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Free sample CBSE/NCERT Class 10 Mathematics animated/multimedia lesson videos and tests

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Tupoints software is designed as per the guidelines of NCERT and the other State Boards of India. With the help of Subject MatterExperts, Instruction Designers & Online Tutors and path-breaking technology, we have developed an all-inclusive knowledge repositorythat is updated with the latest syllabus .Tupoints software is designed as per the guidelines of NCERT and the other State Boardsof India. With the help of Subject Matter Experts, Instruction Designers & Online Tutors and path-breaking technology, we havedeveloped an all-inclusive knowledge repository that is updated with the latest syllabus .Tupoints software is designed as per theguidelines of NCERT and the other State Boards of India. With the help of Subject Matter Experts, Instruction Designers & OnlineTutors and path-breaking technology, we have developed an all-inclusive knowledge repository that is updated with the latest syllabus.Tupoints software is designed as per the guidelines of NCERT and the other State Boards of India. With the help of SubjectMatter Experts, Instruction Designers & Online Tutors and path-breaking technology, we have developed an all-inclusive knowledgerepository that is updated with the latest syllabus .Tupoints software is designed as per the guidelines of NCERT and the other StateBoards of India. With the help of Subject Matter Experts, Instruction Designers & Online Tutors and path-breaking technology, wehave developed an all-inclusive knowledge repository that is updated with the latest syllabus .Tupoints software is designed as perthe guidelines of NCERT and the other State Boards of India. With the help of Subject Matter Experts, Instruction Designers & Online.

,Sl.No

Chapter name

Number of Animated lessons

Total duration,1

Real numbers

7

29m,2

Polynomials

8

22m,3

Pair of linear equations in two variables

13

40m,4

Quadratic Equations

8

24m,5

Arithmetic progressions

7

22m,6

Triangles

10

41m,7

co-ordinate geometry

14

33m,8

Introduction to trigonometry

8

33,9

Some app of trigonometry

5

11m,10

circles

5

13m,11

constructions

5

09m,12

Area related to circles

6

17m,13

surface areas and volumes

7

17m,14

statistics

10

34m,15

probability

8

17m,Tupoints videos and tests are simple to learn and practice and are self explanatory.

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, Mathematics Course Structure Class X

,Units

Chapter name

Marks,1

Number System

11,2

Algebra

21,3

Geometry

29,4

Trigonometry

7,Total

90,

First Term Syllabus

UNIT I: NUMBER SYSTEMS

Euclid’s division lemma, Fundamental Theorem of Arithmetic – statements after reviewingwork done earlier and after illustrating and motivating through examples, Proofsof results – irrationality of √2, √3, √5, decimal expansions of rational numbersin terms of terminating/non-terminating recurring decimals.

UNIT II: ALGEBRA

1. POLYNOMIALS

Pair of linear equations in two variables and their graphical solution. Geometricrepresentation of different possibilities of solutions/inconsistency.

2. PAIR OF LINEAR EQUATIONS IN TWO VARIABLES

Algebraic conditions for number of solutions. Solution of a pair of linear equationsin two variables algebraically – by substitution, by elimination and by cross multiplicationmethod. Simple situational problems must be included. Simple problems on equationsreducible to linear equations may be included.

UNIT II: GEOMETRY

1. TRIANGLES

Definitions, examples, counter examples of similar triangles.

1. (Prove) If a line is drawn parallel to one side of a triangle to intersect theother two sides in distinct points, the other two sides are divided in the sameratio.2. (Motivate) If a line divides two sides of a triangle in the same ratio, the lineis parallel to the third side.3. (Motivate) If in two triangles, the corresponding angles are equal, their correspondingsides are proportional and the triangles are similar.4. (Motivate) If the corresponding sides of two triangles are proportional, theircorresponding angles are equal and the two triangles are similar5. (Motivate) If one angle of a triangle is equal to one angle of another triangleand the sides including these angles are proportional, the two triangles are similar.6.(Motivate) If a perpendicular is drawn from the vertex of the right angle of aright triangle to the hypotenuse, the triangles on each side of the perpendicularare similar to the whole triangle and to each other.7. (Prove) The ratio of the areas of two similar triangles is equal to the ratioof the squares on their corresponding sides.8. (Prove) In a right triangle, the square on the hypotenuse is equal to the sumof the squares on the other two sides.9. (Prove) In a triangle, if the square on one side is equal to sum of the squareson the other two sides, the angles opposite to the first side is a right triangle.

UNIT IV: TRIGONOMETRY

1 . INTRODUCTION TO TRIGONOMETRY

Trigonometric ratios of an acute angle of a right-angled triangle. Proof of theirexistence (well defined); motivate the ratios, whichever are defined at 0° and 90°.Values (with proofs) of the trigonometric ratios of 30°, 45° and 60°. Relationshipsbetween the ratios.

2. TRIGONOMETRIC IDENTITIES

Proof and applications of the identity sin2A + cos2A = 1. Only simple identitiesto be given. Trigonometric ratios of complementary angles.

UNIT V: STATISTICS AND PROBABILITY

1. STATISTICS

Mean, median and mode of grouped data (bimodal situation to be avoided). Cumulativefrequency graph.

,Units

Chapter name

Marks,1

Algebra (contd.)

23,2

Geometry (contd.)

30,3

Trigonometry (contd.)

29,4

Probability

7,

Total

90,,Second Term Syllabus

UNIT II: ALGEBRA (Contd.)

3. QUADRATIC EQUATIONS

Standard form of a quadratic equation ax2+bx+c=0, (a ≠ 0). Solution of the quadraticequations (only real roots) by factorization, by completing the square and by usingquadratic formula. Relationship between discriminant and nature of roots.

Situational problems based on quadratic equations related to day to day activitiesto be incorporated.

4. ARITHMETIC PROGRESSIONS

Motivation for studying Arithmetic Progression Derivation of standard results offinding the nth term and sum of first n terms and their application in solving dailylife problems.

4. ARITHMETIC PROGRESSIONS

UNIT III: GEOMETRY (Contd.)

2. CIRCLES

Tangents to a circle motivated by chords drawn from points coming closer and closerto the point1. (Prove) The tangent at any point of a circle is perpendicular to the radius throughthe point of contact.2. (Prove) The lengths of tangents drawn from an external point to circle are equal.

3. CONSTRUCTIONS

1. Division of a line segment in a given ratio (internally).2. Tangent to a circle from a point outside it.3. Construction of a triangle similar to a given triangle.

UNIT IV: TRIGONOMETRY

3. HEIGHTS AND DISTANCES

Simple and believable problems on heights and distances. Problems should not involvemore than two right triangles. Angles of elevation / depression should be only 30°,45°, 60°.

UNIT V: STATISTICS AND PROBABILITY

UNIT V: STATISTICS AND PROBABILITY

Classical definition of probability. Connection with probability as given in ClassIX. Simple problems on single events, not using set notation.

UNIT VI: COORDINATE GEOMETRY

1. LINES (In two-dimensions)

Review the concepts of coordinate geometry done earlier including graphs of linearequations. Awareness of geometrical representation of quadratic polynomials. Distancebetween two points and section formula (internal). Area of a triangle.

UNIT VII: MENSURATION

1. AREAS RELATED TO CIRCLES

Motivate the area of a circle; area of sectors and segments of a circle. Problemsbased on areas and perimeter / circumference of the above said plane figures. (Incalculating area of segment of a circle, problems should be restricted to centralangle of 60°, 90° and 120° only. Plane figures involving triangles, simple quadrilateralsand circle should be taken.)

2. SURFACE AREAS AND VOLUMES

(i) Problems on finding surface areas and volumes of combinations of any two ofthe following: cubes, cuboids, spheres, hemispheres and right circular cylinders/cones.Frustum of a cone.(ii) Problems involving converting one type of metallic solidinto another and other mixed problems. (Problems with combination of not more thantwo different solids be taken.)