Activities for

Class XI

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Activity 1
OBJECTIVE MATERIAL REQUIRED
To find the number of subsets of a Paper, different coloured pencils.
given set and verify that if a set has n
number of elements, then the total
number of subsets is 2n.
METHOD OF CONSTRUCTION
1. Take the empty set (say) A0 which has no element.
2. Take a set (say) A1 which has one element (say) a1.
3. Take a set (say) A2 which has two elements (say) a1 and a2.
4. Take a set (say) A3 which has three elements (say) a1, a2 and a3.

DEMONSTRATION
1. Represent A0 as in Fig. 1.1

Here the possible subsets of A0 is A0 itself

Here the subsets of A2 are φ, {a1}, {a2},

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 4. Represent A3 as in Fig. 1.4
Here the subsets of A3 are φ, {a1},
{a2}, {a3),{a1, a2}, {a2, a3) ,{a3, a1)
and {a 1 , a 2 , a 3}. The number of
subsets of A3 is 8 = 23.
5. Continuing this way, the number of
subsets of set A containing n
elements a1, a2, ..., an is 2n.

OBSERVATION
1. The number of subsets of A0 is __________ = 2
2. The number of subsets of A1 is __________ = 2
3. The number of subsets of A2 is __________ = 2
4. The number of subsets of A3 is __________ = 2
5. The number of subsets of A10 is = 2
6. The number of subsets of An is = 2
APPLICATION
The activity can be used for calculating the number of subsets of a given set.

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Activity 2
OBJECTIVE MATERIAL REQUIRED
To represent set theoretic operations Hardboard, white thick sheets of
using Venn diagrams. paper, pencils, colours, scissors,
adhesive.

METHOD OF CONSTRUCTION
1. Cut rectangular strips from a sheet of paper and paste them on a hardboard.
Write the symbol U in the left/right top corner of each rectangle.
2. Draw circles A and B inside each of the rectangular strips and shade/colour
different portions as shown in Fig. 3.1 to Fig. 3.10.

DEMONSTRATION
1. U denotes the universal set represented by the rectangle.
2. Circles A and B represent the subsets of the universal set U as shown in the
figures 3.1 to 3.10.
3. A′ denote the complement of the set A, and B′ denote the complement of
the set B as shown in the Fig. 3.3 and Fig. 3.4.
4. Coloured portion in Fig. 3.1. represents A ∪ B.

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 5. Coloured portion in Fig. 3.2. represents A ∩ B.

6. Coloured portion in Fig. 3.3 represents A′

7. Coloured portion in Fig. 3.4 represents B′

8. Coloured portion in Fig. 3.5 represents (A ∩ B)′

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9. Coloured portion in Fig. 3.6 represents (A ∪ B)′

10. Coloured portion in Fig. 3.7 represents A′ ∩ B which is same as B – A.

11. Coloured portion in Fig. 3.8 represents A′ ∪ B.

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12. Fig. 3.9 shows A ∩ B = φ

13. Fig. 3.10 shows A ⊂ B

OBSERVATION
1. Coloured portion in Fig. 3.1, represents ______________
2. Coloured portion in Fig. 3.2, represents ______________
3. Coloured portion in Fig. 3.3, represents ______________
4. Coloured portion in Fig. 3.4, represents ______________
5. Coloured portion in Fig. 3.5, represents ______________
6. Coloured portion in Fig. 3.6, represents ______________
7. Coloured portion in Fig. 3.7, represents ______________
8. Coloured portion in Fig. 3.8, represents ______________
9. Fig. 3.9, shows that (A ∩ B) = ______________
10. Fig. 3.10, represents A ______________ B.
APPLICATION
Set theoretic representation of Venn diagrams are used in Logic and Mathematics.

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Activity 3
OBJECTIVE MATERIAL REQUIRED
To verify distributive law for three Hardboard, white thick sheets of
given non-empty sets A, B and C, that paper, pencil, colours, scissors,
is, A ∪ (B ∩ C) = (A ∪ B) ∩ (A ∪ C) adhesive.

METHOD OF CONSTRUCTION
1. Cut five rectangular strips from a sheet of paper and paste them on the
hardboard in such a way that three of the rectangles are in horizontal line
and two of the remaining rectangles are also placed horizontally in a line
just below the above three rectangles. Write the symbol U in the left/right
top corner of each rectangle as shown in Fig. 4.1, Fig. 4.2, Fig. 4.3, Fig. 4.4
and Fig. 4.5.
2. Draw three circles and mark them as A, B and C in each of the five rectangles
as shown in the figures.
3. Colour/shade the portions as shown in the figures.

DEMONSTRATION
1. U denotes the universal set represented by the rectangle in each figure.
2. Circles A, B and C represent the subsets of the universal set U.

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 3. In Fig. 4.1, coloured/shaded portion represents B ∩ C, coloured portions in
Fig. 4.2 represents A ∪ B, Fig. 4.3 represents A ∪ C, Fig. 4.4 represents
A ∪ ( B ∩ C) and coloured portion in Fig. 4.5 represents (A ∪ B) ∩ (A∪ C).

OBSERVATION
1. Coloured portion in Fig. 4.1 represents ___________.
2. Coloured portion in Fig. 4.2, represents ___________.
3. Coloured portion in Fig. 4.3, represents ___________.
4. Coloured portion in Fig. 4.4, represents ___________.
5. Coloured portion in Fig. 4.5, represents ___________.
6. The common coloured portions in Fig. 4.4 and Fig. 4.5 are __________.

7. A ∪ ( B ∩ C ) = ____________.

Thus, the distributive law is verified.

APPLICATION NOTE
Distributivity property of set operations In the same way, the other distributive
is used in the simplification of problems law
involving set operations.
A ∩ (B ∪ C) = (A ∩ B) ∪ (A ∩ C)
can also be verified.

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Activity 4
OBJECTIVE MATERIAL REQUIRED
To prepare a model to illustrate the A stand fitted with 0º-360º
values of sine function and cosine protractor and a circular plastic
function for different angles which are sheet fixed with handle which can
π be rotated at the centre of the
multiples of and π . protractor.
2

METHOD OF CONSTRUCTION
1. Take a stand fitted with 0º-360º protractor.
2. Consider the radius of protractor as 1 unit.

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3. Draw two lines, one joining 0º-180º line and another 90º-270º line,
obviously perpendicular to each other.
4. Mark the ends of 0°-180° line as (1,0) at 0°, (–1, 0) at 180° and that of
90° - 270° line as (0,1) at 90° and (0, –1) at 270°
5. Take a plastic circular plate and mark a line to indicate its radius and fix a
handle at the outer end of the radius.
6. Fix the plastic circular plate at the centre of the protractor.

DEMONSTRATION
1. Move the circular plate in anticlock wise direction to make different angles
π 3π
like 0, , π, , 2π etc.
2 2
2. Read the values of sine and cosine function for these angles and their
multiples from the perpendicular lines.

OBSERVATION
1. When radius line of circular plate is at 0º indicating the point A (1,0),
cos 0 = ______ and sin 0 = _______.
2. When radius line of circular plate is at 90º indicating the point B (0, 1),
π π
cos = _______ and sin = _______ .
2 2
3. When radius line of circular plate is at 180º indicating the point C (–1,0),
cos π = ______ and sin π = _________.
4. When radius line of circular plate is at 270º indicating the point D (0, – 1)
3π 3π
which means cos = _______ and sin = _______
2 2
5. When radius line of circular plate is at 360º indicating the point again at A
(1,0), cos 2 π = _______ and sin 2 π = ________.

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Now fill in the table :

π 3π 5π 7π
Trigonometric 0 π 2π 3π 4π
2 2 2 2
function
sin θ – – – – – – – – –

cos θ – – – – – – – – –

APPLICATION
This activity can be used to determine the values of other trigonometric functions
π
for angles being multiple of and π.
2

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Activity 5
OBJECTIVE MATERIAL REQUIRED
To plot the graphs of sin x, sin 2x, Plyboard, squared paper, adhesive,
x ruler, coloured pens, eraser.
2sinx and sin , using same
2
coordinate axes.

METHOD OF CONSTRUCTION
1. Take a plywood of size 30 cm × 30 cm.
2. On the plywood, paste a thick graph paper of size 25 cm × 25 cm.
3. Draw two mutually perpendicular lines on the squared paper, and take them
as coordinate axes.
4. Graduate the two axes as shown in the Fig. 10.
x
5. Prepare the table of ordered pairs for sin x, sin 2x, 2sin x and sin for
2
different values of x shown in the table below:

π π π π 5π π 7π 2π 9π 5π 11π
T. ratios 0º π
12 6 4 3 12 2 12 3 12 6 12

sin x 0 0.26 0.50 0.71 0.86 0.97 1.00 0.97 0.86 0.71 0.50 0.26 0

sin 2x 0 0.50 0.86 1.00 0.86 0.50 0 –0.5 –0.86 –1.0 –0.86 –0.50 0

2 sin x 0 0.52 1.00 1.42 1.72 1.94 2.00 1.94 1.72 1.42 1.00 0.52 0

x
sin 0 0.13 0.26 0.38 0.50 0.61 0.71 0.79 0.86 0.92 0.97 0.99 1.00
2

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DEMONSTRATION
x
1. Plot the ordered pair (x, sin x), (x, sin 2x), (x, sin
) and (x, 2sin x) on the
2
same axes of coordinates, and join the plotted ordered pairs by free hand
curves in different colours as shown in the Fig.10.

OBSERVATION
1. Graphs of sin x and 2 sin x are of same shape but the maximum height of the
graph of sin x is ________ the maximum height of the graph of __________.
2. The maximum height of the graph of sin 2x is ___________. It is at x =
_________.
3. The maximum height of the graph of 2 sin x is ___________ . It is at x =
_________ .

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 x
4. The maximum height of the graph of sin is ___________ . It is at
2
x
= _________ .
2
5. At x = ________, sin x = 0, at x = _______, sin 2x = 0 and at x = ________,
x
sin = 0.
2

x
6. In the interval [0, π], graphs of sin x, 2 sin x and sin are _______ x - axes
2
and some portion of the graph of sin 2x lies _______ x-axes.
7. Graphs of sin x and sin 2x intersect at x = _______ in the interval (0, π)
x
8. Graphs of sin x and sin intersect at x = ________ in the interval (0, π).
2

APPLICATION
This activity may be used in comparing graphs of a trigonometric function of
multiples and submultiples of angles.

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Activity 6
OBJECTIVE MATERIAL REQUIRED
To inerpret geometrically the meaning Cardboard, chart paper, sketch pen,
ruler, compasses, adhesive, nails,
of i = –1 and its integral powers.
thread.
METHOD OF CONSTRUCTION
1. Paste a chart paper on the cardboard of a convenient size.
2. Draw two mutually perpendicular lines X ′X and Y ′Y interesting at the point
O (see Fig. 11).
3. Take a thread of a unit length representing the number 1 along OX . Fix one
end of the thread to the nail at 0 and the other end at A as shown in the figure.
4. Set free the other end of the thread at A and rotate the thread through angles
of 90º, 180º, 270º and 360º and mark the free end of the thread in different
cases as A1, A2, A3 and A4 , respectively, as shown in the figure.

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DEMONSTRATION
1. In the argand plane, OA, OA1, OA2, OA3, OA4 represent, respectively,
1, i, –1, – i, 1.
2. OA1 = i = 1 × i, OA2 = – 1 = i × i = i2, OA3 = – i = i × i × i = i3 and so on.
Each time, rotation of OA by 90º is equivalent to multiplication by i. Thus,
i is referred to as the multiplying factor for a rotation of 90º.

OBSERVATION
1. On rotating OA through 90º, OA1 = 1 × i = _________.
2. On rotating OA through an angle of 180°, OA2 = 1 × __ × __ = ______.
3. On rotation of OA through 270º (3 right angles), OA3 =
1 × _______ × ______× ______ = ______.
4. On rotating OA through 360º (4 right angles),

OA4 = 1 × _______ × ______× ______ × ______ = __________.

OA n = 1 × _______ × ______× ______ × ______ × ... n times =

APPLICATION
This activity may be used to evaluate any integral power of i.

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Activity 7
OBJECTIVE MATERIAL REQUIRED
To construct a Pascal's Triangle and to Drawing board, white paper,
write binomial expansion for a given matchsticks, adhesive.
positive integral exponent.

METHOD OF CONSTRUCTION
1. Take a drawing board and paste a white paper on it.
2. Take some matchsticks and arrange them as shown in Fig.15.

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 3. Write the numbers as follows:
1 (first row)
1 1 (second row)
1 2 1 (third row)
1 3 3 1 (fourth row), 1 4 6 4 1 (fifth row) and so on (see Fig. 15).
4. To write binomial expansion of (a + b)n, use the numbers given in the
(n + 1)th row.

DEMONSTRATION
1. The above figure looks like a triangle and is referred to as Pascal’s Triangle.
2. Numbers in the second row give the coefficients of the terms of the binomial
expansion of (a + b)1. Numbers in the third row give the coefficients of the
terms of the binomial expansion of (a + b)2, numbers in the fourth row give
coefficients of the terms of binomial expansion of (a + b)3. Numbers in the
fifth row give coefficients of the terms of binomial expansion of
(a + b)4 and so on.

OBSERVATION
1. Numbers in the fifth row are ___________, which are coefficients of the
binomial expansion of __________.
2. Numbers in the seventh row are _____________, which are coefficients
of the binomial expansion of _______.
3. (a + b)3 = ___ a3 + ___a2b + ___ab2 + ___b3
4. (a + b)5 = ___ +___+ ___+ ___ + ___+ ___.
5. (a + b)6 =___a6 +___a5b + ___a4b2 + ___a3b3 + ___a2b4 + ___ab5 + ___b6.
6. (a + b)8 = ___ +___ +___+ ___ + ___+ ___ + ___ + ___+ ___.
7. (a + b)10 =___ + ___ + ___+ ___ + ___+ ___ + ___+___+ ___+ ___+ __.

APPLICATION
The activity can be used to write binomial expansion for (a + b)n, where n is a
positive integer.

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Activity 8
OBJECTIVE MATERIAL REQUIRED
Pencil, white paper, calculator.
x2 − c 2
To find analytically xlim f ( x) =
→c x−c

METHOD OF CONSTRUCTION

x2 – 9
1. Consider the function f given by f ( x ) =
x–3
2. In this case c = 3 and the function is not defined at x = 3.

DEMONSTRATION
1. Take some values of c less than c = 3 and some other values of c more than
c = 3.
2. In both cases, the values to be taken have to be very close to c = 3.
3. Calculate the corresponding values of f at each of the values of c taken close
to c = 3.

DEMONSTRATION : TABLE 1
1. Write the values of f (x) in the following tables:

Table 1

x 2.9 2.99 2.999 2.9999 2.99999 2.999999

f (x) 5.9 5.99 5.999 5.9999 5.99999 5.999999

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 Table 2

x 3.1 3.01 3.001 3.0001 3.00001 3.000001

f (x) 6.1 6.01 6.001 6.0001 6.00001 6.000001

OBSERVATION

1. Values of f (x) as x → 3 from the left, as in Table 1 are coming closer and
closer to _____.
2. Values of f (x) as x → 3 from the right, as in Table 2 are coming closer and
x2 − 9
lim f ( x ) =
closer to _____ from tables (2) and (3), x→ = ______.
3 x −3

APPLICATION

This activity can be used to demonstrate the concept of a limit lim f ( x ) when
x→c
f (x) is not defined at x = c.

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Activity 9

OBJECTIVE MATERIAL REQUIRED

METHOD OF CONSTRUCTION
1. Throw a die once. The number on its
top will be 1, 2, 3, 4, 5 or 6.
2. Make a tree diagram showing its six
branches with number 1,2, 3, 4, 5 or 6
(See Fig. 32.1)
3. Write the sample space of these
outcomes.
4. Throw a die twice. It can fall in any of
the 36 ways as shown in Fig. 32.2 by
the tree diagram. Write the sample space
of these outcomes.

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 5. Repeat the experiment by throwing a die 3 times, and write the sample space
of the outcomes using a tree diagram.

DEMONSTRATION
1. If a die is thrown once, the sample space is

S = {1, 2, 3, 4, 5, 6}. Number of elements in S = 6 = 61

(1,1) , (1, 2 ) , (1,3 ) , (1, 4 ) , (1,5 ) , (1,6 ) , ( 2,1) , ( 2, 2 ) , ( 2,3) , ( 2, 4 ) , ( 2,5 ) , ( 2,6 ) 
 
Sample space S = ( 3,1) , ( 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 ) , ( 5,3) , ( 5, 4 ) , ( 5,5) , ( 5,6 ) , ( 6,1) , ( 6, 2 ) , ( 6,3) , ( 6, 4 ) , ( 6,5 ) , ( 6,6 ) 

The number of elements in S = 36 = 62 and so on.

OBSERVATION
Number of elements in sample space when a die is thrown

Once = _________, Thrice = _______, Four times = _________

APPLICATION
Sample space of an experiment is useful in determining the probabilities of
different events associated with the sample space.

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Activity 10
OBJECTIVE MATERIAL REQUIRED
To write the sample space, when a coin One rupee coin, paper pencil/pen,
is tossed once, two times, three times, plastic circular discs, marked with
four times. Head (H) and Tail (T).

METHOD OF CONSTRUCTION
1. Toss a coin once. It can have two outcomes – Head or Tail.
2. Make a tree diagram showing the two branches of a tree - with H (Head) on
one branch and T (Tail) on the other (see Fig. 33.1).
3. Write its sample space.
4. Toss a coin twice. It can have four outcomes (see Fig. 33.2)
5. Repeat the experiment with tossing the coin three times, four times, ...........,
n and write their sample spaces, if possible. (see Fig. 33.3 and 33.4).

DEMONSTRATION
1. If a coin is tossed once, the sample space is

S = {H, T}

Number of elements in S = 2 = 21
2. When a coin is tossed twice, the sample space is

S = {HH, HT, TH, TT}

Number of elements in S = 4 = 22

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 3. When a coin is tossed three times, the sample space is

S = {HHH, HHT, HTH, HTT, THH, THT, TTH, TTT}

Number of elements in S = 8 = 23

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4. When a coin is tossed four times, the S = Sample space is

HHHH, HHHT, HHTH, HHTT, HTHH, HTHT, HTTH, HTTT, 

OBSERVATION
Number of elements in sample space, when a
1. coin is tossed once = __________.
2. coin is tossed twice = __________.
3. coin is tossed three times = __________.
4. coin is tossed four times = __________.

APPLICATION
Sample space of an experiment is useful in determining the probabilities of
different events associated with the sample space.
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