Experiment number - 1

1 Relations and Functions

Objective of the Activity

To verify that the relation R in set L of all lines in plane defined as
is symmetric but neither reflexive nor transitive.

Materials Required
✧✧ A piece of card board of suitable size
✧✧ Pieces of wires
✧✧ Nails
✧✧ White chart paper
✧✧ Glue
✧✧ Scale

Logical Steps of the Activity

1. Take a card board of suitable
size and paste a white chart
paper on it.

2. Draw two straight lines on

white chart paper with the help
of wires and glue 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
given figure.

3. Name these lines as l1, l2, l3, l4, l5,

l6 as shown in the given figure.

1
Observations
1. l1 is perpendicular to l4 and l5.

2. l2 is perpendicular to l4 and l5.

3. l3 is perpendicular to l6 and l7.

4. l1 is parallel to l2.

5. l4 is parallel to l5.

6. l6 is parallel to l7.

7. So (l1, l4), (l1, l5), (l2, l4), (l2, l5), (l3, l6), (l3, l7) ∈ R.

8. From the above figure we can see that there is no line which is perpendicular to itself, i.e.,
(l l) ∈ R so that the given relation R is not a reflexive relation.

9. From the above figure we can see that l1 ^ l4 and l4 ^ l1

Then (l1 , l4) ∈ R ⇒ (l4, l1) ∈ R

Similarly (l2, l4) ∈ R ⇒ (l4, l2) ∈ R

Also (l3, l6) ∈ R ⇒ (l6, l3) ∈ R

So we can say that the given relation R is a symmetric relation.

10. From the above figure we can see that l1 ^ l2, and l4 is ^ l2 but l1 || l2 not perpendicular.
Thus (l1, l4) ∈ R and (l4, l2) ∈ R but (l1, l2) ∈ R so we can say the given relation R is not a
transitive relation.

Result
From the above activity it is verified that the given relation R “is perpendicular to” on the set R
of all straight lines in a plane is symmetric but neither reflexive nor transitive.

Application

This activity is useful to identify that the given relation is an equivalence relation or not.

2
 Experiment number - 2

2 Relations and Functions

Objective of the Activity

To verify that the relation R in the set L of all the lines in a plane defined by R = {(l ,
m): l || m and l, m L} is an equivalence relation.

Materials Required
✧✧ A piece of card board of suitable size
✧✧ Pieces of wires
✧✧ Nails
✧✧ White chart paper
✧✧ Glue
✧✧ Scale

Logical Steps of the Activity

1. Take a card board of suitable size and paste a white chart paper on it.

2. Draw some parallel lines with

the help of wires on the chart
paper in such a way are line
is perpendicular to the given
drawn || lines and drawn a
line which is inclined to the
given || lines.

3. Let the wires represents the

lines l1 l2 l3 l4 l5 l6. Then we have
the following observations.

Observations
1. Line l1 is ^ to l4 and l6.

3
 2. Line l2 is ^ to l4 and l6.

3. Line l3 is ^ to l4 and l6.

4. Line l4 is parallel to l6.

5. Line l1 is parallel to l2, l2 is parallel to l3 and line l1 is parallel to l3.

6. So (l1, l2) (l2, l3) (l1, l3) (l4, l6) ∈ R.

From the given figure we can see that every line is parallel to itself thus l1 || l1, l2 || l2 and
l3 || l3, l4 || l4, l6 || l6. So we can say (l1, l1) (l2, l2) (l3, l3) (l4, l4) .... (l6, l6) ∈ R. Hence the given
relation R is a reflexive relation.

7. From the given figure we can see that l4 || l6 thus l6 || l4 so we can say (l4, l6) ∈ R ⇒ (l6, l4)
∈ R.
Similarly (l1, l2) ∈ R ⇒ (l2, l4) ∈ R
(l2, l3) ∈ R ⇒ (l3, l2) ∈ R
also (l1, l3) ∈ R ⇒ (l3, l1) ∈ R

Hence the given relation R is a symmetric relation.

8. From the given figure we can see that l1 || l2, l2 || l3 and l1 || l3.
So we can say (l1, l2) ∈ R ⇒ (l2, l3) ∈ R ⇒ (l1, l3) ∈ R
Hence the given relation is a transitive relation.
Thus the given relation R is a reflexive, symmetric and transitive relation. Hence the relation
R is an equivalence relation.

Result
From the above discussion through the activity it is verified that the relation “is parallel to” on
the given set R of all straight lines in a plane is an equivalence relation.

Application

This activity is helpful to identify whether the given relation is an equivalence relation or not.

Follow-up Activity

Take some wires and construct triangles (In which some triangles are similar triangles) and
put them in a collection say A. Define a relation R = {(T1, T2): T1 is similar to T2} in A and
check whether the given relation R is an equivalence relation or not.

4
 Experiment number - 3

3 Relations and Functions

Objective of the Activity

To demonstrate a function is not one-one but is on to.

Pre-requisite Knowledge
❖❖ Basic knowledge of relations, functions and type of relations and type of function such that
one-one functions and on to functions.

Materials Required
✧✧ Coloured chart papers (orange, green)
✧✧ A card board
✧✧ Scissors
✧✧ Glue sticks
✧✧ Pins

Logical Steps of the Activity

1. Take a orange chart paper and
cut out a elliptical strip length 10
cm and width 5 cm as shown in
the figure.

2. Take a green chart paper and

cut a elliptical strip of length 8
cm and width of 3 cm as shown
in figure.

3. Paste these two strips on the

card board and mark X and Y
on them respectively as shown
in the figure.

5
4. Fix 5 paper pins on the orange strip and
mark as 1, 2, 3, 4 and 5. Similarly fix 4 paper
pins on the green strips and mark them a,
b, c and d as shown in the figure.

5. Now join the pins on the given strips with

the help of threads as shown in the figure.

6
Observations
1. Now we can see that image of the element 1 of x in y is a.

2. The image of the element 2 of x in y is c.

3. The image of the element 3 of x in y is d.

4. The image of the element 4 of x in y is b.

5. The image of the element 5 of x in y is d.

6. The pre image of the element a of y in x is 1.

7. The pre image of the element b of y in x is 4.

8. The pre image of the element c of y in x is 2.

9. The pre image of the element d of y in x is 3 and 5.

10. Since the elements 3 and 5 in x have the common image as d in y, so the given function is
many-one not one-one.

11. Also we can see that every element of y is image of some element of x so function is on to.

Thus from the observation 10 and 11 we can say that the given function is shown in the
figure is on-to but not one-one.

Result

From the above activity we have demonstrated a function which is not one-one but on-to.

Application

This activity is helpful to clear the concept of bijective functions.

7
4
Experiment number - 4

Relations and Functions

Objective of the Activity

To demonstrate a function which is one-one but not onto.

Pre-requisite Knowledge
❖❖ Basic knowledge of relations, functions and type of relations and type of function such that
one-one functions and on to functions.

Materials Required
✧✧ Coloured chart papers (orange, green)
✧✧ A card board
✧✧ Scissors
✧✧ Glue sticks
✧✧ Pins

Logical Steps of the Activity

1. Take a orange chart paper and cut out a
elliptical strip length 10 cm and width 5 cm
as shown in the figure.
2. Take a green chart paper and cut a elliptical
strip of length 8 cm and width of 3 cm as
shown in figure.
3. Paste these two strips on the card board
and mark X and Y on them respectively as
shown in the figure.
4. Fix four paper pins on the orange strips and
mark the pins as 1, 2, 3 and 4. Similarly fix
5 paper pins on the green strips and mark
them a, b, c, d and e as shown in figure.

8
 5. Now join the pins on the orange strips to the pins on the green strips with the help of
threads as shown in the figure.

Observations
Here we observe that
1. The image of the element 1 of x in y is b.
2. The image of the element 2 of x in y is c.
3. The image of the element 3 of x in y is a.
4. The image of the element 4 of x in y is e.
5. The pre image of the element d of y in x does not exist.
7. From the above mapping we can say that the images of distinct element of x are distinct so
the function is one-one.
8. We also see that there is an element d in y which has no pre image. So the function is not
onto.
9. Thus from the above observations 7 and 8 we can say that the function or mapping shown
in figure is one-one but not onto.

Result
From the above activity we have demonstrated that a function which is one-one but not onto.

Application

This activity is helpful for the clarity of the concept of bijective function.

9
 Experiment number - 5

15 Application of Derivative

Objective of the Activity

To understand the concept of local maxima and local minima and point of inflexion
for a given function.

Materials Required
✧✧ A drawing board
✧✧ A white paper sheet
✧✧ Board pins
✧✧ Wires
✧✧ Glue
✧✧ Pencil
✧✧ Scale

Logical Steps of the Activity

1. Take a drawing board of convenient size and paste a white paper on it.

2. Take two pieces of wires of convenient lengths and fix them on the drawing board which
are bisected at point o. One is horizontal (XoX‘) is called x-axis and one is vertical (YoY‘) is
called y-axis.

3. Take another wire of suitable length and bend it in the shape of curve. (The curve should be
make at least four points). Fix this curved wire on the white paper pasted on the drawing
sheet as shown in the figure.

4. Take four more wire of suitable lengths and fix them at the points A, B, C, D and P. Which
are represents the tangents of the curves at points A, B, C, D which are parallel to the x-axis.

5. The slope of tangents at these points are zero i.e., the value of first derivative of a function
is zero at all these points and the tangent at point P intersect the curve.

40
Observation
dy
1. We see from the given figure the sign of the slope of the tangent   first derivative at
 dx 
a point on the given curve to the immediate left of A is negative and sign of the slope of
dy
tangent   first derivative at a point on the curve to the immediate right of A is positive.
 dx 
That means at the point A sign of the first derivative is changes from negative to positive.
So the point A is the point of local minima.

dy
2. Now similarly we observe that the slope of tangent   (first derivative) at point B. When
 dx 
we move from just left to just right is changes from negative to +ve. Therefore we can say
the point B is also a point of local minima.

dy
3. The slope of tangent   (first derivative) at point on the curve the immediate left of c
 dx 
 dy 
is +ve and the sign of the slope the tangent   first derivative at a point on the curve is
 dx 

41
 immediate right of c is –ve. That means the sign of the first derivative of a given function is
changes from +ve to –ve. Thus the point c is the point of local maxima.

4. Similarly the sign of first derivative is also changes from the +ve to –ve thus the point D is
also point of local maxima.

5. But when we move from just left to just right at point P there is no change in the sign of the
 dy 
first derivative   of the given function. Thus the point P is the point of inflexion.
 dx 

Result
Hence from the above discussion we conclude that point A and B are the points of local minima
and the points C and D are the points of local maxima and the point P is neither minima nor
maxima it is a point of inflexion.

Application

1. This activity is helpful to find the points of local minima and local maxima and point of
inflexion for the given curve.
2. The concept of maxima and minima is useful in daily life problems for constructing of
packages of maximum and minimum capacity. Cost and profit maximum and minimum.

42
 Experiment number - 6

16 Application of Derivative

Objective of the Activity

To understand the concepts of absolute maximum and minimum values of a function
in a given closed interval through its graph.

Materials Required
✧✧ A drawing board required size
✧✧ White paper sheet
✧✧ Wire
✧✧ Glue
✧✧ Pencil
✧✧ Scale

Logical Steps of the Activity

1. Take a drawing board of convenient size and paste a white paper on it.

2. Take two pieces of wires of convenient lengths and fix them on the drawing board which
are bisected at point o. One is horizontal (XoX‘) is called x-axis and one is vertical (YoY‘) is
called y-axis.

3. Take another wire of suitable length and bend it in the shape of curve. Fix this curved wire
on the white paper pasted on the drawing sheet as shown in the figure.

4. Let the given function f(x) = 4x4 – 17x2 + 18 in the interval [–2, 2].

5. We take different values of x in the given interval [–2, 2] and find the value of f(x) and form
the ordered pair (x, f(x)).

6. Plot the graph of the given function (with the help of ordered pair) by free hand curve.

x 0 ±.5 ±1.25 ±.127 ±2

f(x) 0 6 –1.55 –1.56 2.1

43
Observations
1. Now through the graph we observe or find the maximum value of given function f(x) on
the given interval [–2, 2]

2. The absolute maximum value of the given function f(x) is 21 at x =± 2.

The absolute minimum value of the function f(x) = –1.56 at x = 1.27.

Application

This activity is helpful to understand the concept of absolute maxima and absolute minima
by using the graph.

44
17
Experiment number - 7

Application of Derivative

Objective of the Activity

To construct an open box of maximum volume from a given rectangular sheet by
cutting squares from each corner.

Materials Required
✧✧ Chart papers
✧✧ Scissors
✧✧ Cello tape
✧✧ Glue
✧✧ Calculator

Logical Steps of the Activity

1. Take a rectangular chart paper of size 45 cm × 24 cm and name it as rectangle PQRS.

2. Cut out four equal square pieces of size 1 cm × 1 cm from each corner. Now fold up the
flaps from all the sides and form a open top rectangular box (like lid) with the help of cello
tape. Now after measuring the length, breadth and height with the help of scale calculate
the volume of the box with the help of the formula V = (length (l) × breadth (b) × height
(h)).

3. Now take another rectangular chart paper sheet of the same size (45 cm × 24 cm) and repeat
the above process by cutting the square of size (1.5 cm × 1.5 cm) from each corner and
measure its length, breadth, height and then calculate the value of the box which formed.

4. Now take the third rectangular sheet of chart paper of the same size (45 cm × 24 cm) again
remove the square of size (2 cm × 2 cm) from each corner and measure its length, breadth,
height then calculate the volume of the box.

5. Go on repeating the same process by cutting out the square pieces of same size from each
corners of sizes 2.5 cm × 2.5 cm, 3 cm × 3 cm, 3.5 cm × 3.5 cm, 4 cm × 4 cm and so on. In
each and every case make an open box by folding up the flips from all the sides now. After

45
 measuring the length, breadth, height of the rectangular box calculate the volume of the
box.

Observation
1. When x = 1, l = (45 – 2) = 43 cm , b = (24 – 2) = 22 cm and height = 1 cm.
 Volume V1 = (43 × 42 × 1) cm3 = 946 cm3

2. When x = 1.5, l = (45 – 3) = 42 cm, b = (24 – 3) = 21 cm and height = 1.5 cm

 Volume V2 = (42 × 21 × 1.5) cm3 = 1323 cm3

3. When x = 2 cm, l = (45 – 4) = 41 cm, b = (24 – 4) = 20 cm and height = 2 cm

 Volume V3 = (41 × 20 × 2) cm3 = 1640 cm3

4. When x = 2.5 cm, l = (45 – 5) = 40 cm, b = (24 – 5) = 19 cm and height = 2.5 cm

 Volume V4 = (40 × 19 × 2.5) cm3 = 1900 cm3

5. When x = 3 cm, l = (45 – 6) = 39 cm, b = (24 – 6) = 18 cm and height = 3 cm

 Volume V5 = (39 × 18 × 3) cm3 = 2106 cm3

6. When x = 3.5 cm, l = (45 – 7) = 38 cm, b = (24 – 7) = 17 cm and height = 3.5 cm

 Volume V6 = (38 × 17 × 3.5) cm3 = 2261 cm3

7. When x = 4 cm, l = (45 – 8) = 37 cm, b = (24 – 8) = 16 cm and height = 4 cm

 Volume V7 = (37 × 16 × 4) cm3 = 2368 cm3

8. When x = 4.5 cm, l = (45 – 9) = 36 cm, b = (24 – 9) = 15 cm and height = 4.5 cm

 Volume V8 = (36 × 15 × 4.5) cm3 = 2430 cm3

46
 9. When x = 5 cm, l = (45 – 10) = 35 cm, b = (24 – 10) = 14 cm and height = 5 cm
 Volume V9 = (35 × 14 × 5) cm3 = 2450 cm3

10. When x = 5.5 cm, l = (45 – 11) = 34 cm, b = (24 – 11) = 13 cm and height = 5.5 cm
 Volume V10 = (34 × 13 × 5.5) cm3 = 2431 cm3

11. When x = 6 cm, l = (45 – 12) = 33 cm, b = (24 – 12) = 12 cm and height = 6 cm
 Volume V11 = (33 × 12 × 6) cm3 = 2376 cm3

Observation
1. When x = 1 cm then V1 = 946 cm3

2. When x = 1.5 cm then V2 = 1323 cm3

3. When x = 2 cm then V3 = 1640 cm3

4. When x = 2.5 cm then V4 = 1900 cm3

5. When x = 3 cm then V5 = 2106 cm3

6. When x = 3.5 cm then V6 = 2261 cm3

7. When x = 4 cm then V7 = 2368 cm3

8. When x = 4.5 cm then V8 = 2430 cm3

9. When x = 5 cm then V9 = 2450 cm3 Maximum Volume

10. When x = 5.5 cm then V10 = 2431 cm3

11. When x = 6 cm then V11 = 2376 cm3

Result
From the above discussion we can conclude that volume is maximum = 2450 cm3 when size of
the square to be removed from each corner 5 cm × 5 cm.

Application

This activity is helpful to explain the concept of maxima and minima to solve the problems
related with daily life.

47
 Experiment number - 8

19 Application of Derivative

Objective of the Activity

To verify that amongst all the rectangles of the same perimeter the square has the
maximum area.

Pre-requisite Knowledge
❖❖ Knowledge of perimeter and area of rectangle and square, knowledge of differentiation and
its application.

Materials Required
✧✧ A card board of suitable size
✧✧ White paper sheet
✧✧ Paper cutter
✧✧ Glue Sticks
✧✧ Scale

Logical Steps of the Activity

1. Take a cardboard of suitable size and paste a white sheet on it.

2. Make rectangles of the perimeter (say 40 cm) each on chart paper. We have some rectangles
of different dimensions each having perimeter of 40 cm.

51
 R1 = 14 cm × 6 cm, R2 = 13 cm × 7 cm, R3 = 12 cm × 8 cm, R4 = 11 cm × 9 cm, R5 = 10 cm × 10
cm, R6 = 8.5 cm × 11.5 cm, R7 = 9.5 cm × 10.5 cm.

3. Cut out those rectangles and paste them on the white sheet on the card board.

4. We can form more rectangles of different dimensions each having the perimeter 40 cm.

5. Paste these rectangles on the card board.

Observations
1. Now the area of rectangle R1 = 14 cm × 6 cm = 84 cm2

Area of rectangle R2 = 13 cm × 7 cm = 91 cm2

Area of rectangle R3 = 12 cm × 6 cm = 72 cm2

Area of rectangle R4 = 11 cm × 9 cm = 99 cm2

Area of rectangle R5 = 10 cm × 10 cm = 100 cm2

Area of rectangle R6 = 8.5 cm × 11.5 cm = 97.75 cm2

Area of rectangle R7 = 9.5 cm × 10.5 cm = 99.75 cm2

52
 2. We observe that perimeter of each rectangle is 40 cm. But the areas of these rectangles are
different.

3. The area of R5 is maximum = 100 cm2 but it is a square since its length = breadth.

4. We can verify the above result using differentiation perimeter of the rectangle

P = 2(x + y) = 40 cm where x represents its length and y represents its width/breadth.

⇒ 2(x + y) = 40

(x + y) = 20 ⇒ y = (20 – x) or x = (20 – y)

Now the area of rectangle A = xy

A = (20 – y)y

A(y) = 20y – y2

On differentiating both sides w.r. to y we get

dA dA
= 20 − 2 y put = 0 ⇒ 20 − 2 y = 0
dy dy
⇒ y = 10 cm

Now

d2 A
= − 2 which is less than zero
dy 2
d2 A
⇒ <0  A ( y = 10 ) is the point of maxima.
dy 2

Hence the area (y = 10) ⇒ 20 × 10 – 102 ⇒ 200 – 100 = 100 cm2 is the maxim area of the
rectangle.

Result
From the above activity we conclude that the amongst all the rectangles of the same perimeter
the square has the maximum area.

Application

This activity is helpful to the field packaging.

53
 Experiment number - 9

25 Three-Dimensional
Geometry

Objective of the Activity

To measure the shortest distance between two skew lines and verify by analytically.

Pre-requisite Knowledge
❖❖ Knowledge about various forms of equation of lines, skew lines. Knowledge about the
formula of distance (shortest) between two skew lines.

Materials Required
✧✧ Thick card board sheets
✧✧ White chart paper
✧✧ Four wooden blocks of suitable dimensions
✧✧ Threads
✧✧ Glue sticks etc.

Logical Steps of the Activity

1. Take a card board sheet of suitable size and paste a white sheet on it and after that paste a
graph paper on it.

2. Draw two lines XOX‘ and YOY‘ which is bisected perpendicularly at point O. The point O
represent the origin and XOX‘ is called x-axis and YOY‘ is called y-axis. On these axis take
1 cm = 1 unit and label them as shown in the figure.

3. Mark the points P(3, 3), Q(11, 3), R(6, 11), S(14, 13) on the graph paper.

4. Label the four wooden blocks as a, b, c and d.

5. Now fix the wooden blocks labeled a, b, c and d at point P(3, 3), Q(11, 3), R(6, 11) and S(14,
13) respectively such that their base centers fall exactly at these points.

6. Using adhesive/glue sticks fix a piece of thread joining points A and D where A and D are
the contents of the tops of blocks a and d respectively.

68
7. Similarly fix a piece of thread joining points B and C where B and C are the centers of the
blocks b and c respectively.

69
 8. Take a thread and join it perpendicularly with the lines AD and BC and measure the actual
distance.

9. Place a set square such that its side forming the right angle is along the thread BC.

10. Move the set square along AD till its other side forming the right angle touches the other
piece of thread.

11. Measure the distance between the two threads in this position to get the required shortest
distance between AD and BC.

Observations
1. Here the threads joining AD and BC represents two skew lines.

x − x1 y − y1 z − z1
2. Equation of line joining two points (x1, y1, z1) and (x2, y2, z2) is = = .
x2 − x1 y2 − y1 z2 − z1
3. Now equation of line joining A(3, 3,1) and D(14, 13, 2) is given by

x−3 y −3 z−1
= =
14 − 3 13 − 3 2 − 1
x −3 y −3 z−1
or = = ... (1)
11 10 1
and equation of line joining B(11, 3, 1) and C(6, 11, 0) is given by

x − 11 y − 3 z − 0 x − 11 y − 3 z
= = or = = ... (2)
6 − 11 11 − 3 0 − 1 −5 8 −1
4. Now we know that the shortest distance (d) between two skew lines
x − x1 y − y1 z − z1 x − x2 y − y2 z − z2
= = and = = is given by
a1 b1 c1 a2 b2 c2

x2 − x1 y2 − y1 z2 − z1
a1 b1 c1
d= a2 b2 c2

( a1b2 − a2b1 )2 + (b1c2 − b2c1 )2 + (c1a2 − a1c2 )2

So the shortest distance d between the lines (i) and (ii) is given by

11 − 3 3 − 3 0 − 1
11 10 1
d= −5 8 −1
(88 + 50)2 + ( −10 − 8)2 + ( −11 + 5)2

70
 8 0 −1
11 10 1 8 ( −18 ) − 0 + 1 ( 88 + 50 )
d= =
−5 8 −1 19044 + 324 + 36
2 2 2
(138 ) + 18 + 6

−144 + 138 −6
d= =
19404 139.29

6
or ⇒ d = .04 cm
139.29
5. On actual measurement the shortest distance between two skew lines = 0.6 cm

6. From point (4) & (5) we observe that the shortest distance between Skew lines AD and
BC by actual measurement is approximately equal to the shortest distance obtained by
analytical method.

Result
From the above activity we conclude that the shortest distance between two Skew lines obtained
by actual measurement and obtained by analytical method is coming equal.

Application

This activity is helpful to explain the concept of Skew lines and shortest distance between
two Skew lines.

71
 Experiment number - 10

28 Probability

Objective of the Activity

To explain the computation of conditional probabilities of a given event A when event
B has already occurred through an example of throwing a pair of dice.

Pre-requisite Knowledge
❖❖ Knowledge about probability, knowledge about random experiment, sample space, event,
equally likely events etc., conditional probability.

Materials Required
✧✧ Card board sheet
✧✧ Squared sheet
✧✧ White chart
✧✧ Glue sticks etc.

Logical Steps of the Activity

1. Take a card board of suitable size and paste a white sheet on it and paste a squared paper
on it which has 36 square as shown in the figure.

2. Write all possible out comes obtained

by throwing two dice on the squared (1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6)
paper i.e. and write all the following
outcomes on the squared paper as (2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6)
shown in the figure.
(3, 1) (3, 2) (3, 3) (3, 4) (3, 5) (3, 6)
(1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (1, 6), (2,
1), (2, 2), (2, 3), (2, 4), (2, 5), (2, 6), (3, 1), (4, 1) (4, 2) (4, 3) (4, 4) (4, 5) (4, 6)
(3, 2), (3, 3), (3, 4), (3, 5), (3, 6), (4, 1), (4,
2), (4, 3), (4, 4), (4, 5), (4, 6), (5, 1), (5, 2), (5, 1) (5, 2) (5, 3) (5, 4) (5, 5) (5, 6)
(5, 3), (5, 4), (5, 5), (5, 6), (6, 1), (6, 2), (6,
3), (6, 4), (6, 5), (6, 6) (6, 1) (6, 2) (6, 3) (6, 4) (6, 5) (6, 6)

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Observation
Case I: To find the conditional probability of an event E when F has already occurred where E is
the event a number 3 appears on both the dice and F is the event 3 has already appeared on one
 E
of the dice. Here we have to find the conditional probability P   .
 F
1. From the above figure

Favourable out comes of E is (3, 3)

E = {3, 3} i.e, n(E) = 1

Favourable outcomes of F are

F = {(1, 3) (2, 3) (3, 3) (4, 3) (5, 3) (6, 3) (3, 1) (3, 2) (3, 4) (3, 5) (3, 6)}

No. of favourable outcomes of F i.e., n(B) = 11

Now the common outcomes of E and F is {3, 3}

Now no. of favourable outcomes of ( E ∩ F ) = n(1)

E P (E ∩ F ) 1
Conditional probability P   = =
 F P( F ) 11
Alternate Method:

 E  P (E ∩ F )
P  =
 F P (F)

Total no. of outcomes in a single throw of two dice = 36

 n(S) = 36 and n(F) = 11

n( F ) 11
P( F ) = =
n(S) 36
n(E ∩ F ) = 1

1
P(E ∩ F ) =
36
1
 E  P ( E ∩ F ) 36 1
So P   = = =
 F P( F ) 11 11
36

Case II: To find the conditional probability of an event E when F has already occurred, where
E be the event getting the sum 8 and F is the event a doublet has already occured. Here also we
 E
have to find P   .
 F

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 2. From the figure

Favourable outcomes of E are (3, 5) (4, 4) (5, 3) ⇒ {( 3, 5) ( 4, 4)( 5, 3)}

No. of outcomes of (E) = n(E) = 3

Favourable outcomes of F are (1, 1) (2, 2) (3, 3) (4, 4) (5, 5) (6, 6)

F = {(1, 1) (2, 2) (3, 3) (4, 4) (5, 5) (6, 6)}

No. of outcomes in F i.e. n(F) = 6

Common outcomes of E and F is {4, 4}

No. of outcomes in ( E ∩ F ) i.e. n ( E ∩ F ) = 1

 E  P (E ∩ F ) 1
Hence P   = =
 F P (F) 6
Alternative Method

 E  P (E ∩ F )
We know that P   =
 F P (F)
n(S) = 36, n(E) = 3, n(F) = 6, n ( E ∩ F ) = 1

n( F ) 6 1
P (F) = = =
n(S) 36 6
n (E ∩ F ) 1
P (E ∩ F ) = =
n(S) 36
1
 E  P (E ∩ F ) 36 1
So P  = = =
 F P( F ) 1 6
6

Result
From the above activity we conclude that this activity explains how to calculate the conditional
probability of an event when another event has already occurred.

Application

This activity is helpful to clear the concept of Baye’s Theorem.

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