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i textbooksasne gop In this dynamic 9th-grade mathematies textbook, I embrace the evolving world of education by
utilizing the CPA (Concrete, Pictorial, Abstract) Approach. This method, grounded in concrete
examples, pictorial representations, and abstract concepts,-caters to diverse learning styles,
making mathematics accessible and engaging. \Interactive. imiages and real-life examples
transform mathematical theories into vivid, relatable experiences, enhancing understanding and
enjoyment. Naa
The book encour ae Teaming through "Test Yourself" sections, classroom activities
promoting collaboration and critical thinking, and insightful "Teacher's Footnotes" for effective
content delivery. Rich in interactive color images, it offers a visually stimulating learning
environment, breaking the monotony of traditional texts.
With a variety of examples, worksheets, and video lectures, the textbook provides
comprehensive practice and leaming opportunities. Additionally, simulations allow hands-on
exploration of concepts, deepening understanding. This textbook is more than an educational
tool; i's a journey designed to instigate a deep appreciation for mathematics, connecting the
subject with the rhythm of the modern educational landscape.
thor undemoning,
——— a |
nomi snforaton oe WE
topic thot helps clarify canes, Students ond}
‘Si ane OP tl
the S10 1 Wer ares ed a
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“The papore fo wll oply
‘rouledge, Starts an tenets
‘an san the provided OR cade
‘cess 0 workoee tha entances Salient Features
Comprehensive Learning
Engage students with videos, NN
and practical worksheets.
Structured Lesson Plan NI \(\s
Well-organized with are "i
PPT, anda question b
tives,
Engaging Multimedia
Visual appeal through PPTs and interactive
simulations.
Assessment & Tracking
Diverse question bank and progress
monitoring.
Adaptable & Accessible
Scalable and accessible, suitable for all i
Iearners. ; Sle et
SLO No: M- 09-B-08
SLO statement: Derive Equation of a straight line in
slope-intercept form & one point f¢
‘sone devon mwcnrtce gem bape saa ow Content List
{Chapter ReaLNumper system oOo
1.1 History of Numbers 3
1.2 Introduction to Real Number System 7
1.3 Properties of Real Numbers ul
14 Indices 20
15 Radicals B
1.6 Applications of Rational Numbers in Financial. Api 2
Review Exercise t\ 37
Summary
\
| Chapter? \ LOGARITERY NAW?
21 Scientific Notation B
22 Logarithm 47
23° Natural Logarithm 50.
24 — Antilogarithm: 51
2.5 Laws and Properties of Logarithm 52
2.6 Real World Applications of Logarithms 37
Review Exercise 62
‘Summary 65
{/(Chapier3)\ SET THEORY @
3.1 Mathematics as the study of Pattern, structure and relationships 1
3.2 Set Theory "4
3.3. Subsets 16
3.4 Relationship of Sets 8
3.5 Venn Diagram 9
3.6 Operations on Sets rat 80
3.7. Properties of Union a Intersection 82
3.8 Application of Sef ry in Problem solving And Real World Scenarios 93
3.9 Sets Relations 102
Review Exercise 107
Summary 110
{Chapter racrorizarion @
4.1 Factorization 14
4.2 Factorizing Different Types of Expressions 120
4.3 H.CF of Algebraic Expressions 127
4.4 L.C.M Of Algebraic Expression 130
4.5. Relationship of H.C.F And Multiplication 131
4.6 Square Root of Polynomials 135
4.7 Real World Applications of Factorization 139
Review Exercise 142
‘Summary
| Chapters \ Livear EavariONs
5.1 Linear Equatio ann 148
5.2 Linear Inequalities ann 155
53° Graphical Solution of Linear Inequalit 160
S44 Solution of System of Linear Inequali 165
Review Exercise 169
‘Summary nm [Giapter6)\ TRIGONOMETRY AND BEARING
6.1 Angles in Standard Position 7
6.2 Measurement ofan Angle 7
63 Coterminal angles 18
64 — Quadrantal Angles 182
6.5 Trigonometric ratios 183
6.6 Trigonometric identities 189
6.7 Solving Real-Life Problems with Trigonometric Identities 192
68 Angle of Elevation and Depression 195
69 Bearings 200
Review Exercise 208,
‘Summary
inodion he Crs a 216
Distance Formula, VAY 216
Midpoint Ww 219
Slope or Gradient of a Line 22
Line in terms of “Slope and Intercept” (Slope Intercept Form) 226
Slopes of “Parallel and Perpendicular Lincs” 221
Real World Applications of Coordinate Geometry 231
Derivation of Standard Forms of Equations of Straight Lines 236
Graphing Linear Equations 243
Transformation of General Form to Standard Forms ofa Line 245
Equation of family ofthe lines through the poit of intersection of two lines 252
Angle of Intersection of Two Lines 256
Review Exercise 261
Summary 265
| Chapter’ \ CONSTRUCTION OF TRIANGLES ©
BL Constructing a igle when all three sides are given (S.S.S) 268
8.2 Constructing a igle when two angles & one side is given (S.A.A}.\ 269
Consiriting rangle when two sides & one angled A 2m
Geometry of Triangles 278
Review Exercise 287
Summary 288
[[GRaPEE, Loct 1 COORDINATE GEOMETRY ©
9.4 Loci 22
8.441 Fixed Distance from a Point 292
9.1.2 Fixed Distance from a Line 294
9.1.3 Equidistant from two points 208
9.1.4 Equidistant from two intersecting lines 301
Review 303
Summary 305
[Chapter 10) sitar ricures &
10.1 Similar Figures 309
10.1.1. Propemtis of Similar Polygons 309
10.1.2. Calculating Lengths and Angles in Similar Shapes 310
10.2 Areas of Similar Figures 315
102.1 Derivation ofthe Ratio of Areas for Two Similar Figures 317
10.3 Volume of Similar Solids 2] 322
Review Exercise 328
‘Summary
ciCPROPERTIES AND APPLICATIONS IN SHAPES
Regular Polygons 333
Geometrical Properties of a Regular Polygon 333
Area of Regular Polygons 335
Triangles 341
Geometric Properties of a Triangle 341 113 Parallelograms 351
11.3.1 Geometric Properties of a Parallelogram 351
Review Exercise 351
Summary 360
|p| Locic Q
TA Statement 34
122 Mathematical Proof 366
13 Theorems, Cnjdits and Aioms 3
124 Conjecture: Logical Guesses and Observations ay
12.5 Theorem: Rigorous Logical Conclusions 3
12.6 Simple Deductive Proof 38
Review Exercise 31
Summary 382
| Chapier\,STATISTICS 8
13.1 Frequency Distribution 385
132 Measure of Central Tet 398
133 Applying Mean, Median and Mode to Everyday Data Challenges 41)
Review Exercise 49
Summary 4)
| Chief PROBABILITY 43
14.1 Single Event Probability 46
142 Complementary events 41
143 Relative Frequency 431
M4 Epo Frequency Anan 4
Review Exercise ~ Mh
Summary 4)
Glossary 4
Answers 45) CHAPTER
BAT Tome Aico!
Did you know that real numbers are super important for sending rockets into space and explofing other plancts?
Imagine we want to send a spacecraft to Mars. Scientists use real numbers i fiwute Out haw to get the spacecraft
ober ea ticction and abreast it shoul esa asp fie) OC rmss Maral rete
these numbers to make sure the spacgcraft can ndin Vit extetly hen ind where they want itto, even though,
Mars is moving. This i like hitting moving target from tnilions of miles away! Real numbers help scientists
plan the spacecraft’ path ny | Shale Se It ea safely reach Mars, orbit around it, or land on its surface. This
planning is w! nis ible Yor us to send robots and even humans to explore space, showing just how
cool and on ith Can be in helping us learn more about the universe. eT
Explain, with examples, that civilizations throughout history have systematically studied
living things (eg, the history of numbers from Sumerians and its development to the
Pre & Post Requisite
[Chapter 1
present Arabic system.) a CO *6
Describe the set of eal numbers sa.combination of atone ander ers? Chapter #2
Demonstrate and verify the properties of equity paul lai Inegers
Armlylewsofindsto simp |
Apply concepts of rational RS felt problems (such as inventory (stock
an meer igh \lubares of gain and loss, sources of income and pear
expending Rational Number
— |
@ Historical Development Cass 8
‘The historical development of number systems through various civilizations. ae
© Classification of Numbers La
‘The classification of numbers, including real, rational and irrational numbers. |
© Properties of Addition and Mult aa]
‘The properties of addition and multiplication for real numbers including closure, Chapter
{identity element, inverse element, commutativity, associativity and distributvity Real Number Systems
© Properties of Equality =
The properties of equality for real numbers, including reflexive, symmetric and cas
transitive properties ete =) Chaper tL
© Properties of nequalty COS conic ramen
‘The properties of inequality for real numbers, ineludiby irs, Vethotsin) and -——* |
additive, multiplicative, cancellation properties \
© Exponents and Rac AWN Class 11
‘The concepts of indices (exponehs iaials, ragicands and surds Chapter #1
© Lams of Exponeits\ Complex Number
© Real Life Problems
The laws of indices and the interrelationship between radicals and exponents
‘The real-world applications of rational numbers, especially in situations related to
banking, gains and losses, temperature conversions, inventory management ee.
TT
Identifying and differentiating between different types of numbers (rational,
irrational, eal,
Applying the mathematical properties of addition and multiplication for real
numbers.
Verifying the properties of equality and inequality for real numbers.
Applying the concept of indices and the laws of indices.
‘Understanding and applying the concept of radicals and radicands
ea ibeinm
Feneeeeean cept sabe
rool comee RN sich as banking, gains and losses. my
Student Learning Outcomes
+ Explain, with examples, that
civilizations throughout history have
systematically studied living things
(eg, the history ofnumbers from
‘Sumerians and its development to the
present Arabic system),
Euclid (325 BC-265 BC)
Introduction
Welcome to the fascinating world of mathematics! Within this
chapter, we will embark on an exploration of the evolution of
number systems, unravel the mysteries of real, rational and
inational numbers, uncover the foundational properties of addition
so tii mang ey trough the complex realms of
eal-world scenarios, We invite you to join us on this
engaging and enlightening journey of mathematical discovery!
Mathematical Evolution Across
Pe SAM Civilizations and Different
Numeral System
1.1.1 Evolution of Mathematics
Throughout history, the integration of mathematical number
systems with the study of living things has been a hallmark of
various civilisations, reflecting a deep understanding of numbers
about the natural world. Here are critical historical highlights
Early Civilizations: Egyptian and Babylonian number systems
facili ted t re analysis of natural phenomena. For
A clay disc featuring a sketch of a Hicroglyphs onthe temple at ancient
square, its diagonal, and markings that _--@mmbos, near modem Kawm Urb
B viel
ste
Greek Mathematies: Greek contributions, notably from Euclid
and Pythagoras, were crucial in describing natural patterns.
Pythagoras explored the relationship between numbers and musical
harmonies, while Euclid's work in geometry provided foundational
knowledge. Indian and Chinese Mathematics: Introducing concepts like zero
and negative numbers in India and China enriched the
mathematical analysis of nature. Indian mathematicians advanced
in astronomical calculations, while Chinese scholars developed
methods for solving complex equations.
Islamic Golden Age: Scholars like Al-Khwarizmi advanted
mathematical understanding, influencing, the_ stidy 7af\ living”
organisms. His work in algebra and alg
more systematic and precise sci te pies,
Renaissance Era: The development of calculus by figures like
Newton and Leibniz revolutionized the understanding of natural
phenomena, Newton's laws of motion and gravity unified the study
of celestial and terrestrial bodies, offering a comprehensive
mathematical framework for the natural world.
1.1.2 Different Numeral Systems Throughout History
Throughout history, civilizations have systematically studied living
things, leading to the development of numeral systems for practical
purposes like counting animals, managing houscholds, and
overseeing agricultural tasks. This drive for quantification resulted
in diverse mathematical systems across cultures, from ancient
Egyptian hieroglyphics for record-keeping to Roman numerals for
commerce and the binary system for modern computing. These
advancements underscore the integral role of maghématits\\in)
communication and understanding our warld, highlivhting the
deep-rooted connection between uf fuss tb-quantify life and the
evolution of mathematicaljpradtices. This narrative demonstrates
how the systematic study of the natural world has been a constant
endeavor, shaping the mathematical tools and systems we use today.
Sumerian Numerals (c. 4000-3000 BCE)
The early Sumerian civilization in Mesopotamia developed a base-
60 (sexagesimal) numeral system, using cuneiform script for
record-keeping, trade and astronomy.
Egyptian Hieroglyphic Numerals (c. 3000-2000 BCE)
Ancient Egyptians employed a decimal system, with hieroglyphs
representing numbers. They used basic symbols for 1-9 and unique
symbols for powers of 10, primarily for counting and practical
calculations.
1 lo 100 1,000 10,000
36000 216000
100,000 1,000,000 Discovery of Zero oF
Zero originated in Sth-cntury SouiAsiaas
4 dot, evolving intone i i the Arab
world. It became part of the Hindu-Arabie
‘numeral system, spreading to China and the
Middle East, Fibonacci introduced zero to
Europe around 1200 AD. The name ‘zero!
‘transformed linguistically from its South
Asian origin to 'Sif in the Middle East,
"Zefero’ in Italy and ‘Zero’ in English,
reflecting a collective achievement shaped
by various cultures over centuries
258458
Babylonian Numerals (c. 1800-1700 BCE)
Like the Sumerians, the Babylonians employed a base-60
(sexagesimal) numeral system. They used two symbols, one for 1
and another for 10. This system excelled at handling fractions and
found applications in trade, astronomy and mathematics.
Greek Numerals (¢. 800 BCE - 399 CE)
Ancient Greeks used letters for numbers, associating the first nine
1.9, the following nine with tens and the subsequent nine with
hhundreds, serving various purposes in Greek text.
Roman Numerals (c. 1st millennium BCE - 16th century CE)
Roman numerals, including I for 1, V for 5, X for 10, L for 50, C
for 100, D for 500 and M for 1000, were-ernplyed in trade and
record-keeping but notably. /lieed representation for zero in
mathematies.\ \\\\ .
~Andlian Nubierals (c. Sth century CE)
‘hdian civilization invented the decimal number system with
digits 0 to 9 and positional notation, forming the basis for the
‘modern numeral system,
Arabic Numerals (c, 9th century CE - present)
Derived from the Indian decimal number system, Arabic
‘numerals, 0 to 9, with positional notation, revolutionised math,
commerce and science in the Islamic Golden Age and became the
global standard.
1.1.3. The Evolution and Impact of Arabic Numerals in
Europe
Al-Khwarizmi and Al-Birun’s contributions refined the Hindu-
Arabic numeral system, introducing the-¢onvept Of zero and place
values. Their Work not only. i influeneed-Europe but also marked a
histotig, shift (from Roman’ numerals to Arabic numerals. Today,
‘catltede tumerais*stand as a testament to the enduring legacy of
‘Arabic characters and their profound impact on mathematics and
science worldwide Babylonian Greek Roman Indian Arable Western
‘iroughout History, different cultures
Jhave developed unique numeral
systems to count, trade, and record
‘information. From the ancient
Egyptians'hieroglyphics tothe Roman
numerals and the binary system used in
modern computers, these systems
reflect the evolution of mathematics
and communication, Let's explore the
fascinating journey of numeral systems
cross civilizations and ime periods
2
a= KA f\equlities,
3. Transitive
Property
eee ae 2 = Allows replacing variables
4 api Example: with equivalent values
Property In x+2=10, we know that x=8, we without altering the truth
can use the substitution property to of an equation.
replace 'x' with '8" resulting in 8+2=10
Va,bce R ifa=b, thenate=b+e ‘Adding the same number
5. Additive Example: In x-5=10, we can add 5 to both sides: to both sides of an
Property x-545=1045 equation preserves its
truth.
= x=15
Va,bce R if a=6, thenaxc=bxe Multiplying both sides of
ERA aa Example: In 25-10, a emt bothrsides = Gf eduation by the same
Property non-zero number
arta
1 aux x
vy y Va bce R ifatc=b+cthen a=b
Dy=8 Eliminate common terms
from both sides to
simplify equations and
solve for unknowns.
Exai
7. Cancellation
Property for Since " y" is being added to "2" we can remove "2
Addition " from the left side without changing the equation's
truth:
Qt y=2+6 = y=6
V a ,bce R ifaxc=bxcthen a=b
oe Dividing both sides ofa
8. Cancellation ae ‘multiplication equation by
ener ren We can remove "3" from the left side of the ime non-zero number
Multiplication
ANN OW
Let's solve' AGA Nimpes using the properties of equality of real numbers: Solve the equation: 3(y—4)=15
Solution:
property of equality: 3y~12=15
‘olve for y, by dividing both sides by 3,
By _27
a
So, the solution to the equation is y=9
1.3.2 Properties of Inequality of Real Numbers
Inequality is a mathematical relationship between two values that
indicates one value is greater than, less than, or not equal to the
other value. It is denoted by symbols such as "<" (less than), ">"
(greater than), "<" (less than or equal to), "2" (greater than or equal WE
to), or "2" (not equal to). \
Neto an samp
Gina
Step 1: Distribute ‘3° on the left side using the multiplication
Property Description
wae, wi Rab ae
pore : Let’s consider "a" =3 and "b"=7. numbers "a" and "b"
ab: Since 3 is not greater than 7 , this condition ae — a
does not apply cither. bela es
2. Transitive Property Va,bceR, Ifa relation holds
() aab and b> em a>en%
Example; Let us ebhsidel(@-428-
We have the fotiowing inequalities:
WNa2'b (5 <10) and b< ¢ (10 <18)
According to the transitive property:
If abaatc>btec both sides of an
inequality does not
shange its validity,
facilitating
‘mathematical
problem-solving.
This simplifies to:
5<9
The inequality 5<9 remains true.
4.Multiplication a.Va ,b,ce Randc > 0 (Positive)
Property
@ Ifa>b= ac>be
(i) Ha acb=acac>be
Example: Consider3<7
The inequality ~6>~14 is true, as ~6 is greater than
-14,
5.Multiplicative Va,be Rwherea#0,b40
Inverse Property a
(Ritalin @ abe Ae pimhen aand bboth are positive or Taking the reciprocal
ani negative) of both sides of an
| inequality reverses the
(ii) a> be> + < L(whenaand b have opposite signs) direction if the values
ae have the same sign,
and maintains the
direction if they have
opposite signs. Avoid
division by zero, as it
leads to undefined
results.
Example: Ifwe have 3<6, and we reciprocate both [9}— vote
| ‘Anti-reflexive Property: Va €R, a ¢aanda*a
Anti-symmetrie Property:
Va,beR if ach, thenb£a.lf a>, then ba.
Let’s consider a few examples to explore-and apply Wh pi
of inequality in solving mathematical prablm, | \ >“
Ena.) ldgatifythe property used in each step of the
following inequality simplification:
3xt5<2x+8
Solution:
Step 1:Subtract 2x from both sides:
3x4¢5-2x<2x+8—20
Step 2:Simplify both sides: x+5<8
Step 3:Subtract 5 from both sides:
X45-5<8-5
Step 4:Simplify both sides: x <3
In this example, the addition and subtraction property were-used in
steps 1 and 3 to manipulate the inequality... \("¢
ipare the following
inequalities
ANS
2x<8 and 8<3x
Solution:
By the ‘Transitive Property,” if 2x<8 and 8<3x, then we can
directly compare 2x and 3x:
2x<8<3x
2x < 3x
Remember to carefully identify and apply the correct property in
each step when solving inequalities. Practicing with more examples
will help solidify your understanding of these properties.
G)— Real Wortd Application
‘The properties of real numbers ate vit
applications. They enable solving equatidh sig expressions,
and making decisions in areas ifke/gAloutik; Statistics, economics, and
engineering, being piehtal for mathematical reasoning and
problem-solving in various disciplines ‘Chapter 1
Q— sui 1.2
~ Applying addition and multiplication properties for real numbers.
~ Verifying equality and inequality properties for real numbers.
i x+9=94x iii, (xty)+3=x+(y+3)
(ysis
vic (x45)(7+x)=(245)x(7)+(45)x(x)
vii. (y+2)+(-y-2)=0
2. Match the number sentences in column A with the corresponding properties of equality or
inequality for real numbers in column B.
Column A Column B
ih If 8+2<14 and 14< 20 then 8+2< 20 Addition property of equality
ii. If (m—n)<(p+q) and r>0, then (m—n)r<(p+q)r- ‘Multiplication property of
are a \ equality
Temp ien- ripe R ERO Mulfiplication Property of
\\S inequality
iv, ANP 9g #7315 then 15= +r Transitive Property of inequality|
v. If 15y=75 then 3y=15 Symmetric Property
3. Fill in the following blanks by stating the properties of real numbers.
3x+3(y-x)
a) =3x+3y—3x____ = 3x — 3x +. 3y.
©) =0+3y.
d) =3y_
Ss x 3 Rk
©) The Commutative Property of Addition. 6
4) The Transitive Property Ind
Pete ce!
‘The word ‘index’ (plural indices) has many meanings in real life ;
including a list of names, the index for a book and a price index, Student Learning Outcomes —©)
but the focus in this chapter is, of course, related to numbers. ek
Nan J40@ ofrindices to simplify
aw
Index (Exponent) notation i a shorthand way of. wating plmBele \) \\padicexpressions
For example, 3%3%3x3 can be writter-as\3"The notation \
called index or exponential (Power) notation| A\power or an index,
is used to write a product pf yiimbets very compactly. Index = 4
SIN J
To simplify any exponeit-form, one should write it in its
basic constituents. 3°]= 3x3x3x3
. a 1y Base =3
rsa: a -(e}-(e) Cs]
2
aa? —
1
@ (*
1.4.1 Laws of Exponents
Exponents are a fundamental concept in mathematics that allows
wray, (WhileV |)
shavebeen
us to express repeated multiplication in, a conc
provide a framework ‘ith expressions involving
powers or exponents, ~~
(a) Product of Exponents (Law No. 1)
If you multiply two powers with the same base, you can add the
‘exponents, i.e.,
atxa" =a"
(b) Quotient of Exponents (Law No. 2)
If you divide two powers with the same base, you can subtract the
exponents, ie., 18
Simplify the expression:
Now the expression
Next, apply the product of powers rule to the numerator,
egg la
So, our expression is now,
1g areas using (4) Zero Power Rule (Law No. 4)
Any non-zero number to the power of 0 is 1, ie.,
a) Find the number of square meters in 1
square kilometer (1 km”) a’ =1 (where a #0)
b) Find the number of square meters in : 7
onemillion square centimeters(10'em!), We Know that when dividing exponents with the same base, we
©) Find the number of square millimeters subtract the powers. So, if we have something like 2° divided by
‘none million square centimeters 2° , using the rule, we subtract the exponents to get,
(10° en.
4) Find the number of square centimeters
in I square kilometer (1 km).
Aarts
(Npsalee \padony Rate w No.5)
Wer
(vega
‘Bative exponent means to divide 1 by the base raised to the
power of the absolute value of the exponent, ic., Chapter 1
Q—rtest Yourself
|L. Why do you add the exponents to
simplify 3? x 3*, butmultiply
thcexponnstosinpliytheexpression
BID EO
cake Wn \is the difference between a
\ \duotignt 0 ‘of powers and a power of a
quotient?
b) What is the difference between a
product of powers and a power of a
product?
() Distributive Law of Exponents over Multiplication (Law
No. 6)
It states that when raising a product to a power, you can distribute the
exponent to each factor, ie.,
(ab)'
27 (ey
4. Simplify
NN
i ANNI Sn ii, 2a ABT iii, fay fay? iv. {2
vi Vie
.
1000
5. Find integers x and y if 2x x3y = 6!
6. Find the value of x.
cee Js B (Geeoe)s
iv. 2° =0.125
Bae i
axe T
(36x' :
7. Given that = 2°3} Gi x*y", Find a and b.
8x
9. Given that
10. Given that
S
( Solution:
Fahrenheit (°F) = (100 2 jen = 212°F
Kelvin (K) = 100 + 273.15 = 373.15 K
Profit and Loss
Profit and loss are vital in finance and business. Gain is the positive
difference (profit) between selling and cost prices, while loss is the
negative difference, Both can be d as percentages with
SN (COR Ai
these rte ]@\¢ C2
Se
(WV \Y
“Selling Price — Cost Price
Loss = Cost Price — Selling Price
Profit Percentage:
Profit Percentage = (Ss) 100%
Cost Price Cia
Loss Percentag
Loss Percentage ={——L®55__ 100%
Cost Price
‘A retailer, Zahid, owns a clothing store in Pakistan, He bought various clothing items
from different suppliers and sold them to customers. Calculate his overall profit or loss
based on the following transactions:
1. Zahid bought 10 shirts at 1,500 PRR(each. Zahid sold 7 shirts at 2,000 PKR each.
2. He bought 20 trousers \at2,000 PKR'each. 4. He sold 15 trousers at 3,000 PKR each.
Zahid also had to,pay-500 PKR for transportation costs related to the purchases.
Caleulaté Zahid’ total profit or loss in rupees and as a percentage of his total investment,
Solutio,
© Cost Price of Shirts: 10 shirts x 1,500 PKR = 15,000 PKR
© Cost Price of Trousers: 20 trousers x 2,000 PKR = 40,000 PKR
© Selling Price of Shirts: 7 shirts x 2,000 PKR = 14,000 PKR
O Selling Price of Trousers: 15 trousers x 3,000 PKR = 45,000 PKR.
© Transportation Charges 500 PKR
Total Cost Pri
15,000 PKR (shirts) + 40,000 PKR (trousers) 47500, PER
(transportation) = 55,500 PKR C
Total Selling Price:
14,000 PKR (hits) + 45,000 PKR (trousers) = 59,000 PKR
Now, we can calculate the profit or loss:
Profit/Loss = Total Selling Price ~ Total Cost Price
Profit/Loss = 59,000 PKR — 55,500 PKR = 3,500 PKR
Since the selling price is higher than the cost price, Zahid made a
profit of 3,500 PKR.
Profit Percentage = =( "Mt _\, 1999,
Cost Price
Profit Percentage = ( 3,500
Compound Interest «))
Compound interest calculates interest on the initial principal
and any accumulated interest, leading to increased total interest
over time. Compounding at regular intervals (e.g., annually,
monthly)
nificantly affects the total amount of interest. ‘Chapter 1
— Simple interest
‘The formula for compound interest is: A = ort]
n
— Compound interest
where:
inal amount with intepest,. P:Anitial
Amount
we Cape ‘feequenley per year
J yi¥estmenvoorrowing time in years
hereas simple inte
wth, with
through
dition
A sum of PKR 500,000 is deposited in a bank account whieh
offers an annual interest rate of 4% compounded annually. How
much will the amount be after 3 years?
Solution:
r= 4% = 0.04, n = 1 (as interest is compounded annually) = 3 years
Substituting these into the formula, we get:
es
AS meth
O— suin rs
| Applying mathematical concepts to solve real-world problems,
specifically using rational numbers in contexts such as banking,
gainsand lossesete.
‘Visualize how compound interest varies
‘exponentially,
Working: Drag the re point and see the
variation. . —— Exercise I .
1. A bookstore in Lahore started with 5000 Urdu novels. In the first month, it sold 3 ofits stock. During
® 1 *
the next month, it sold — of the remainin the bookstore?
initialinventory of 1500 kg of Basmati rice. During Ramzan, it sold
ap
ts stopk/A GA Rarhan, they restocked ; of the sold quantity. How many kg of rice do they have
A supermarket in Islamabad had
2 otis
10
now? 6.
10.
. A Pakistani textile factory produces 1200 meters of fabric every day.
. A toy store initially has 2, 50D t0yst it aa ‘ay, “they sell 7% of
~ Samina has a checking account balance of PRR 0,00. During the month, she
- A Businessman took a loan of PKR 30,00000 from the bai
. A property
1 ,
Each day they use ofthe fabric produced on that day plus 10% of the
remaining fabric from the previous day's production, How much fabric
is left after 7 days?
the remaining toys fad 450\néw toys to their stock. How many toys
are left after ob Week and how many toys they had sold in one week?
A. scientist is working with a temperature of 310 K. Convert
this temperature to Celsius and Fahrenheit,
‘The mean temperature for January in Muree is ~1 degree Celsius, while in July
it’s 18 degrees Celsius. In Kashmir, the mean temperature for January is 56
degrees Fahrenheit, while in July it's 104 degrees Fahrenheit. Calculate these
temperatures in the opposite scale and determine which city has a larger
temperature rage. hh?
wrote checks for PKR 15,750 arid ifae'a deposit of PKR 7,500. She also used
her debit card for purghasts totaling PKR 1,250. What is her account balance
atthe end of the thonth?
Jamil borrowed PKR8,000 from his friend and promised to repay PKR 9,500 after a year. Calculate the
simple interest rate.
Fatima takes a loan of PKR 500,000 from a bank that charges 7% annual interest, compounded annually.
If she wants to repay the loan in 5 years, how much will she have to pay in total?
Ahmed invests PKR 10,000 in a bond that pays 8% simple interest annually. How much will he earn in
interest over a 4-year period?
ot ait 129% ‘afinual interest. If He plans to repay
the loan in 5 equal annual isin, po pc willeach installment be?
]
ight for PKR 750,0000, and after some improvements costing PKR 950000, it was sold
for PKR 1,200,000, Calculate the gain percentage. 13. A retailer bought 100 units of a product at PKR 50 each. The retailer sold 70 units of the product at a price
of PKR 80 each and the remaining 30 units at a clearance price of PKR 30 each, Calculate the overall profit
or loss percentage for the retailer.
14, Fatima ears PKR $10,000 per moni She sponds 133, 000 PKR (30% of her income) on rent, 127,500
PKR (25% of her incomé)\on food, Sty St PKR (10% of her income) on transportation and 102,000 PKR
(20% of he peo Vdd otherbills, How much money does Fatima save each month Also write your answer
in Percentage of the total income.
. Review Exercise 1 .
Ld
ify True or False
For any real numbers a and b the trichotomy property asserts that exactly two of the following is true:
a> bora=bora— is:
T2x175
a. terminating b. non-terminating c. non-terminating and repeating d. None of these
iv. A rational number between 4 and 2 is
a b=
14
y. The number 1.10100100 19nOR
a. anatural number WY b. a whole number
c. rational number d. an irrational number
vi. Out of the four numbers
5
+) ({)2.123123 (iii) 2.100100... _(iv)(2v3- v2)(2V3 + V2), the irrational number is
a.(i) b. (ii) e. (iii) 4. (iv)
vii. If a= and a #0, b £0, which of the following is true?
1
by the division property of equality. Ble
a
b
a 3x? b, 3°«2" 6. 8x2 ad. 38x12"
ix. Suppose x + 5 =y +5 and y= z. What property would allow you to say that x+5=2+ 5?
a. Substitution Property b. Reflexive Property
c. Symmetric Property 4. Transitive Property
x, a
9-5
2743N5 271-3
a. b.
4 76
xi. A store sells a product for} KR). . The cost of the product is PKR 30 per unit. If the store has
100 units in inventory anc sells 60 units, what is the store's gross profit?
a. PKR 1200 b. PKR 2000 e. PKR 3000 d. PKR 4000 xii, The cost price of 20 articles is the same as the selling price of x articles. Ifthe profit is 25%, then the
value of xis
a. 25 b.18 eS 16
xiii, According to the Multiplicative Identity, (x +7) x___=___. Which choice shows the correct blank
entries (in order)?
a. 0,(¢+7) b. 0,0 ait
dash
d. None of the above
. Find the value of x in each of the follow
4.2"? 3128 iv. 8 =—
a
2
- 36
4, Solve the foll fory =~
olve the following expression for y “== 5
. Simplify (1+ .x)!« (14x)?
6.
Gay) vo
Qx'y)
iv.
Express 6(1+V/3) "in the form a+bV3° , whereaand are integers to be found.
Find the area and perimeter of the triangle. Find your answer inthe 4
form of a+by2 .
a:
). Simplify ——— + —-——
Va -x ta a-
a’
1+2v2 . — Student Review Check I
Historical Development of Number
‘Systems
Understand the evolution through _\\
civilizations.
of Numbers
Real Numbers (Includes all rational
and irrational numbers)
Cla:
Rational Numbers (can be expressed as
£ and a,b©Z where b+)
Irrational Numbers (cannot be
expressed as a simple fraction)
Properties of Real Numbers:
Closure (a+b and ab are real for a,b €
R)
Identity Element (a+0=0,axlh and b>e, then
a>e)
b. — Trichotomy (a<, a=b, or a>b)
¢. Additive (If a>, then a+e>b+e)
4. Multiplicative (If a>6 and .¢>0., then
ac> be and if e<0 then ac
