A Textbook of

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Grade 9
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 Cantab Publisher Lahore, Pakistan
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A Textbook of
for Grade 9
Authors
Mr. Abdul Manan & Mr. Muhammad Awais Sadiq
Chief Editor
Prof. Dr. Naeem Khalid
Supervision
Dr. Mariam Chughtai
Director, National Curriculum Council
Ministry of Federal Education and Professional Training, Islamabad

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Reviewed by National Review Committee

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Management
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CEO Cantab Publisher

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 In this dynamic 9th-grade mathematics 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 images and real-life examples
transform mathematical theories into vivid, relatable experiences, enhancing understanding and
enjoyment.

The book encourages active learning 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 learning opportunities. Additionally, simulations allow hands-on
exploration of concepts, deepening understanding. This textbook is more than an educational
tool; it's a journey designed to instigate a deep appreciation for mathematics, connecting the
subject with the rhythm of the modem educational landscape.

T he purpose of a skill is to apply

knowledge. Students and teachers
con scan the provided QR code to
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The CPA approach, enhanced with

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topic that helps clarify concepts. Students and mathematics more accessible and
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the SLO Tab to access lectures related to that concepts into tangible visuals for
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Chapter 1

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Example of a Calculation in Egyptian Hieroglyphic numerals

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8(1) + 5 (10) + 4 (100) + 8 (1,000) + 5 (10,000) + 2 (100,000) = 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 (c. 800 BCE - 399 CE)
Ancient Greeks used letters for numbers, associating the first nine
with 1-9, the following nine with tens and the subsequent nine with
hundreds, 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 employed in trade and
record-keeping but notably lacked representation for zero in
mathematics.
Discovery of Zero -----­ Indian Numerals (c. 5th century CE)
Zero originated in 5th-century South Asia as Indian civilization invented the decimal number system with
a dot, evolving into the '0' digit in the Arab digits 0 to 9 and positional notation, forming the basis for the
world. It became part of the Hindu-Arabic modern numeral system.
numeral system, spreading to China and the
Middle East. Fibonacci introduced zero to Arabic Numerals (c. 9th century CE-present)
Europe around 1200 AD. The name 'zero'
transformed linguistically from its South
Derived from the Indian decimal number system, Arabic
Asian origin to 'Sifr' in the Middle East, numerals, 0 to 9, with positional notation, revolutionised math,
'Zefero' in Italy and 'Zero' in English, commerce and science in the Islamic Golden Age and became the
reflecting a collective achievement shaped global standard.
by various cultures over centuries
1.1.3 The Evolution and Impact of Arabic Numerals in
Europe
Al-Khwarizmi and Al-Biruni's contributions refined the Hindu­
Arabic numeral system, introducing the concept of zero and place
values. Their work not only influenced Europe but also marked a
historic shift from Roman numerals to Arabic numerals. Today,
these numerals stand as a testament to the enduring legacy of
Arabic characters and their profound impact on mathematics and
science worldwide.
 Chapter 1
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Babylonian Greek Roman Indian Arabic Western
� '-Interesting Information
Throughout history, different cultures
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Egyptians' hieroglyphics to the Roman
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modern computers, these systems
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Comparison of Numeral Systems: Babylonian, Greek, Roman, Indian, Arabic, and
Western Numerals

Activity
This clay tablet from the Babylonian Civilization measures the square root
of 2 using the diagonal of a square. As depicted in the picture, the numbers 1,
24, 51 and 10 are inscribed along the diagonal line. These numbers belong to
the sexagesimal system, based on a base 60. We will calculate the square
root of 2 from this clay tablet and determine the difference between the
value obtained through this ancient numeral system and that derived using a
modern-day calculator.

To understand how this number approximates the square root of

2, let's break down the sexagesimal number:
0 11 l II is in the 'ones' place,
O 11
24" is in the 'sixtieths' place (like 'tenths' in decimal),
o 51" is in the 'three-thousand-six-hundredths' place (like
11

'hundredths' in decimal),
O II l O" is in the 'two-hundred-and-sixteen-thousandths' place
(like 'thousandths' in decimal).
Chapter 1
So, the number 1245110 in sexagesimal translates to:

Converting this to decimal to see how it approximates the square

root of 2:
24 10
1+ +--2!_+ � 1.414213
60 3600 216000

The sexagesimal number 1245110, when converted to decimal,

equals approximately 1.414213. The actual square root of 2 is
approximately 1.414214. The difference between these two values
is about 0.0000006, which is extremely small. This demonstrates
that the ancient approximation of the square root of 2 in the
sexagesimal system was remarkably accurate.

Introduction to Real
Knowledge 1.2
Numbers
Student Learning Outcomes -@) Navigating the world of real numbers, we dissect it into rational
f¢,- Describe the set of real numbers as and irrational components. This exploration sheds light on how
combination of rational and irrational these elements interact, offering a clear insight into the intricate
numbers. landscape of mathematics

1.2.1 Rational Number

-1 The collection of rational numbers, denoted by (Q , derives its name

from 'ratio' and 'quotient'. All numbers in the form of p where p

6 q
Concreate-Pictorial-Abstract (CPA) Approach
and q are integers and q is not equal to zero, are called rational

numbers, i.e., Q-{x Ix - : ; p, q E ZA q * 0}. For example,-25

[8-Note 25

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Rational numbers may have equivalent can be written as - , here p = -25 andq =l.
1
forms (e.g., -½ = ¾) but we prefer the
simplest form, where the numerator and 1.2.2 Terminating Decimals
denominator share no common divisors
!
except 1. A terminating decimal refers to a decimal with a finite number of
digits in its decimal part. For example, .!_ = 0. 25 and� = 0. 37 5 .
4 8
1.2.3 Non-terminating Recurring Decimals
A non-terminating recurring decimal is a decimal number that goes
on indefinitely without ending and has a repeated sequence of digits
after the decimal point. For example, 0.666... ,1.34343434... .