Class 10 Maths Term 2 Syllabus

  • Standard form of a quadratic equation ax2+bx+c=0, (a ≠ 0).
  • Solution of the quadratic equations (only real roots) by factorization, by completing the square and by using quadratic formula.
  • Relationship between discriminant and nature of roots.
  • Situational problems based on quadratic equations related to day to day activities to be incorporated.
  • Motivation for studying Arithmetic Progression Derivation of standard results of finding the nth term
  • Sum of first n terms and their application in solving daily life problems.
  • Tangents to a circle motivated by chords drawn from points coming closer and closer to the point.
  • (Prove) The tangent at any point of a circle is perpendicular to the radius through the point of contact.
  • (Prove) The lengths of tangents drawn from an external point to circle are equal
  • Division of a line segment in a given ratio (internally).
  • Tangent to a circle from a point outside it.
  • Construction of a triangle similar to a given triangle.
  • Simple and believable problems on heights and distances.
  • Problems should not involve more than two right triangles.
  • Angles of elevation / depression should be only 30°, 45°, 60°.
  • Classical definition of probability.
  • Connection with probability as given in Class IX.
  • Simple problems on single events, not using set notation.
  • Review the concepts of coordinate geometry done earlier including graphs of linear equations.
  • Awareness of geometrical representation of quadratic polynomials.
  • Distance between two points and section formula (internal). Area of a triangle.
  • Motivate the area of a circle; area of sectors and segments of a circle.
  • Problems based on areas and perimeter / circumference of the above said plane figures.
  • (In calculating area of segment of a circle, problems should be restricted to central angle of 60°, 90° and 120° only. Plane figures involving triangles, simple quadrilaterals and circle should be taken.)
  • Problems on finding surface areas and volumes of combinations of any two of the following: cubes, cuboids, spheres, hemispheres and right circular cylinders/cones.
  • Frustum of a cone.
  • Problems involving converting one type of metallic solid into another and other mixed problems. (Problems with combination of not more than two different solids be taken.)

Practise This Question

Pinku was a hard working student who used to learn without understanding. He was asked to construct a triangle say ABC and was given the base length of the triangle BC, one of the base angles say  B  and the sum of the other two sides (AB + AC). He went about constructing the triangle in the following way:

He drew the base BC with the given dimension, drew the  B along the ray BX with the angle known to him already. He then took B as centre and (AB + AC) as radius and cuts an arc on the ray BX intersecting the ray at D.

He then joins D to C. He then draws a perpendicular bisector of the line DC and the perpendicular bisector intersecting on the ray intersects the ray at point A. The teacher then asked him as to why he did what he did, she started from the back and asked him as to how the intersection of the ray and the perpendicular bisector gives A.

Which of the following is the reason for him drawing the perpendicular bisector and intersecting it with the ray?