Radiant School Mahendranagar

Project Work (Activities) for Grade XI 2078

1. INTRODUCTION
Mathematics is the building block for everything in our daily lives. For the effective teaching and
learning , "Learning by doing" is of great importance as the experiences gained remains
permanently affixed in the mind of the child. So, mathematics should be visualized as a vehicle
to train a child to think and analyze logically. This is possible only if there is an opportunity of
creating a scope of exploring, verifying and experimenting upon mathematical results by
students themselves. Thus, there is a need of adopting activities.
2. OBJECTIVES
The general objectives of the study are:
 To understand the mathematical concepts and formulae through activities.
 To conduct scientific experiments for verification and exploration.
 To provide the students the scope for interaction, communication and representations of
mathematical ideas by practicing processes.
 To develop mathematical skills that will prepare the students for the challenges of the
future.
 To learn certain concepts using concrete objects and verify many mathematical fact and
properties.
 To provide opportunity to the students to do certain calculations using tables, calculator,
models, charts etc.
 To explain visually some abstract concepts, ideas etc.
3. MAIN TEXT
The main text should be organized under the following headings:
1. Title (in block letters)
2. Objectives
3. Material Required
4. Theory
5. Procedure
6. Observation
7. Conclusion/ Result
8. Applications
9. References
4. SOME EXAMPLES
The following are some illustrated examples of project works in mathematics of Grade XI :
 EXAMPLE 1 (Activity No. 1)
1. Title:
𝐥𝐢𝐦⁡ 𝐬𝐢𝐧 𝒙
TO VERIFY AND UNDERSTAND THE WELL-KNOWN FORMULA = 𝟏.
𝒙→𝟎 𝒙
2. Objectives:
lim⁡ sin 𝑥
(i) To understand the mathematical concept of the formula = 1.
𝑥→0 𝑥
lim⁡ sin 𝑥
(ii) To learn the concept of limits by verifying the formula = 1.
𝑥→0 𝑥
3. Material Required:
White paper, pencil, ruler, sharpener etc.
4. Theory:
sin 𝑥
When 𝑥 approaches 0 from either side but 𝑥 ≠ 0, the function approaches 1, where 𝑥 is
𝑥
measured in radian.
Mathematically,
lim⁡ sin 𝑥
= 1.
𝑥→0 𝑥
5. Procedure:
(i) Put the calculator in radian mode by performing the operation
shift mod 4

(ii) Fix the calculator for 7 digits after decimal by adopting the operation

shift mod 6 7
sin 𝑥
(iii) Starting with 𝑥 = 0.1 , find the corresponding value of using calculator and
𝑥
prepare the table as shown below:
𝑥 0.1 0.05 0.01 0.005 0.001 ⋯
sin 𝑥 0.9983342 0.9995834 0.9999833 0.9999958 0.9999998 ⋯
𝑥
Table 1

sin 𝑥
(iv) Starting with 𝑥 = −0.5, find the corresponding value of using calculator and
𝑥
prepare the table as given below:
𝑥 - 0.5 - 0.1 - 0.01 - 0.001 ⋯
sin 𝑥 0.9588511 0.9983342 0.9999833 0.9999998 ⋯
𝑥
Table 2
6. Observation:
sin 𝑥
In Table 1, as 𝑥 approaches 0, approaches 1.
𝑥
 sin 𝑥
In Table 2, as 𝑥 approaches 0 , approaches 1.
𝑥
7. Conclusion:
sin 𝑥
As , 𝑥 approaches 0 from either side , approaches 1. So
𝑥
lim⁡ sin 𝑥
= 1.
𝑥→0 𝑥
8. Applications:
This activity can be used in evaluating limits involving trigonometric functions.
9. References:
(i) Bajracharya, B.C.; "Basic Mathematics" Grade XI; Sukunda Pustak Bhawan,
Bhotahity, Kathmandu (2077).
(ii) ……………………………………………………………

***

EXAMPLE 2 (Activity No. 2)

Title:
𝐥𝐢𝐦⁡ 𝐭𝐚𝐧 𝒙
TO VERIFY AND UNDERSTAND THE WELL-KNOWN FORMULA = 𝟏.
𝒙→𝟎 𝒙
HINT: Follow the activity and process similar as in the last example.

EXAMPLE 3 (Activity No. 3)

1. Title:
TO VERIFY THAT IF A SET HAS 𝑛 ELEMENTS,
THE TOTAL NUMBER OF SUBSETS OF THE SET IS 2𝑛

2. Objectives:
(i) To acquaint with the basic concept of cardinality of a finite set.
(ii) To gain basic knowledge about subsets of a finite set.

3. Material Required:
Paper, different colored pencils, sharpener.

4. Theory:
Using mathematical induction, it can be proved that if a set contains exactly 𝑛 elements, then
it has 2𝑛 subsets.
5. Procedure:
(i) Take a set 𝐴0 having 0 elements and represent it as in Fig.1

Fig.1 : Subset of 𝐴0 = {⁡⁡⁡}

(ii) Take a set 𝐴1 having one element, say 𝑎1 , and represent it as in Fig.2

𝑎1 ⁡. Fig.2: Subsets of 𝐴1 = {⁡𝑎1 ⁡}

(iii) Take a set 𝐴2 having 2 elements, say 𝑎1 ⁡and⁡𝑎2 , and represent it as in Fig.3

𝑎1 ⁡.
𝑎2 ⁡.
Fig.3: Subsets of 𝐴2 = {⁡𝑎1 ⁡, 𝑎2 }

6. Observation:
In Fig.1, possible subset of 𝐴0 is 𝐴0 itself.
Therefore, number of subsets of set 𝐴0 ⁡having 0 elements is 1 = 20 .
In Fig.2, possible subsets of 𝐴1 are ∅ and {𝑎1 } .
Therefore, the number of subsets of set 𝐴1 having 1 element is 2 = 21 .
In Fig.3, possible subsets of set 𝐴2 are ∅ , {𝑎1 } , {𝑎2 } and {𝑎1 , 𝑎2 }.
Therefore, the number of subsets of set 𝐴2 having 2 elements is 4 = 22 .
Similarly, if the set 𝐴𝑛 contains 𝑛 elements, then the total number of subsets will be 2𝑛 .
7. Conclusion:
For a set having 𝑛⁡elements, there are 2𝑛 subsets of it.
8. Application:
This activity can be used for calculating the total number of subsets of a given finite set.
9. References:
(i) Bajracharya, B.C.; "Basic Mathematics" Grade XI; Sukunda Pustak Bhawan,
Bhotahity, Kathmandu (2077).
(ii) ……………………………………………….

***
 EXAMPLE 4 (Activity No. 4)
1. Title:
TO OBTAIN TRUTH VALUES OF THE DISJUNCTION "⁡𝑝 ∨ 𝑞⁡" USING SWITCH
CONNECTION IN PARALLEL
2. Objectives:
(i) To develop in-depth knowledge and good theoretical background in the area of pure
mathematics.
(ii) To raise interest in the field of analytical world.

3. Material Required:
Switches, electric wires, battery and bulb.

4. Theory:
If 𝑝 and 𝑞 represent two statements, then a compound statement of type "⁡𝑝 ∨ 𝑞⁡" (i.e. 𝑝⁡or⁡𝑞)
is called disjunction having truth values as shown in the following table:

𝑝 𝑞 𝑝∨𝑞
T T T
T F T
F T T
F F F

5. Procedure:
(i) Connect switches 𝑆1 and 𝑆2 in parallel and then connect the battery and bulb to
complete the circuit as shown in Fig.1:
𝑆1

𝑆2

Battery Bulb

Fig.1
(ii) Let 𝑝 stands for the statement " 𝑆1 is on" and truth value of 𝑝 is T.
Let 𝑞 stands for the statement " 𝑆2 is on" and truth value of 𝑞 is T.
(F, if the switch is off)
The status of the bulb is represented by 𝑝 ∨ 𝑞. When it glows, the truth value is T and
when it does not glow, the truth value is F.
6. Observation:
It is observed that the bulb glows if at least one of switches 𝑆1 and 𝑆2 is on. The detailed
observation is as given below:
Switch 𝑆1 Switch 𝑆2 Status of bulb
On On Glow (Fig.2)
On Off Glow (Fig.3)
Off On Glow (Fig.4)
Off Off Not Glow (Fig.5)

𝑆1
𝑆1
𝑆2 𝑆2

Fig.2 Fig.3

𝑆1 𝑆1

𝑆2 𝑆2

Fig.4 Fig.5
7. Conclusion:
The statement "⁡𝑝 ∨ 𝑞⁡" is false only when both statements 𝑝 and 𝑞 are false.

8. Application:
This activity helps in understanding the truth values of 𝑝 ∨ 𝑞 in different situations.
9. References
(i) Bajracharya, B.C.; "Basic Mathematics" Grade XI; Sukunda Pustak Bhawan,
Bhotahity, Kathmandu (2077).
(ii) ……………………………………….
***
 EXAMPLE 5 (Activity No. 5)
Title:
TO OBTAIN TRUTH VALUES OF THE DISJUNCTION "⁡𝑝 ∧ 𝑞⁡" USING SWITCH
CONNECTION IN SERIES
HINT: Follow the activity and process similar as in the previous example.

EXAMPLE 6 (Activity No. 6)

1. Title :
TO DEMONSTRATE THAT A.M. BETWEEN TWO UNEQUAL POSITIVE NUMBERS
IS ALWAYS GREATER THAN G.M.
2. Objectives:
(i) To understand the relation between A.M. and G.M. between two unequal positive
numbers.
(ii) To explain visually the concept of A.M. and G.M.
3. Material Required:
Colored chart papers, sketch pens, adhesive, ruler, pencil, sharpener etc.
4. Theory:
The A.M. and G.M. between two unequal positive numbers 𝑎 and 𝑏 is given by
𝑎+𝑏
𝐴. 𝑀. = ⁡⁡⁡⁡and⁡⁡⁡⁡⁡𝐺. 𝑀. = √𝑎𝑏⁡.
2
𝑎+𝑏
And we have 𝐴. 𝑀. > 𝐺. 𝑀. , i.e. 2 > √𝑎𝑏.

5. Procedure:
(i) Cut four pieces of different colored chart papers of size 𝑎 × 𝑏,
where 𝑎 = 6⁡cm and 𝑏 = 4⁡cm.
(ii) Arrange all these pieces as shown in Fig.1.
𝑎 𝑏

𝑏 I
II 𝑎

𝑎 IV 𝑎−𝑏
III 𝑏
Fig.1
𝑏 𝑎
6. Observation:
Area of the square having side (𝑎 + 𝑏)
= sum⁡of⁡areas⁡of⁡rectangles⁡I, II, III⁡and⁡IV⁡⁡ + ⁡⁡⁡area⁡of⁡the⁡square⁡having⁡side⁡(𝑎 − 𝑏)
i.e. (𝑎 + 𝑏)2 = (𝑎𝑏 + 𝑎𝑏 + 𝑎𝑏 + 𝑎𝑏) + (𝑎 − 𝑏)2
i.e. 100⁡cm2 = 4 × 6⁡cm × 4⁡cm + (2⁡cm)2 ⁡
Clearly, Area of the square having side(𝑎 + 𝑏)
> sum⁡of⁡areas⁡of⁡rectangles⁡I, II, III⁡and⁡IV⁡⁡
2
i.e. 100⁡cm > 4 × 6⁡𝑐𝑚 × 4⁡𝑐𝑚
i.e. (𝑎 + 𝑏)2 > 4𝑎𝑏
𝑎+𝑏
⇒ > √𝑎𝑏
2
⇒ 𝐴. 𝑀. > 𝐺. 𝑀.

7. Conclusion:
For any two unequal positive numbers, 𝐴. 𝑀. > 𝐺. 𝑀.

8. Application:
This activity can be used in various branches of statistics, and may be helpful in proving
𝐴. 𝑀. > 𝐺. 𝑀.

9. References:
(i) Bajracharya, B.C.; "Basic Mathematics" Grade XI; Sukunda Pustak Bhawan,
Bhotahity, Kathmandu (2077).
(ii) ……………………………………….

***

EXAMPLE 7 (Activity No. 7)

1. Title:
1 1
TO FIND THE SUM OF INFINITE GEOMETRIC SERIES 1 + 2 + 22 + ⋯
2. Objectives:
(i) To understand the sum of the infinite geometric series.
(ii) To be able to gain basic knowledge about the sum of the infinite geometric series.

3. Material Required:
Two colored papers, scissor, adhesive, pencil, sharpener etc.
4. Theory:
The sum of the infinite geometric series 𝑎 + 𝑎𝑟 + 𝑎𝑟 2 + ⋯ is given by
𝑎
⁡⁡, provided⁡|𝑟| < 1.
1−𝑟
5. Procedure:
(i) Take two pieces of different colored papers of convenient size, say 1⁡cm × 20⁡cm.
(ii) Cut a piece at the middle.
(iii) Take any one of them and again cut it at the middle.
(iv) Take any one of them and cut it at the middle and continue the process as shown in
Fig.1.

1cm × 20cm

1cm × 10cm

1cm × 5cm

1cm × 2.5cm

1cm × 1.25cm

⋮
Fig.1

6. Observation:
Arrange the pieces as shown in Fig.1.
1 1
This arrangement forms a series 1 + 2 + 22 + ⋯ . The sum of lengths of all pieces of paper is
almost as of 2 pieces taken at the beginning.
Also, using the formula, the sum is given by
𝑎 1 1
= = = 2.
1 − 𝑟 1 − 1 ( 1)
2 2
7. Conclusion:
1 1
The sum of the infinite geometric series 1 + + + ⋯ is 2.
2 22

8. Application:
This activity can be used to find the sum of certain infinite geometric series.

9. References:
(i) Bajracharya, B.C.; "Basic Mathematics" Grade XI; Sukunda Pustak Bhawan,
Bhotahity, Kathmandu (2077).
(ii) ……………………………………….

***
 EXAMPLE 8 (Activity No. 8)

1. Title:
TO VERIFY THAT THE POINT OF INTERSECTION OF TWO STRAIGHT LINES
𝑎1 𝑥 + 𝑏1 𝑦 + 𝑐1 = 0 and 𝑎2 𝑥 + 𝑏2 𝑦 + 𝑐2 = 0 IS
𝑏1 𝑐2 − 𝑏2 𝑐1 𝑐1 𝑎2 − 𝑐2 𝑎1
( ⁡, )⁡, PROVIDED⁡𝑎1 𝑏2 − 𝑎2 𝑏1 ≠ 0.⁡
𝑎1 𝑏2 − 𝑎2 𝑏1 𝑎1 𝑏2 − 𝑎2 𝑏1
2. Objectives:
(i) To understand the concept of point of intersection of two non-parallel straight lines.
(ii) To explain visually, the idea of point of intersection of two non-parallel straight lines.

3. Material Required:
Graph paper, pencil, sharpener, cardboard, adhesive etc.

4. Theory:
The point of intersection of two straight lines 𝑎1 𝑥 + 𝑏1 𝑦 + 𝑐1 = 0 and 𝑎2 𝑥 + 𝑏2 𝑦 + 𝑐2 = 0
is given by
𝑏1 𝑐2 − 𝑏2 𝑐1 𝑐1 𝑎2 − 𝑐2 𝑎1
( ⁡, )⁡, provided⁡⁡𝑎1 𝑏2 − 𝑎2 𝑏1 ≠ 0.⁡
𝑎1 𝑏2 − 𝑎2 𝑏1 𝑎1 𝑏2 − 𝑎2 𝑏1

5. Procedure:
(i) Take a cardboard of convenient size and paste a graph paper on it.
(ii) Draw two mutually perpendicular lines to represent 𝑥 − axis and 𝑦 − axis.
(iii) Take a suitable scale for making points on 𝑥 − axis and 𝑦 − axis.

6. Observation:
Let the equations of the two lines be 𝑥 − 𝑦 + 1 = 0 and 2𝑥 − 𝑦 − 1 = 0 .
The first line meets 𝑥 − axis and 𝑦 − axis at points (-1, 0) and (0, 1), respectively. We draw
the line joining the points in the graph as shown in Fig.1.
The second line meets 𝑥 − axis and 𝑦 − axis at points (0.5, 0) and (0, -1), respectively. We
draw the line joining the points in the graph as shown in Fig.1.
𝑌 −1 ⋅ (−1) − (−1) ⋅ 1 1 ⋅ 2 − (−1) ⋅ 1
(2, 3) = ( , )
1 ⋅ (−1) − 2 ⋅ (−1) 1 ⋅ (−1) − 2 ⋅ (−1)

𝑋′ 𝑋
𝑂

𝐅𝐢𝐠. 𝟏

𝑌′
 From the graph, it can be observed that the point of intersection is (2, 3).
Also, using the formula,
−1 ⋅ (−1) − (−1) ⋅ 1 1 ⋅ 2 − (−1) ⋅ 1
( , ) = (2, 3).
1 ⋅ (−1) − 2 ⋅ (−1) 1 ⋅ (−1) − 2 ⋅ (−1)

7. Conclusion:
The point of intersection of two intersecting may be obtained by plotting the lines in the
graph paper.
8. Application:
This activity can be used to find the point of intersection of two intersecting lines.
9. References:
(i) Bajracharya, B.C.; "Basic Mathematics" Grade XI; Sukunda Pustak Bhawan,
Bhotahity, Kathmandu (2077).
(ii) ……………………………………….

***