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ACTIVITY 2
: Algebraic Identity:
Topic
(a + b+ c) = a²+ 62 + c2 + 2ab + 2bc + 2ca.
Objective
: To verify the algebraic identity
(a +b + c = a2 + 62 4 2+ 2ab + 2bc + 2ca.
Pre-acquired Multiplication knowledge of abinomial by a binomial.
knowledge Concept of area of a square and a rectangle.
required : White paper, coloured papers (3 different colours), a pair of
Materials
scissors, glue.
coloured paper (as in
Procedure
: C u t a square of side a units from a
Fig. 2.1).
a coloured paper (as in
Cut a square of side bunits from
Fig. 2.2).
from a coloured paper (as in
Cut a square of side c units
Fig. 2.3).
b units
aunits
Figure 2.2
Figure 2.1
C units
Figure 2.3
each pair of rectangle a
xb, bxc
of rectangles, 2.4.
> Cut three pairs dimensions respectively as shown in Fig.
and cxa having
Activity 2
ab ab
C
C
bc bc
Figure 2.4
With the help of a glue stick, arrange all these squares and
rectangles on a white paper as shown in Figure 2.5.
A b
g2
ab
ab b be
C bo C
Figure 2.5
Laboratory Manual Mathematics
Observation F'rom the above arrangement, we obtain a square
(a + b + c) units. wiun s
"The area of square ABCD = (a + b+ c square unnts
= the sum of the areas of all squares and rectangles (as
shown in Fig. 2.5).
Therefore, (a + b + c
= a + ab + ac + ab + b2 + bc + ac + bc + c
= a' + b2 + c2 + 2ab + 2bc + 2ca.
Verification
Measure a, b and c. Fill in the blanks and verify.
C = , (a + b + c) =
(a + b + c)
Result The algebraic identity
(a + b + c)² = a2 + 62 + c2 + 2ab + 2be + 2ca is, hence, verified.
ACTIVITY 7
aopie Mid point-theorem.
Objective : To verify that in a triangle, the line joining the mid-points of any
two sides is parallel to the third side and half of it by paper
folding and pasting.
Pre-acquired : Ifa transversal cuts two straight lines and pair of corresponding
knowledge angles are equal then the straight lines are parallel.
Materials required : Glazed papers, a pair of scissors, pencil, eraser, glue stick, white
sheet of paper and a tracing paper.
Procedure Draw AABC on a glazed paper of any measurement. Cut
AABC and paste it on a white sheet of paper.
Find mid-points of the two sides (say AB and AC) of this
triangle by folding the paper.
Label D and E as mid-points of AB and AC respectively as
shown in Fig. 7.1.
D E
Figure 7.1
Similarly, find the mid-point of side BC and name it
F as
shown in Fig. 7.2.
DA E
B
F
Figure 7.2
27
Activity7
A
D E
D, E
B
F
Figure 7.3
Paste this cut-out of AADE [Fig. 7.3] on AABC
such that AE coincides with EC. Afalls on E andofE Fig.
falls
79
C. ED will lie on CB and point D will coincide with
F as
shown in Fig. 7.4.
A
D 1 E(A)
B 2
F(D) C(E)
Figure 7.4
Observation We observe that AED exactly overlaps ECF.
i.e. Z1 =/2
But these are corresponding angles.
and AC is any transversal line intersecting the lines DE and
BC.
DE || BC.
Also DE = FC(as DE superimposes on FC),
1
Or DE =FC =÷ BC.
Result Hence, it is verified that the line joining the mid-points ofofany
and half it.
two sides of a triangle is parallel to the third side
Laboratory Manual Mathematics
ACTIVITY
centre and
Angles subtended by an arc of a circle at the
9 Topic : remaining part of the
circle.
at any point on the at the
that the angle subtended by an arc of a circle
: To verify the
Objective
subtended by it at any point on
centre is double the angle
remaining part of the circle.
sketch
paper, coloured paper, a pair of scissors,
Materials required : White sheet of a tracing paper.
pens, glue, geometry box and coloured
radius with centre O on a
Draw a circle of suitable
on the white paper.
Procedure
paper. Cut it out and paste it
the circle to obtain the arc BC
Take two points B and C on
[see Fig. 9.1].
BOC
the centre O to obtain
> Join the points B and C to centre 0.
subtended by the arc BC at the
part of the circle. Join the
Take any point A on the remaining
obtain ZBAC subtended
points B and C with the point A to part of the circle
by the arc BC on point A, on the remaining
[see Fig. 9.1].
Figure 9.1
Make a cut-out of ZBOC and two cut-outs of ZBAC, using
the tracing paper [see Fig. 9.2]1.
A A
B B
B
Figure 9.2
Activity 9
Place the two cut-outs of ZBAC on the cut-out of angle
adjacent to each other as shown in the Fig. 9.3. BOC
2BAC = BOC. Cleary,
A(0)
B
C(B)
Figure 9.3
Observation The measure of ZBOC =
The measure of ZBAC =
Therefore, BOC = 2 Z
Result : The angle subtended by an arc ofa circle at the centre is double
the angle subtended by it at any point on the remaining part of
the circle.
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ACTIVITY 10
Angles in the same segment of a circle.
yopie
are
Objective To verify that the angles in the same segment of a circle
equal.
Materials required : Geometry box, coloured papers, a pair of scissors, tracing paper,
sketch pens and glue.
Procedure
> Draw three circles with same radius on a coloured paper.
Make cutouts of these and paste on a sheet of paper [see
Fig. 10.1, 10.2, and 10.3].
form
Take two points A and B on the circle and join them to
chord AB [see Fig. 10.2J.
Figure 10.1 Figure 10.2
Now take any two points C and D on the circle in the same
segment and join AC, BC, AD and BD [see Fig. 10.3].
D
A B
Figure 10.3
Take replicas of the angles ZACB and ZADB by using a
tracing paper. [See Fig. 10.4]
Activity 10
D
M M
B
A
Figure 10.4
Put the cut-outs of ZACB and ZADB on each other Such
that vertex Cfalls on vertex D[see Fig. 10.5]. In Fig, 103,
ZACM covers MDB completely. But ZACM = LACR
ZMDB = ZADB, so, ZACB = ZADB.
D(C)
M
M
A
B
Figure l0.5
Observation On actual measurement:
.. ZACB = ZADB=
So, ZACB = ZADB,
Result
Thus, the angles in the same
segment of a circle are equa.
ACTIVITY 11
Topic
Opposite angles of a cyclic quadrilateral.
Objective
To verify that the opposite angles of a
cyclic quadrilateral are
supplementary.
Pre-acquired
knowledge
Cyclic quadrilateral and its properties.
Supplementary angles.
Materials required Colour box, sketch pens, a pair of scissors, glue,
and a tracing paper. geometry box
Procedure
Draw a circle with a conyenient radius.
In the circle, draw a quadrilateral so that all the four vertices
of the quadrilateral lie on the circle. Name the angles and
colour them as shown in Fig. 11.1.
Figure 11.1
Make cut-outs of the angles using tracing paper and colour
them as shown in Fig. 11.2.
2 3
Figure 11.2
Draw two lines l and m on a sheet of paper.
Paste the cut-outs of the opposite angles 1and 3 adjacent
to each other on the line l. Similarly, paste Z2 and 24 to
make straight angles as shown in Fig. 11.3.
Activity 11
2
m
Figure 11.3
Observation We have seen that cut outsof Z1 and Z3 exactly cover one sid
of the straight line at a point. If follows that Z1 + 23 = 180.
Similarl, L2 + 24 = 180°.
Result
: The sum of each pair of the opposite angles of a cyclic
quadrilateral is supplementary.
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ACTIVITY 14
Topie Use of Histogram.
Objective
"To draw histograms for classes of varying widths having large
frequencies.
Pre-acquired
Upper and lower class limits.
knowledge
Width of class.
Materials required White paper, graph sheet, colour box, sketch pens, a pair of
scissors, glue and geomnetry box.
Procedure
Collect data from real-life situations, say for example, the
table given below is the record of the speed of 500 consecutive
cars on a working day.
Speed (km/h) Number of cars (frequency)
f
16 < s < 20 120
20 < s < 25 200
25 < s < 30 100
30 < s <40 80
To drawa histogram of unequal intervals first find the class
width of each category.
Speed (km/h) Number of cars Width (upper imit
(frequency) not included)
f
16 < s < 20 120 20- 16 = 4
20 < s < 25 200 25 - 20 = 5
25 < s < 30 100 30 - 25 = 5
30 < s < 40 80 40 - 30 = 10
Observation In a histogram, the area of rectangle is proportional to the
frequency.
Activity 14 55
To find the height of the bar, divide frequency by the ol,
width. This is called frequency density (FD) or modified
frequency = f+ w.
Speed Number of cars Width (upper limit Frequency
(km/h) not included) density =f+u
(frequency)
f
16 < s < 20 120 20 - 16 = 4 120 + 4 = 30
20 <s < 25 200 25 - 20 = 5 200 + 5 = 40
25 <s < 30 100 30 25 = 5 100 + 5 = 20
30 < s < 40 80 40 30 = 10 80 + 10 = 8
444
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36
32
28
24
£ 20
16
12
8
44
0 16 18 20 22 24 26 28 30 32 34 36 38 40
Speed (km/h)
Result
Hence, large data of varying widths can be represented m
concise form using histograms.