ws, PA AVAT < VIDHYASHRAM (eLopaL \ senoo._) WE CREATE LEADERS MATHEMATICS ACTIVITY 2019 -2020 STUDENT NAME : P.BRINDA REGISTER NUMBER: SUBMITTED BY CLASS XII UNDER THE GUIDANCE OF Mr. N. SYED IBRAHIM msc.,3.k4.,M.Phil.,LAVAAT - MAAHZAYHACIV ae - CnaU Atl STAG D TW sion av YTIVITOA @DITAMAHTAM OLOS- AIOE paisiaa P+ aMaMTiaauTe 2 ARSMUM AaT2IO3A YS GATTIMAUe HX 22AA5 40 JOVACIUD AHT MICU iin, vem MPAASET OY! Vi ahCONTENTS 7 PAGE |TEACHER S.No] DATE ACTIVITY \ "No ain 1 | 31/07/19 Types of Relations 2 | i 2 | 05/08/19 | Not One- one but Onto Funtion | 4 ib ——————SEE—E— — — 3 | 19/08/19 | Continuity and Discontinuity of 6 B | a Function at a point 2 Absolute Maximum and Absolute 4 4 0909119) “Minimum Values of aFuntion | ® | {6 Word Problems on Maxima and 5 | 3009/19 Minima 10 fe 6 | 110/19 Finding Maxima and Minima 14 B. 7 | 23/10/19 | Verification of Maxima and Minima| 48 {6 8 | 13/11/19 Angle Between Two Vectors 22 {6 - Shortest Distance Between two > aes Skew Lines 2 | 6 40 | 03/1219 Conditional Probablity 30waite sot peat! ee 7 3 ot . a : © | a gteedtrnsoet bento Hi te felted : / | Atos \npeane ae. (ems a aa a | ay) —— ne 1 i ] 2) eee pees | eur) 8 1 eterna ary ay) ee en ee P| | nm, waite pel meened sit Tan 4 i ; * | ee et ae = al can a I 1 : oe afar aS eu" mI te ! Ss a|Tet OF RELATIONSpes of Relations DATE: Objective To verify that the relation R in the set L of all lines in a plane, defined as {(a,b) : aL banda,b € L} is symmetric but neither reflexive nor transitive. Material Required = A white paper sheet + Pencil and scale Method of Construction 1. Take a drawing board and place it on the table. Now fix a white paper sheet on it with board pins. 2. Draw straight lines on white paper sheet in such a way that some of them are parallel, some are perpendicular to the first drawn parallel lines and some are inclined to the given drawn lines, as shown in the figure. 3. Name these lines as @,,22,b,,bz,¢, and ¢, 2s shown in the figure. Demonstration, Observation and Conclusion Relation R is symmetric: 1. From the construction, we observe that a, 1 by and by ay = (ay,by) € Rand (by,a,) ER = Relation R is symmetric, 2. From the construction, we observe that az 4 bz and by 1 ay = (az,bg) € Rand (b2,2) €R = Relation R is symmetric Ina similar way we can demonstrate that relation R is symmetric by taking lines (a,and bz) and (a and by). Relation R is not reflexive: We observe from figure, that no line is perpendicular to itself. Therefore, (a1,a1) € R, (az,a2) € R, (by, b:) € Rand (ba, bz) € R. Relation R is not transitive on of lines in the plane L of figure we observe that: by 4a; anda; 1 bz but the observation shows that line by is not perpendicular to line bz (they are parallel) : (by, a4) € Rand (ay,ba) € R but (by, bz) € R. Hence relation R is not transitive. 1, From the construc 2. From the construction of lines in the plane L of figure, we observe that: a; 1 by and by La, but we observe that a, is not perpendicular to az. (They are parallel) + (ay,by) € Rand (by, a2) € R but (ay, az) ER Hence, relation R is not transitive The above activity verify that a Relation R in a set L of lines in a plane, defined as R={(a,b) : aL b,ab € A} is symmetric, but neither reflexive nor transitive, Application This activity can be used to check whether a given relation is (j) reflexive or not, (ii) symmetric or not, (iii) transitive or not.NOT... ONEDONE -BUT* ONTO FUNCTIONctiyity 2 Not-One-One but Onto Function DATE: Objective To demonstrate a function which is not one-one but is onto. Material Required + A white paper sheet * Pencil and scale Method of Construction 1. Take a drawing board and place it on the table. Now fix a white paper sheet on this drawing board with the help of board pins. 2, Take two sets A= {1. 2,3} and B= {a,b}. 3. Now draw two rectangles one represents set A and other represents set B as shown in figure. 4, Join the point 1 of set A to the point a of set B. Join the point 2 of set A to the point b of set B. Join the point 3 of set A to the point b of set B. Demonstration, Observation and Conclusion 1. The image of the element 1 of set A in set B is a The image of the element 2 of set A in set B is b. | The image of the element 3 of set A in set B is b Hence, each element of set A has only one image in set B. So, figure represents a function, 2. The elements 2 and 3 of set A has the same image b in the set B. Therefore, the given function is not one-one. 3, The element a of set B has a pre-image | of set A. 4, The element b of set B has two pre-images 2 and 3 of set A. 5. Therefore, each element of set B has two pre-image in set A. So, the given function is onto. Hence, a function f:A + B, where A = {1, 2, 3} and B = {a, b) defined as f = {(1, a), (2, b), (3, b)} is not one-one but onto. Application This activity can be used to demonstrate the concept of one-one and onto function.Cons INUITY AND DIFFERENTIABLE TY ‘Tas - 4 3.9999_| 3.99999 $:999.9949 49999 | 7.99094 3.9909999DATE: Objective To find analytically the limit ofa function f(x) at x = c and also to check the continuity of the function at that point Material Required + A white paper sheet "Pencil and seale Method of Construction whenx +4 a) Whenx =4 1, Take a function: f(x) Take some values of x on left side of 4, very close to 4 2=3.9, 3.99, 3.999. 3.9999, 3.99999, 3.999999, 3.999999 Workout corresponding values of f(x) for above given values of x with the help of calculator F(X) =7.9, 7.99, 7.999, 7.9999, 7.99999, 7.999999, 7.999999 4, Now record the above given values of x and f (x) in the following Table 1 5. Take some values of x on right side of 4, very close to 4 A=4.1, 4.01, 4.001, 4.0001, 4.00001, 4.000001, 4.000001 6. Now workout the corresponding values of f(x) for the above given values of x with the help of calculator 7. Now record above given values of x and (1x) in the following Table 2. Demonstration 1, The above two Tables 1 and 2 are showing the values of x and their corresponding values of fo. 2. These two tables are demonstrating that when x is very near to 4 either through values of x smaller than 4 or greater than 4, the value of f(x) is approaching to 8. Observations 1. The value of f(x) is approaching to 8 as x — 4 —. 2. The value of f(x) is approaching to 8 as x > 4 +. Conclusion 1. lim f Ge) = 8 exists 2. (4) =8 (given) 3. lim f@&) = f@) = 8 = f(x) is continuous at x= 4 Application This activity is useful in understanding the concept of limit and continuity of a function at a given point. 6ABSOLUTE:-MARINUN AND - ABSOLUTE MINIMUM:Activity 4. Absolute Maximum and Absolute APE MELO ae CEC DATE: Objective To understand the concepts of absolute maximum and absolute minimum value of a function in a given closed interval through its graph Material Required = A.white paper sheet = Pencil and scale Method of Construction 1. Take the drawing buard and place it on the table 2. Pix the white paper sheet on it with the help of board pins, 3. Draw two perpendicular lines XOX and YOY? intersecting at 0. X’OX is x-axis and YOY" is y-axis. Graduate these axes, 4, Take the function f (x) = (4x? ~ 9)(? — 1) on the interval [—2, 2] 5, Take different values of x on [—2,2] and find the corresponding values of f() and plot these ordered pairs [x, f (x)], as shown the figure. Demonstration 1. Some ordered pairs are as given below. [x [ ¢ J 205 #1.0 4125 | #127 ALS 2 | Lre [ o [ 6 | a =155 | —156 0 an | 2. Plot these points on the white paper sheet and join them by free-hand curve, see the figure, Observation 1. Study the full graph and find the maximum value of f(x) on [—2, 2] The absolute maximum value of f(x) is 21 at x= #2. The absolute minimum value of f(x) is —1.56 at x = 1.27. Application ‘The activity can be used to explain the concept of absolute maximum / minimum values of a function, Notes: All these 4 values of x lie in the closed interval (2, 2] f(x) = 2x(8x? - 13) = x= Oandx= $1.27 ‘These three values also lie in [—2, 2] So, the function has local maxima / minima at So, the function has local maxima / minima at x = 0 and x= 41.27 respectively.WorRL> FRoeiems oN MAXIMA AND MINIMADATE: Objective To construct an open box of maximum volume from a given rectangular sheet by cutting equal square pieces irom each comer. Material Required = A white sheet, cellotape * Pencil, scissor, calculator Method of Construction 1. Take a rectangular chart-paper of size 45em x 24cm and name it as rectangle ABCD. 2. Cutout four equat square pieces of size 1ein x Tem from each comer. Now fold up the flaps to form an open rectangular box from this chart paper with the help of cellotape. Measure the length, breadth and height of this open box with the help of scale. Work out the volume of the open box using the formula V = length x breadth x height 3. The another rectangular chart paper sheet of same size (45cm x 24cm) and repeat the above process by cutting out squares of size (2em x 2em) from each corner and measure its length, breadth and height and find the volume of the open box. 4, Now take a third rectangular chart paper sheet of same size (45cm x 24cm). Again remove equal square pieces of size 3em X 3em from each corner and measure its length, breadth and height and find its volume. 5. Go on repeating this process by cutting out equal squares pieces from each comer of sizes 4em x 4em, Sem X Sem, 6em x 6em and Tem x 7em. In each case make an open rectangular box | by folding up the flaps. Now measure the length, breadth and height of the each box and calculate their volume. Demonstration 1. Whenx = 1, = (45 ~2)em = 43cm,b = (24—2)cm 2 Volume V; = (43 x 22 x Tem? = 946m 2. When x = 2em, [= (45 — 4)em = 41cm; 6 = (24 — 4)em = 20cm and h = 2em + Volume V, = (41 x 20 x 2)em? = 1640em? 3. When x = 3cm, | = (45 — 6)em = 39cm, b = (24—6)em = 18cm and height = 3cm + Volume = V; = 39 x 18 x 3cm$ = 2106cm> 4, When x =4om, [= (45 — 8)em = 37cm, b = (24—8)om = 16cm and h = 4em em and height = 1em Vy = 37 X 16 x 4cm? = 2368cm> 5. (45 — 10)cm = 35cm, b = (24~ 10)em = 14cm and h = Sem + Volume = Vs = 35 x 14 x Sem? = 2450cm? 6 (45 — 12)cm = 33cm, b = (24— 12)em = 12cm and h = 6em 33 x 12 x 6cm® = 2376cm? = (45 — 14)cm = 31cm, b = (24—14)em = 10cm and h= Tem 1x 10 x Zem? = 2170cm? 7. When x = 7em, + Volume = V; 10Observation 1. When x =lem, then Vy = 946cm? When x = 2cm, then V. = 1640cm? When x = 3cm, then V3 = 2106cm> When x = 4cm, then V, = 2368cm? ‘When x = Sem, then Vs = 2450cm? (Maximum Volume) ‘When x = 6cm, then Ve = 2376cm* When x = 7cm, then V, = 2170cm From the above values, we conclude that volume is maximum = 2450cm3 when size of square to removed from each comer is Som x Som. Application ‘This activity is useful in explaining the concept of maximum or minimum value of @ function.FINDING MAXIMA AND MINIMA ma 7 | / é. Re om cpadl ee fsDATE Objective | To find the time when the area of a rectangle of given dimensions become maximum if the length is decreasing and breadth is increasing at given rates. | Material Required + 10 sheets | = Scissors, scale, pencil, eraser and card board Method of Construction | 1. Take a rectangular piece of chart paper R, of dimensions 16cm x Sem. 2. Assume that length of the rectangle is decreasing at the rate of lem/sec and the breadth is increasing at the rate of 2em/sec. 3. Take other rectangles Rp, Rs, Ry, Rs, Re, Ry, Re and Ro of dimensions I5em x 10cm, idem x 12em, 13cm x 14cm, 12cm x 16em, ilem x 18cm, 10cm x 20cm, 9em x 22em and Bem x 24cm 4, Paste these rectangle on the card board and find their areas. Demonstration 1. Rectangle Ry has the dimensions 16em x Scm and its length is decreasing at the rate of lem/sec i and breadth is increasing at the rate of 2emi/see. 28cm? | 50cm? (iii) Area of the rectangle Rj = 1dem x 12em = 168cm* (iv) Area of the rectangle Ry = I3em x 14em = 128em* (v) Area of the rectangle Rs = 12em x 16cm = 192cm? (vi) Area of the rectangle Rg = Ilem x 18cm = 198m? (vii) Area of the rectangle Ry = 10cm x 20cm = 200cm?, (viii) Area of the rectangle Ry = 9m x 22cm = 198em? (xi) Area of the rectangle Ry = Sem x 24cm = 192cm?, 2. (i) Area of the rectangle R, = 16cm x Sem (ii) Area of the rectangle Rz = 15cm x 10cm = Observation 1. Area of the rectangle Ro (after I sec) = 150cm* Area of the rectangle R (after 2 sec Area of the rectangle Ry (after 3 sec) ‘Area of the rectangle Rs (after 4 sec) = 192cm? ‘Area of the reotangle Rg (after 5 sec) = 198cm* Area of the rectangle R; (after 6 sec) = 200cm? = maximum area Area of the rectangle Re (after 7 sec) = 198em? ‘Area of the rectangle Rs (after 8 sec) = 192cm? 4 Deo IR a8Rectangle of maximum area (after 6 sec) = 200cm? zs Maximum area of the rectangle is 200cm?. This can be verified using theoretical description g in notes. Application ‘This activity can be used in explaining the concept of rate of change and optimizations of a function.VERIFICATION. OF MAXIMA AND MINIMA Pe dfom Pe Heer P atten Re Re As aden1 2, 1 DATE: Totes h aay inima Objective To verify that amongst all the rectangles of the same perimeter, the square has a maximum area Material Required A white paper sheet Scale, pencil and board Method of Construction Take the drawing board and fix the white paper sheet with the help of board pins on it. Take perimeter of the rectangle = 48cm and draw the rectangles on white paper sheet in such a way that perimeter of rectangles is 48cm and different lengths and breadths, Cut all the rectangles of following dimensions: P = 48cm, l, = 16cm, by = Bem = Ay = ly X by = 16cm x Bem = 128m? 48cm, ly = Sem, by = Yom = Az = lp X bz = 1Sem x 9em = 135cm? 48cm, I, = 14cm, Ocm = Ay = ly X by = 14cm x 10cm = 140em? 48cm, 1, = 13cm, dom = Ag = ly X by = 18cm x Lem = 143¢m? P = 48cm, ls = 12cm, by = 120m = Ag = Is X bs = 12cm x 12cm = 14cm? P = 48cm, lg = Lem; bg = 13cm = Ag = Is X bg = Tem x 13cm = 143cm? 10. P = 48cm,l, = 10cm, by = 14cm = A, = ly x by = 10cm x L4em = 140cm* Demonstration Area of rectangle Ry = 128cm? Area of rectangle Rp = 135em? 140cm? 143cm? 44cm? Area of rectangle Rg = 143cm? Area of rectangle Ry = 140cm? Perimeter of each rectangle is same but their areas are different. Area of rectangle Rs = 144cm?, this is maximum area, This can be verified using theoretical description in the note (given at last). Area of rectangle R; Area of rectangle R, ‘Area of rectangle RsObservation Perimeter of each rectangle Ry, Rz,Ry,RyyRs,Rg,Ry = 48cm. Area of the rectangle Ra is greater than the area of the rectangle Ry. ‘Area of the rectangle Ry is greater than the area of the rectangle Ry. Area of the rectangle Ry is greater than the area of the rectangle Rs. ‘Area of the rectangle Rg is greater than the area of the rectangle Ry. ‘Area of the rectangle Rg is smaller than the area of the rectangle Rs. ‘Area of the rectangle R, is smaller than the area of the rectangle Rg, The rectangle Rs has the dimension 12cm x 12cm and hence it is a square. fall the rectangles with same perimeter the square has the maximum area. een awsenpe Application This activity explain the concept of maximum value of a function. This concept can be used in prepare economical packages. Notes: The following mathematical proof vi Given Perimeter = 48cm = 2(l+ b) = 48 al+b=24 Let b = xem, then Hence area = A fies that the above activity is correct. = (24—x)em aa For maximum or minimum value of x, > = 0 ax? 5 24-2x=0 ex=i2 => x = 12 maximises A Thus, b= 12cm and | = 24- x = 24-2 = 12cm. Hence the rectangle of perimeter 48cm becomes a square of perimeter 48cm and side = 12cm when area is maximum,ANGLES BETWEEN TWO VECTORSDATE: Objective To verify that angle in a semi-circle is a right angle, using vector method. Material Required = White paper sheet + Pencil and scale Method of Construction I. Take the drawing board, and fix the white paper sheet on it with board pins, 2. Draw a circle with centre © and radius equal to Sem. 3. Join O to A, O to B.O to P, O10. Q. A to Q and B to P. 4, Take OA =r. OB =r, OP =p, OQ =4, ‘OA =7, 0B =F, OP =p and 0Q Demonstration In AOAP In AA0Q OA iQ = O0A+AQ >=F+AQ=q > AQ=q+F Observation Case I: In AOAP AP.BP = (@+H).G@-7) = AP.BP=|pl? = (Fl? =0 [+ tpl = IF = AP 1 BP = ZAPB = 90" [AP] = 10cm, [BP] = Ocm and [AB] = 10cm Now verify: [AP|? + [BP|? = |AB|? => ZAPB= 90° — [By Pythagoras theorem] radius of the circle = 5cm= BQ.AQ= qi? - Ir? =0 3 radius of the circle] = BQLAQ = ZAQB = 90" Application This activity can be used to find the angle between two vectors.DATE Objective To measure the shortest distance between two skew lines and verify it analytically. Material Required A white paper sheet = Tivee wooden blocks of size 2em x 2em x 2em each and one wooden block of size 2em x 2cm X dem, wires of different lengths, set squares, adhesive, pen/pencil, scale etc. Method of Construction 1. Take the drawing board and fix a squared paper on it with the help of board pins. | 2. On the squared paper draw two perpendicular lines OA and OB intersecting at O, representing ! x-axis and y-axis respectively } 3. Take the three blocks of the size 2em X 2em X Jem as 1, I! and ITI, Name the 4! wooden block i 2em X 2em X dem as IV. I 4, Place blocks 1, 11, III such that their base centres are at the points (2,2), (1,6) and (7,6), | respectively and block IV with its base centre at (6,2) 5. Place a straight wire joining the points P and Q, the centres of the bases of the blocks T and IT and another wire joining the centres R and S of the tops of the blocks I and IIf and another wire joining the centres R and S of the tops of the blocks 1] and 1V as shown in figure. These two wires represent two skew lines. Take a wire and join it perpendicularly with the skew lines and measure the actual distance. Demonstration 1. A set-square is placed in such a way that its one perpendicular side is along the wire PQ. 2. Move the set-square along PQ till its other perpendicular side touches the other wire. 3. Measure the distance between the two lines in this position using set-square. This is the short distance between two skew lines. Find the equation of line joining P(2,2,0)and Q(7,6,0) and other tine joining R(1,6,2)and S(6,2, ) drs of the line PQ: (5, 4, 0) and fixed point (2, 2, 0) Equation of lines RS: F= (27 +27 40K) +A(57 -47 + 0K) drs of line RS: (5, —4, 2) and fixed point (1, 6,2) Equation of lineRS: f= (T+67+2K)+(ST-47 +2K) A= 2T+27 40k, m= (57 +47 +0) R-T+67+2k, my = (57-47 +2k) T 4 0|=T(8-0) —F (10-0) + k(—20 - 20) = 87 - 107 -4k -4 my x iy = ¥O4+ 100 + 1600 = VI764 F-H=(2T +27 +0k)-(7 +67 +2k)=T-4F-2K (& —¥). iy x Hy) = (7 - 47 - 2K). (BT - 107 — 40K) = 8 + 404+ 80 = 128Vived 42 ‘The distances between two skew lines will approximately same. Observations 1. Coordinates of point P are (2, 2, 0). Coordinates of point Q are (7, 6, 0). Coordinates of point R are (1. 6, 2). Coordinates of point $ are (6, 2, 4). Equation of line PQ is F= (27 +27 +O0K) +A(ST +47 +0K). Equation of line RS is t= (7 + 67 +2) + u(ST — 47 + 2k). Shortest distance between PQ and RS analytically = 3. Shortest distance between PQ and RS by actual measurement = 3. ). The results so obtained are equal. Application ‘This activity can be used to explain the concept of skew lines and shortest distance between two lines is space.PROBABILINY 43 [va [is |b £2 23| &nl 2s | eb | 3a 33 | 34 [35136 442 | nF | be [dS | dab SR 53 | Sy | 55] Sb 83 [bib LDATE: Objective To explain the computation of conditional probabilities of a given event A, when event B has already occur through an example of throwing a pair of dice. Material Required = A white paper sheet Pencil and seale * A pair of dice Question Find the conditional probability of an event A if an event B has already occurred; where event A is “a number is appears on both the dice” and event B is the event” 4 has appeared on atleast one of the dice’ i.e, we are to find P(A | B) using activity method Method of Construction 1. Take the drawing board and place it on a table. Fix the white paper sheet on it with drawing | pins. | 2. Draw a big square of (6cm x Gem) size. Divide it into 36 squares of size (lem X Lem). 3. When we toss a pair of dice, 36 outcomes are 1, 1; 1, 2; 1,3... . Write these pair of numbers in the 36 squares as shown with Demonstration 1. We are tossing a pair of dice. Its all possible outcomés have been shown in the figure. Hence this figure represents the sample space of the experiment of throwing a dice once. We are given event A as “a number 4 appears on both the dice” and B is the event” 4 has appeared atleast one of the dice” ie. we have to find P(A | B). 3. Number of outcomes favourable to A is only one i.e. (4, 4). Shade it 4, Number of outcomes favourable to B are 4, 1; 4, 2; 4, 3: 4, 4; 4, 5; 4, 6. Shade them all 5. (a) Hence number of outcomes favourable to event A (b) Number of outcomes favourable to event B= 11. (©) Number of outcomes favourable to event A 1B = the double shaded outcome 44 = 1 (d) Total numnber of outcomes = 36 (©) *n(A) = 1, n(B) = 11, n(ANB) = 1 n(S) = 36 n(B)_ 11 6 @PB)= i)" 36 n(ANB)_1 (©) PAN) = "T= 3g P(AMB) 1/36 _ 1 PB) 11/36 11 (©) P(AIB) =‘The distance between the point P and the plane in the normal direction is measured using a metre scale. Equation of the plane passing through the points A. B, C is x-8 yt6 2-2 3-8 -94+6 3-2 1-8 -44+6 4-2 which is of the form ax + by + ez +d = 0. This distance is also calculated by using the formula laxi toy: bez ta Va oc? 8, The two distance so obtained are the same. a= Observation 1, The coordinates of A(x;, ¥1,21) = A(8, —6,2) B(Xz, Yo, 22) = B(—3,~9, 3) C (3, Ya %3) = C(-1,-4,4) Coordinates of point P = (8, 2,6) The distance (d) of P from the plane KLMN by actual measurement = 6. Equation of plane through A, B, C using x-% YI 2-2 bx2 ~ 1 Ya “Ya 22 — a] =is 8x — 13y + 492 = 240. IX3 — %1 Ya — Va 23 — 21) The distance of P from this plane (represented by above cquation using) Jax: toyr ter. +a Va?+b? +c? Thus distance of a point P from a plane by actual measurement = distance of P through analytical method = 8. d= Application 1. With this activity it can be explained that through (a) one point or through two points, infinite number of planes can pass, (©) three non-collinear points, a unique plane passes. This activity can also be used in explaining the concept of distance between two parallel planes.