I PROJECTS - 2023-24 (Repaired)

1
I PU MATHEMATICS:SAMPLE
ASSIGNMENTS/ACTIVITIES FOR 2023-24
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INSTRUCTIONS:
1. Students have to do any ONE of the following (assignment or activity or
project work). and present it along with the biographical sketch of a
Mathematician who has contributed to the topic/concept of the
chosen activity.
2. FORMAT OF ASSIGNMENT/ACTIVITY:
Objective: Aim of the activity
Pre-requisite knowledge: The principle on which the activity is based
Requirements: Materials required
Demonstration: Procedure, Method of construction
Observation: Solution
Result: The final outcome
3. EVALUATION:Writing- 5 marks, Presentation- 3 marks, Viva voce- 2 marks
4. Project front page, index, certificate, and acknowledgement
I PUC
1. To represent set theoretic operations using Venn diagrams.
2. To verify distributive law for three given non-empty sets A, B and C, that is,
A  (B  C) = (A  B)  (A  C) using Venn diagrams.
3. To verify distributive law for three given non-empty sets A, B and C, that is ,
A  (B  C) = (A  B)  (A  C) using Venn diagrams .
4. To identify a relation and a function.
5. To distinguish between a Relation and a Function.
6. Graphing functions 𝑥 𝑛 , 𝑖𝑓 1) 𝑛 − 𝑒𝑣𝑒𝑛 2) 𝑛 − 𝑜𝑑𝑑 on the same axes.
7. Graphing functions 1)√𝑥 2) logarithmic 3) exponential on the same axes.
8. Graphing the functions 1) |𝑥 − 1| 2)|𝑥 + 1| on the same axes.
9. To find Trigonometric Functions Using a Unit Circle.
10.To find values of Trigonometric Functions with the Unit Circle.
11.To prepare a model to illustrate the values of sine function and cosine function for
𝜋
different angles which are multiples of (quadrant angles).
2
12.To find the values of sine and cosine functions in second, third and fourth quadrants
using their given values in first quadrant.
13.Graphs of Trigonometric Functions:1)sinx 2) cosx 3) tanx on the same axes.
14.Graphs of Trigonometric Functions:1) cotx 2) secx 3) cosec x on the same axes
𝑥
15.To plot the graphs of 1)sin x 2) 𝑠𝑖𝑛2𝑥 3) sin on the same axes
2
16.Application of trigonometry in real life( It may include survey of Lands, navigation,
calculating heights of mountains, depth of ocean etc)
17.To interpret geometrically the meaning of i=√−1 and its integral powers.
18.Representation Linear Inequalities in one variable in graph using the number line.
SATISH NAIK
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19. To find the number of ways in which three cards can be selected from given five cards.
20.To construct Pascal's Triangle and thereby writing binomial expansion for a given
positive integral.
21.To obtain formula for the sum of squares of first n-natural numbers.
22.To demonstrate that the Arithmetic mean of two different positive numbers is always
greater than the Geometric mean.
23.Understanding the concept of parallel and intersecting straight lines using graph.
24.To construct different types of conic sections.
25.Construction of parabola when distance between directrix and focus is given.
26.An alternative method of constructing a parabola.
27.Construction of ellipse when major and minor axes are given.
28.To construct an ellipse using a rectangle.
29.To construct an ellipse when two fixed points are given.
30.To explain the concept of octants by three mutually perpendicular planes in the space.
𝒙𝟐 −𝒂𝟐
31.To find the lim 𝒇(𝒙) = analytically.
𝒙→𝒂 𝒙−𝒂
32.Verification of the geometrical significance of derivative.
33. To write the sample space, when a die is rolled once, twice
34. To write the sample space, when a coin is tossed once, two times, three times,
four times.
35. A write up on 5 Indian mathematicians who contributed significantly to
mathematics.(It may include contributions of ancient/new age mathematicians)
SATISH NAIK
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ACTIVITY-1
Introduction
..................................................................
The theory of sets was developed by German mathematician Georg Cantor (1845-
1918). He first encountered sets while working on “problems on trigonometric series”.
Venn diagrams are named after the English logician, John Venn (1834-883). These
diagrams consist of rectangles and closed curves usually circles. The universal set is
representedusually by a rectangle and its subsets by circles.In Venn diagrams, the
elements of the sets are written in their respective circles
Cantor’s set theory is used in present day mathematics. In fact, these days most of the
concepts and results in mathematics are expressed in the set theoretic language.
...................................................................................
OBJECTIVE :
To represent set theoretic operations using Venn diagrams.
Pre-requisite knowledge:
Some basic definitions and operations involving sets.
......................................................................
MATERIAL REQUIRED:
Hardboard, white thick sheets of paper, pencil, colours, scissors, adhesive.
...................................................................................................
METHOD OF CONSTRUCTION :
................................................................................
...............................................................................
DEMONSTRATION : ( With figure )
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
.................................................................................
APPLICATION :
Set theoretic representation of Venn diagrams are used in Logic and Mathematics.
.........................................................................
..............................................................................
Conclusion:
From the above activity, it is understanding the concept of operation of sets.
...........................................................
SATISH NAIK
4
ACTIVITY-2
Introduction :
Most of the relationships between sets can be represented by means of diagrams
which are known as Venn diagrams. Venn diagrams are named after the English
logician, John Venn (1834-1883). These diagrams consist of rectangles and closed
curves usually circles. The universal set is represented usually by a rectangle and its
subsets by circles.In Venn diagrams, the elements of the sets are written in their
respective circles
.....................................................................
OBJECTIVE :
To verify distributive law for three given non-empty sets A, B and C, that is,
A  (B  C) = (A  B)  (A  C) using Venn diagrams.
Some basic operations involving sets.
.....................................................
MATERIAL REQUIRED:
...................................................................................................
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
.....................................................................................
APPLICATION :
Distributive property of set operations is used in the simplification of problems
involving set operations.
.........................................................................................
Conclusion:
From the above activity, it is verified that the distributive law for three given non-empty sets
A, B and C.
.....................................................................................
SATISH NAIK
5
ACTIVITY- 3
Introduction
Most of the relationships between sets can be represented by means of diagrams
which are known as Venn diagrams. Venn diagrams are named after the English
logician, John Venn (1834-1883). These diagrams consist of rectangles and closed
curves usually circles. The universal set is represented usually by a rectangle and its
subsets by circles.In Venn diagrams, the elements of the sets are written in their
respective circles
......................................................................
OBJECTIVE :
To verify distributive law for three given non-empty sets A, B and C, that is ,
A  (B  C) = (A  B)  (A  C) using Venn diagrams
Some basic operations involving sets.
.............................................................
MATERIAL REQUIRED :
...................................................................................................
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
.....................................................................................................
APPLICATION :
Distributivity property of set operations is used in the simplification of problems
involving set operations.
...............................................................................................
Conclusion:
From the above activity, it is verified that the distributive law for three given non-empty sets
A, B and C.
..............................................................................................
SATISH NAIK
6
ACTIVITY- 4
Introduction :
In our daily life, we come across many patterns that characterise relations such as
brother and sister, father and son, teacher and student. In mathematics also, we come
across many relations such as number m is less than number n, line l is parallel to
line m, set A is a subset of set B. In all these, we notice that a relation involves pairs of
objects in certain order. In this Chapter, we will learn how to link pairs of objects from
two sets and then introduce relations between the two objects in the pair. Finally, we
will learn about special relations which will qualify to be functions. The concept of
function is very important in mathematics since it captures the idea of a
mathematically precise correspondence between one quantity with the other.
..................................................................
OBJECTIVE :
To identify a relation and a function.
Basic knowledge of order pair, Cartesian product, relation and function.
.....................................................................................
MATERIAL REQUIRED:
Hardboard, battery, electric bulbs of two different colours, testing screws, tester, electrical wires and
switches.
...............................................
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
....................................................................................................
APPLICATION :
The activity can be used to explain the concept of a relation or a function.
...............................................................
Conclusion:
To identify a function from a relation, check to see if any of the x values are repeated - if not, it
is a function. If any x values are repeated, and the corresponding y values are different, then
we have a relation and not a function.
...............................................................
SATISH NAIK
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ACTIVITY-5
Introduction :
The word FUNCTION first appears in a Latin manuscript “Methodus tangentium inversa, seu
de fuctionibus” written by Gottfried Wilhelm Leibnitz (1646-1716) in 1673; Leibnitz used the
word in the non-analytical sense. He considered a function in terms of “mathematical job” –
the “employee” being just a curve.On July 5, 1698, Johan Bernoulli, in a letter to Leibnitz, for
the first time deliberately assigned a specialised use of the term function in the analytical
sense. At the end of that month, Leibnitz replied showing his approval.
Function is found in English in 1779 in Chambers’ Cyclopaedia: “The
term function is used in algebra, for an analytical expression any way compoundedof a
variable quantity, and of numbers, or constant quantities”.
......................................................................................
OBJECTIVE :
To distinguish between a Relation and a Function.
Definition of Relation ,domain ,range and function. .........................
MATERIAL REQUIRED:
Drawing board, coloured drawing sheets, scissors, adhesive, strings, nails etc.
...................................................................................................
METHOD OF CONSTRUCTION : ( With figure )
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION :
Such activity can also be used to demonstrate different types of functions such
as constant function, identity function, injective and surjective functions by
joining nails on the left hand strip to that of right hand strip in suitable manner.
.................................................................................
Conclusion:
In the above activity, we have to demonstrated that the distinguish between a Relation and a
Function.
................................................................................
SATISH NAIK
8
ACTIVITY-6
Introduction
In the simplest case one variable is plotted as a function of another, typically using
rectangular axes. A graph of a function is a special case of a relation. In the modern
foundations of mathematics, and, typically, in set theory, a function is actually equal
to its graph.
The founder of graphical methods of statistics, Playfair invented several types of
diagrams: in 1786 the line, area and bar chart of economic data, and in
1801 Family: John Playfair (brother); James Playfair .Known for: inventor of statistical
graphs, writer .Died: 11 February 1823 (aged 63); London, E. Born: September 22,
1759; Benvie, Forfarshire, . Particularly modern graphing on an x-y coordinate plane
— was created by Rene Descartes.
OBJECTIVE : Graphing functions 𝑥 𝑛 , 𝑖𝑓 1) 𝑛 − 𝑒𝑣𝑒𝑛 2) 𝑛 − 𝑜𝑑𝑑 on the same axes.
Pre-requisite knowledge:.
The graph of a function is the set of order pair , where In the common case where and are real numbers
these pairs are Cartesian coordinates of points in two-dimensional space . .............................
MATERIAL REQUIRED :
Hardboard, white thick sheets of paper, graph paper, pencil, colours, scissors.
...................................................................................................
................................................................................
...............................................................................
DEMONSTRATION : ( graphs on graph sheet )
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
APPLICATION :
........................................................................................................
........................................................................................................
Conclusion:
In the above activity, we have demonstrated a graph is a quick way of displaying data.
.......................................................................................................
SATISH NAIK
9
ACTIVITY-7
Introduction:
foundations of mathematics, and, typically, in set theory, a function is actually equal to its
graph.
The founder of graphical methods of statistics, Playfair invented several types of diagrams: in
1786 the line, area and bar chart of economic data, and in 1801 Family: John
Playfair (brother); James Playfair .Known for: inventor of statistical graphs, writer .Died: 11
February 1823 (aged 63); London, E. Born: September 22, 1759; Benvie, Forfarshire, .
Particularly modern graphing on an x-y coordinate plane — was created by Rene
Descartes. ..........................
OBJECTIVE :
Graphing functions 1)√𝑥 2) logarithmic 3) exponential on the same axes.
.......................................................................................................... .
MATERIAL REQUIRED :
Hardboard, white thick sheets of paper, graph paper ,pencil, colours, scissors, colored pens, eraser.
...................................................................................
................................................................................
...............................................................................
DEMONSTRATION : (graphs on graph sheet )
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
....................................................................................
APPLICATION :
1. For the curve f(x) = √𝑥 , we have f(-x) = √−𝑥 and hence f-x) = √−𝑥 where x < 0, is the reflection of f(x) =
√𝑥 about y-axis.
2. We know that, y = 𝑒 𝑥 is the inverse function of y = loge x and hence y = 𝑒 𝑥 is the reflection of y = loge x
about y = x. .....................................................
Conclusion:
In the above activity, we have demonstrated the mirror image of the graph of loge x about the line y =
x is the graph of 𝑒 𝑥 and the graph of 𝑒 𝑥 and the mirror image of the graph of sin−1 𝑥 about the line
y = x is the graph of loge x.
......................................................................................
SATISH NAIK
10
ACTIVITY- 8
Introduction:
foundations of mathematics, and, typically, in set theory, a function is actually equal to its
graph.
The founder of graphical methods of statistics, Playfair invented several types of diagrams: in
1786 the line, area and bar chart of economic data, and in 1801 Family: John
Playfair (brother); James Playfair .Known for: inventor of statistical graphs, writer .Died: 11
February 1823 (aged 63); London, E. Born: September 22, 1759; Benvie, Forfarshire, .
Particularly modern graphing on an x-y coordinate plane — was created by Rene
Descartes. ..........................
OBJECTIVE :
Graphing functions1) |𝑥| 2)|𝑥 − 1| 3) |𝑥 + 1|𝑜𝑛 𝑡ℎ𝑒 same axes.
.....................................................................................................
MATERIAL REQUIRED :
Hardboard, white thick sheets of paper, graph paper ,pencil, colours, scissors, colored pens, eraser.
..............................................................
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
....................................................................................
APPLICATION :
1. This activity is useful in understanding the concept of modules functions
2. (x) = |𝑥 − 1|causes the graph of the function f(x) = |𝑥| shifts to the right for one unit.
f(x) = |𝑥 + 1|j causes the graph of the function f(x) = |𝑥| shifts to the left for one unit.
..................................................
Conclusion:
In the above activity, we have demonstrated modules functions.
................................................................................................
SATISH NAIK
11
ACTIVITY- 9
Introduction :
The word ‘trigonometry’ is derived from the Greek words ‘trigon’ and ‘metron’ and it means
‘measuring the sides of a triangle’. The subject was originally developed to solve geometric
problems involving triangles. It was studied by sea captains for navigation, surveyor to map
out the new lands, by engineers and others. Currently, trigonometry is used in many areas
such as the science of seismology, designing electric circuits, describing the state of an atom,
predicting the heights of tides in the ocean, analysing a musical tone and in many other areas.
The study of trigonometry was first started in India. The ancient Indian Mathematicians,
Aryabhatta (476), Brahmagupta (598), Bhaskara I (600) and Bhaskara II (1114) got important
results. All this knowledge first went from India to middle-east and from there to Europe. The
Greeks had also started the study of trigonometry but their approach was so clumsy that
when the Indian approach became known, it was immediately adopted throughout the world.
OBJECTIVE :
To find values of Trigonometric Functions with the Unit Circle.
.Basic knowledge of unit circle and Trigonometric ratios. ..............................
MATERIAL REQUIRED :
Cardboard, white chart paper, ruler, coloured pens, adhesive.
………………………………………………….
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
.....................................................................................
APPLICATION :
This activity is useful in understanding the concept of Trigonometric Functions.
…………………………………………………………………………………….
Conclusion:
In the above activity, we have demonstrated Trigonometric Functions with the Unit Circle.
...................................................................................................
SATISH NAIK
12
ACTIVITY-10
Introduction :
..............................................................................
OBJECTIVE :
To find values of Trigonometric Functions with the Unit Circle.
MATERIAL REQUIRED :
Hardboard, white thick sheets of paper, pencil, colours, scissors, colored pens, eraser.
.......................................................................
Pre-requisite knowledge: .
Basic knowledge of definition of Trigonometric ratios and trigonometric Functions with the
Unit Circle. .......................................................................................
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
sin cos tan cot sec cosec
0
𝜋
6
= 300
𝜋
= 450
4
𝜋
= 60°
3
𝜋
= 90°
2
120°
135°
150°
180°
210°
225°
240°
270°
300°
315°
330°
360°
APPLICATION:
This activity is useful in understanding the concept of trigonometric ratios of standard angles.
........................................................................
Conclusion:
In the above activity, we have demonstrated trigonometric ratios in different quadrants.
...............................................................................................
SATISH NAIK
13
ACTIVITY-11
Introduction :
The study of trigonometry was first started in India. The ancient Indian
Mathematicians, Aryabhatta (476), Brahmagupta (598), Bhaskara I (600) and Bhaskara II
(1114) got important results. All this knowledge first went from India to middle-east and from
there to Europe. The Greeks had also started the study of trigonometry but their approach
was so clumsy that when the Indian approach became known, it was immediately adopted
throughout the world.
............................................................................
OBJECTIVE :
To prepare a model to illustrate the values of sine function and cosine function for
𝜋
different angles which are multiples of (quadrant angles).
2
MATERIAL REQUIRED :
Hardboard, white thick sheets of paper, pencil, colours, scissors, colored pens, eraser. .......
Basic knowledge of definition of trigonometric functions and trigonometric ratios.
........................................................
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION
1.Trigonometric ratios of quadrant angles
0
𝜋
= 90°
2
𝜋 =180°
3𝜋
2
=270°
2𝜋 =360°
2.Sign in different quadrant
𝜋
0<𝜃<
2
𝜋
<𝜃<𝜋
2
3𝜋
𝜋<𝜃<
2
3𝜋
< 𝜃 < 2𝜋
2
3.sinx = 0, then x=…… 4. cosx=0, then x =…..5. tanx = 0, then x= …..
APPLICATION:
1. This activity is useful in understanding the concept of trigonometric ratios of
quadrant angles angle. .............................
Conclusion:
In the above activity, we have demonstrated sign in different quadrants.
..............................................................................
SATISH NAIK
14
ACTIVITY-12
Introduction :
OBJECTIVE:
To find the values of sine and cosine functions in second, third and fourth quadrants using their given
values in first quadrant.
MATERIAL REQUIRED
Cardboard, white chart paper, ruler, colored pens, adhesive, steel wires and eedle…
……………………………………………………
Basic knowledge of sign in different quadrant of trigonometric functions.
...................................................................................
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
.....................................................................................
APPLICATION :
1. The activity can be used to get the values for tan, cot, sec, and cosec functions also.
2. From this activity students may learn that sin (– ) = – sin  and cos (– ) = – cos 
This activity can be applied to other trigonometric functions also.
………………………………………………
Conclusion:
In the above activity, we have demonstrated sine and cosine functions in second, third and fourth
quadrants using their given values in first quadrant.
…………………………………………………………………….
SATISH NAIK
15
ACTIVITY- 13
Introduction :
OBJECTIVE:
Graphs of Trigonometric Functions:1) sinx 2) cosx 3) tanx on the same axes.
Basic knowledge of trigonometric functions,......................................
..................................................................................................
MATERIAL REQUIRED :
Hardboard, white thick sheets of paper, graph sheets, pencil, colours, scissors, colored pens, eraser.
...................................................................................
................................................................................
...............................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
....................................................................................
APPLICATION :
From this activity students may learn that domain, range and period of sin, cos and tan functions.
……………………………………………….
Conclusion:
In the above activity, we have demonstrated graphs of trigonometric functions sinx, cosx and
tanx on the same axes. .........
SATISH NAIK
16
ACTIVITY- 14
Introduction :
Trigonometric functions are one of the most important topics in which learning
graphical representation is as vital as learning the theory. It is because many of the
theoretical formulas are dependent on Graphical properties. The relationships between
the ratios and quadrants could be seen in the graph.
OBJECTIVE:
Graphs of Trigonometric Functions:1) secx 2) cosecx 3) cotx on the same axes.
Basic knowledge of trigonometric functions,......................................
.............................................................................
MATERIAL REQUIRED :
Hardboard, white thick sheets of paper,graph sheets, pencil, colours, scissors, colored pens, eraser.
................................................................................
...............................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
....................................................................................
APPLICATION :
From this activity students may learn that domain, range and period of sec, cosec and cot functions.
……………………………………………………
Conclusion:
In the above activity, we have demonstrated graphs of trigonometric functions secx cosecx
and cotx on the same axes.
........................................................................................
SATISH NAIK
17
ACTIVITY-15
Introduction :
The graphs of trigonometric functions are one of the most widely used tools in Science
and Engineering. You may have seen professionals do various calculations for specific
tasks even without realising the involvement of trigonometric graphs
The trigonometric graphs in this chapter are periodic, which means the shape repeats itself
exactly after a certain amount of time. Anything that has a regular cycle. ...................
OBJECTIVE:
𝑥
To plot the graphs of 1) sin x 2) 2𝑠𝑖𝑛𝑥 3) sin 4) 𝑠𝑖𝑛2𝑥 on the same axes
2
Basic knowledge of sin function,its domain and range ,......................................
........................................................................
MATERIAL REQUIRED :
Hardboard, white thick sheets of paper, graph sheets, pencil, colours, scissors, colored pens, eraser.
MATERIAL REQUIRED :
Hardboard, white thick sheets of paper,graph sheets, pencil, colours, scissors, colored pens, eraser.
................................................................................
...............................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
....................................................................................
APPLICATION :
This activity may be used in comparing graphs of a trigonometric function of multiples and
submultiples of angles. ...............................
Conclusion:
In the above activity, we have demonstrated graphs of trigonometric functions sinx, 2sinx sin2x
𝑥
and sin functions on the same axes. .......................................
2
SATISH NAIK
18
ACTIVITY- 16
Introduction :
Trigonometry is used to set directions such as the north south east west, it tells you what
direction to take with the compass to get on a straight direction. It is used in navigation in
order to pinpoint a location. It is also used to find the distance of the shore from a point in the
sea. Trigonometry may not have its direct applications in solving practical issues,
but it is used in various things that we enjoy so much. Fo r example music, as
you know sound travels in waves and this pattern though not as regular as a sine
or cosine function, is still useful in developing computer music. A computer
cannot obviously listen to and comprehend music as we do, so computers
represent it mathematically by its constituent sound waves. And this means
sound engineers need to know at least the basics of trigonometry. And the good
music that these sound engineers produce is used to calm us from our hectic,
stress full life
OBJECTIVE:
Application of trigonometry in real life( It may include survey of Lands, navigation,
calculating heights of mountains, depth of ocean etc)
.Basic knowledge of definition of trigonometric ratios.Angle of elavation, angle of defresion,.....
MATERIAL REQUIRED :
Hardboard, white paper, pencil, pictures,colours, scissors, colored pens, eraser and pictures .
........................................................................................................
..........................................................................................................
DEMONSTRATION : (with pictures )
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
....................................................................................
APPLICATION:
From this activity students may learn that Trigonometry is widely employed in aviation, both
in the calculations made by the machinery and computers used by the pilots and in
the rapid, basic calculations and estimates made by the pilots themselves..........
..............................................................
Conclusion:
In the above activity, we have demonstrated Engineering for flight makes use of
trigonometry. It is used to figure out the ascent angle, flight path, mileage, and
required descent angle for landing an aircraft.
....................................................................................
SATISH NAIK
19
ACTIVITY- 17
Introduction :
In earlier classes, we have studied linear equations in one and two variables and quadratic
equations in one variable. We have seen that the equation x2 + 1 = 0 has no real solution as
𝑥 2 + 1 = 0 gives 𝑥 2 = – 1 and square of every real number is non-negative. So, we need to
extend the real number system to a larger system so that we can find the solution of the
equation 𝑥 2 = – 1. In fact, the main objective is to solve the equation a𝑥 2 + bx + c = 0, where D
= 𝑏 2 – 4ac < 0, which is not possible in the system of real numbers. The fact that square root
of a negative number does not exist in the real number system was recognised by the Greeks.
But the credit goes to the Indian mathematician Mahavira (850) who first stated this difficulty
clearly. “He mentions in his work ‘Ganitasara Sangraha’ as in the nature of things a negative
(quantity) is not a square (quantity)’, it has, therefore, no square root”.Bhaskara, another
Indian mathematician, also writes in his work Bijaganita,written in 1150. “There is no square
root of a negative quantity, for it is not a square.” Cardan (1545) considered the problem of
solving x + y = 10, xy = 40.
OBJECTIVE:
To interpret geometrically the meaning of i=√−1 and its integral powers
MATERIAL REQUIRED:
Cardboard, chart paper, sketch pen,ruler, compasses, adhesive, nails, thread.
........................................................
.Basic knowledge of real numbers and √𝑥 , where x is negative.
..........................................................
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION :
This activity may be used to evaluate any integral power of i.
..................................................................................
Conclusion:
In the above activity, we have demonstrated the meaning of i=√−1 and its integral powers.
............................................................................
SATISH NAIK
20
ACTIVITY- 18
Introduction :
The statements involving a sign ‘<’ (less than), ‘>’ (greater than), ‘≤’ (less than
or equal) and ≥ (greater than or equal) which are known as inequalities.
, we will study linear inequalities in one and two variables. The study of inequalities is very
useful in solving problems in the field of science, mathematics,statistics, economics,
psychology, etc.
OBJECTIVE:
Representation Linear Inequalities in one variable in graph using the number line.
MATERIAL REQUIRED:
Cardboard, thick white paper,sketch pen, ruler, adhesive.
...................................................................................
.Basic knowledge of inequalities and its properties.
.........................................................
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION :
This activity may be used to evaluate Inequalities with one variable are plotted on a
number line, with the output representing the solution to the inequality.
..................................................................................
Conclusion:
In the above activity, we have demonstrated a number line is used to graph a linear
inequality with only one variable.
............................................................................
SATISH NAIK
21
ACTIVITY- 19
Introduction :
The concepts of permutations and combinations can be traced back to the advent of Jainism
in India and perhaps even earlier. The credit, however, goes to the Jains who treated its
subject matter as a self-contained topic in mathematics,under the name Vikalpa.Among the
Jains, Mahavira, (around 850) is perhaps the world’s first mathematician credited with
providing the general formulae for permutations and combinations.In the 6th century B.C.,
Sushruta, in his medicinal work, Sushruta Samhita,asserts that 63 combinations can be made
out of 6 different tastes, taken one at a time, two at a time, etc. Pingala, a Sanskrit scholar
around third century B.C.gives the method of determining the number of combinations of a
given number of letters, taken one at a time, two at a time, etc. in his work Chhanda
Sutra.Bhaskaracharya (born 1114) treated the subject matter of permutations and
combinations under the name Anka Pasha in his famous work Lilavati. In addition to the
general formulae for nCr and nPr already provided by Mahavira,Bhaskaracharya gives several
important theorems and results concerning the subject.
.................................................................................
OBJECTIVE :
To find the number of ways in which three cards can be selected from given five cards.
MATERIAL REQUIRED:
Cardboard sheet, white paper sheets, sketch pen, cutter.
..............................................................
.Basic knowledge of Combination and its properties.
..................................................................................................
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION :
Activities of this type can be used in understanding the general formula for finding the number of
possible selections when r objects are selected from given n distinct objects,
..............................................................................
Conclusion:
In the above activity, we have demonstrated the number of ways in which three cards can be selected
from given five cards.
............................................................................................
SATISH NAIK
22
ACTIVITY- 20
Introduction :
The ancient Indian mathematicians knew about the coefficients in the
expansions of (x + y)n, 0 ≤ n ≤ 7. The arrangement of these coefficients was in the form of a
diagram called Meru-Prastara, provided by Pingla in his book Chhanda shastra (200B.C.). This
triangular arrangement is also found in the work of Chinese mathematician Chu-shi-kie in
1303. The term binomial coefficients was first introduced by the German mathematician,
Michael Stipel (1486-1567) in approximately 1544. Bombelli (1572) also gave the coefficients
in the expansion of (a + b)n, for n = 1,2 ...,7 and Oughtred (1631) gave them for n = 1, 2,..., 10.
The arithmetic triangle, popularly known as Pascal’s triangle and similar to the Meru-Prastara
of Pingla was constructed by the French mathematician Blaise Pascal (1623-1662) in 1665.
The present form of the binomial theorem for integral values of n appeared in Trate du triange
arithmetic, written by Pascal and published posthumously in 1665.Pascal's Triangle is the
triangular arrangement of numbers that gives the coefficients in the expansion of any
binomial expression. The numbers are so arranged that they reflect as a triangle. Firstly, 1 is
placed at the top, and then we start putting the numbers in a triangular pattern.
OBJECTIVE :
To construct a Pascal's Triangle and to write binomial expansion for a given positive integral
exponent.
MATERIAL REQUIRED :
Drawing board, white paper,matchsticks, adhesive.
.....................................................................
.Basic knowledge of triangle, triangular numbers, Binomial theorem and binomial coefficients.
..........................................................................................
................................................................................
...............................................................................
DEMONSTRATION : ( With diagram )
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION :
The activity can be used to write binomial expansion for (a + b)n where n is a positive integer.
...............................................................................
Conclusion:
In the above activity, we have demonstrated Pascal's Triangle is the triangular arrangement
of numbers that gives the coefficients in the expansion of any binomial expression.
..............................................................................................
SATISH NAIK
23
ACTIVITY- 21
Introduction :
Indian mathematician,Aryabhatta (476) was the first to give the formula for the sum of
squares and cubes of natural numbers in his famous work Aryabhatiyam, written
around499. He also gave the formula for finding the sum to n terms of an
arithmeticsequence starting with pth term. Noted Indian mathematicians Brahmgupta
(598), Mahavira (850) and Bhaskara (1114-1185) also considered the sum of squares
and cubes.
.............................................................................................................................
OBJECTIVE :
To obtain formula for the sum of squares of first n-natural numbers.
MATERIAL REQUIRED :
Wooden/plastic unit cubes,coloured papers, adhesive and nails.
........................................................................
Basic knowledge of area of square. Volume of cube.
...........................................................................................................
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION :
This activity may be used to obtain the sum of squares of first n natural numbers
1
as 12 + 22 + 32 + 42 + ... + n2 = n (n + 1) (2n + 1).
6
....................................................................................
Conclusion:
In the above activity, we have demonstrated sum of squares of first n natural numbers.
...........................................................................................
SATISH NAIK
24
ACTIVITY- 22
Introduction :
Evidence is found that Babylonians, some 4000 years ago, knew of arithmetic and geometric sequences. According
to Boethius (510), arithmetic and geometric sequences were known to early Greek writers.
...................................................................................................................................
..................................................................................................................
OBJECTIVE :
To demonstrate that the Arithmetic mean of two different positive numbers is always greater than the
Geometric mean.
MATERIAL REQUIRED :
Coloured chart paper, ruler, scale,sketch pens, cutter.
...............................................................................................
.Basic knowledge of AM and GM between two numbers and its properties,area of rectangles,square.
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
......................................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION :
This activity may be used to obtain the relationship between AM and GM.
......................................................................................................
Conclusion:
In the above activity, we have demonstrated Arithmetic mean of two different positive numbers is
always greater than the Geometric mean.
.........................................................................................
SATISH NAIK
25
ACTIVITY- 23
Introduction :
Intersecting Lines:
Intersecting lines are lines that meet at a certain point. When two lines cross, it defines the angles
in the street area. Intersecting lines (two or more) meet in one place at a time. Intersecting lines
can be cut at any angle. This built angle is always greater than 0° and less than 180°.Two
intersecting lines form a pair of straight angles. Direct angles are opposing angles with a common
vertex ( junction).
Parallel Lines :
Matching lines are lines that never break. The distance between the two lines is fixed and the
two lines go in the same direction.The slope of the two parallel lines should be the same; if the
two rows of two lines are the same they must be parallel.Parallel lines are always the same
distance apart, never cross, and do not have an endpoint in common. We use the symbol || to
indicate when lines are parallel. The ten yard lines on a football field are parallel
lines. Intersecting lines are lines that do cross, lines that have one point in common.
OBJECTIVE :
Understanding the concept of parallel and intersecting straight lines using graph.
Basic knowledge of lines, Intersecting Lines and Parallel Lines.
...................................................
MATERIAL REQUIRED :
Hardboard, white thick sheets of paper, pencil, colours, scissors, colored pens, eraser.
.............................................................................................
................................................................................
...............................................................................
DEMONSTRATION : ( With diagram )
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION :
This activity may be verified that slope of the two parallel lines should be the same.
.........................................................................
Conclusion:
In the above activity, we have demonstrated difference between parallel and intersecting straight
lines. ...............................................................
SATISH NAIK
26
ACTIVITY- 24
Introduction :
A conic section is the intersection of a plane and a double right circular cone . By changing
the angle and location of the intersection, we can produce different types of conics. There are
four basic types: circles , ellipses , hyperbolas and parabolas . None of the intersections will
pass through the vertices of the cone.
..............................................................................................................
OBJECTIVE :
To construct different types of conic sections.
MATERIAL REQUIRED :
Transparent sheet, scissors, hardboard,adhesive, white paper.
…………………………………………………………
Knowledge of shape of circles , ellipses , hyperbolas and parabolas ,
..............................................................................
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION :
This activity helps in understanding various types of conic sections which have wide spread
applications in real life situations and modern sciences. For example,
conics have interesting geometric properties that can be used for the reflection of
light rays and beams of sound, i.e.
1. Circular disc reflects back the light issuing from centre to the centre again.
2. Elliptical disc reflects back the light issuing from one focus to the other focus.
3. Parabolic disc reflects back the light issuing from one focus parallel to its axis.
4. Hyperbolic disc reflects back the light issuing from one focus as if coming from other
Focus
……………………………………………………….
Conclusion:
In the above activity we construct different types of conic sections.
………………………………………………………………………
SATISH NAIK
27
ACTIVITY- 25
Introduction :
In mathematics, a parabola is a plane curve which is mirror-symmetrical and is approximately
U-shaped. It fits several superficially different mathematical descriptions, which can all be
proved to define exactly the same curves. A plane curve generated by a point moving so that
its distance from a fixed point is equal to its distance from a fixed line.
........................................................................................
OBJECTIVE :
Construction of parabola when distance between directrix and focus is given.
MATERIAL REQUIRED :
Cardboard, white paper, sketch pen,pencil, compass, ruler etc.
…………………………………………………………………….
Knowledge of definition of parabola. .........................................................
.................................................
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION :
This activity is useful in understanding the terms related to parabola, like
directrix, focus, property of the point on the parabola.
Parabolas have applications in Science and Engineering.
………………………………………….……………
Conclusion:
In the above activity we understudied the shape of parabola.
……………………………………………………………..
SATISH NAIK
28
ACTIVITY- 26
Introduction :
Parabola, open curve, a conic section produced by the intersection of a right circular cone and
a plane parallel to an element of the cone. As a plane curve, it may be defined as the path
(locus) of a point moving so that its distance from a fixed line (the directrix) is equal to its
distance from a fixed point (the focus).
The parabola is the path, neglecting air resistance and rotational effects, of a projectile thrown
outward into the air. The parabolic shape also is seen in certain bridges, either as arches, or
in the case of a suspension bridge, as the shape assumed by the main cable, if one assumes
the weight of the vertical cables is small compared to the weight of the roadway they support.
...............................................................................................
OBJECTIVE :
An alternative method of constructing a parabola.
MATERIAL REQUIRED :
Cardboard, white paper, sketch pen,pencil, compasses, ruler, nails,thread.
………………………………………………………………………………..
Knowledge of definition and shape of parabola.
…………………………………………………………
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION :
This activity is useful in understanding the terms related to a parabola, such
as directrix and focus of the parabola.
…………………………………………………………………………..
Conclusion:
In the above activity we constructing alternative method of a parabola.
…………………………………………………………………………..
SATISH NAIK
29
ACTIVITY- 27
Introduction :
In mathematics, an ellipse is a plane curve surrounding two focal points, such that for all
points on the curve, the sum of the two distances to the focal points is a constant. It
generalizes a circle, which is the special type of ellipse in which the two focal points are the
same.
The shape of the ellipse is in an oval shape and the area of an ellipse is defined by its major
axis and minor axis. Area of ellipse = πab, where a and b are the length of semi-major and
semi-minor axis of an ellipse. Ellipse is similar to other parts of the conic section such as
parabola and hyperbola, which are open in shape and unbounded.
......................................................................
OBJECTIVE :
To construct an ellipse with given major and minor axes.
MATERIAL REQUIRED :
A hardboard, white paper, nylon wire/thread, adhesive, chart paper.
……………………………………………………..
Knowledge of major axis and minor axis.The major axis is the longest diameter of the
ellipse (usually denoted by ‘a’), going through the center from one end to the other, at
the broad part of the ellipse. Whereas the minor axis is the shortest diameter of ellipse
(denoted by ‘b’), crossing through the center at the narrowest part.
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION :
This activity may be used in constructing elliptical designs using thread work and
also in explaining concepts such as major and minor axis of an ellipse.
……………………………………………………………………………
Conclusion:
In the above activity we constructing an ellipse with given major and minor axes.
………………………………………………….
SATISH NAIK
30
ACTIVITY- 28
Introduction :
The set of all points in a plane, the sum of whose distances from two fixed points in the plane is
constant is an ellipse. These two fixed points are the foci of the ellipse. When a line segment is
drawn joining the two focus points, then the mid-point of this line is the center of the ellipse.
....................................................................................................
OBJECTIVE :
To construct an ellipse using a rectangle
MATERIAL REQUIRED
A hardboard, white paper, coloured paper, nails, nylon wire/thread,ruler, adhesive.
Knowledge of definition of an ellipse and its properties.
.....................................................................................................

................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION :
This activity may be helpful in understanding the concept such as major and
minor axis of an ellipse. It is also useful in drawing elliptical designs such as in
swimming pools, tables, etc.
………………………………………………………………………………..
Conclusion:
In the above activity we constructing an ellipse in rectangle. .
…………………………………………………………………………….
………………………………………………………………………………
SATISH NAIK
31
ACTIVITY- 29
Introduction :
Ellipse is an integral part of the conic section and is similar in properties to a circle. Unlike
the circle, an ellipse is oval in shape. An ellipse has an eccentricity less than one, and it
represents the locus of points, the sum of whose distances from the two foci is a constant
value. Simple examples of the ellipse in our daily life is the shape of an egg in a two-
dimensional form, the running tracking in a sports stadium, etc.
.........................................................................................................
OBJECTIVE :
To construct an ellipse when two fixed points are given.
MATERIAL REQUIRED :
Rectangular cardboard, coloured chart paper, nails, strings, pen,pencil.
…………………………………………………………………..
Knowledge of definition of an ellipse and its properties.
...........................................................................................
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
..................................................................................
APPLICATION :
This activity can be used to explain the property of an ellipse , i.e., the sum of the
distances of any point on the ellipse from its two focie is constant and is equal to
length of major axis.
……………………………………………………………………………………….
Conclusion:
In the above activity we constructing an ellipse when two fixed points are given.
…………………………………………………………………………..
SATISH NAIK
32
ACTIVITY- 30
Introduction :
Three-dimensional geometry is a branch of mathematics that studies objects in three-
dimensional space. This includes points, lines, planes, and shapes like cubes, spheres, and
cones. To describe the position of these objects, we use coordinates in the form of ordered
triples (x, y, z) of real numbers. With this foundation, we can explore a range of topics in 3D
geometry, including vector operations, matrices, transformations like rotations, translations,
and projections.In geometry, a three-dimensional space is a mathematical space in which
three values are required to determine the position of a point. Most commonly, it is the three-
dimensional Euclidean space, the Euclidean n-space of dimension n=3 that models physical
space.
......................................................................................................
OBJECTIVE :
To explain the concept of octants by three mutually perpendicular planes in space.
MATERIAL REQUIRED :
A piece of plywood, saw, wires,rulers wooden-board, coloured papers, scissors, cutter, thin sheet of
wood, wires,
……………………………………………………………………….
Basic knowledge of plane ,coordinate axes, lines in space.
..............................................................
................................................................................
...............................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION :
1. Model can be used to visualise the position and coordinates of a point in space.
2. Model can be used to explain the distance of the origin from a point in the plane or in
the space.
3.Model can also be used to explain the concept of a normal to a plane.
………………………..
Conclusion:
In the above activity explain the concept of octants by three mutually perpendicular planes in space
.................................................................................
SATISH NAIK
33
ACTIVITY- 31
Introduction :
In Mathematics, a limit is defined as a value that a function approaches the output for the given input
values. Limits are important in calculus and mathematical analysis and used to define integrals,
derivatives, and continuity. It is used in the analysis process, and it always concerns about the behaviour
of the function at a particular point. The limit of a sequence is further generalized in the concept of the
limit of a topological net and related to the limit and direct limit in theory category.
The limit of a function at a point a in its domain (if it exists) is the value that the function approaches as
its argument approaches. a. a. The concept of a limit is the fundamental concept of calculus and
analysis. As well as looking at the values of a function for large values of x0, we can also look at what is
happening to a function near a particular point.
……....................................................................................
OBJECTIVE :
𝒙𝟐 −𝒂𝟐
To find the lim 𝒇(𝒙) = analytically.
𝒙→𝒂 𝒙−𝒂
MATERIAL REQUIRED :
Pencil, white paper, calculator,
…………………………………………………………………..
Basic knowledge of definition and evolution of limits.
...................................................................................
METHOD OF CONSTRUCTION : (taking particular example )
…………………………………………………………………
…………………………………………………………………….
DEMONSTRATION :
.......................................................................................................................
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION:
This activity can be used to demonstrate the concept of a limit lim 𝒇(𝒙)
𝒙→𝒂
When f (x) is not defined at x = a.
…………………………………………………………………………………
Conclusion:
......................................................................................................
....................................................................................................
SATISH NAIK
34
ACTIVITY- 32
Introduction :
A derivative is the rate of change in one variable with respect to another variable. In other words, we can say
that a derivative of the function is an instantaneous rate of change of the function at a given point.
We can take as many derivatives of differentiable functions as possible. When we take the derivative of
the original function, it is known as the first derivative. Similarly, when we further differentiate the first
derivative, we get a second derivative, and so on. We call the second, third, and fourth derivatives of the
function higher-order derivatives. We know that differentiation takes the original function as an input and
then returns a derivative as an output.
We know that graphs are used in mathematics to interpret patterns or relationships between two
variables. The graph of a function changes after differentiating it. When we differentiate the first
derivative further to find the second derivative, the graph changes again.
...............................................................
OBJECTIVE :
Verification of the geometrical significance of derivative.
MATERIAL REQUIRED :
Graph sheets, adhesive, hardboard,trigonometric tables, geometry box,wires.
Knowledge of geometrical significance of derivative and geometric Interpretation.
........................................................................
................................................................................
...............................................................................
DEMONSTRATION :
..................................................................................................
..................................................................................................
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION :
Same activity can be used to verify the result that the slope of the tangent at a point is equal to the
value of the derivative at that point for other curves.
………………………………………………………………………
Conclusion:
In the above activity, we have demonstrated the.......................................................
..................................................................................................
SATISH NAIK
35
ACTIVITY- 33
Introduction :
Randomness is all around us. Probability theory is the mathematical framework that allows us
to analyze chance events in a logically sound manner. The probability of an event is a number
indicating how likely that event will occur.
Probability in Maths is mainly concerned with the possibility of events. In other words,
probability tells us about the likelihood of events. The probability value always falls between
0 and 1. It tells us whether an event will happen or not. When we cannot tell whether a
particular thing will happen or not, we use probability.The first thing we do when we start
thinking about the probability of an event is to list a number of things that could possibly
happen.From a mathematical viewpoint, the things in this list form a set
OBJECTIVE :
To write the sample space, when a die is rolled once, twice --------
MATERIAL REQUIRED :
A die, paper, pencil/pen, plastic discs,marked with 1, 2, 3, 4, 5 or 6.
Pre-requisite knowledge :
Basic knowladge of random experiments,sample space, outcomes,sanple points ,...
.....................................................
METHOD OF CONSTRUCTION: ( with figures)
…………………………………………………………………………
…………………………………………………………………………
DEMONSTRATION :
………………………………………………………………………
………………………………………………………………………
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION :
Sample space of an experiment is useful in determining the probabilities of
different events associated with the sample space.
………………………………………………………
Conclusion:
In the above activity , we have demonstrated the a sample space is a collection or a set of
possible outcomes of a random experiment.
.........................................................................
SATISH NAIK
36
Activity 34
Introduction :
A sample space is a collection or a set of possible outcomes of a random experiment. The
sample space is represented using the symbol, “S”. The subset of possible outcomes of an
experiment is called events. A sample space may contain a number of outcomes that depends
on the experiment.
In probability theory, the sample space of an experiment or random trial is the set of all
possible outcomes or results of that experiment. A sample space is usually denoted using set
notation, and the possible ordered outcomes, or sample points, are listed as elements in the
set.
OBJECTIVE :
To write the sample space, when a coin is tossed once, two times, three times,
four times.
MATERIAL REQUIRED :
One rupee coin, paper pencil/pen, plastic circular discs, marked with Head (H) and Tail (T).
Basic knowladge of random experiments,, outcomes,sanple points , sample space.
………………………………………….
METHOD OF CONSTRUCTION: ( with figures)
…………………………………………………………………………
…………………………………………………………………………
DEMONSTRATION :
………………………………………………………………………
………………………………………………………………………
OBSERVATION :
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
10. ______________ .
............................................................................
APPLICATION :
Sample space of an experiment is useful in determining the probabilities of different events
associated with the sample space.
…………………………………………………………………….
Conclusion:
In the above activity we have demonstrated the a sample space is a collection or a set of
possible outcomes of a random experiment. Sample space of a coin = {H, T} or {Heads, Tails}.
...............................................................
SATISH NAIK

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METHOD OF CONSTRUCTION : ( With figure )

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