ACTIVITY 1

Objective :
To verify that for a function 𝑓 to be continuous at a given point 𝑥0 , Δ𝑦 =
[𝑓(𝑥0 + Δ𝑥) − 𝑓(𝑥0 )] is arbitrarily small provided Δ𝑥 is sufficiently small.
Procedure :
1. Draw the graph of a continuous function on the graph sheet.
2. Take the point A(4,0) on x-axis and the mark the point B on the curve
corresponding to this.
3. Let Δ𝑥 = 0.5 be a small increment in 𝑥.
Mark A1(4.5,0) on x-axis and corresponding point B1 on the curve.
With the same increment on x, get points A2, A3, A4 on x-axis and
corresponding points B2, B3, B4 on the curve.
4. Mark A5(3.5,0) and A6( 3,0) on x-axis and the corresponding points B5, B6 on
the curve.
Observations :
From the graph, we prepare the following table.
S.No Increment in x (𝚫𝒙 ) Corresponding increment in y
(𝚫𝐲 )
1 Δ𝑥1 =0.5 Δ𝑦1=
2 Δ𝑥2 =1.0 Δ𝑦2 =
3 Δ𝑥3 =1.5 Δ𝑦3 =
4 Δ𝑥4 =2.0 Δ𝑦4=
5 Δ𝑥5 =0.5 Δ𝑦5 =
6 Δ𝑥6 =1.0 Δ𝑦6 =

From the table, it is observed that Δ𝑦 becomes smaller when Δ𝑥 become smaller.
Thus, lim Δ𝑦 = 0 for continuous functions.
Δ𝑥→0

Conclusion :
From the above activity , it is verified that for a function to be continuous at any point
𝑥0 , Δ𝑦 = [𝑓(𝑥0 + Δ𝑥) − 𝑓(𝑥0 )] is arbitrarily small provided Δ𝑥 is sufficiently small.
 ACTIVITY 2

Objective:
To understand the concepts of local maxima, local minima and point of inflection.
Procedure:
1. On a white sheet, draw two perpendicular lines to represent X and Y axes.
2. Take a piece of coloured thread of approximately 25 cm length and fix it on
the sheet in the shape of a curve with crests and troughs.
3. Draw small line segments parallel to x- axis at A,B,C, D, E.
4. Take two points A1 and A2 ,one to the immediate left of A and another to the
immediate right of A. Similarly get B1,B2 w.r.t B; C1,C2 w.r.t. C ; D1, D2 w.r.t D ;
E1,E2 w.r.t E.
5. Draw tangents at all the above points. Measure the angles θ 1, θ2, ….., θ10
which these tangents make with X-axis.
Observations:
1. Slope of the tangent is zero at A, B, C, D, E.
2. The angles which the tangents make with the positive X-axis are as follows:

Point Angle Sign of tan θ Point Angle Sign of tan θ

(slope) (slope)
A1 θ1= A2 θ2=

3. The values in the table show that

i) Sign of first derivative (slope) changes from negative to positive as the
curve moves through points A and C. They are points of local minima.
ii) Sign of first derivative (slope) changes from positive to negative as the
curve moves through points B and E. They are points of local maxima.
iii) Sign of first derivative is not changing as the curve moves through D .
So, it is a point of inflection.
Conclusion:
Through the above activity, the concepts of local minima, local maxima and point of
inflection are demonstrated.
 ACTIVITY 3
Objective:
To verify that amongst all the rectangles of the same perimeter, the square has the
maximum area.
Procedure:
1. Cut 6 different rectangles (R1, R2, … , R6) of the same perimeter ( say 26 cm).
2. Paste all these rectangles on a white sheet.
3. Measure the dimensions of all these rectangles and calculate the respective
areas.
Observations:
Perimeter of all the rectangles = 26 cm
Areas of :
R1 = 3 x 10 = 30 cm2
R2 =
R3 =
R4 =
R5 =
R6 =
We observe that area of ……., which is a square, is maximum.

Conclusion:
By the above activity, we verify that – of all the rectangles having the same
perimeter, the square has maximum area.
Related Exercise:
Verification of the above result using second derivative test.
 ACTIVITY 4
Objective:

To verify that the relation 𝑅 in the set L of all lines in a plane, defined by 𝑅 =
{(𝑙, 𝑚): 𝑙 𝑖𝑠 𝑝𝑒𝑟𝑝𝑒𝑛𝑑𝑖𝑐𝑢𝑙𝑎𝑟 𝑡𝑜 𝑚} is symmetric, but neither reflexive nor transitive.
Procedure:
1. On a chart paper, take some points randomly.
2. Join these points using colour threads to get parallel lines 𝑙1, 𝑙2 , 𝑙3 ;
lines 𝑙4 , 𝑙5 perpendicular to them and some random lines 𝑙6 , 𝑙7 .

Observations:
1. Each of 𝑙1, 𝑙2 , 𝑙3 is perpendicular to 𝑙4 and 𝑙5 and vice versa.
2. No line is perpendicular to itself. ie elements of the form (𝑙𝑖 , 𝑙𝑖 ) ∉ 𝑅. So the
relation is not reflexive.
3. If 𝑙𝑖 is perpendicular to 𝑙𝑗 , then 𝑙𝑗 is perpendicular to 𝑙𝑖 . ie For every (𝑙𝑖 , 𝑙𝑗 ) ∈ 𝑅,
the element (𝑙𝑗 , 𝑙𝑖 ) ∈ 𝑅. So, the relation is symmetric.
4. 𝑙1 is perpendicular to 𝑙4 and 𝑙4 is perpendicular to 𝑙2 . But 𝑙1 is not
perpendicular to 𝑙2 . ie (𝑙1, 𝑙4 ), (𝑙4 , 𝑙2 ) ∈ 𝑅 . But (𝑙1, 𝑙2 ) ∉ 𝑅 . So, the relation is
not transitive.

Conclusion:
By the above activity, we verify that the relation ‘is perpendicular to’ on the set of
lines in a plane is symmetric, but neither reflexive nor transitive.
 ACTIVITY 5
Objective:
To demonstrate a function which is not one-one but onto.

Procedure:
1. From different colour papers, cut two rectangular pieces of size 14 cm X 3cm.
2. Paste these two strips side by side on a white sheet which will represent sets
A and B.
3. Define: A = {triangle, square, circle, trapezium, pentagon} and B = {0, 3, 4, 5}
f: A→B , f(x) = number of vertices in x.
4. Draw the shapes of A in the given order in the first strip and write the
elements of B in the given order in the second strip.
5. Using colour threads, depict the function f connecting the shapes in A to the
numbers in B.

Observations:
1. f is a function as every element of A is related to a unique element of B.
2. f is onto as every element of B has a pre image in A.
3. f is not one one as two elements ……………….. and …………… have the
same image ……….

Conclusion:
By the above activity, a function which is onto and many - one is demonstrated.
 ACTIVITY 6
Objective:

To draw the graph of 𝑠𝑖𝑛−1 𝑥 using the graph of 𝑠𝑖𝑛 𝑥 and demonstrate the
concept of mirror reflection (about the line 𝑦 = 𝑥).

Procedure:
1. On a white paper, draw two perpendicular lines representing X and Y
axes.
2. Make a table for 𝑦 = sin 𝑥.

𝑥 −𝜋 −𝜋 −𝜋 −𝜋 0 𝜋 𝜋 𝜋 𝜋
2 3 4 6 6 4 3 2

sin 𝑥 −1 −√3 −1 −1 0 1 1 √3 1
2 √2 2 2 √2 2
= −0.87 = −0.71 = −0.5 = 0.5 = 0.71 = 0.87

3. Name the points corresponding to the above values as A 1, A2, …, A9 and

plot the graph of 𝑦 = sin 𝑥 joining them by a free hand curve.
4. Plot the graph of 𝑦 = 𝑥 taking the points (1,1), (2,2), (3,3), …
5. From the points A1, A2, …, A9 draw perpendiculars to line 𝑦 = 𝑥 extending
them to the other side and find the corresponding points B 1, B2, …, B9 at
equal distances on the other side.
6. Join B1, B2, …, B9 using a free hand curve.

Observations:
1. B1, B2, …, B9 are the mirror images of A1, A2, …, A9 with respect to the line
𝑦 = 𝑥.
2. The second curve obtained is the graph of 𝑠𝑖𝑛−1 𝑥.

Conclusion:
The mirror image of the graph of sin 𝑥 about the line 𝑦 = 𝑥 is the graph of 𝑠𝑖𝑛−1 𝑥.
 ACTIVITY 7
Objective:

To verify geometrically that 𝑐⃗ × ( 𝑎⃗ + 𝑏⃗⃗) = (𝑐⃗ × 𝑎⃗) + ( 𝑐⃗ × 𝑏⃗⃗)

Procedure:
1. On a white paper, draw a horizontal line segment 𝑂𝐴 = 8 𝑐𝑚 representing 𝑐⃗.
2. Draw line segment 𝑂𝐵 = 7 𝑐𝑚 representing 𝑎⃗ such that ∠𝐴𝑂𝐵 = 60𝑜 .
3. Draw line segment 𝐵𝑄 = 8 𝑐𝑚 parallel to 𝑂𝐴 and then draw 𝐵𝐶 = 5 𝑐𝑚
representing 𝑏⃗⃗ such that ∠𝐶𝐵𝑄 = 30𝑜 .
4. Draw 𝐵𝑀 ⊥ 𝑂𝐴, 𝐶𝐿 ⊥ 𝑂𝐴 , 𝐶𝑁 ⊥ 𝐵𝑄.
5. Complete parallelograms 𝑂𝐴𝑄𝐵, 𝑂𝐴𝑃𝐶 and 𝐵𝑄𝑃𝐶.

Observations:
1. |𝑐⃗ × 𝑎⃗| = |𝑐⃗| |𝑎⃗| sin 60𝑜 = 𝑂𝐴 × 𝐵𝑀 = 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑝𝑎𝑟𝑎𝑙𝑙𝑒𝑙𝑜𝑔𝑟𝑎𝑚 𝑂𝐴𝑄𝐵.
2. |𝑐⃗ × 𝑏⃗⃗| = |𝑐⃗| |𝑏⃗⃗| sin 30𝑜 = 𝑂𝐴 × 𝐶𝑁 = 𝐵𝑄 × 𝐶𝑁 = 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑝𝑎𝑟𝑎𝑙𝑙𝑒𝑙𝑜𝑔𝑟𝑎𝑚
𝐵𝑄𝑃𝐶.
3. |𝑐⃗ × ( 𝑎⃗ + 𝑏⃗⃗ ) | = |𝑐⃗| |( 𝑎⃗ + 𝑏⃗⃗)| sin 𝑑 = 𝑂𝐴 × 𝐶𝐿 = 𝑂𝐴 × (𝐿𝑁 + 𝑁𝐶)
= 𝑂𝐴 × (𝐵𝑀 + 𝑁𝐶) = (𝑂𝐴 × 𝐵𝑀) + (𝑂𝐴 × 𝑁𝐶)
= Area of parallelogram 𝑂𝐴𝑄𝐵 + Area of parallelogram 𝐵𝑄𝑃𝐶.

From the above calculations, we see that |𝑐⃗ × ( 𝑎⃗ + 𝑏⃗⃗) | = |𝑐⃗ × 𝑎⃗| + |𝑐⃗ × 𝑏⃗⃗|

Also, the directions of all three vectors 𝑐⃗ × ( 𝑎⃗ + 𝑏⃗⃗), 𝑐⃗ × 𝑎⃗ , 𝑐⃗ × 𝑏⃗⃗ are perpendicular to
the plane containing them.
Conclusion:

From the above activity, it is geometrically verified that 𝑐⃗ × ( 𝑎⃗ + 𝑏⃗⃗) = (𝑐⃗ × 𝑎⃗) +
( 𝑐⃗ × 𝑏⃗⃗).
 ACTIVITY 8
Objective:
To explain the conditional probability of an event A when event B has already
occurred, through an example of throwing a pair of dice.
Procedure:
1. On a chart paper of size 18cm X18cm , prepare a grid with 36 squares.
2. Write the outcomes of the random experiment of throwing a pair of dice in the
squares.
3. Define: event A = Number 4 appears on both the dice,
event B = Number 4 appears on at least one of the dice.
4. Shade the squares having outcomes favourable to event B with a colour.

Observations:
1. From the table, n(S)= , n(A) = , n(B) = and n(A ∩ B) =
2. By formula of conditional probability,
𝑛(𝐴∩𝐵)
𝑃(𝐴∩𝐵) 𝑛(𝑆)
P(A/B) = = 𝑛(𝐵) = =
𝑃(𝐵)
𝑛(𝑆)
3. The coloured region becomes the sample space for the event ‘A given B’.
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑎𝑣𝑜𝑢𝑟𝑎𝑏𝑙𝑒 𝑐𝑎𝑠𝑒𝑠 𝑓𝑜𝑟 𝐴 𝑖𝑛 𝑡ℎ𝑒 𝑛𝑒𝑤 𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑝𝑎𝑐𝑒
So, P(A/B) = =
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑒𝑙𝑒𝑚𝑒𝑛𝑡𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑝𝑎𝑐𝑒 𝐵
4. By both the methods applied in observation 2 and 3, we get the same answer.

Conclusion:
Using the above activity, the concept of conditional probability is clarified.