10th CBSE - Regular Batch

Subjects Covered

PhysicsChemistryMathematicsBiologyEnglishSocial Science

Duration

15 Apr, 2022 to 31 Mar, 2023

Intro

Class 10 is a crucial year for any student. This is the primary step in deciding the career path for the future.

One of the most important years in every CBSE student’s life is 10th CBSE. The students have to be well organized, determined and they must get expert’s guidance to score his best in the Class 10 Board Examinations.

This is the yearlong course which covers all major subjects
India’s best faculties are involved in every subject.
Subjective papers with evaluation will make every student successful.
Top quality visuals are used for concept building and subject mastery.

How the course is shaped.

Live Interactive Classes
Subjective and objective tests
Periodic doubt clearing
Parents-Teacher meetings
Study material in hard copies.
Support till exam
Daily practice assignments (DPA)

Assignment and homework help students with their studies. It also helps in getting the preparation done for exams. Our teachers flash the assignments before the lecture starts so that students remain focused throughout the class.

Daily practice assignments (DPA) are provided on student’s dashboard
Solutions are uploaded on the dash board in three days.
It helps our students remain exam focused.

At Tutoratti, we have multiple test types

Chapter tests
Cumulative tests
Semi Prelims
Full Prelims

Every paper is evaluated by experts and all the checked papers can be accessed easily on the student’s dashboard. And yes, model answers are also provided.

Why tests are such an important element of our courses?

Practice tests give ideas about which topics mastered and motivates them to focus on weak areas.
Practice test is a feed back to our teachers.
Practice tests stimulate revision and studying and it improves retention.
Practice tests reduces test anxiety.
Writing practice tests improves learning as well as final exam outcome.

English keyboard_arrow_down keyboard_arrow_up

Background

Traditionally, language-learning materials beyond the initial stages have been sourced from literature: prose, fiction and poetry. While there is a trend for inclusion of a wider range of contemporary and authentic texts, accessible and culturally appropriate pieces of literature should play a pivotal role at the secondary stage of education. The English class should not be seen as a place merely to read poems and stories in, but an area of activities to develop the learner’s imagination as a major aim of language study, and to equip the learner with communicative skills to perform various language functions through speech and writing.

Objectives:

Objectives of the course are to enable learners to:

build greater confidence and proficiency in oral and written communication
develop the ability and knowledge required in order to engage in independent reflection and inquiry
use appropriate English to communicate in various social settings
equip learners with essential language skills to question and to articulate their point of view
build competence in the different aspects of English
develop sensitivity to, and appreciation of, other varieties of English, like Indian English, and the culture they reflect
enable the learner to access knowledge and information through reference skills (consulting a dictionary / thesaurus, library, internet, etc.)
develop curiosity and creativity through extensive reading
facilitate self-learning to enable them to become independent learners
review, organise and edit their own work and work done by peers
integrate listening and speaking skills in the curriculum.
give a brief oral description of events / incidents of topical interest
retell the contents of authentic audio texts (weather reports, public announcements, simple advertisements, short interviews, etc.)
participate in conversations, discussions, etc., on topics of mutual interest in non-classroom situations
narrate a story which has been depicted pictorially or in any other non-verbal mode
respond, in writing, to business letters, official communications email etc.
read and identify the main points / significant details of texts like scripts of audio-video interviews, discussions, debates, etc.
write without prior preparation on a given topic and be able to defend or explain the stand taken / views expressed in the form of article, speech, or a debate
write a summary of short lectures on familiar topics by making / taking notes
write an assessment of different points of views expressed in a discussion / debate
read poems effectively (with proper rhythm and intonation)
transcode information from a graph / chart to a description / report and write a dialogue, short story or report
Language Items

In addition to consolidating the grammatical items practised earlier, the courses at the secondary level seek to reinforce the following explicitly:

sequence of tenses
reported speech in extended texts
modal auxiliaries (those not covered at upper primary)
non-finites (infinitives, gerunds, participles)
conditional clauses
complex and compound sentences
phrasal verbs and prepositional phrases
cohesive devices
punctuation (semicolon, colon, dash, hyphen, parenthesis or use of brackets and exclamation mark)
Methods and Techniques

The methodology is based on a multi-skill, activity-based, learner-centered approach. Care is taken to fulfill the functional (communicative), literary (aesthetic) and cultural (sociological) needs of the learner. In this situation, the teacher is the facilitator of learning, She/he presents language items, contrives situations which motivates the child to use English for the purposes of communication and expression. Aural-oral teaching and testing is an integral feature of the teaching-learning process. The electronic and print media could be used extensively. A few suggested activities are:

Role play
Simulating real life situations
Dramatising and miming
Problem solving and decision making
Interpreting information given in tabular form and schedule
Using newspaper clippings
Borrowing situations from the world around the learners, from books and from other disciplines
Using language games, riddles, puzzles and jokes
Interpreting pictures / sketches / cartoons
Debating and discussing
Narrating and discussing stories, anecdotes, etc.
Reciting poems
Working in pairs and groups
Using media inputs - computer, television, video cassettes, tapes, software packages

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Physics keyboard_arrow_down keyboard_arrow_up

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Biology keyboard_arrow_down keyboard_arrow_up

Mathematics keyboard_arrow_down keyboard_arrow_up

UNIT I: NUMBER SYSTEMS
1. REAL NUMBER

Fundamental Theorem of Arithmetic - statements after reviewing work done earlier and after illustrating and motivating through examples, Proofs of irrationality of Decimal representation of rational numbers interms of terminating/non-terminating recurring decimals.

UNIT II: ALGEBRA
1. POLYNOMIALS

Zeros of a polynomial. Relationship between zeros and coefficients of quadratic polynomials.

2. PAIR OF LINEAR EQUATIONS IN TWO VARIABLES

Pair of linear equations in two variables and graphical method of theirsolution, consistency/inconsistency.
Algebraic conditions for number of solutions. Solution of a pair of linear equations in twovariables algebraically - by substitution, by elimination. Simple situational problems.Simple problems on equations reducible to linear equations

3. QUADRATIC EQUATIONS

Standard form of a quadratic equation ax2 + bx + c = 0, (a ≠ 0). Solutions of quadratic
equations (only real roots) by factorization, and by using quadratic formula. Relationship
between discriminant and nature of roots

4. ARITHMETIC PROGRESSIONS

Motivation for studying Arithmetic Progression Derivation of the nth term and sum of the first n terms of A.P.

UNIT III: COORDINATE GEOMETRY
1. LINES (In two-dimensions)

Review: Concepts of coordinate geometry, graphs of linear equations. Distance formula. Section formula (internal division).

UNIT IV: 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 the other twosides in distinct points, the other two sides are divided in the same ratio.
2. (Motivate) If a line divides two sides of a triangle in the same ratio, the line is parallelto the third side.
3. (Motivate) If in two triangles, the corresponding angles are equal, their corresponding sides 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 similar.
5. (Motivate) If one angle of a triangle is equal to one angle of another triangle and thesides 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 a righttriangle to the hypotenuse, the triangles on each side of the perpendicular are similar to the whole triangle and to each other.
7. (Prove) In a right triangle, the square on the hypotenuse is equal to the sum of thesquares on the other two sides.

2. CIRCLES

Tangent to a circle at, point of contact
1. (Prove) The tangent at any point of a circle is perpendicular to the radius through the
point of contact.
2. (Prove) The lengths of tangents drawn from an external point to a circle are equal.

3. CONSTRUCTIONS

1. Division of a line segment in a given ratio (internally).
2. Tangents to a circle from a point outside it.

UNIT V: TRIGONOMETRY
1. INTRODUCTION TO TRIGONOMETRY

Trigonometric ratios of an acute angle of a right-angled triangle. Proof of theirexistence (well defined). Values of the trigonometric ratios of 300, 450 and 600.Relationships between the ratios.

2. TRIGONOMETRIC IDENTITIES (10) Periods

Proof and applications of the identity sin2A + cos2A = 1. Only simple identities to be given.

3. HEIGHTS AND DISTANCES: Angle of elevation, Angle of Depression.

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

UNIT VI: MENSURATION
1. AREAS RELATED TO CIRCLES

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°and 90° only. Plane figures involving triangles, simple quadrilaterals and circle should be taken.)

2. SURFACE AREAS AND VOLUMES

1. Surface areas and volumes of combinations of any two of the following: cubes, cuboids,spheres, hemispheres and right circular cylinders/cones.
2. 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).

UNIT VII: STATISTICS AND PROBABILITY
1. STATISTICS

Mean, median and mode of grouped data (bimodal situation and step deviation methodfor finding the mean to be avoided).

2. PROBABILITY

Classical definition of probability. Simple problems on finding the probability of an event.

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Unit 1: India and the Contemporary World – II

Section 1: Events and Processes
1. The Rise of Nationalism in Europe

The French Revolution and the Idea of the Nation
The Making of Nationalism in Europe
The Age of Revolutions: 1830-1848
The Making of Germany and Italy
Visualizing the Nation
Nationalism and Imperialism
Enable the learners to identify and comprehend the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period.
Establish the relationship and bring out the difference between European nationalism and anti-colonial nationalisms.
Understand the way the idea of nationalism emerged and led to the formation of nation states in Europe and elsewhere.

2. Nationalism in India

The First World War, Khilafat and Non - Cooperation
Differing Strands within the Movement
Towards Civil Disobedience
The Sense of Collective Belonging
Recognize the characteristics of Indian nationalism through a case study of Non-Cooperation and Civil Disobedience Movement.
Analyze the nature of the diverse social movements of the time.
Familiarize with the writings and ideals of different political groups and individuals.

3. The Making of a Global World

The Pre-modern world
The Nineteenth Century (1815-1914)
The Inter war Economy
Rebuilding a World Economy: The Post-War Era
Show that globalization has a long history and point to the shifts within the process.
Analyze the implication of globalization for local economies.
Discuss how globalization is experienced differently by different social groups

4. The Age of Industrialization

Before the Industrial Revolution
Hand Labour and Steam Power
Industrialization in the colonies
Factories Come Up
The Peculiarities of Industrial Growth
Market for Goods
Familiarize with the Pro- to-Industrial phase and Early – factory system.
Familiarize with the process of industrialization and its impact on labour class.
Enable them to understand industrialization in the colonies with reference to Textile industries