{"id":13847,"date":"2018-04-13T17:29:06","date_gmt":"2018-04-13T11:59:06","guid":{"rendered":"http:\/\/mycbseguide.com\/blog\/?p=13847"},"modified":"2018-12-29T15:34:54","modified_gmt":"2018-12-29T10:04:54","slug":"uk-board-class-9-mathematics-syllabus","status":"publish","type":"post","link":"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/","title":{"rendered":"UK Board class 9 mathematics Syllabus"},"content":{"rendered":"<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_76 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 eztoc-toggle-hide-by-default' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#UK_Board_Syllabus_Class_9\" >UK Board Syllabus Class 9<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#UK_Board_class_9_mathematics_Syllabus\" >UK Board class 9 mathematics Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#UK_Board_class_9_mathematics_Chapter_list_in_English\" >UK Board class 9 mathematics Chapter list in (English)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#Uttarakhand_Board_class_9_mathematics_Syllabus\" >Uttarakhand Board class 9 mathematics Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#UK_Board_class_09_mathematics_Syllabus\" >UK Board class 09 mathematics Syllabus<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#Objectives_for_UK_Board_class_09_mathematics_Syllabus\" >Objectives for\u00a0UK Board class 09 mathematics Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#UK_Board_class_9_mathematics_Syllabus-2\" >UK Board class 9 mathematics Syllabus<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#UNIT_I_NUMBER_SYSTEMS\" >UNIT I: NUMBER SYSTEMS<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#REAL_NUMBERS_18_Periods\" >REAL NUMBERS (18 Periods)<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#UNIT_II_ALGEBRA\" >UNIT II: ALGEBRA<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#UNIT_III_COORDINATE_GEOMETRY\" >UNIT III: COORDINATE GEOMETRY<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-12\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#UNIT_IV_GEOMETRY\" >UNIT IV: GEOMETRY<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-13\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#INTRODUCTION_TO_EUCLIDS_GEOMETRY_6_Periods\" >INTRODUCTION TO EUCLID&#8217;S GEOMETRY (6) Periods<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-14\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#LINES_AND_ANGLES_13_Periods\" >LINES AND ANGLES (13 Periods)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-15\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#TRIANGLES_UK_Board_class_9_mathematics_Syllabus_20_Periods\" >TRIANGLES UK Board class 9 mathematics Syllabus (20 Periods)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-16\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#QUADRILATERALS_10_Periods\" >QUADRILATERALS (10 Periods)<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-17\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#AREA_UK_Board_class_9_mathematics_Syllabus_7_Periods_Review_concept_of_area_recall_area_of_a_rectangle\" >AREA UK Board class 9 mathematics Syllabus (7 Periods) \nReview concept of area, recall area of a rectangle.<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-18\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#CIRCLES_15_Periods\" >CIRCLES (15 Periods)<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-19\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#UNIT_V_MENSURATION\" >UNIT V: MENSURATION<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-20\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#UNIT_VI_STATISTICS_PROBABILITY13_Periods\" >UNIT VI: STATISTICS &amp; PROBABILITY(13 Periods)<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-21\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#STATISTICS_13_Periods\" >STATISTICS (13) Periods<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-22\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#PROBABILITY_UK_Board_class_9_mathematics_Syllabus\" >PROBABILITY UK Board class 9 mathematics Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-23\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#QUESTIONS_PAPER_DESIGNS_2018-2019_UK_Board_class_9_mathematics_Syllabus\" >QUESTIONS PAPER DESIGNS 2018-2019 \nUK Board class 9 mathematics Syllabus<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-24\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#Remembering\" >Remembering<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-25\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#Understanding\" >Understanding<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-26\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#Application\" >Application<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-27\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/#INTERNAL_ASSESSMENT_20_Marks\" >INTERNAL ASSESSMENT (20 Marks)<\/a><\/li><\/ul><\/li><\/ul><\/nav><\/div>\n<p>UK Board class 9 Mathematics Syllabus in PDF format for free download. mathematics syllabus for class 9 UK Board is now available in the myCBSEguide app. The curriculum for Uttarakhand Board exams is designed by UBSE, Uttarakhand as per NCERT text books for the session.<\/p>\n<p style=\"text-align: center;\"><strong>UK Board Class 09 Mathematics Syllabus\u00a0<a class=\"button\" href=\"https:\/\/mycbseguide.com\/downloads\/uttarakhand-board-class-9-mathematics-(%E0%A4%97%E0%A4%A3%E0%A4%BF%E0%A4%A4)\/3755\/\">Download as PDF<\/a><\/strong><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright\" src=\"https:\/\/media-mycbseguide.s3.ap-south-1.amazonaws.com\/images\/blog\/Class%209%20Maths\" alt=\"UK Board class 9 mathematics Syllabus\" width=\"122\" height=\"157\" \/><\/p>\n<h2><span class=\"ez-toc-section\" id=\"UK_Board_Syllabus_Class_9\"><\/span>UK Board Syllabus Class 9<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ul>\n<li><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-hindi-syllabus\/\">Hindi Class 9 UK Board Syllabus<\/a><\/li>\n<li><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-social-science-syllabus\/\">Social Science Class 9 UK Board Syllabus<\/a><\/li>\n<li><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-home-science-syllabus\/\">Home science Class 9 UK Board Syllabus<\/a><\/li>\n<li><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-english-syllabus\/\">English Class 9 UK Board Syllabus<\/a><\/li>\n<li class=\"entry-title\"><a href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-science-syllabus\/\">Science Class 9 UK Board Syllabus<\/a><\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"UK_Board_class_9_mathematics_Syllabus\"><\/span>UK Board class 9 mathematics Syllabus<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ol>\n<li>\u0938\u0902\u0916\u094d\u092f\u093e \u092a\u0926\u094d\u0927\u0924\u093f<\/li>\n<li>\u092c\u0939\u0941\u092a\u0926<\/li>\n<li>\u0928\u093f\u0930\u094d\u0926\u0947\u0936\u093e\u0902\u0915 \u091c\u094d\u092f\u093e\u092e\u093f\u0924\u093f<\/li>\n<li>\u0926\u094b \u091a\u0930\u094b\u0902 \u0935\u093e\u0932\u0947 \u0930\u0948\u0916\u093f\u0915 \u0938\u092e\u0940\u0915\u0930\u0923<\/li>\n<li>\u092f\u0942\u0915\u094d\u0932\u093f\u0921 \u0915\u0940 \u091c\u094d\u092f\u093e\u092e\u093f\u0924\u093f \u0915\u093e \u092a\u0930\u093f\u091a\u092f<\/li>\n<li>\u0930\u0947\u0916\u093e\u090f\u0901 \u0914\u0930 \u0915\u094b\u0923<\/li>\n<li>\u0924\u094d\u0930\u093f\u092d\u0941\u091c<\/li>\n<li>\u091a\u0924\u0941\u0930\u094d\u092d\u0941\u091c<\/li>\n<li>\u0938\u092e\u093e\u0902\u0924\u0930 \u091a\u0924\u0941\u0930\u094d\u092d\u0941\u091c\u094b\u0902 \u0914\u0930 \u0924\u094d\u0930\u093f\u092d\u0941\u091c\u094b\u0902 \u0915\u0947 \u0915\u094d\u0937\u0947\u0924\u094d\u0930\u092b\u0932<\/li>\n<li>\u0935\u0943\u0924<\/li>\n<li>\u0930\u091a\u0928\u093e\u090f\u0901<\/li>\n<li>\u0939\u0940\u0930\u094b\u0928 \u0915\u093e \u0938\u0942\u0924\u094d\u0930<\/li>\n<li>\u092a\u0943\u0937\u094d\u0920\u0940\u092f \u0915\u094d\u0937\u0947\u0924\u094d\u0930\u092b\u0932 \u0914\u0930 \u0906\u092f\u0924\u0928<\/li>\n<li>\u0938\u093e\u0902\u0916\u094d\u092f\u093f\u0915\u0940<\/li>\n<li>\u092a\u094d\u0930\u093e\u092f\u093f\u0915\u0924\u093e<\/li>\n<\/ol>\n<h2><span class=\"ez-toc-section\" id=\"UK_Board_class_9_mathematics_Chapter_list_in_English\"><\/span>UK Board class 9 mathematics Chapter list in (English)<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ol>\n<li>Number Systems<\/li>\n<li>Polynomials<\/li>\n<li>Coordinate Geometry<\/li>\n<li>Linear Equations in Two Variables<\/li>\n<li>Introduction to Euclid\u2019s Geometry<\/li>\n<li>Lines and Angles<\/li>\n<li>Triangles<\/li>\n<li>Quadrilaterals<\/li>\n<li>Areas of Parallelograms and Triangles<\/li>\n<li>Circles<\/li>\n<li>Constructions<\/li>\n<li>Heron\u2019s Formula<\/li>\n<li>Surface Areas and Volumes<\/li>\n<li>Statistics<\/li>\n<li>\u00a0Probability<\/li>\n<\/ol>\n<h2><span class=\"ez-toc-section\" id=\"Uttarakhand_Board_class_9_mathematics_Syllabus\"><\/span>Uttarakhand Board class 9 mathematics Syllabus<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Syllabus in the subject of Mathematics has undergone changes from time to time in accordance with the growth of the subject and emerging needs of the society. The present revised syllabus has been designed in accordance with National Curriculum Framework 2005 and as per guidelines are given in the Focus Group on Teaching of Mathematics which is to meet the emerging needs of all categories of students. For motivating the teacher to relate the topics to real life problems and other subject areas, greater emphasis has been laid on applications of various concepts.<\/p>\n<h2><span class=\"ez-toc-section\" id=\"UK_Board_class_09_mathematics_Syllabus\"><\/span>UK Board class 09 mathematics Syllabus<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<div>\n<p>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 height and distances. Carrying out experiments with numbers and forms of geometry, framing a hypothesis and verifying these with further observations form an inherent part of Mathematics learning at this stage. The proposed curriculum includes the study of the number system, algebra, geometry, trigonometry, mensuration, statistics, graphs, and coordinate geometry, etc.<br \/>\nThe 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.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Objectives_for_UK_Board_class_09_mathematics_Syllabus\"><\/span><strong>Objectives for\u00a0UK Board class 09 mathematics Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>The broad objectives of teaching of Mathematics at the secondary stage are to help the learners to:<\/p>\n<ul>\n<li>consolidate the Mathematical knowledge and skills acquired at the upper primary stage;<\/li>\n<li>acquire knowledge and understanding, particularly by way of motivation and visualization, of basic concepts, terms, principles and symbols, and underlying processes and skills;<\/li>\n<li>develop mastery of basic algebraic skills;<\/li>\n<li>develop drawing skills;<\/li>\n<li>feel the flow of reason while proving a result or solving a problem;<\/li>\n<li>apply the knowledge and skills acquired to solve problems and wherever possible, by more than one method;<\/li>\n<li>to develop an ability to think, analyze and articulate logically;<\/li>\n<li>Develop awareness of the need for national integration, protection of the environment, observance of small family norms, removal of social barriers, elimination of gender biases;<\/li>\n<li>to develop necessary skills to work with modern technological devices and mathematical softwares.<\/li>\n<li>Dvelop interest in mathematics as a problem-solving tool in various fields for its beautiful structures and patterns, etc.<\/li>\n<li>to develop reverence and respect towards great Mathematicians for their contributions to the field of Mathematics;<\/li>\n<li>Dvelop interest in the subject by participating in related competitions;<\/li>\n<li>\u00a0acquaint students with different aspects of Mathematics used in daily life;<\/li>\n<li>\u00a0develop an interest in students to study Mathematics as a discipline.<\/li>\n<\/ul>\n<h3 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"UK_Board_class_9_mathematics_Syllabus-2\"><\/span><strong>UK Board class 9 mathematics Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<table class=\"mobile\" border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td style=\"text-align: center;\"><strong>Units<\/strong><\/td>\n<td style=\"text-align: center;\"><strong>Unit Name<\/strong><\/td>\n<td style=\"text-align: center;\"><strong>Marks<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\">I<\/td>\n<td>NUMBER SYSTEMS<\/td>\n<td style=\"text-align: center;\">08<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\">II<\/td>\n<td>ALGEBRA<\/td>\n<td style=\"text-align: center;\">17<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\">III<\/td>\n<td>COORDINATE GEOMETRY<\/td>\n<td style=\"text-align: center;\">04<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\">IV<\/td>\n<td>GEOMETRY<\/td>\n<td style=\"text-align: center;\">28<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\">V<\/td>\n<td>MENSURATION<\/td>\n<td style=\"text-align: center;\">13<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\">VI<\/td>\n<td>STATISTICS &amp; PROBABILITY<\/td>\n<td style=\"text-align: center;\">10<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align: center;\"><\/td>\n<td><strong>Total<\/strong><\/td>\n<td style=\"text-align: center;\"><strong>80<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2><span class=\"ez-toc-section\" id=\"UNIT_I_NUMBER_SYSTEMS\"><\/span><strong>UNIT I: NUMBER SYSTEMS<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<h3><span class=\"ez-toc-section\" id=\"REAL_NUMBERS_18_Periods\"><\/span><strong>REAL NUMBERS <\/strong><strong>(18 Periods)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>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. Operations on real numbers.<\/li>\n<li>Examples of non-recurring\/non-terminating decimals. The existence of non-rational numbers (irrational numbers) such as\u00a02\u203e\u221a,3\u203e\u221a2,3 and their representation on the number line.<br \/>\nExplaining that every real number is represented by a unique point on the number line and conversely, viz. every point on the number line represents a unique real number.<\/li>\n<li>Definition of n<sup>th<\/sup> root of a real number.<\/li>\n<li>The existence of\u00a0<em>x<\/em>\u221ax for a given positive real number x and its representation on the number line with geometric proof.<\/li>\n<li>Rationalization (with precise meaning) of real numbers of the type 1<em>a<\/em>+<em>b<\/em><em>x<\/em>\u221a1a+bx and\u00a01<em>x<\/em>\u221a+<em>y<\/em>\u221a1x+y (and their combinations) where <em>x <\/em>and <em>y <\/em>are a natural number and <em>a <\/em>and <em>b <\/em>are integers.<\/li>\n<li>Recall of laws of exponents with integral powers. Rational exponents with positive real bases (to be done by particular cases, allowing the learner to arrive at the general laws.)<\/li>\n<\/ol>\n<h2><span class=\"ez-toc-section\" id=\"UNIT_II_ALGEBRA\"><\/span><strong>UNIT II: ALGEBRA<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ol>\n<li><strong>POLYNOMIALS (23 Periods)<\/strong><br \/>\nDefinition of a polynomial in one variable, with examples and counter examples. Coefficients of a polynomial, terms of a polynomial and zero polynomial. The degree of a polynomial. Constant, linear, quadratic and cubic polynomials, monomials, binomials, trinomials. Factors and multiples. Zeros of a polynomial. Motivate and State the Remainder Theorem with examples. Statement and proof of the Factor Theorem.<br \/>\nFactorization of ax<sup>2<\/sup> + bx + c,\u00a0<em>a<\/em>\u22600a\u22600 where a, b and c are real numbers, and of cubic polynomials using the Factor Theorem.<br \/>\nRecall of algebraic expressions and identities. verification of identities:<br \/>\n(x + y + z)<sup>2<\/sup> = x<sup>2<\/sup> + y<sup>2<\/sup> + z<sup>2<\/sup> + 2xy + 2yz + 2zx<br \/>\n(<em>x<\/em>\u00b1<em>y<\/em>)3=<em>x<\/em>3\u00b1<em>y<\/em>3\u00b13<em>x<\/em><em>y<\/em>(<em>x<\/em>\u00b1<em>y<\/em>)(x\u00b1y)3=x3\u00b1y3\u00b13xy(x\u00b1y)<br \/>\n<em>x<\/em>3\u00b1<em>y<\/em>3=(<em>x<\/em>\u00b1<em>y<\/em>)(<em>x<\/em>2\u2213<em>x<\/em><em>y<\/em>+<em>y<\/em>2)x3\u00b1y3=(x\u00b1y)(x2\u2213xy+y2)<br \/>\nx<sup>3<\/sup> + y<sup>3<\/sup> + z<sup>3<\/sup> &#8211; 3xyz = (x + y + z) (x<sup>2<\/sup> + y<sup>2 <\/sup>+ z<sup>2<\/sup> &#8211; xy +yz &#8211; zx)<br \/>\nand their use in factorization of polynomials.<\/li>\n<li><strong>LINEAR EQUATIONS IN TWO VARIABLES (14) Periods<\/strong><br \/>\nRecall of linear equations in one variable. Introduction to the equation in two variables.<br \/>\nFocus on linear equations of the type ax+by+c=0. 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 lie on a line. Graph of linear equations in two variables. Examples, problems from real life, including problems on Ratio and Proportion and with algebraic and graphical solutions being done simultaneously.<\/li>\n<\/ol>\n<h2><span class=\"ez-toc-section\" id=\"UNIT_III_COORDINATE_GEOMETRY\"><\/span><strong>UNIT III: COORDINATE GEOMETRY<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ol>\n<li><strong>COORDINATE GEOMETRY (6) Periods<\/strong><br \/>\nThe Cartesian plane, coordinates of a point, names and terms associated with the coordinate plane, notations, plotting points in the plane.<\/li>\n<\/ol>\n<h2><span class=\"ez-toc-section\" id=\"UNIT_IV_GEOMETRY\"><\/span><strong>UNIT IV: GEOMETRY<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<h3><span class=\"ez-toc-section\" id=\"INTRODUCTION_TO_EUCLIDS_GEOMETRY_6_Periods\"><\/span><strong>INTRODUCTION TO EUCLID&#8217;S GEOMETRY (6) Periods<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>History &#8211; Geometry in India and Euclid&#8217;s geometry. Euclid&#8217;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, for example:<br \/>\n(Axiom) 1. Given two distinct points, there exists one and only one line through them.<br \/>\n(Theorem) 2. (Prove) Two distinct lines cannot have more than one point in common.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"LINES_AND_ANGLES_13_Periods\"><\/span><strong>LINES AND ANGLES (13 Periods)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>(Motivate) If a ray stands on a line, then the sum of the two adjacent angles so formed is 180\u00b0 and the converse.<\/li>\n<li>(Prove) If two lines intersect, vertically opposite angles are equal.<\/li>\n<li>(Motivate) Results on corresponding angles, alternate angles, interior angles when a transversal intersects two parallel lines.<\/li>\n<li>(Motivate) Lines which are parallel to a given line are parallel.<\/li>\n<li>(Prove) The sum of the angles of a triangle is 180\u00b0.<\/li>\n<li>(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.<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"TRIANGLES_UK_Board_class_9_mathematics_Syllabus_20_Periods\"><\/span><strong>TRIANGLES UK Board class 9 mathematics Syllabus (20 Periods)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>(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).<\/li>\n<li>(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).<\/li>\n<li>(Motivate) Two triangles are congruent if the three sides of one triangle are equal to three sides of the other triangle (SSS Congruence).<\/li>\n<li>(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 triangle.<\/li>\n<li>(Prove) The angles opposite to equal sides of a triangle are equal.<\/li>\n<li>(Motivate) The sides opposite to equal angles of a triangle are equal.<\/li>\n<li>(Motivate) Triangle inequalities and relation between &#8216;angle and facing side&#8217; inequalities in triangles.<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"QUADRILATERALS_10_Periods\"><\/span><strong>QUADRILATERALS (10 Periods)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>(Prove) The diagonal divides a parallelogram into two congruent triangles.<\/li>\n<li>(Motivate) In a parallelogram opposite sides are equal, and conversely.<\/li>\n<li>(Motivate) In a parallelogram opposite angles are equal, and conversely.<\/li>\n<li>(Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides is parallel and equal.<\/li>\n<li>(Motivate) In a parallelogram, the diagonals bisect each other and conversely.<\/li>\n<li>(Motivate) In a triangle, the line segment joining the midpoints of any two sides is parallel to the third side and in half of it and (motivate) its converse.<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"AREA_UK_Board_class_9_mathematics_Syllabus_7_Periods_Review_concept_of_area_recall_area_of_a_rectangle\"><\/span><strong>AREA UK Board class 9 mathematics Syllabus (7 Periods)<\/strong><br \/>\n<strong>Review concept of area, recall area of a rectangle.<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>(Prove) Parallelograms on the same base and between the same parallels have the same area.<\/li>\n<li>(Motivate) Triangles on the same (or equal base) base and between the same parallels are equal in area.<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"CIRCLES_15_Periods\"><\/span><strong>CIRCLES (15 Periods)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Through examples, arrive at the definition of a circle and related concepts-radius, circumference, diameter, chord, arc, secant, sector, segment, subtended angle.<\/p>\n<ol>\n<li>(Prove) Equal chords of a circle subtend equal angles at the center and (motivate) its converse.<\/li>\n<li>(Motivate) The perpendicular from the center of a circle to a chord bisects the chord and conversely, the line is drawn through the center of a circle to bisect a chord is perpendicular to the chord.<\/li>\n<li>(Motivate) There is one and only one circle passing through three given non-collinear points.<\/li>\n<li>(Motivate) Equal chords of a circle (or of congruent circles) are equidistant from the center (or their respective centers) and conversely.<\/li>\n<li>(Prove) The angle subtended by an arc at the center is double the angle subtended by it at any point on the remaining part of the circle.<\/li>\n<li>(Motivate) Angles in the same segment of a circle are equal.<\/li>\n<li>(Motivate) If a line segment joining two points subtends an equal angle at two other points lying on the same side of the line containing the segment, the four points lie on a circle.<\/li>\n<li>(Motivate) The sum of either of the pair of the opposite angles of a cyclic quadrilateral is 180\u00b0 and its converse.<\/li>\n<\/ol>\n<h2><span class=\"ez-toc-section\" id=\"UNIT_V_MENSURATION\"><\/span><strong>UNIT V: MENSURATION<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ol start=\"1\">\n<li><strong>AREAS (4 Periods)<\/strong><br \/>\nArea of a triangle using Heron&#8217;s formula (without proof) and its application in finding the area of a quadrilateral.<\/li>\n<li><strong>SURFACE AREAS AND VOLUMES (12 Periods)<\/strong><br \/>\nSurface areas and volumes of cubes, cuboids, spheres (including hemispheres) and right circular cylinders\/cones.<\/li>\n<\/ol>\n<h2><span class=\"ez-toc-section\" id=\"UNIT_VI_STATISTICS_PROBABILITY13_Periods\"><\/span><strong>UNIT VI: STATISTICS &amp; PROBABILITY(13 Periods)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<ol>\n<li>\n<h3><span class=\"ez-toc-section\" id=\"STATISTICS_13_Periods\"><\/span><strong>STATISTICS (13) Periods<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Introduction to Statistics: Collection of data, presentation of data &#8211; tabular form, ungrouped \/grouped, bar graphs, histograms (with varying base lengths), frequency polygons. Mean, median and mode of ungrouped data.<\/li>\n<li>\n<h3><span class=\"ez-toc-section\" id=\"PROBABILITY_UK_Board_class_9_mathematics_Syllabus\"><\/span><strong>PROBABILITY UK Board class 9 mathematics Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>History, Repeated experiments and observed frequency approach to probability.<br \/>\nThe 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 &#8211; life situations, and from examples used in the chapter on statistics).<\/li>\n<\/ol>\n<h3 style=\"text-align: center;\"><span class=\"ez-toc-section\" id=\"QUESTIONS_PAPER_DESIGNS_2018-2019_UK_Board_class_9_mathematics_Syllabus\"><\/span><strong>QUESTIONS PAPER DESIGNS 2018-2019<\/strong><br \/>\n<strong>UK Board class 9 mathematics Syllabus<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<h3><span class=\"ez-toc-section\" id=\"Remembering\"><\/span>Remembering<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>(Knowledge-based- Simple recall questions, to know specific facts, terms, concepts, principles, or theories; Identity, define or recite information)<br \/>\nVSA Question (1 mark) = 2<br \/>\nSA Question I (2 marks) = 2<br \/>\nSA Question II (3\u00a0marks) = 2<br \/>\nLA Question (4 marks) = 2<br \/>\nTotal Marks = 20<br \/>\nWeightage = 25%<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"Understanding\"><\/span>Understanding<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>(Comprehension- to be familiar with the meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information)<br \/>\nVSA Question (1 mark) = 2<br \/>\nSA Question I (2 mark) = 1<br \/>\nSA Question II (3 marks) = 1<br \/>\nLA Question (4 mark) = 4<br \/>\nTotal Marks = 23<br \/>\nWeightage = 29%<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"Application\"><\/span>Application<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ol>\n<li>(Use abstract information in the concrete situation, to apply knowledge to new situations; Use given content to interpret a situation, provide an example, or solve a problem)<br \/>\nVSA Question (1 mark) = 2<br \/>\nSA Question I (2 mark) = 2<br \/>\nSA Question II (3 mark) = 3<br \/>\nLA Question (4 mark) = 1<br \/>\nTotal Marks = 19<br \/>\nWeightage = 24%<\/li>\n<li>Higher Order Thinking Skills (Analysis &amp; Synthesis- Classify, compare, contrast, or differentiate between different pieces of information; Organize and\/or \u00a0integrate unique pieces of information from a variety of sources)<br \/>\nVSA Question (1 mark) = 0<br \/>\nSA Question I (2 mark) = 1<br \/>\nSA Question II (3 mark) = 4<br \/>\nLA Question (4 mark) = 0<br \/>\nTotal Marks = 14<br \/>\nWeightage = 17%<\/li>\n<li>Evaluation (Judge, and\/or justify the value or worth of a decision or outcome, or to predict outcomes based on values)<br \/>\nVSA Question (1 mark) =0<br \/>\nSA Question I (2 mark) = 0<br \/>\nSA Question II (3 mark) = 0<br \/>\nLA Question (4 mark) = 1<br \/>\nTotal Marks = 4<br \/>\nWeightage = 5%<\/li>\n<\/ol>\n<ul>\n<li>TOTAL:<br \/>\nVSA Question (1 mark) =6&#215;1=6<br \/>\nSA Question I (2 mark) = 6&#215;2=12<br \/>\nSA Question II (3 mark) = 10&#215;3=30<br \/>\nLA Question (4 mark) = 8&#215;4=32<br \/>\nTotal Marks = 80<br \/>\nWeightage = 100%<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"INTERNAL_ASSESSMENT_20_Marks\"><\/span><strong>INTERNAL ASSESSMENT (20 Marks)<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>Periodical Test (10 Marks)<\/li>\n<li>NoteBook Submission (05 Marks)<\/li>\n<li>Lab Practical (Lab activities to be done from the prescribed books) (05 Marks)<\/li>\n<\/ul>\n<p>For study material on<\/p>\n<p style=\"text-align: center;\">For study material on UK Board class 9 mathematics Syllabus download UK Board class 9 mathematics Syllabus\u00a0is also available in the\u00a0<a href=\"https:\/\/play.google.com\/store\/apps\/details?id=in.techchefs.MyCBSEGuide&amp;referrer=utm_source%3Dmycbse_bottom%26utm_medium%3Dtext%26utm_campaign%3Dmycbseads\">myCBSEguid<\/a>e website. UK Board class 9 mathematics Syllabus for the session 2018-19 is available here in PDF format. For the latest UK Board class 9 mathematics Syllabus, please visit UBSE official website.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>UK Board class 9 Mathematics Syllabus in PDF format for free download. mathematics syllabus for class 9 UK Board is now available in the myCBSEguide app. The curriculum for Uttarakhand Board exams is designed by UBSE, Uttarakhand as per NCERT text books for the session. UK Board Class 09 Mathematics Syllabus\u00a0Download as PDF UK Board &#8230; <a title=\"UK Board class 9 mathematics Syllabus\" class=\"read-more\" href=\"https:\/\/mycbseguide.com\/blog\/uk-board-class-9-mathematics-syllabus\/\" aria-label=\"More on UK Board class 9 mathematics Syllabus\">Read more<\/a><\/p>\n","protected":false},"author":2,"featured_media":-1,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1351],"tags":[1344,1366,321,1389,1363,1364],"class_list":["post-13847","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-mathematics-uk-board","tag-class-9","tag-ganit","tag-mathematics","tag-ubse","tag-uk-board-syllabus","tag-uttarakhand-board"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.0 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>UK Board class 9 mathematics Syllabus | myCBSEguide<\/title>\n<meta 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