Activities For: Class X

Activities for
Class X
Lab manual IX (setting on 29-05-09) 1_10.pmd 93 28-May-2019, 2:20 PM

Geometry was always considered more as a discipline of
the mind than any other part of mathematics, for it could
boast closer relations to logic. Genuine deductivity was the
privilege of geometry, whereas the business of algebra was
substitution into and transforming formulae. On the other
hand the pragmatic point of view would require only a few
theorems and not the geometry prescribed by Euclidean
tradition. Some people are prepared to teach more useless
things in mathematics, but object to geometry being a weak
system
– H. Freudenthal.

Activity 1
OBJECTIVE MATERIAL REQUIRED
To find the HCF of two numbers Cardboard sheets, glazed papers of
experimentally based on Euclid different colours, scissors, ruler,
Division Lemma. sketch pen, glue etc.
METHOD OF CONSTRUCTION
1. Cut out one strip of length a units, one strip of length b units (b < a), two
strips each of length c units (c < b), one strip of length d units (d < c) and
two strips each of length e units (e < d) from the cardboard.
2. Cover these strips in different colours using glazed papers as shown in
Fig. 1 to Fig. 5:
Fig. 1
Fig. 2
Fig. 3 Fig. 4
Fig. 5
Mathematics 95

3. Stick these strips on the other cardboard sheet as shown in Fig. 6 to Fig. 9.
Fig. 6
Fig. 7
Fig. 8 Fig. 9
DEMONSTRATION
As per Euclid Division Lemma,
Fig. 6 depicts a = b × 1 + c (q = 1, r = c) (1)
Fig. 7 depicts b = c × 2 + d (q = 2, r = d) (2)
Fig.8 depicts c = d × 1 + e (q = 1, r = e) (3)
and Fig. 9 depicts d = e × 2 + 0 (q = 2, r = 0) (4)
96 Laboratory Manual

As per assumptions in Euclid Division Algorithm,
HCF of a and b = HCF of b and c
= HCF of c and d = HCF of d and e
The HCF of d and e is equal to e, from (4) above.
So, HCF of a and b = e.
OBSERVATION
On actual measurement (in mm)
a =......... , b = ......... , c = ......... , d = ......... , e = .........
So, HCF of __________ and __________ = ......................
APPLICATION
The process depicted can be used for finding the HCF of two or more numbers,
which is known as finding HCF of numbers by Division Method.
Mathematics 97

Activity 2
To draw the graph of a quadratic Cardboard, graph paper, ruler,
polynomial and observe: pencil, eraser, pen, adhesive.
(i) The shape of the curve when the
coefficient of x2 is positive.
(ii) The shape of the curve when the
coefficient of x2 is negative.
(iii) Its number of zeroes.
1. Take cardboard of a convenient size and paste a graph paper on it.
2. Consider a quadratic polynomial f (x) = ax2 + bx + c
3. Two cases arise:
Fig. 1

(i) a > 0 (ii) a < 0
4. Find the ordered pairs (x, f (x)) for different values of x.
5. Plot these ordered pairs in the cartesian plane.
Fig. 2
6. Join the plotted points by a free hand curve [Fig. 1, Fig. 2 and Fig. 3].
Fig. 3
Mathematics 99

DEMONSTRATION
1. The shape of the curve obtained in each case is a parabola.
2. Parabola opens upward when coefficient of x2 is positive [see Fig. 2 and
Fig. 3].
3. It opens downward when coefficient of x2 is negative [see Fig. 1].
4. Maximum number of zeroes which a quadratic polynomial can have is 2.
OBSERVATION
1. Parabola in Fig. 1 opens ______
2. Parabola in Fig. 2 opens _______
3. In Fig. 1, parabola intersects x-axis at ______ point(s).
4. Number of zeroes of the given polynomial is ________.
5. Parabola in Fig. 2 intersects x-axis at ______ point(s).
6. Number of zeroes of the given polynomial is ______.
7. Parabola in Fig.3 intersects x-axis at ______ point(s).
8. Number of zeroes of the given polynomial is _______.
9. Maximum number of zeroes which a quadratic polynomial can have is
__________.
APPLICATION
This activity helps in
1. understanding the geometrical
representation of a quadratic NOTE
polynomial
Points on the graph paper should
2. finding the number of zeroes of a be joined by a free hand curve
quadratic polynomial. only.

Activity 3
To verify the conditions of consistency/ Graph papers, pencil, eraser,
inconsistency for a pair of linear cardboard, glue.
equations in two variables by graphical
method.
1. Take a pair of linear equations in two variables of the form
a1x + b1y + c1 = 0 (1)
a2x + b2y + c2 = 0, (2)
where a1, b1, a2, b2, c1 and c2 are all real numbers; a1, b1, a2 and b2 are not
simultaneously zero.
There may be three cases :
a1 b1
Case I : ≠
a2 b2
a1 b1 c
Case II: = = 1
a2 b2 c2
a1 b1 c
Case III: = ≠ 1
a2 b2 c2
2. Obtain the ordered pairs satisfying the pair of linear equations (1) and (2)
for each of the above cases.
3. Take a cardboard of a convenient size and paste a graph paper on it. Draw
two perpendicular lines X′OX and YOY′ on the graph paper (see Fig. 1).
Plot the points obtained in Step 2 on different cartesian planes to obtain
different graphs [see Fig. 1, Fig. 2 and Fig.3].
Mathematics 101

Fig. 1
Fig. 2

Fig. 3
DEMONSTRATION
Case I: We obtain the graph as shown in Fig. 1. The two lines are intersecting
at one point P. Co-ordinates of the point P (x,y) give the unique solution for the
pair of linear equations (1) and (2).
a1 b1
Therefore, the pair of linear equations with ≠ is consistent and has the
a2 b2
unique solution.
Case II: We obtain the graph as shown in Fig. 2. The two lines are coincident.
Thus, the pair of linear equations has infinitely many solutions.
a1 b1 c
Therefore, the pair of linear equations with = = 1 is also consistent as
a2 b2 c2
well as dependent.
Mathematics 103

Case III: We obtain the graph as shown in Fig. 3. The two lines are parallel to
each other.
This pair of equations has no solution, i.e., the pair of equations with
a1 b1 c
= ≠ 1 is inconsistent.
a2 b2 c2
OBSERVATION
1. a1 = __________, a2 = __________,
b1 = __________, b2 = __________,
c1 = __________, c2 = __________,
a1 b1 c1
SO, a2 = ..................., b2 = ..................., c2 = ...................
Conclusion
a1 b1 c1 Number of Consistent/
Case I, II or III Type of lines
solution inconsistent/
a2 b2 c2
dependent
APPLICATION
Conditions of consistency help to check whether a pair of linear equations have
solution (s) or not.
In case, solutions/solution exist/exists, to find whether the solution is unique
or the solutions are infinitely many.

Activity 4
To obtain the solution of a quadratic Hardboard, glazed papers,
equation (x2 + 4x = 60) by completing adhesive, scissors, marker, white
the square geometrically. chart paper.
1. Take a hardboard of a convenient size and paste a white chart paper on it.
2. Draw a square of side of length x units , on a pink glazed paper and paste it
on the hardboard [see Fig. 1] . Divide it into 36 unit squares with a marker.
3. Alongwith each side of the square (outside) paste rectangles of green glazed
paper of dimensions x × 1, i.e., 6 × 1 and divide each of them into unit
squares with the help of a marker [see Fig. 1].
4. Draw 4 squares each of side 1 unit on a yellow glazed paper, cut them out
and paste each unit square on each corner as shown in Fig. 1.
Fig. 1 Fig. 2
Mathematics 105

5. Draw another square of dimensions 8 × 8 and arrange the above 64 unit
squares as shown in Fig. 2.
DEMONSTRATION
1. The first square represents total area x2 + 4x + 4.
2. The second square represents a total of 64 (60 + 4) unit squares.
Thus, x2 + 4x + 4 = 64
or (x + 2)2 = (8)2 or (x + 2) = + 8
i.e., x = 6 or x = –10
Since x represents the length of the square, we cannot take x = –10 in this
case, though it is also a solution.
OBSERVATION
Take various quadratic equations and make the squares as described above, solve
them and obtain the solution(s).
APPLICATION
Quadratic equations are useful in understanding parabolic paths of projectiles
projected in the space in any direction.

Activity 5
To identify Arithmetic Progressions Cardboard, white paper, pen/pencil,
in some given lists of numbers scissors, squared paper, glue.
(patterns).
1. Take a cardboard of a convenient size and paste a white paper on it.
2. Take two squared papers (graph paper) of suitable size and paste them on
the cardboard.
Fig. 1 Fig. 2
Mathematics 107

3. Let the lists of numbers be
(i) 1, 2, 5, 9, ....... (ii) 1, 4, 7, 10, ......
4. Make strips of lengths 1, 2, 5, 9 units and strips of lengths 1, 4, 7, 10 units
and breadth of each strip one unit.
5. Paste the strips of lengths 1, 2, 5, 9 units as shown in Fig. 1 and paste the
strips of lengths 1, 4, 7, 10 units as shown in Fig. 2.
DEMONSTRATION
1. In Fig. 1, the difference of heights (lengths) of two consecutive strips is not
same (uniform). So, it is not an AP.
2. In Fig. 2, the difference of heights of two consecutive strips is the same
(uniform) throughout. So, it is an AP.
OBSERVATION
In Fig. 1, the difference of heights of first two strips = _____________
the difference of heights of second and third strips = _____________
the difference of heights of third and fourth strips = _____________
Difference is _____________ (uniform/not uniform)
So, the list of numbers 1, 2, 5, 9 _____________ form an AP. (does/does not)
Write the similar observations for strips of Fig.2.
Difference is _____________ (uniform/not uniform)
So, the list of the numbers 1, 4, 7, 10 _________ form an AP. (does/does not)
APPLICATION NOTE
This activity helps in understanding the Observe that if the left top
concept of arithmetic progression. corners of the strips are joined,
they will be in a straight line in
case of an AP.

Activity 10 6
To verify the distance formula by Cardboard, chart paper, graph paper,
graphical method. glue, pen/pencil and ruler.
1. Paste a chart paper on a cardboard of a convenient size.
2. Paste the graph paper on the chart paper.
3. Draw the axes X′OX and Y′OY on the graph paper [see Fig. 1].
4. Take two points A(a, b) and B(c,d) on the graph paper and join them to get a
line segment AB [see Fig. 2].
Fig. 1
Mathematics 117

Fig. 2
DEMONSTRATION
1. Calculate the distance AB using distance formula.
2. Measure the distance between the two points A and B using a ruler.
3. The distance calculated by distance formula and distance measured by the
ruler are the same.
OBSERVATION
1. Coordinates of the point A are _______________.
Coordinates of the point B are _______________.
2. Distance AB, using distance formula is ______________.
3. Actual distance AB measured by ruler is ______________.
4. The distance calculated in (2) and actual distance measured in (3) are ____.
APPLICATION
The distance formula is used in proving a number of results in geometry.

Activity 16 7
To verify Basic Proportionality Two wooden strips (each of size
Theorem (Thales theorem). 1 cm wide and 30 cm long), cutter,
adhesive, hammer, nails, bard
board, white paper, pulleys, thread,
scale and screw etc.
1. Cut a piece of hardboard of a convenient size and paste a white paper on it.
Fig. 1
Lab manual IX (setting on 29-05-09) 11_20.pmd136 28-May-2019, 2:22 PM

2. Take two thin wooden strips with markings 1, 2, 3, ... at equal distances and
fix them vertically on the two ends of the horizontal strip as shown in Fig. 1
and call them AC and BD.
3. Cut a triangular piece PQR from hardboard (thickness should be negligible)
and paste coloured glazed paper on it and place it between the parallel strips
AC and BD such that its base QR is parallel to the horizontal strip AB as
drawn in Fig. 1.
4. Graduate the other two sides of the triangular piece as shown in the figure.
5. Put the screws along the horizontal strip and two more screws on the top of
the board at the points C and D such that A, B, D and C become four vertices
of a rectangle.
6. Take a ruler (scale) and make four holes on it as shown in the figure and fix
four pulleys at these holes with the help of screws.
7. Fix the scale on the board using the thread tied to nails fixed at points A, B,
C and D passing through the pulleys as shown in the figure, so that the scale
slides parallel to the horizontal strip AB and can be moved up and down over
the triangular piece freely.
DEMONSTRATION
1. Set the scale on vertical strips parallel to the base QR of D PQR, say at the
points E and F. Measure the distances PE and EQ and also measure the
distance PF and FR. It can be easily verified that
PE PF
=
EQ FR
This verifies Basic Proportionality Theorem (Thales theorem).
2. Repeat the activity as stated above, sliding the scale up and down parallel to
the base of the triangle PQR and verify the Thales theorem for different
positions of the scales.
Mathematics 137

OBSERVATION
By actual measurement:
PE = ___________, PF = ___________, EQ = ___________,
FR = ___________
PE PF
= _______, = ___________
EQ FR
PE PF
Thus, EQ = FR . It verifies the Theorem.
APPLICATION
The theorem can be used to establish various criteria of similarity of triangles.
It can also be used for constructing a polygon similar to a given polygon with a
given scale factor.

Activity 22 8
To verify experimentally that the Coloured chart paper, adhesive,
tangent at any point to a circle is scissors/cutter, geometry box,
perpendicular to the radius through cardboard.
that point.
1. Take a coloured chart paper of a convenient size and draw a circle of a suitable
radius on it. Cut out this circle and paste it on a cardboard.
2. Take points P, Q and R on the circle [see Fig. 1].
3. Through the points P, Q and R form a number of creases and select those
which touch the circle. These creases will be tangents to the circle.
Fig. 1
Mathematics 153

4. Let the creases intersect at the points A, B and C forming a ∆ABC ( creases
has been shown by dotted lines)
5. The circle now can be taken as incircle of ∆ABC with O as its centre. Join
OP, OQ and OR.
6. Take points P1 and P2 on the crease BC.
DEMONSTRATION
Take triangles POP1 and POP2
Clearly OP1 > OP, OP2 > OP.
In fact, OP is less than any other line segment joining O to any point on BC
other than P, i.e., OP is the shortest of all these.
Therefore, OP ⊥ BC.
Hence, tangent to the circle at a point is perpendicular to the radius through that
point.
Similarly, it can be shown that OQ ⊥ AC and OR ⊥ AB.
OBSERVATION
By actual measurement:
OP = .............., OQ =.............., OR = ..............
OP1 = .............., OP2 =..............
OP < OP1, OP ........... OP2
Therefore, OP ..... BC
Thus, the tangent is .............. to the radius through the point of contact.
APPLICATION
This result can be used in proving various other results of geometry.

Activity 23 9
To find the number of tangents from a Cardboard, geometry box, cutter,
point to a circle. different coloured sheets, adhesive.
1. Take a cardboard of a suitable size and paste a coloured sheet on it.
2. Draw a circle of suitable radius on a coloured sheet and cut it out [see Fig. 1].
Fig. 1 Fig. 2
Fig. 3 Fig. 4
Mathematics 155

3. Paste the cutout circle on the cardboard.
4. Take any point P outside (on or inside) the circle and fix a nail on it.
[see Fig. 2, Fig. 3 and Fig. 4].
5. Take a string and tie one end of it at the point P and move the other end
towards the centre of the circle. Also move it up and down from the centre
such that it may touch the circle. [see Fig. 2, Fig. 3 and Fig. 4].
DEMONSTRATION
1. If the point P is outside the circle, there are two tangents PA and PB as
shown in Fig. 2.
2. If the point P is on the circle, there is only one tangent at P [see Fig. 3].
3. If the point P is inside the circle, there is no tangent at P to the circle.
[see Fig. 4].
OBSERVATION
1. In Fig. 2, number of tangents through P = -------------------.
2. In Fig. 3, number of tangents through P = ----------------.
3. In Fig. 4, number of tangents through P = ------------------.
APPLICATION
This activity is useful in verifying the property that the lengths of the two tangents
drawn from an external point are equal.

Activity 25 10
To find the height of a building using a Clinometer (a stand fitted with a
clinometer. square plate which is fitted with a
movable 0º–360º protractor and a
straw), a measuring tape 50 m long,
table or stool.
1. Place a table on the ground of a school.
2. Place a clinometer (a stand fitted with 0º–360º protractor and a straw whose
central line coincides with 0º–360º line) on the table.
3. Now face it towards the building of the school.
4. Peep out through the straw to the top of the school building and note the
angle (θ) through which the protractor turns from 0º–360º line.
Fig. 1

5. Measure the height (h) of the centre of the protractor from the ground.
6. Measure the distance (d) of the building from the point lying on the vertical
line of the stand (centre of the protractor) kept on table [see Fig. 1].
7. Repeat the above method keeping the clinometer at different positions and
collect the values of q, h, d for different settings.
DEMONSTRATION
Using the knowledge of trigonometric ratios, we have :
H–h
tan θ = , where H is the height of the building.
d
i.e., H = h + dtanθ
OBSERVATION
Angle measured Distance (d) of

through Height of the the building H=h+d
S.No. protractor protractor from tan θ
from tan θ
(Angle of ground (h) the centre of
elevation)) θ the protractor
1. ---- --- --- --- ---

2. ---- --- --- --- ---
3. ---- --- --- --- ---
... ---- --- --- --- ---
... ---- --- --- --- ---
...
APPLICATION
1. A clinometer can be used in measuring an angle of elevation and an angle of
depression.
2. It can be used in measuring the heights of distant (inaccessible) objects,
where it is difficult to measure the height directly.
Mathematics 161

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Angle measured Distance (d) of

1. ---- --- --- --- ---

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