College Disha
Uttarakhand Board 9th

Uttarakhand Board 9th Syllabus 2024

Syllabus and Exam Pattern is an important elements for exam preparation. Therefore it becomes imperative for students to know the Uttarakhand Board Class 9th Syllabus 2024. Students can refer to the syllabus we have mentioned in this article.

The information we have mentioned in this article is extracted from the official website of the state board and hence it is the official syllabus for UK board class 9th.

Details of Uttarakhand Board Class 9th Syllabus 2024:

If you are wondering, how to prepare well for your class 9th exams, Check out the UBSE Class 9th Syllabus 2024. It will help you to understand the class exam structure, various projects, and practicals included in your class 9th curriculum. In this article, we have mentioned the subject-wise syllabus of Uttarakhand board class 9th.

Uttarakhand Board Class 9th Maths Syllabus 2024:

Unit Topics & Concepts
Unit 1- Number systems 1. REAL NUMBERS
  • Representation of terminating / non-terminating recurring decimals, on the number line through successive magnification.
  • Explaining that every real number is represented by a unique point on the number line and conversely, every point on the number line represents a unique real number.
  • Review of representation of natural numbers, integers, and rational numbers on the number line. Rational numbers as recurring/terminating decimals.
  • Examples of nonrecurring/nonterminating decimals such as √2, √3, √5, etc. Existence of non-rational numbers (irrational numbers) such as √2, √3, and their representation on the number line.
  • Existence of √x for a given positive real number x (visual proof to be emphasized).
  • Definition of nth root of a real number.
  • 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.)
  • Rationalization (with precise meaning) of real numbers of the type (& their combinations) 1 1 a + b√x & √x + √y where x and y are natural numbers and a, b are integers.
Unit 2- Algebra


  • Definition of a polynomial in one variable, its coefficients, with examples and counterexamples, its terms, zero polynomial. Degree of a polynomial. Constant, linear, quadratic, cubic polynomials; monomials, binomials, trinomials. Factors and multiples. Zeros/roots of a polynomial/equation.
  • The analogy to integers. Factorization of ax2+ bx + c, a ≠ 0 where a, b, c are real numbers, and of cubic polynomials using the Factor Theorem
  • State and motivate the Remainder Theorem with examples. Statement and proof of the Factor Theorem. Identities of the type x3+ y3+ z3— 3xyz = (x + y + z) (x2+ y2+ z2— xy — yz — zx) and their use in factorisation of polynomials.


  • Including problems with Ratio and Proportion
  • Recall linear equations in one variable. Introduction to the equation in two variables. 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 seem to lie on a line. Examples, problems from real life, and algebraic and graphical solutions being done simultaneously.
Unit 3- Coordinate Geometry The Cartesian plane, coordinates of a point, names and terms associated with the coordinate plane, notations, plotting points in the plane, the graph of linear equations as examples; focus on linear equations of the type ax + by + c = 0 by writing it as y = mx + c and linking with the chapter on linear equations in two variables.
Unit 4- Geometry


History – Euclid and geometry in India. Euclid’s method of formalizing observed phenomena 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.
Given two distinct points, there exists one and only one line through them.
(Prove) Two distinct lines cannot have more than one point in common.


  • (Motivate) If a ray stands on a line, then the sum of the two adjacent angles so
  • formed is 180 0 and the converse.
  • (Prove) If two lines intersect, the vertically opposite angles are equal.
  • (Motivate) Results on corresponding angles, alternate angles, and interior angles when a transversal intersects two parallel lines.
  • (Motivate) Lines, which are parallel to a given line, are parallel.
  • (Prove) The sum of the angles of a triangle is 180 0
  • (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.


  • (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).
  • (Motivate) Triangle inequalities and relation between ‘angle and facing side’ inequalities in triangles.
  • (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)
  • (Motivate) Two triangles are congruent if the three sides of one triangle are equal to three sides of the other triangle (SSS Congruence).
  • (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.
  • (Prove) The angles opposite to equal sides of a triangle are equal.
  • (Motivate) The sides opposite to equal angles of a triangle are equal.


  • (Prove) The diagonal divides a parallelogram into two congruent triangles.
  • (Motivate) In a parallelogram opposite sides are equal, and conversely.
  • (Motivate) In a parallelogram opposite angles are equal, and conversely.
  • (Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides are parallel and equal.
  • (Motivate) In a parallelogram, the diagonals bisect each other and conversely.
  • (Motivate) In a triangle, the line segment joining the midpoints of any two sides is parallel to the third side and (motivate) its converse.


  • Review the concept of area, and recall the area of a rectangle.
  • (Prove) Parallelograms on the same base and between the same parallels have the same area.
  • (Motivate) Triangles on the same base and between the same parallels are equal in area and converse.


  • (Motivate) There is one and only one circle passing through three given noncollinear points.
  • (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.
  • Through examples, arrive at definitions of circle-related concepts, radius, circumference, diameter, chord, arc, and subtended angle.
  • (Prove) Equal chords of a circle subtend equal angles at the center and its converse.
  • (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 perpendicular to the chord.
  • (Motivate) Equal chords of a circle (or of congruent circles) are equidistant from the center(s) and conversely.
  • (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.
  • (Motivate) Angles in the same segment of a circle are equal.
  • (Motivate) The sum of either pair of the opposite angles of a cyclic quadrilateral is 180o and its converse


  • Construction of a triangle of given perimeter and base angles.
Unit 5- Mensuration 1. AREAS
  • Area of a triangle using Hero’s formula (without proof) and its application in finding the area of a quadrilateral.
  • Surface areas and volumes of cubes, cuboids, spheres (including hemispheres), and right circular cylinders/ cones.
Unit 6- Probability and Statistics


  • Introduction to Statistics: Collection of data, presentation of data — tabular form, ungrouped / grouped, bar graphs, qualitative analysis of data to choose the correct form of presentation for the collected data.
  • History, Repeated experiments, and observed frequency approach to probability. The 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-life situations, and from examples used in the chapter on statistics).
  • Histograms (with varying base lengths), frequency polygons, Mean, median, and mode of ungrouped data.

Uttarakhand Board Class 9th Science Syllabus:

Theme Unit Topics
Food Unit-1: Food Plant and animal breeding and selection for quality improvement and management; use of fertilizers, manures; protection from pests and diseases; organic farming.
Materials Unit-2:  Matter - Nature and behavior
  • Nature of matter: Elements, compounds, and mixtures. Heterogenous and homogenous mixtures, colloids, and suspensions. Particle nature, basic units: atoms and molecules. Law of constant proportions.  Atomic and molecular masses.
  • Mole Concept: Relationship of mole to mass of the particles and numbers, Valency. The chemical formula of common compounds.
  • Structure of atom: Electrons, protons, and neutrons; Isotopes and isobars.
  • Definition of matter; solid, liquid, and gas; characteristics - shape, volume, density; change of state-melting (absorption of heat), freezing, evaporation (Cooling by evaporation), condensation, sublimation.
The World of the living Unit 3: Organization in the living world
  • Cell - Basic Unit of life: Cell as a basic unit of life; prokaryotic and eukaryotic cells, multicellular organisms; cell membrane and cell wall, cell organelles; chloroplast, mitochondria, vacuoles, ER, Golgi apparatus; nucleus, chromosomes - basic structure, number.
  • Tissues, organs, organ systems, organisms. Structure and functions of animal and plant tissues (four types in animals; merismatic and permanent tissues in plants).
  • Health and diseases: Health and its failure. Infectious and Non-infectious diseases, their causes and manifestation. Diseases caused by microbes (viruses, Bacteria, and Protozoans) and their prevention, Principles of treatment and prevention. Pulse polio programmes.
  • Biological Diversity: Diversity of plants and animals - basic issues in scientific naming, the basis of classification. Hierarchy of categories/groups, Major groups of plants (salient features) (Bacteria, Thalophyta, Bryophyta, Pteridophyta, gymnosperms, and Angiosperms). Major groups of animals (salient features) (Non-chordates up to phyla and chordates up to classes).
Moving things, people, and ideas Unit 4: Motion, Force and Work
  • Motion: Distance and displacement, velocity; uniform and non-uniform motion along a straight line; acceleration, distance-time, and velocity-time graphs for uniform and uniformly accelerated motion, equations of motion by graphical method elementary idea of uniform circular motion.
  • Force and Newton's laws: Force and motion, Newton's laws of motion, the inertia of a body, inertia, mass, momentum, force, and acceleration. Elementary idea of conservation of momentum, action, and reaction forces.
  • Gravitation: Gravitation universal law of gravitation, the force of gravitation of the earth (gravity), acceleration due to gravity; mass and weight; free fall.
  • Work, Energy, and Power: Work done by a force, energy, power; kinetic and potential energy; law of conservation of energy
  • Floatation: Thrust and pressure. Archimedes' principle, buoyancy, elementary idea of relative density.
  • Sound: Nature of sound and its propagation in various media, speed of sound, range of hearing in humans; ultrasound; a reflection of sound; echo and SONAR. Structure of the human ear (auditory aspect only)
Natural Resources Unit 5: Our Environment Physical resources: Air, Water, Soil. Air for respiration, combustion, moderating temperatures, movements of air, and its role in bringing rains across India.
Air, water, and soil pollution ( brief introduction). Holes in the ozone layer and the probable damages. Bio-geo chemical cycles in nature: water, oxygen, carbon, nitrogen

Uttarakhand Board Class 9th English Syllabus 2024:

Section Topics & Components Total Marks Weightage

2 unseen passages of a total of 500 words with a variety of questions including 4 marks for vocabulary:

  • Only prose passages will be used. One will be factual and the other will be literary. Passage 1 - 200 words (8 marks) - Four or five comprehension questions.
  • Passage 2 - 300 words (12 marks) - Four or five comprehension questions and two questions on vocabulary. Marks for vocabulary will not exceed 4.
20 Marks
SECTION B : WRITING 3. Letter Writing: One letter is not more than 80 words based on provided verbal stimulus and context.
Types of letters: Informal; Personal such as to family and friends;
Formal: Letters of complaint, inquiry, request & application (08 Marks)
4. Writing a short paragraph on a given outline/topic in about 60 words (04 Marks)
5. Writing a short writing task based on a verbal and/or visual stimulus (diagram, picture, graph, map, chart, flow chart, etc.).  (08 Marks)
20 Marks

A variety of short questions involving the use of particular structures within a context.

Text types used will include gap-filling, sentence completion, sentence reordering, dialogue completion, and sentence transformation (including combining sentences).

The Grammar syllabus will include the following areas in class IX:
1. Tenses (present with extension)
2. Modals (have to/had to, must, should, need, ought to and their negative forms)
3. Use of Passive voice
4. Subject-verb concord
5. Reporting:
(i) Commands and requests
(ii) Statements
(iii) Questions
6. Clauses:
(i) Noun Clauses
(ii) Adverb clauses of condition and time
(iii) Relative Clauses
7. Determiners and
8. Prepositions

15 Marks

Beehive- NCERT Text Book for class IX Prose- 20 Marks

12 & 13. Two extracts from different prose lessons are included in Text Book (Approximately 100 words each) 5 ×2= 10 Marks These extracts chosen from different lessons will be literary and discursive in nature. Each extract will be 5 marks. One mark in each extract will be for vocabulary. 4 Marks in each passage will be used for testing local and global comprehension besides a question on interpretation.
14. One out of two questions extrapolative in nature based on any one of the prose lessons from the Textbook to be answered in about 80 words. 06 Marks
15. One question on Drama Text (local and global comprehension question) (30-40 words )  (04 Marks)
1. The Lake Isle of Innisfree 2. The Snake & The Mirror 3. The Duck & The Kangaroo 4. Kathmandu 5. A Slumber Did My Spirit Seal
1. Ishwaran the Storyteller
2. The Accidental Tourist

45 Marks
Poetry 16. One extract from a poem from the prescribed reader is followed by two or three questions to test the local and global comprehension of the set text. The extract will carry four marks.(04 Marks)
17. Two out of three short answer-type questions on the interpretation of themes and ideas. (06 Marks)
10 Marks
Moments- Supplementary Reader for Class IX 18. One out of two questions from Supplementary Reader to interpret, evaluate and analyze character, plot, or situations occurring in the lessons to be answered in about 100 words. (08 Marks)
19. One out of two very short answer-type questions based on factual aspects of the lessons to be answered in 20-30 words. 03 Marks 20. One out of two short answer-type questions of interpretative and evaluative nature based on lessons to be answered in 30-40 words. (04 Marks)

Uttarakhand Board Class 9th Social Science Syllabus:

Unit 1: India & the Contemporary World-I

Themes Objectives
Any two themes from each of the first two sub-units and one from the third could be studied.
Sub-unit 1.1: Events & Processes
In this unit, the focus is on three events and processes that have in major ways shaped the identity of the modern world. Each represents a different form of politics and a specific combination of forces. One event is linked to the growth of liberalism and democracy, one with socialism and one with the negotiation of both democracy and socialism.
1. French Revolution:
(a) The Ancient Regime and its crises
(b) The social forces that led to the revolution.
(c) The different revolutionary groups and ideas of the time
(d) The legacy
2. Russian Revolution:
(a) The crisis of Tzarism
(b) The nature & Social movements between 1905 and 1917
(c) The First World War and Foundation of the Soviet State
(d) The Legacy
3. Rise of Nazism:
(a) The growth of social democracy
(b) The crisis in Germany
(c) The basis of Hitler's rise to power
(d) The ideology of Nazism
(e) The impact of Nazism
4. Pastoralists in the modern world:
(a) Pastoralism as a way of life
(b) Different forms of pastoralism
(c) What happens under colonialism and modern states?
Case studies: Focus on two pastoral groups, one from Africa and one from India.
  • In each of the themes in this unit, students would be made familiar with extracts of speeches, political declarations, as well as politics of caricatures, posters, and engravings. Students would learn how to interpret these kinds of historical evidence.
  • Familiarize students with the names of people involved, the different types of ideas that inspired the revolution, and the wider forces that shaped it.
  • Show how written, oral and visual material can be used to recover the history of revolutions, Explore the history of socialism through a study of the Russian Revolution.
  • Familiarize students with the names of people involved, and the different types of ideas that inspired the revolution.
  • Discuss the critical significance of Nazism in shaping the politics of the modern world.
  • Familiarize students with the speeches and writings of Nazi Leaders.
Sub-unit: 1.2 Economics & Livelihoods
The themes in this section will focus on how different social groups grapple with the changes in the contemporary world and how these changes affect their lives.
5. Forest Society and Colonialism:
(a) Relationship between forests and livelihoods
(b) Changes in forest societies under colonialism
Case studies: Focus on two forest movements one in colonial India (Bastar) and one in Indonesia.
6. Farmers and Peasants:
(a) Histories of the emergence of different forms of farming and peasant societies.
(b) Changes within rural economies in the modern world.
Case studies: focus on contrasting rural change and different firns of rural societies (expansion of large-scale wheat and cotton farming in USA, rural economy and the Agricultural Revolution in England, and small peasant production in colonial India)
  • Look at the impact of colonialism on forest societies and the implication of scientific forestry.
  • Discuss the social and cultural world of forest communities through the study of specific revolts.
  • Understand how oral traditions can be used to explore tribal revolts.
  • Show the different processes through which agrarian transformation may occur in the modern world.
  • Understand how agricultural systems in India are different from that in other countries.
  • Familiarize students with the idea that large-scale farming, small-scale production, and shifting agriculture operate on different principles and have different histories.
Sub-unit 1.3: Culture, Identity, and Society
The themes in this unit will consider how issues of culture are linked up to the making of the contemporary world.
7. Sports & Politics
The story of cricket
(a) The emergence of cricket as an English sport
(b) Cricket & Colonialism
(c) Cricket nationalism and de-colonialization.
8. Clothes and Cultures
(a) A short history of changes in clothing
(b) Debates over clothing in colonial India
(c) Swadesh and the movement of Khadi,
Sub-unit 1.4: Map Work (2 Marks)
  • Suggest how sports also have a history that it is linked up with the politics of power and domination.
  • Introduce students to some of the stories in cricket that have historical significance.
  • Show how clothing has a history and how it is linked to questions of cultural identity.
  • Discuss how clothing has been the focus of intense social battles.

Unit 2: India- Land & the People

1. India: location, relief, structure, major physiographic units.
2. Climate: factors influencing the climate; monsoon- its characteristics, rainfall, and temperature distribution; seasons; climate and human life.
3. Drainage: major rivers and tributaries, lakes and seas, roles of rivers in the economy, pollution of rivers, measures to control river pollution.
4. Natural Vegetation: Vegetation types, distribution as well as altitudinal variation, need for conservation, and various measures.
5. Wildlife: Major species, their distribution, need for conservation, and various measures.
6. Population: size, distribution, age-sex composition, population to change-migration as a determinant of population change, literacy, health, occupational structure and nation, Population policy: adolescents as underserved population group with special needs.
  • To understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as the nature of soil types.
  • To identify the various factors influencing the climate and explain the climatic variation of our country and its impact on the life of the people. To explain the importance and unifying role of monsoons.
  • To find out the nature of diverse flora and fauna as well as their distribution.
  • To develop a concern about the need to protect the biodiversity of our country

Map Work (04 Marks)

Unit 3: Democratic Politics - I

1. What is democracy? Why democracy?
1. What are the different ways of defining democracy? Why has democracy become the most prevalent form of government in our times? What are the alternatives to democracy? Is democracy superior to its available alternatives? Must every democracy have the same institutions and values?
2. Designing of Democracy in India
How and why did India become a democracy?
How was the Indian constitution framed?
What are the salient features of the constitution? How is democracy being constantly designed and redesigned in India?
3. Electoral Politics in Democracy
Why and how do we elect representatives? Why do we have a system of competition among political parties? How has the citizens' participation in electoral politics changed? What are the ways to ensure free and fair elections?
4. Institutions of Parliamentary democracy
How is the country governed? What does Parliament do in our democracy? What is the role of the President in India, the Prime Minister, and the Council of Ministers? How do these relate to one another?
5. Citizens’ rights in a democracy
Why do we need rights in a constitution? What are the Fundamental Rights enjoyed by the citizen under the Indian constitution? How does the judiciary protect the Fundamental Rights of the citizen? How is the independence of the judiciary ensured?
  • Develop conceptual skills for defining democracy
  • Understand how different historical processes and forces have promoted democracy.
  • Developing a sophisticated defense of democracy against common prejudices.
  • Develop a historical sense of the choice and nature of democracy in India.
  • Introduction to the process of Constitution-making.
  • Develop respect for the constitution and appreciation for Constitutional values.
  • Recognize the Constitution as living a document that undergoes changes.
  • Introduce the idea of representative democracy via competitive party politics.
  • Familiarize with our electoral system and reasons for choosing this.
  • Develop an appreciation of citizens' increased participation in electoral politics.
  • Recognize the significance of the Election Commission.
  • Provide an overview of central governmental structures.
  • Sensitize the key role of Parliament and its procedures.
  • Distinguish between nominal and real executive authorities and functions.
  • Understand the parliamentary system of executive accountability to the legislature.
  • Develop a citizen's awareness of their rights
  • Introduction to and appreciation of the
  • Fundamental Rights.
  • Recognition of the ways in which these rights are exercised and denied in real-life situations.
  • Introduction to the judicial systems and key institutions like the Supreme Court, High Courts, and National Human Rights Commission.

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