CBSE VIII - Mathematics Syllabus

Number System (50 hrs)
(i) Rational Numbers:
• Properties of rational numbers.
(including identities). Using
general form of expression to
describe properties
• Consolidation of operations on
rational numbers.
• Representation of rational
numbers on the number line
• Between any two rational
numbers there lies another
rational number (Making
children see that if we take two
rational numbers then unlike for
whole numbers, in this case you
can keep finding more and more
numbers that lie between them.)
• Word problem (higher logic,
two operations, including ideas
like area)
(ii) Powers
• Integers as exponents.
• Laws of exponents with integral
(iii) Squares, Square roots,
Cubes, Cube roots.
• Square and Square roots
• Square roots using factor
method and division method for
numbers containing (a) no more
than total 4 digits and (b) no
more than 2 decimal places

Cubes and cubes roots (only
factor method for numbers
containing at most 3 digits)
• Estimating square roots and
cube roots. Learning the process
of moving nearer to the
required number.
(iv) Playing with numbers
• Writing and understanding a 2
and 3 digit number in generalized
form (100a + 10b + c , where a,
b, c can be only digit 0-9) and
engaging with various puzzles
concerning this. (Like finding the
missing numerals represented by
alphabets in sums involving any
of the four operations.) Children
to solve and create problems
and puzzles.
• Number puzzles and games
• Deducing the divisibility test
rules of 2, 3, 5, 9, 10 for a two
or three-digit number expressed
in the general form.

Algebra (20 hrs)
(i) Algebraic Expressions
• Multiplication and division of
algebraic exp.(Coefficient should
be integers)
• Some common errors (e.g. 2 +
x ≠ 2x, 7x + y ≠ 7xy )
• Identities (a ± b)2 = a2 ± 2ab + b2,
a2 – b2 = (a – b) (a + b)
Factorisation (simple cases only)
as examples the following types
a(x + y), (x ± y)2, a2 – b2,
(x + a).(x + b)

Solving linear equations in one
variable in contextual problems
involving multiplication and
division (word problems) (avoid
complex coefficient in the
Ratio and Proportion (25 hrs)
• Slightly advanced problems
involving applications on
percentages, profit & loss,
overhead expenses, Discount,
• Difference between simple and
compound interest
(compounded yearly up to 3
years or half-yearly up to 3 steps
only), Arriving at the formula for
compound interest through
patterns and using it for simple
• Direct variation – Simple and
direct word problems
• Inverse variation – Simple and
direct word problems
• Time & work problems– Simple
and direct word problems
Geometry (40 hrs)
(i) Understanding shapes:
• Properties of quadrilaterals –
Sum of angles of a quadrilateral
is equal to 3600 (By verification)
• Properties of parallelogram (By
(i) Opposite sides of a
parallelogram are equal,

(ii) Opposite angles of a
parallelogram are equal,
(iii) Diagonals of a parallelogram
bisect each other. [Why (iv), (v)
and (vi) follow from (ii)]
(iv) Diagonals of a rectangle are
equal and bisect each other.
(v) Diagonals of a rhombus bisect
each other at right angles.
(vi) Diagonals of a square are equal
and bisect each other at right
(ii) Representing 3-D in 2-D
• Identify and Match pictures with
objects [more complicated e.g.
nested, joint 2-D and 3-D
shapes (not more than 2)].
• Drawing 2-D representation of
3-D objects (Continued and
• Counting vertices, edges & faces
& verifying Euler’s relation for
3-D figures with flat faces
(cubes, cuboids, tetrahedrons,
prisms and pyramids)
(iii) Construction:
Construction of Quadrilaterals:
• Given four sides and one
• Three sides and two diagonals
• Three sides and two included
• Two adjacent sides and three

Mensuration (15 hrs)
(i) Area of a trapezium and a
(ii) Concept of volume,
measurement of volume
using a basic unit, volume of
a cube, cuboid and cylinder
(iii) Volume and capacity
(measurement of capacity)
(iv) Surface area of a cube, cuboid,
Data handling (15 hrs)
(i) Reading bar-graphs,
ungrouped data, arranging it
into groups, representation
of grouped data through
bar-graphs, constructing and
interpreting bar-graphs.
(ii) Simple Pie charts with
reasonable data numbers
(iii) Consolidating and generalising
the notion of chance in events
like tossing coins, dice etc.
Relating it to chance in life
events. Visual representation of
frequency outcomes of
repeated throws of the same
kind of coins or dice.
Throwing a large number
of identical dice/coins
together and aggregating the

result of the throws to get large
number of individual events.
Observing the aggregating
numbers over a large number
of repeated events.
Comparing with the data for
a coin. Observing strings
of throws, notion of
Introduction to graphs (15 hrs)
(i) Axes (Same units), Cartesian
(ii) Plotting points for different
kind of situations (perimeter
vs length for squares, area as a
function of side of a square,
plotting of multiples of
different numbers, simple
interest vs number of years
(iii) Reading off from the graphs
• Reading of linear graphs
• Reading of distance vs time

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