CBSE Syllabus Mathematics, Science, Social Science Class - IX (2010)

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(CODE NO. 041)

growth of the subject and emerging needs of the society. The present revised syllabus has been designed in accordance
which is to meet the emerging needs of all categories of students. Motivating the topics from real life problems and
other subject areas, greater emphasis has been laid on applications of various concepts.
The curriculum at Secondary stage primarily aims at enhancing the capacity of students to employ Mathematics
in solving day-to-day life problems and studying the subject as a separate discipline. It is expected that students should
acquire the ability to solve problems using algebraic methods and apply the knowledge of simple trigonometry to solve
problems of heights and distances. Carrying out experiments with numbers and forms of geometry, framing hypothesis
and verifying these with further observations form inherent part of Mathematics learning at this stage. The proposed
curriculum includes the study of number system, algebra, geometry, trigonometry, mensuration, statistics, graphs and
coordinate geometry etc.
The teaching of Mathematics should be imparted through activities which may involve the use of concrete
materials, models, patterns, charts, pictures posters, games, puzzles and experiments.
The broad objectives of teaching of Mathematics at secondary stage are to help the learners to:
consolidate the Mathematical knowledge and skills acquired at the upper primary stage;
acquire knowledge and understanding, particularly by way of motivation and visualization, of basic concepts,
terms, principles and symbols and underlying processes and skills.
develop mastery of basic algebraic skills;
develop drawing skills;
to develop positive ability to think, analyze and articulate logically;
to develop awareness of the need for national integration, protection of environment, observance of small
family norms, removal of social barriers, elimination of sex biases;
to develop necessary skills to work with modern technological devices such as calculators, computers

to develop interest in Mathematics as a problem-solving tool in various fields for its beautiful structures
and patterns, etc;
to develope interest in the subject by participating in related competitions.
to acquaint students with different aspects of mathematics used in daily life.

Course Structure
Class IX
One Paper                  Time : 3 Hours                      Marks : 80



1. REAL NUMBERS                                                               (20) Periods
Rational numbers as recurring/terminating decimals.
Examples of nonrecurring / non terminating decimals such as √2, √3, √5 etc. Existence of non-rational

number line represents a unique real number.
Definition of nth root of a real number.
___1___   &    __1___
a + b√x          √x + √y


1. POLYNOMIALS                                                                    (25) Periods
polymonials. Simple expressions reducible to these polynomials.
2. LINEAR EQUATIONS IN TWO VARIABLES                              (12) Periods
1. COORDINATE GEOMETRY                                                        (9) Periods


1. INTRODUCTION TO EUCLID'S GEOMETRY                                (6) Periods
2. LINES AND ANGLES                                                                    (10) Periods
two parallel lines.
interiors opposite angles.
3. TRIANGLES                                                                             (20) Periods
other triangle (SSS Congruene).

4. QUADRILATERALS                                                               (10) Periods
side and (motivate) its converse.
5. AREA                                                                                   (4) Periods
Review concept of area, recall area of a rectangle.
6. CIRCLES                                                                             (15) Periods
arc, subtended angle.
the remaining part of the circle.
7. CONSTRUCTIONS                                                                (10) Periods
1. Construction of bisectors of line segments & angles, 60 degree, 90o, 45o angles etc., equilateral triangles.

1. AREAS                                                                               (4) Periods
2. SURFACE AREAS AND VOLUMES                                       (10) Periods
1. STATISTICS                                                                       (13) Periods
2. PROBABILITY                                                                   (12) Periods
INTERNAL ASSESSMENT                                     20 Marks
Evaluation of activities                                      10 Marks
Project Work                                                      05 Marks
Continuous Evaluation                                       05 Marks


(Code No. 086 / 090)

The subject of Science plays an important role in developing in children well-defined abilities in cognitive,
affective and psychomotor domains. It augments the spirit of enquiry, creativity, objectivity and asthetic sensibility.
Whereas the upper primary stage demands that plentiful opportunities should be provided to the students to
engage them with the processes of science like observing, recording observations, drawing, tabulation, plotting
graphs etc., the secondary stage expects abstraction and quantitative reasoning to occupy a more central place in the
teaching and learning of Science. Thus, the idea of atoms and molecules being the building blocks of matter makes
its appearance, as does Newton's law of Gravitation.
The present syllabus has been designed around six broad themes viz. Food, Materials, the world of the
living, how things work, moving things, people and ideas, natural phenomenon and natural reasources. Special care
has been taken to avoid temptation of adding too many concepts than can be comfortably learnt in the given time
frame. No attempt has been made to be comprehensive.
At this stage, while science is still a common subject, the disciplines of Physics, Chemistry and Biology
begin to emerge. The students should be exposed to experiences as well as modes of reasoning that are typical of the
One Paper Time : 2½ hours. Marks : 60



I. Food 05
II. Matter - Its nature and behaviour 15
III. Organisation in living world 13
IV. Motion, Force and Work 20
V. Our Environment 07



Theme : Food                                                            (10 Periods)
Unit 1 : Food
protection from pests and diseases; organic farming.

Theme : Materials                                                      (50 Periods)
Unit 2 : Matter - Nature and behaviour
Theme : The World of the living                                (45 Periods)
Unit 3 : Organization in the living world.

phyla and chordates upto classes).
chromosomes - basic structure, number.
Tissues, organs, organ systems, organism.
prevention. Pulse polio programmes.
Theme : Moving things, people and ideas                   (60 Periods)
Unit 4 : Motion, Force and Work
method; elementary idea of uniform circular motion.

gravity; mass and weight; free fall.
of energy.
of energy.
reflection of sound; echo and SONAR.
Structure of the human ear (auditory aspect only).
Theme : Natural Resources                                        (15 Periods)
Unit 5 : Our Environment
Physical resources : Air, Water, Soil.
across India.

Marks : 40 (20 + 20)
1. To prepare

a) a true solution of common salt, sugar and alum
i) transparency
ii) filtration criterion
iii) stability

2. To prepare
a) a mixture
b) a compound
i) appearance i.e., homogeneity and heterogeneity
ii) behaviour towards a magnet
iii) behaviour towards carbon disulphide as a solvant.
iv) effect of heat.
involved in each case.
i) Iron with copper sulphate solution in water.
ii) Burning of Magnesium in air.
iii) Zinc with dilute sulphuric acid
iv) Heating of Lead Nitrate
4. To verify laws of reflection of sound.
i) tap water
and draw their labeled diagrams.
from prepared slides and to draw their labeled diagrams.

15. To observe and draw the given specimens—earthworm, cockroach, bony fish and bird. For each specimen
(a) one specific feature of its phylum
(b) one adaptive feature with reference to its habitat.
Multiple choice type question written test (School based) : 20 Marks
Hands-on practicals examination (school based) : 20 Marks


(CODE NO. 087)

Social Sciences is a compulsory subject upto secondary stage of school education. It is an integral component of
general education because it helps the learners in understanding the environment in its totality and developing a broader
perspective and an empirical, reasonable and humane outlook. This is of crucial importance because it helps them
grow into well-informed and responsible citizens with necessary attributes and skills for being able to participate and
contribute effectively in the process of development and nation-building.
The social sciences curriculum draws its content mainly from geography, history, civics and economics. Some elements
of sociology and commerce are also included. Together they provide a comprehensive view of society-over space and
time, and in relation to each other. Each subject’s distinct methods of enquiry help the learners study society from
different angles and form a holistic view.
The main objectives of this syllabus are :
to develop an understanding of the processes of change and development-both in terms of time and space, through
which human societies have evolved.
to make learners realise that the process of change is continuous and any event or phenomenon or issue cannot be
viewed in isolation but in a wider context of time and space.
to develop an understanding of contemporary India with its historical perspective, of the basic framework of the
goals and policies of national development in independent India, and of the process of change with appropriate
connections to world development.
to deepen knowledge about and understanding of India’s freedom struggle and of the values and ideals that it
represented, and to develop an appreciation of the contributions made by people of all sections and regions of the
to help learners understand and cherish the values enshrined in the Indian Constitution and to prepare them for their
roles and responsibilities as effective citizens of a democratic society.
to deepen the knowledge and understanding of India’s environment in its totality, their interactive processes and
effects on the future quality of people's lives
to facilitate the learners to understand and appreciate the diversity in the land and people of the country with its
underlying unity.
to develop an appreciation of the richness and variety of India’s heritage-both natural and cultural and the need for
its preservation.
to promote an understanding of the issues and challenges of contemporary India-environmental, economic and
social, as part of the development process.
to help pupils acquire knowledge, skills and understanding to face the challenges of contemporary society as
individuals and groups and learn the art of living a confident and stress-free life as well as participating effectively
in the community
to develop scientific temper by promoting the spirit of enquiry and following a rational and objective approach in
analysing and evaluating data and information as well as views and interpretations
to develop academic and social skills such as critical thinking, communicating effectively both in visual and verbal
forms- cooperating with others, taking initiatives and providing leadership in solving others', problems
to develop qualities clustered around the personal, social, moral, national and spiritual values that make a person
humane and socially effective.

                                                 CLASS IX
Time : 3 Hrs.                                                            Marks : 80 + 20

  Marks Periods
Unit 1 : India and the Contemporary World 18 40
Unit 2 : India -Land and the People 20 45
Unit 3 : Democratic Politics 18 40
Unit 4 : Understanding Economics 16 40
Unit 5 : Disaster Management 8 25
Internal Assessment    
1. Tests (Formative and Summative) 10  
2. Assignments (School & Home) 05  
3. Project Work 05  

                                            Class IX
Unit 1 : India and the Contemporary World - I 40 Periods

Themes Objectives

Sub-unit 1.1 : Events and processes.
negation of both democracy and socialism.
1. French revolution :
(a) The Ancient Regime and its crises. (b) The social forces that led to the revolution.


(d) The legacy.
2. Russian Revolution.
(a) The crises of Tzarism.


(c) The First World War and
foundation of Soviet state.

(d) The legacy.
3. Rise of Nazism.
(a) The growth of social democracy (b) The crises in Germany. (b) The basis of Hitler's rise to power.

(c) The ideology of Nazism.
(d) The impact of Nazism.
the contemporary world and how these changes affect their lives.
4. Pastoralists in the modern world.
Case studies : focus on two pastoral
groups, one from Africa and one from
5. Forest society and colonialism :
(a) Relationship between forests and

(b) Changes in forest societies under colonialism.
Case studies : focus on two forest
6. Farmers and peasants :

(b) Changes within rural economies in the modern world.
contemporary world.
7. Sports and politics :
The story of cricket

(a) The emergence of cricket as an English sport.

(b) Cricket and colonialism.
(c) Cricket nationalism and de-colonialization.
8. Clothes and cultures.

(a) A short history of changes in clothing.

(b) Debates over clothing in colonial India.

(c) Swadeshi and the movement
for Khadi.
Sub-unit 1.4 : Map Work. (2 Marks).

In each of the themes in this unit students would be made familiar with extracts of speeches,
political declarations, as well as the politics of caricatures, posters and engravings. Students would learn how to interpret these kinds of
historical evidences.
Familiarize students with the names of people involved, the different types of ideas that inspired the revolution, the wider forces that shaped it.
Explore the history of socialism through a study of the Russian revolution.

Discuss the critical significance of Nazism in shaping the politics of modern world.
Familiarize students with the speeches and writings of Nazi leaders.
Point to the varying patterns of developments within pastoral societies in different places.
Understand how oral traditions can be used to explore tribal revolts.
agriculture operate on different principles and have different histories.

Discuss how clothing has been the focus of intense social battles.


Unit 2 : India - Land and the People                                   45 Periods

Themes Objectives

3. Drainage : major rivers and tributaries, lakes and seas, role of rivers in the economy, pollution of rivers, measures to control river pollution.
4. Natural Vegetation : vegetation types, distribution as well as altitudinal variation, need
for conservation and various measures.
5. Wildlife : major species, their distribution, need for conservation and various measures.

6. Population : size, distribution, age-sex composition, population change-migration as a determinant of population change, literacy,
population group with special needs.
7. Map Work (4 marks).

To understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as nature of soil

To identify the various factors influencing the climate and explain the climatic variaton of our country and its impact on the life of the people. Tor explain the importance and unifying role of monsoons;
To understand the river systems of the country and explain the role of rivers in the evolution of human
To find out the nature of diverse flora and fauna as well as their distribution;
To develop concern about the need to protect the bio-diversity of our country;

To analyse the uneven nature of population distribution and show concern about the large size of
our population;
To understand the various occupations of people and
explain various factors of population change;
To explain various dimension of national policy and understand the needs of adolescents as underserved group.


River pollution
Depletion of forests and ecological imbalance.
Unit - 3 : Democratic Politics I                                             40 Periods

Themes Learning Objectives

1. What is democracy? Why democracy?
Must every democracy have the same institutions and values?
2. Designing of Democracy in India
How and why did India become a democracy?
redesigned in India?
3. Electoral politics in democracy
political parties? How has the citizens’
4. Institutions of parliamentary democracy How is the country governed? What does Parliament do in our democracy? What is the role of the President of India, the Prime Minister
5. Citizens’ rights in democracy
judiciary ensured?

Develop conceptual skills of defining democracy
Understand how different historical processes and forces have promoted democracy.
Developing a sophisticated defence of democracy against common prejudices

Introduction to the process of Constitution making
Develop respect for the Constitution and appreciation for Constitutional values
Recognise that constitution is a living document that undergoes changes.
Introduce the idea of representative democracy via competitive party politics
Familiarise with our electoral system and reasons for choosing this
Develop an appreciation of citizen’s increased participation in electoral politics
Recognise the significance of the Election Commission
Provide an overview of central governmental structures
Sensitise to the key role of the Parliament and its procedures
Distinguish between nominal and real executive authorities and functions
Understand the parliamentary system of executive’s accountability to the legislature
Develop a citizens’ awareness of their rights
Introduction to and appreciation of the Fundamental Rights

Unit - 4 : Understanding Economics – I                                   40 Periods

Themes Objectives

a form of nonutilisation of human resource; sociopolitical
implication in simple form
3. Poverty as a challenge facing India : Who is poor (through two case studies one rural one urban); indicators; absolute poverty (not as a
concept but through a few simple examples) - why people are poor ; unequal distribution of resources; comparison between countries; steps
taken by government for poverty alleviation
4. Food Security : Source of foodgrains- variety across the nation - famines in the past - the need
for self sufficiency - role of government in food security - procurement of foodgrains -
overflowing of granaries and people without food - public distribution system - role of cooperatives

Familiarising the children with some basic economic concepts through an imaginary story of a village



Familiarisation of a few population related concepts and sensitization of child that people as asset can
participate and contribute in nation building




Understanding of poverty as a challenge and sensitization of the learner;
Appreciation of the government initiative to alleviate poverty




Suggested Activities / Instructions :
Theme 1 :
Give more examples of activities done by different workers and farmers.
Numerical problems can also be included.
Some of the ways through which description of villages are available in the writings of Prem Chand, MN Srinivas
and RK Narayan. They may have to be referred.

Theme II : Discuss the impact of unemployment
Debate on whether all the activities done by women should be included or not. Why?
Is begging an economic activity? Discuss.
Theme IV : Visit a few farms in a village and collect the details of foodgrains cultivated;
goods come and go.
Unit - 5 : Disaster Management                                                  25 Periods
1. Man made disasters - Nuclear, Biological and Chemical.
2. Common Hazards - Prevention and Mitigation
3. Community Based Disaster Management.
1. India and the Contemporary World History - Published by NCERT
2. Contemparary India - Geography - Published by NCERT
3. Democratic Politics - Published by NCERT
4. Economics - Published by NCERT
5. Together, Towards a Safer India - Part II, a textbook on Disaster Management for class IX - Published by

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