The Syllabus on mathematics need
to be structured in such a way that the
child is made to feel Mathematics as an
exploring and fascinating subject.
The actual execution of this
syllabus must be to realize a meaningful
change for mental growth. The testing
methods must be clearly stated and
memorization as a method of evaluation
should not be given a seat in order to
achieve the aims in real sense. Testing
and evaluation has to be unified and
thoroughly clarified for the students
and parents.
The history of Maths
must be taught to make the child
understand the development of the
subject. The origin of ideas like
Trigonometry, Angles, theorems, etc. can
be stated to make the subject more
interesting. Information about the great
contributions made by mathematicians
could be given in suitable doses to
children right from third standard. We
call “ History of Mathematics” could
help in filling the gap between
mathematicians and their great abstract
ideas.
The topic “Life
measurements / Mathematics” should be
strengthened by really making it a
useful topic to relate abstract of
Mathematics to real life problems.
Mathematics should be linked with
everyday life so that the application of
Maths be felt in its real sense.
It is sad that the ‘Set language’
concepts are coming very late in the
School program. It can be introduced in
Std III itself. For mental structuring,
abstraction and anatiyation Practices 
study on ‘SETS’ will play a good role.
It should not be pushed back.
Reasoning out (or to use the big
wordLogical argumentation) has the
capacity to strengthen a students
mental, analytical ability. Logic may be
introduced in school level as it plays a
strong mathematical foundation for many
subjects and specially the computer
science.
Each component of the
Syllabus is to be explained with
illustration and examples of practical
nature so that the students will have
the correct perspective of Mathematics
in its real sense.
In addition to
the suggestions made above the other
changes needed in the Draft Common
Syllabus on Mathematics released in the
official website of DTERT. 

STD VIII 


Measurements 
: 
The sub topic cylinder; sphere;
hemisphere and cone may be felt too
heavy for Std. VIII, hence, may be
carried to Std IX. 
Life Mathematics 
: 
Difference between CI and SI for 3 years
may be felt too heavy for Std. VIII,
hence, may be carried to Std. IX. 
Practical Geometry 

In construction of quadrilateral only
measures of sides (not with angles) is
to be taught in Std. VIII. 
STD IX 


Number System 
: 
Modular Arithmetic is useful for daily
life. Simple modular may be introduced. 
Algebra 
: 
Statement problems to solve in 2
variables is to be introduced as it is
useful to form the equation of practical
nature. 
Life Maths 
: 
CI; SI difference 3 years  fraction of
‘N’ is to be used because the student
can use this in daily life. 
Measurements 
: 
Direct problems in SA; TSA; Vol of
Sphere; Cone; Cylinder (Simple problem
only) is to be introduced in Std IX
because it may help the students to
analyse by themselves. 
Statistics 
: 
Grouped data
is to be introduced Σ f in std IX as it
of real time use. 
Practical Geometry 
: 
Construction of ordinary quadrilaterals
with angles is to be introduced in Std.
IX 
STD X 


Number Theory 
: 
GP is to be added. 
II(a). Log 
: 
Understanding the concept of Log will
help the students in many ways.
(Students use logarithmic table in
science practical calculation). Hence,
Log must find a place in Std X Syllabus. 
Algebra 
: 
Since 2 variables is suggested for Std
IX, 3 variables may be introduced in Std
X. Relation between roots and coefficients
in quadratic equation should be added in
Std. X as it provides sound foundation
for higher Mathematics. 
III(a). life Mathematics 
: 
R.D. / F D; Quarterly interest half
yearly interest should find its place in
the Syllabus for Std X as it is used in
everyday life. 
V(a). Measurement 
: 
Combined figures or shapes of cylinder;
cone; sphere; hemisphere (water problem,
Raise in the level of Water). It is very
useful for the everyday life. Moreover
skill of Manual calculation should be
reinforced at all levels. 
IV. Coordinate Geometry 
: 
Concurrent of 3 lines, finding
circumcenter, orthocenter and incentre
of triangles may be introduced as it
will be useful for higher studies in
Mathematics. 
V. Geometry 
: 
Pythagoras theorem with simple riders
may be introduced. It will be of use in
daily life skill of problem solving in
enriched through riders. 
VIII. Statistics 
: 
Measures of dispersion including
coefficient of Variation may be
introduced. It is helpful for higher
statistics. 
X. Practical Geometry 
: 
Construction of mean Propotional b2 = ac
It is helpful for higher studies in
Mathematics. 


