data to collect for a hypothesis testing.

(ii)      Mean, median and mode of ungrouped data – understanding what they represent.

(iii)        Constructing bargraphs

(iv)         Feel of probability using data through experiments. Notion of chance in events like tossing coins, dice etc. Tabulating and counting occurrences of 1 through 6 in a number of throws. Comparing the observation with that for a coin.Observing strings of throws, notion of randomness.

Mensuration                  (15 hrs)

(i)       Area of a trapezium and a polygon.

(ii)       Concept of volume, measurement of volume using a basic unit, volume of a cube, cuboid and cylinder

(iii)        Volume and capacity (measurement of capacity)

(iv)         Surface area of a cube, cuboid, cylinder.

Data handling                (10 hrs)

(i)       What is data – choosing data to examine a hypothesis?

(ii)       Collection and organisation of data – examples of organising it in tally bars and a table.

(iii)        Pictograph- Need for scaling in pictographs interpretation & construction.

(iv)         Making bar graphs for given data interpreting bar graphs+.

Data handling                (15 hrs)

(i)       Reading bar-graphs, ungrouped data, arranging it into groups, representation of grouped data through bar-graphs, constructing and interpreting bar-graphs.

(ii)       Simple  Pie    charts   with reasonable data numbers

(iii)        Consolidating and generalising the notion of chance in events like tossing coins, dice etc. Relating it to chance in life events. Visual representation of frequency outcomes of repeated throws of the same kind of coins or dice.

Throwing a large number

of identical dice/coins together and aggregating the






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result of the throws to get large number of individual events. Observing the aggregating numbers over a large number of repeated events. Comparing with the data for a coin. Observing strings of throws, notion of randomness

Introduction to graphs (15 hrs) P


(i)       Axes (Same units), Cartesian Plane

(ii)       Plotting points for different kind of situations (perimeter vs length for squares, area as a function of side of a square, plotting of multiples of different numbers, simple interest vs number of years etc.)

(iii)        Reading off from the graphs

•     Reading of linear graphs

•     Reading of distance vs time graph



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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 2023-24?

Every chapter of CBSE Class 6 Maths syllabus 2023-24 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.