Activity-1

OBJECTIVE-To verify that the relation R in the set L of all

lines in a plane, defined by R = {(l, m) : l || m} is an equivalence
relation.

MATERIAL REQUIRED-A piece of plywood, some pieces of

wire (8), plywood, nails, white paper, glue.

METHOD OF CONSTRUCTION-Take a piece of plywood of

convenient size and paste a white paper on it. Fix the wires
randomly on the plywood with the help of nails such that some
of them are parallel, some are perpendicular to each other and
some are inclined as shown in Fig. 1.

FIGURE 1
DEMONSTRATION-
1. Let the wires represent the lines l1,l2,……,l8.
2. l1 is perpendicular to each of the lines l2 , l3 ,l4 (see
Fig. 1).
3. l6 is perpendicular to l7 .
4. l2 is parallel to l3,l3 is parallel to l4 and l5 is parallel to l8.
5. (l2,l3), (l3,14), (l5, l8), ∈ R

OBSERVATION-
1. In Fig. 1, every line is parallel to itself. So the relation R =
{( l, m) : l || m} is reflexive relation.
2. In Fig. 1, observe that l2 II l3.
So, (l2,l3) ∈ R ⇒ (l3 , l2)
Similarly, l3 || l4
So, (l3 , l4) ∈ R ⇒ (l4 , l3 )
and (l5 , l8) ∈ R ⇒ (l8 , l5)
∴ The relation R is symmetric relation.
3. In Fig. 1, observe that l2 || l3 and l3 || l4.
So, (l2, l3) ∈ R and (l3, l4) ∈ R ⇒ (l2, l4)
Similarly, l3 || l4 and l4 || l2.
So, (l3,l4) ∈ R, (l4,l2) ∈ R ⇒ (l3,l2)

Thus, the relation R is an transitive relation. Hence, the relation

R is reflexive, symmetric and transitive. So, R is an equivalence
relation.
APPLICATION-This activity is useful in understanding the
concept of an equivalence relation.

Activity-2
OBJECTIVE-To draw the graph of sin-1x, using the graph of sin
x and demonstrate the concept of mirror reflection (about the
line y = x).

MATERIAL REQUIRED-Cardboard, white chart paper, ruler,

coloured pens, adhesive, pencil, eraser, cutter, nails and thin
wires.

METHOD OF CONSTRUCTION-
1. Take a cardboard of suitable dimensions, say, 30 cm × 30 cm.
2. On the cardboard, paste a white chart paper of size 25 cm ×
25 cm (say).
3. On the paper, draw two lines, perpendicular to each other and
name them X′OX and YOY′ as rectangular axes [see Fig. 2].
 FIGURE 2

4. Graduate the axes approximately as shown in Fig.2 by taking

unit on X-axis = 1.25 times the unit of Y-axis.
5. Mark approximately the points-

in the coordinate plane and at each point fix a nail.

6. Repeat the above process on the other side of the x- axis,
marking the points,

approximately and fix nails on these points as N1 ′, N2 ′, N3 ′, N4

′. Also fix a nail at O.
7. Join the nails with the help of a tight wire on both sides of x-
axis to get the graph of sin x from -π/2 to π/2.
8. Draw the graph of the line y = x (by plotting the points (1,1),
(2, 2), (3, 3), ... etc. and fixing a wire on these points).
9. From the nails N1 , N2 , N3 ,N4 , draw perpendicular on the
line y = x and produce these lines such that length of
perpendicular on both sides of the line y = x are equal. At these
points fix nails, I1 ,I2 ,I3 ,I4 .
10. Repeat the above activity on the other side of X- axis and fix
nails at I1 ′,I2 ′,I3 ′,I4 ′.
11. Join the nails on both sides of the line y=x by a tight wire
that will show the graph of y=sin-1x.

DEMONSTRATION-Put a mirror on the line y = x. The image

of the graph of sin x in the mirror will represent the graph of 1
sin x − showing that sin–1 x is mirror reflection of sin x and vice
versa.

OBSERVATION-
The image of point N1 in the mirror (the line y = x) is I1 .
The image of point N2 in the mirror (the line y = x) is I2 .
The image of point N3 in the mirror (the line y = x) is I3 .
The image of point N4 in the mirror (the line y = x) is I4 .
The image of point N1 ′ in the mirror (the line y = x) is I1’ .
The image point of N2 ′ in the mirror (the line y = x) is I2’ .
The image point of N3 ′ in the mirror (the line y = x) is I3’ .
The image point of N4 ′ in the mirror (the line y = x) is I4’ .
The image of the graph of sin x in y = x is the graph of
sin–1x , and the image of the graph of sin–1x in y = x is the
graph of sin x .

APPLICATION- Similar activity can be performed for drawing

the graphs of cos-1x, tan−1x , etc.

Activity-3
OBJECTIVE-To explore the principal value of the function sin–
1x using a unit circle

MATERIAL REQUIRED-Cardboard, white chart paper, rails,

ruler, adhesive, steel wires and needle

METHOD OF CONSTRUCTION-
1. Take a cardboard of a convenient size and paste a white chart
paper on it.
2. Draw a unit circle with centre ‘O’ on it.
3. Through the centre of the circle, draw two perpendicular lines
X′OX and YOY′ representing x-axis and y-axis, respectively as
shown in Fig. 3.1.
4. Mark the points A, C, B and D, where the circle cuts the x-
axis and y-axis, respectively as shown in Fig. 3.1.
5. Fix two rails on opposite sides of the cardboard which are
parallel to y-axis. Fix one steel wire between the rails such that
the wire can be moved parallel to x-axis as shown in Fig. 3.2.

6. Take a needle of unit length. Fix one end of it at the centre of

the circle and the other end to move freely along the circle Fig.
3.2.
 FIGURE 3.1

FIGURE 3.2

DEMONSTRATION-
1. Keep the needle at an arbitrary angle, say x1 with the positive
direction of x-axis. Measure of angle in radian is equal to the
length of intercepted arc of the unit circle.
2. Slide the steel wire between the rails, parallel to x-axis such
that the wire meets with free end of the needle (say P1) (Fig.
3.2).
3. Denote the y-coordinate of the point P1 as y1, where y1 is the
perpendicular distance of steel wire from the x-axis of the unit
circle giving y1 = sin x1.
4. Rotate the needle further anticlockwise and keep it at the
angle π – x1. Find the value of y-coordinate of intersecting point
P2 with the help of sliding steel wire. Value of y-coordinate for
the points P1 and P2 are same for the different value of angles, y1
= sinx1 and y1 = sin(π-x1). This demonstrates that sine function is
not one-to-one for angles considered in first and second
quadrants.
5. Keep the needle at angles –x1 and (–π + x1), respectively. By
sliding down the steel wire parallel to x-axis, demonstrate that y-
coordinate for the points P3 and P4 are the same and thus sine
function is not one-to-one for points considered in 3rd and 4th
quadrants as shown in Fig. 3.2.

6. However, the y-coordinate of the points P3 and P1 are

different. Move the needle in anticlockwise direction starting
from -π/2 to π/2 and look at the behaviour of y-coordinates of
points P5 , P6 , P7 and P8 by sliding the steel wire parallel to x-
axis accordingly. y-coordinate of points P5, P6, P7 and P8 are
different (see Fig. 3.3). Hence, sine function is one-to-one in the
domain [-π/2 to π/2] and its range lies between –1 and 1.
7. Keep the needle at any arbitrary angle say θ lying in the
interval [-π/2 to π/2] and denote the y-coordinate of the
intersecting point P9 as y. (see Fig. 3.4). Then y = sin θ or θ = arc
sin–1y as sine function is one-one and onto in the domain [-π/2 to
π/2] and range [–1, 1]. So, its inverse arc sine function exists.
The domain of arc sine function is [–1, 1] and range is [-π/2 to
π/2]. This range is called the principal value of arc sine function
(or sin–1 function).

FIGURE 3.3
 FIGURE 3.4

OBSERVATION-
1. sine function is non-negative in 1st and 2nd quadrants.
2. For the quadrants 3rd and 4th, sine function is negative.
3. θ = arc sin y ⇒ y = sin θ where – π/2 ≤ θ ≤ π/2 .
4. The other domains of sine function on which it is one-one and
onto provides [-1,1] for arc sine function.

APPLICATION-
This activity can be used for finding the principal value of arc
cosine function (cos–1y).
 Activity-4
OBJECTIVE-To find analytically the limit of a function f (x) at
x = c and also to check the continuity of the function at that
point.

MATERIAL REQUIRED-Paper, pencil, calculator.

METHOD OF CONSTRUCTION-
1. Consider the function given by

2. Take some points on the left and some points on the right
side of c (= 4) which are very near to c.
3. Find the corresponding values of f (x) for each of the points
considered in step 2 above.
4. Record the values of points on the left and right side of c as x
and the corresponding values of f (x) in a form of a table.
Table 1 : For points on the left of c (= 4) :

Table 2: For points on the right of c (= 4) :

OBSERVATION-
1. The value of f (x) is approaching to ________, as x→4 from
the left.
2. The value of f (x) is approaching to ________, as x→4 from
the right.
APPLICATION-This activity is useful in understanding the
concept of limit and continuity of a function at a point.
 Activity-5
OBJECTIVE-To understand the concepts of absolute maximum
and minimum values of a function in a given closed interval
through its graph.

MATERIAL REQUIRED-Drawing board, white chart paper,

adhesive, geometry box, pencil and eraser, sketch pens, ruler,
calculator.

FIGURE 5
METHOD OF CONSTRUCTION-
1. Fix a white chart paper of convenient size on a drawing board
using adhesive.
2. Draw two perpendicular lines on the squared paper as the two
rectangular axes.
3. Graduate the two axes as shown in Fig.5.
4. Let the given function be f(x) = (4x2 – 9) (x2 – 1) in the
interval [–2, 2].
5. Taking different values of x in [–2, 2], find the values of f (x)
and plot the ordered pairs (x, f (x)).
6. Obtain the graph of the function by joining the plotted points
by a free hand curve as shown in the figure.

DEMONSTRATION-
1. Some ordered pairs satisfying f (x) are as follows:

2. Plotting these points on the chart paper and joining the points
by a free hand curve, the curve obtained is shown in the figure 5.
OBSERVATION-
1. The absolute maximum value of f (x) is 21 at x=+2 or -2.
2. Absolute minimum value of f (x) is -1.56 at x=+1.27 or -1.27.

APPLICATION-The activity is useful in explaining the concepts

of absolute maximum / minimum value of a function
graphically.

Activity-6
OBJECTIVE-To construct an open box of maximum volume
from a given rectangular sheet by cutting equal squares from
each corner.

MATERIAL REQUIRED-Chart papers, scissors, cello tape,

calculator.

METHOD OF CONSTRUCTION-
1. Take a rectangular chart paper of size 20 cm × 10 cm and
name it as ABCD.
2. Cut four equal squares each of side x cm from each corner A,
B, C and D.
3. Repeat the process by taking the same size of chart papers and
different values of x.
4. Make an open box by folding its flaps using cello
tape/adhesive.
 FIGURE 6

DEMONSTRATION-
1. When x = 1, Volume of the box = 144 cm3.
2. When x = 1.5, Volume of the box = 178.5 cm3.
3. When x = 1.8, Volume of the box = 188.9 cm3.
4. When x = 2, Volume of the box = 192 cm3.
5. When x = 2.1, Volume of the box = 192.4 cm3.
6. When x = 2.2, Volume of the box = 192.2. cm3
7. When x = 2.5, Volume of the box = 187.5 cm3.
8. When x = 3, Volume of the box = 168 cm3. Clearly, volume of
the box is maximum when x = 2.1.
OBSERVATION-
1. V1 = Volume of the open box (when x = 1.6) = .................
2. V2 = Volume of the open box (when x = 1.9) = .................
3. V = Volume of the open box (when x = 2.1) = .................
4. V3 = Volume of the open box (when x = 2.2) = .................
5. V4 = Volume of the open box (when x = 2.4) = .................
6. V5 = Volume of the open box (when x = 3.2) = .................
7. Volume V1 is ____________ than volume V.
8. Volume V2 is ____________ than volume V.
9. Volume V3 is ____________ than volume V. 1
0. Volume V4 is ____________ than volume V.
11. Volume V5 is ____________ than volume V. So, Volume of
the open box is maximum when x = ________.

APPLICATION-This activity is useful in explaining the

concepts of maxima/minima of functions. It is also useful in
making packages of maximum volume with minimum cost.

Activity-7
OBJECTIVE- To demonstrate the equation of a plane in normal
form.

MATERIAL REQUIRED-Two pieces of plywood of size 10 cm

× 12 cm, a thin wooden rod with nuts and bolts fixed on both
sides, 3 pieces of wires, pen/pencil.

METHOD OF CONSTRUCTION-
1. Fix the wooden rod in between two wooden pieces with nuts
and bolts so that the rod is perpendicular to the two wooden
pieces. So, it represents the normal to the plane.
2. Take three wires and fix, them as shown in Fig.7 so that so
that OP represents the vector a and OA represents r. Then the
wire PA represents the vector r-a.

FIGURE 7
DEMONSTRATION-
1. The wire PA, the vector (r-a) lies on plane 1. On representing
n as normal to plane 1, n is perpendicular to vector (r-a), normal
to the plane.
2. Hence vector (r-a)⋅n = 0 which gives the equation of plane in
the normal form.

OBSERVATION-
1. If vector a is the position vector of _________, vector r is the
position vector of _________ vector n is perpendicular to the
vector __________.
2. vector (r-a). nˆ =0, is the equation of the plane ________, in
_______ form.

APPLICATION-This activity can also be utilized to show the

position vector of a point in space.
 Activity-8
OBJECTIVE- To explain the computation of conditional
probability of a given event A, when event B has already
occurred, through an example of throwing a pair of dice.

MATERIAL REQUIRED-A piece of plywood, white paper

pen/pencil, scale, a pair of dice.
METHOD OF CONSTRUCTION-
1. Paste a white paper on a piece of plywood of a convenient
size.
2. Make a square and divide it into 36 unit squares of size 1cm
each (see Fig.8).
3. Write pair of numbers as shown in the figure.

FIGURE 8

DEMONSTRATION-
1. Fig.8 gives all possible outcomes of the given experiment.
Hence, it represents the sample space of the experiment.
2. Suppose we have to find the conditional probability of an
event A if an event B has already occurred, where A is the event
“a number 4 appears on both the dice” and B is the event "4 has
appeared on at least one of the dice” i.e, we have to find P(A|B).
3. From Fig. 27 number of outcomes favourable to A = 1
Number of outcomes favourable to B = 11 Number of outcomes
favourable to A∩B = 1.

4.(i) P(B) = 11/36

(ii) P(A∩Β) = 1/36
(iii) P(A|B) = P(A∩B)/P(B) = 1/11.

OBSERVATION-
1. Outcome(s) favourable to A: _________, n(A) = _________.
2. Outcomes favourable to B: _________, n(B) = _________.
3. Outcomes favourable to A∩B: _________, n (A∩B) =
_________.
4. P (A∩B) = _________.
5. P (A|B) = _________ = _________.

APPLICATION-This activity is helpful in understanding the

concept of conditional probability, which is further used in
Bayes’ theorem.