IGNOU-UNESCO Science Olympiad Syllabus 2010
CBSE (INDIA) CLASS IX : Mathematics
CLASS IX- MATHS SYLLABUS
I. Number Systems
III. Coordinate Geometry
VI. Statistics and Probability
1. Proofs in Mathematics
2. Introduction to Mathematical Modelling.
Unit I: Number Systems Real Numbers : (Periods 20)
Review of representation of natural numbers, integers, rational numbers on
the number line. Representation of terminating/non-terminating recurring
decimals, on the number line through successive magnification. Rational numbers
as recurring/terminating decimals.
Examples of nonrecurring/non terminating decimals such as etc. Existence of
non-rational numbers (irrational numbers) such as and their representation on
the number line. Explaining that every real number is represented by a unique
point on the number line, and conversely, every point on the number line
represents a unique real number. Existence of for a given positive real number x
(visual proof to be emphasized). Definition of nth root of a real number.
Recall of laws of exponents with integral powers. Rational exponents with
positive real bases (to be done by particular cases, allowing learner to arrive
at the general laws). Rationalisation (with precise meaning) of real numbers of
the type (and their combinations) where xand y are natural numbers and a, b are
Unit II: Algebra : Polynomials (Periods 25)
Definition of a polynomial in one variable, its coefficients, with examples
and counter examples, its terms, zero polynomial. Degree of a polynomial.
Constant, linear, quadratic, cubic polynomials; monomials, binomials,
trinomials. Factors and multiples. Zeros/roots of a polynomial/equation. State
and motivate the Remainder Theorem with examples and analogy to integers.
Statement and proof of the Factor Theorem. Factorisation of ax2 + bx + c, a ≠ 0
where a, b, c are real numbers, and of cubic polynomials using the Factor
Recall of algebraic expressions and identities. Further identities of the
(x + y + z)2 = x2 + y2 + z 2 + 2xy + 2yz + 2zx, (x ± y )3 = x3 ± y3 ± 3xy (x ± y
), x3 + y3+z3 – 3xyz = (x + y + z) (x2 +y2 +z2 – xy – yz – zx) and their use in
factorization of polynomials. Simple expressions reducible to these polynomials.
Linear Equations in Two Variables (Periods 12)
Recall of linear equations in one variable. Introduction to the equation in
two variables. Prove that a linear equation in two variables has infinitely many
solutions, and justify their being written as ordered pairs of real numbers,
plotting them and showing that they seem to lie on a line. Examples, problems
from real life, including problems on Ratio and Proportion and with algebraic
and graphical solutions being done simultaneously.
Unit III: Coordinate Geometry : (Periods 9)
The Cartesian plane, coordinates of a point, names and terms associated with
the coordinate plane, notations, plotting points in the plane, graph of linear
equations as examples; focus on linear equations of the type ax + by + c = 0 by
writing it as y =mx + c and linking with the chapter on linear equations in two
Unit IV: Geometry:
1. Introduction to Euclid’s Geometry (Periods 6)
History – Euclid and geometry in India. Euclid’s method of formalizing
observed phenomenon into rigorous mathematics with definitions, common/obvious
notions, axioms/postulates, and theorems. The five postulates of Euclid.
Equivalent versions of the fifth postulate. Showing the relationship between
axiom and theorem.
1. Given two distinct points, there exists one and only one line through
2. (Prove) Two distinct lines cannot have more than one point in common.
2. Lines and Angles (Periods 10)
1. (Motivate) If a ray stands on a line, then the sum of the two adjacent
angles so formed is180° and the converse.
2. (Prove) If two lines intersect, the vertically opposite angles are equal.
3. (Motivate) Results on corresponding angles, alternate angles, interior angles
when a transversal intersects two parallel lines.
4. (Motivate) Lines, which are parallel to a given line, are parallel.
5. (Prove) The sum of the angles of a triangle is 180°.
6. (Motivate) If a side of a triangle is produced, the exterior angle so formed
is equal to the sum of the two interior opposite angles.
3. Triangles (Periods 20)
1. (Motivate) Two triangles are congruent if any two sides and the included
angle of one triangle is equal to any two sides and the included angle of the
other triangle (SAS Congruence).
2. (Prove) Two triangles are congruent if any two angles and the included side
of one triangle is equal to any two angles and the included side of the other
triangle (ASA Congruence).
3. (Motivate) Two triangles are congruent if the three sides of one triangle are
equal to three sides of the other triangle (SSS Congruence).
4. (Motivate) Two right triangles are congruent if the hypotenuse and a side of
one triangle are equal (respectively) to the hypotenuse and a side of the other
5. (Prove) The angles opposite to equal sides of a triangle are equal.
6. (Motivate) The sides opposite to equal angles of a triangle are equal.
7. (Motivate) Triangle inequalities and relation between ‘angle and facing
side’; inequalities in a triangle.
4. Quadrilaterals (Periods 10)
1. (Prove) The diagonal divides a parallelogram into two congruent triangles.
2. (Motivate) In a parallelogram opposite sides are equal and conversely.
3. (Motivate) In a parallelogram opposite angles are equal and conversely.
4. (Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides
is parallel and equal.
5. (Motivate) In a parallelogram, the diagonals bisect each other and
6. (Motivate) In a triangle, the line segment joining the mid points of any two
sides is parallel to the third side and (motivate) its converse.
5. Area (Periods 4) :
Review concept of area, recall area of a rectangle.
1. (Prove) Parallelograms on the same base and between the same parallels
have the same area.
2. (Motivate) Triangles on the same base and between the same parallels are
equal in area and its converse.
6. Circles (Periods 15)
Through examples, arrive at definitions of circle related concepts, radius,
circumference, diameter,chord, arc, subtended angle.
1. (Prove) Equal chords of a circle subtend equal angles at the centre and
(motivate) its converse.
2. (Motivate) The perpendicular from the centre of a circle to a chord bisects
the chord and conversely, the line drawn through the centre of a circle to
bisect a chord is perpendicular to the chord.
3. (Motivate) There is one and only one circle passing through three given
4. (Motivate) Equal chords of a circle (or of congruent circles) are equidistant
from the centre(s) and conversely.
5. (Prove) The angle subtended by an arc at the centre is double the angle
subtended by it at any point on the remaining part of the circle.
6. (Motivate) Angles in the same segment of a circle are equal.
7. (Motivate) If a line segment joining two points subtends equal angle at two
other points lying on the same side of the line containing the segment, the four
points lie on a circle.
8. (Motivate) The sum of the either pair of the opposite angles of a cyclic
quadrilateral is 180° and its converse.
7. Constructions (Periods 10)
1. Construction of bisectors of a line segment and angle, 60°, 90°, 45° angles
etc, equilateral triangles.
2. Construction of a triangle given its base, sum/difference of the other two
sides and one base angle.
3. Construction of a triangle of given perimeter and base angles.
Unit V: Mensuration:
1. Areas (Periods 4)
Area of a triangle using Heron’s formula (without proof) and its application
in finding the area of a quadrilateral.
2. Surface Areas and Volumes (Periods 10)
Surface areas and volumes of cubes, cuboids, spheres (including hemispheres) and
right circular cylinders/cones.
Unit VI: Statistics and Probability
1. Statistics (Periods 13)
Introduction to Statistics: Collection of data, presentation of data –
tabular form, ungrouped/ grouped, bar graphs, histograms (with varying base
lengths), frequency polygons, qualitative analysis of data to choose the correct
form of presentation for the collected data. Mean, median, mode of ungrouped
2. Probability (Periods 12)
History, Repeated experiments and observed frequency approach to
probability. Focus is on empirical probability. (A large amount of time to be
devoted to group and to individual activities to motivate the concept; the
experiments to be drawn from real-life situations, and from examples used in the
chapter on statistics).
1. Proofs in Mathematics
What a statement is; when is a statement mathematically valid. Explanation of
axiom/ postulate through familiar examples. Difference between axiom, conjecture
and theorem. The concept and nature of a ‘proof ’ (emphasize deductive nature of
the proof, the assumptions, the hypothesis, the logical argument) and writing a
proof. Illustrate deductive proof with complete arguments using simple results
from arithmetic, algebra and geometry (e.g., product of two odd numbers is odd
etc.). Particular stress on verification not being proof. Illustrate with a few
examples of verifications leading to wrong conclusions – include statements like
“every odd number greater than 1 is a prime number”. What disproving means, use
of counter examples.
2. Introduction to Mathematical Modelling
The concept of mathematical modelling, review of work done in earlier
classes while looking at situational problems, aims of mathematical modelling,
discussing the broad stages of modelling – real-life situations, setting up of
hypothesis, determining an appropriate model, solving the mathematical problem
equivalent, analyzing the conclusions and their real-life interpretation,
validating the model. Examples to be drawn from ratio, proportion, percentages,