CBSE Class 8 Maths Syllabus
Mathematics will always be the most intriguing subject for many students since it requires logical thinking and presence of mind. However, a complete understanding of the concepts and practising sums on a regular basis can increase the analytical power of the students. CBSE Class 8 Math Syllabus is designed in a way that offers a preliminary stage of the competitive exams. If you want to score better in the board examinations, gaining understanding of the syllabus of Class 8 Mathematics is the beginning of everything.
CBSE students should start strengthening their base in Mathematics from an early stage. Students need to be regular and attentive in their class lectures. Along with the NCERT textbook, students should solve questions from NCERT Exemplars to build a strong foundation. Practising the NCERT books is the best way, to begin with, strategic preparation.
CBSE Class 8 Math Syllabus for 2023 – 2024 Examination – Free PDF Download
Math Syllabus For Class 8 CBSE is available on Extramarks. The students can download the syllabus from the link below and can gain a good understanding of the chapters along with the topics and formulas based on it.
What Does 8th Class Math Syllabus Include?
The CBSE Syllabus for Class 8 Math includes a variety of chapters and the students need to have good grasp in each of the chapters in order to ace in the final examination. Let’s take a better look at the topics to have a better understanding.
Chapter 1: Rational Numbers  1.1 Introduction 1.2 Properties of Rational Numbers 1.3 Representation of Rational Numbers on the Number Line 1.4 Rational Number between Two Rational Numbers 
Chapter 2: Linear Equations in One Variable  2.1 Introduction 2.2 Solving Equations which have Linear Expressions on one Side and Numbers on the other Side 2.3 Some Applications 2.4 Solving Equations having the Variable on both sides 2.5 Some More Applications 2.6 Reducing Equations to Simpler Form 2.7 Equations Reducible to the Linear Form 
Chapter 3: Understanding Quadrilaterals  3.1 Introduction 3.2 Polygons 3.3 Some of the Measures of the Exterior Angles of a Polygon 3.4 Kinds of Quadrilaterals 3.5 Some Special Parallelograms 
Chapter 4: Practical Geometry  4.1 Introduction 4.2 Constructing a Quadrilateral 4.3 Some Special Cases 
Chapter 5: Data Handling  5.1 Looking for Information 5.2 Organising Data 5.3 Grouping Data 5.4 Circle Graph or Pie Chart 5.5 Chance and Probability 
Chapter 6: Squares and Square Roots  6.1 Introduction 6.2 Properties of Square Numbers 6.3 Some More Interesting Patterns 6.4 Finding the Square of a Number 6.5 Square Roots 6.6 Square Roots of Decimals 6.7 Estimating Square Root 
Chapter 7: Cubes and Cube Roots  7.1 Introduction 7.2 Cubes 7.3 Cubes Roots 
Chapter 8: Comparing Quantities  8.1 Recalling Ratios and Percentages 8.2 Finding the Increase and Decrease Percent 8.3 Finding Discounts 8.4 Prices Related to Buying and Selling (Profit and Loss) 8.5 Sales Tax/Value Added Tax/Goods and Services Tax 8.6 Compound Interest 8.7 Deducing a Formula for Compound Interest 8.8 Rate Compounded Annually or Half Yearly (Semi Annually) 8.9 Applications of Compound Interest Formula 
Chapter 9: Algebraic Expressions and Identities  9.1 What are Expressions? 9.2 Terms, Factors and Coefficients 9.3 Monomials, Binomials and Polynomials 9.4 Like and Unlike Terms 9.5 Addition and Subtraction of Algebraic Expressions 9.6 Multiplication of Algebraic Expressions: Introduction 9.7 Multiplying a Monomial by a Monomial 9.8 Multiplying a Monomial by a Polynomial 9.9 Multiplying a Polynomial by a Polynomial 9.10 What is an Identity? 9.11 Standard Identities 9.12 Applying Identities 
Chapter 10: Visualising Solid Shapes  10.1 Introduction 10.2 View of 3DShapes 10.3 Mapping Space Around Us 10.4 Faces, Edges and Vertices 
Chapter 11: Mensuration  11.1 Introduction 11.2 Let us Recall 11.3 Area of Trapezium 11.4 Area of General Quadrilateral 11.5 Area of Polygons 11.6 Solid Shapes 11.7 Surface Area of Cube, Cuboid and Cylinder 11.8 Volume of Cube, Cuboid and Cylinder 11.9 Volume and Capacity 
Chapter 12: Exponents and Powers  12.1 Introduction 12.2 Powers with Negative Exponents 12.3 Laws of Exponents 12.4 Use of Exponents to Express Small Numbers in Standard Form 
Chapter 13: Direct and Inverse Proportions  13.1 Introduction 13.2 Direct Proportion 13.3 Inverse Proportion 
Chapter 14: Factorisation  14.1 Introduction 14.2 What is Factorisation? 14.3 Division of Algebraic Expressions 14.4 Division of Algebraic Expressions Continued (Polynomial / Polynomial) 14.5 Can you Find the Error? 
Chapter 15: Introduction to Graphs  15.1 Introduction 15.2 Linear Graphs 15.3 Some Applications 
Chapter 16: Playing with Numbers  16.1 Introduction 16.2 Numbers in General Form 16.3 Game with Numbers 16.4 Letters for Digits 16.5 Test of Divisibility 
Most Interesting Chapter of 8th Grade
One of the most interesting chapters of CBSE syllabus for class Mathematics is ‘Playing with Numbers’, Chapter 16. It consists of different Mathematical problems that require solving puzzles to get the right answer. It is not just a fun way to deal with complex computation but also helps students to improve their analytical decisionmaking and reasoning abilities which are very important for competitive examinations as well as the board exams. It offers a complete understanding of whole numbers, rational numbers, natural numbers and integers as well by playing with Mathematical puzzles.
Marks Distribution of Class 8 CBSE Math Syllabus
The question paper for Class 8 Mathematics contains four different sets of questions based on marks. Each of these sets carries different marks and questions are set according to marks, they vary from from short answer type to long answer type questions..
Level of Difficulty
Difficulty level  Marks (%) 
EASY  30 
AVERAGE  55 
DIFFICULT  15 
Paper 1 – Summative Assessment 1 or Half Yearly
Chapter wise Weightage and Marks distribution
Chapters  Marks 
Rational Numbers  6 
Understanding Quadrilateral  7 
Playing with Numbers  3 
Linear Equations in One Variable  6 
Square & Square Roots  5 
Cube & Cube Roots  6 
Comparing Quantity  7 
The total mark is 40 for this examination however; the Half Yearly examination marks and pattern can differ from school to school while most of them follow this standard CBSE pattern.
Question Type  Marks  Number of Questions  Total 
Very Short Answer  1  8  8 
Short Answer – I  2  4  8 
Short Answer – II  3  4  12 
Long Answer  4  3  12 
Total  19  40 
Paper 2 – Summative Assessment 2 or Finals
Chapter wise Weightage and Marks distribution
Chapters  Marks 
Practical Geometry  8 
Data Handling  8 
Algebraic Expressions and Identities  18 
Visualizing Solid Shapes  3 
Mensuration  11 
Exponent and Powers  6 
Direct and Inverse Variation  8 
Introduction To Graph  8 
There will be no choice for overall questions however; the students will have the opportunity to choose between two questions of 2 marks, 3 marks and 5 marks for the questions.
Question Type  Marks  Number of Questions  Total 
Very Short Answer  1  10  10 
Short Answer – I  2  6  12 
Short Answer – II  3  6  18 
Long Answer  5  6  30 
Total  28  70 
Preparation Tips for Class 8 Math Syllabus
The NCERT Text Book for Mathematics in Class 8 is enough to embark on a fruitful preparation. However, the student has to invest enough time and practice to master the concepts from each chapter.
 Note down and practice recallingthe formulas every day
 Understand the concepts and apply the theories in solving the complex problems
 Find out CBSE important question from the textbook
 Solve sums from reference books to get CBSE extra questions
 Get the CBSE past years’ question papers and CBSE sample papers for Class 8 CBSE from Extramarks
 Once you are done with one chapter make sure to take CBSE revision notes to keep things in practice
Other than these you can also find the best quality study material from Extramarks which are curated by one of the most experienced and knowledgeable teachers in the field.
Elementary Level
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 mathematics 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 mathematics 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 mathematics a part of the outside classroom activity of the children. The effort is to take mathematics 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 mathematics 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 mathematics. 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 mathematics, having the foundations to learn more and developing an interest in doing mathematics. 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 Mathematics
 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.
 Mathematics 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.Syllabus for Classes at the
Elementary Level

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FAQs (Frequently Asked Questions)
1. What types of questions are the easiest to score in Mathematics for Class 8 CBSE?
There are a total of four types of questions in Mathematics for Class 8 and out of those the ‘Very Short Answer’ type questions are considered to be the easiest ones. Each of the questions carries 1 mark only. However, there are questions for 2 marks as well. These questions are comparatively easy to solve and take only 12 steps. But the students need to be aware of the procedures.
2. Is Class 8 Mathematics important for higher studies?
Yes, it is definitely important to strengthen your base from Class 8 if you are looking forward to pursuing Mathematics in future. Basic Mathematics is for the students who are not looking forward to opting Mathematics in their higher studies. On the other hand, Standards Mathematics is more complex and applicable for students who wish to pursue Advanced Mathematics. Either way, Class 8 is considered to be the base of everything.
3. What are the main subtopics of the CBSE Class 8 Mathematics syllabus?
There are a total of 16 chapters in the Syllabus for Mathematics Class 8 CBSE. The important subtopics are given below,
 Number System: Rational Numbers, Powers, Squares, Square roots, Cubes, Cube roots, Playing with numbers
 Ratio and Proportion
 Algebra: Algebraic Expressions
 Mensuration
 Data handling
 Geometry: Understanding shapes, Representing 3D in 2D, Construction
 Introduction to graphs
The students are encouraged to have a strong hold over these subtopics to score more in the final examination.
4. Will there be any questions from Class 8 CBSE Mathematics in the Board examination?
Yes, the maximum number of questions on the boards comes from the NCERT textbooks for Class 8 CBSE Mathematics. Clearing the concepts thoroughly will bring more advantages for the students to possess a strong hold over Mathematics. Other than that, the students are recommended to follow the study material provided by Extramarks to acquire more comprehensive knowledge regarding the subject.
5. Which are the most important chapters from CBSE Class 8 Mathematics syllabus?
It is hard to call a few chapters important as the whole NCERT book is important. There are a total of 16 chapters in Mathematics and the subtopics are interlinked with each other. The question in the examination can come from any part of the syllabus and that is why every chapter is important. The students need to go through each of them in order to ace the finals.