OBJECTIVE MATERIAL REQUIRED

To verify that the relation R in the set A piece of plywood, some pieces of
L of all lines in a plane, defined by wires (8), nails, white paper, glue etc.
R = {(l, m) : l l. m} is symmetric but
neither reflexive nor transitive.

MEmon OF CoNSTRUC110N ( r, 0
Take a piece of plywood and paste a wili~ e r on it. FixJhe,wf es randomly
on the plywood w~th the help of nails such that so~ eto~ hem are parall~l,
s~me are perpendicular to each other and some ~ ,~ ned as shown m
F1g.l. _ ~,

1. Let the wires represent the lines 11, 12, ... , 18 •

2. 11 is perpendicular to each of the lines 12, 13, 1 • [see Fig. 1]
4

24/04/18
 3. /6 is perpendicular to lr
1 l nd l5 is parallel to I8.
4. 1 is parallel to 13, 13 is paralle to 4a
2
5. (ll, 12), (l,, l3), (ll, l4), (16, 11) E R

OBSERVATION
1. In Fig. 1, no line is perpen dicular to itself, so the relatio
R = { ( l, m) : l.l m} _ _ reflexive (is/is not).

2. In Fig. 1, 11 .112 • Is l2 .l l1 ? _ _
n

(Yes/No) o
e;
. ( ll, l) ER ⇒ ( /2, II) _ _ R (r£/E)

Similarly, /3 .111 • Is /1 .l /3? _ _ _ ,L (Ye~o}:'J!,

:. ( 13 , 11) E R ⇒ (1 1
1, 3) ~~ (El~ ',/
Also, 16 J_ 1,- Is 17 1- I,? = .-' ~ o)

( 16, 11) E R ⇒&£_,.!}J~~ , ~~ (i IE)

""'~-~~ r>Xnot)
fl

The relation.,_R .. ~ symmefu~ J /is

-i· \
3. In Fig. 1, 12 .111 an' Jr!:}13 • Isl ~ ? ... (Yes/No)
'
1.e., (l2' 11) E '
Rand (l~;~ ? E R ⇒ (/2 , 13) __ R (i/e)

· The rela~ G'.) .. transitive (is/is not).

APPLICATION ~
~s activity ~ sed to check whether a I. In this case, the relation is
given relatio~ an eqmvalence relation or not an equivalence relation.
not. 2. The activity can be repeated
by taking some more wire in
different positions.

_-;;=;:;:.:~--::1~02:-jr -- - - - - - - - - - - - - - - - - - -L-ab-ora- to-ry~~

rl

24/04/18

l
OBJECTIVE MATERIAL REQUIRED
To verify that the relation R in the set A piece of plywood, some pieces of
L of all lines in a plane, defined by wire (8), plywood, nails, white paper,
R = { ( l, m) : l II m} is an equivalence glue.
relation.

MEmon OF CONSTRUCTION 00
Take a piece of plywood of convenient size and paste a ~ ~aper on it. Fix
the wires randomly on the plywood wt;~~ help ot n~8_'.F~h
that some of
them are parallel, some are perpend~!)t' to.each olh~ ~ 'O some are inclined
as shown in Fig. 2. / ; ~ 'V''"~
-.V ~'--1

__,.,.----,-,--. ...------ir----- - /4

~ _ _ _________,
,..___
~

<:'
DEMONSTRATION
Fig. 2

1. Let the wires represent the lines l1, 12, ... , 18•
2. l1 is perpendicular to each of the lines 12 , 13 , 14 (see Fig. 2).

24/04/18
 3. 16 is perpendicular to 11•
. para11eI to l , l 1s
4 • l 1s . p arallel to l4 and ls is parallel to ls.
2 3 3

5. (12, 13), (13, 14), (15, lg), E R

0BsERVATION

I. In Fig. 2, every line is parallel to itself. So the relation R = {( l, m): Ill ni)
.... reflexive relation (is/is not)

2. In Fig. 2, observe that 12 II~. Is 13 ... 1/ (JY I II)

So, (1 , 1) e
2 3 R ⇒ (/3, 12) ... R (fl le)
Similarly, 13 1114 • Is 14 ...1/ (JY I II)
So, (1 , 14) e R ⇒ (14 , 13) ... R (fl le)
3

and (15, 18) e R ⇒ (18, l) ~ fl le) ~

:. The relation R ... symmetric re

3. In Fig. 2, observe that
So,

Similarly, 14 1112 • Is 13 ... 12 ? (XI II)

So, >' (14, 12) E R ⇒ (13, 12) ... R (E ,f)
Thus, the relation R ... transiti lation (is/is not)
Hence, the relation ~ aexive, symmetr ic and transitive . So, R is an
equivalence relation. V
AI'PuCATION &
This activity ~ eful in understanding the This activity can be repeated
concept of an equivalence relation. by taking some more wires
in different positions.

rrr:r.:--7 r04Mll- - - - - - - - - - - - - - - - - - - -L-ab-or-ato-ry-:-:~

24/04/18
OBJECTIVE MATERIAL REQUIRED
To demonstrate a function which is Cardboard, nails, strings, adhesive
not one-one but is onto. and plastic strips.

METHOD OF CONSTRUCTION
1. Paste a plastic strip on the left hand side of the cardboard and fi e nails
on it as shown in the Fig.3.1. Name the nails on the strip as !? ] · 3.
2. Paste another strip on the right hand side of the cardboard~ d,.¥ two nails in
the plastic strip as shown in Fig.3.2. N ·"' the nails.o ~'"trip as a a.Qd b.
3. Join nails on the left strip to then · · tH . rights shown in Fig. 3.3.
X '-(~

y
•a

2•

. 3, ~~
- 3•
~l--.-:)----1 •b

Fig. 3.1 0 .3.2 Fig. 3.3

DEMONSTRATION ~
1. Take the se.t~ , 2, 3) .
2. Take th:,'\rJ {a, b}
3. Join (co~ pondence) elements of X to the elements ofY as shown in Fig. 3.3

OBSERVATION
1. The image of the element 1 of X in Y is _ _ __
The image of the element 2 of X in Y is _ _ __

24/04/18
 The image of the element 3 of X in Y is

So, Fig. 3.3 represents a

2. Every element in X has a _ _ _ _ image in Y. So, the funct1· .
on is
_ _ _ _{one-one/not one-one).
3. The pre-image of each element of Yin X _ _ _ _ (exists/does not ex.ist).
So, the function is _ _ _ (onto/not onto).

APPLICATION

Demonstrate t ame
This activity can be used to demonstrate the .. b h \_ ,1
activity y c ~ trrg the
concept of one-one and onto function.
number of" tji~ M'e,ents of
the se~s ~~.Y
- ~✓

~
© . '

~
- - - - - ---,-- - - - - - - - - - - - - - - - - - - - - - ~ Manual
f 106 j Labora1or}'

24/04/18
0BJECI1VE MATERIAL REQUIRED
To explore the principal value of Cardboard, white
. chart paper, rails,
the function sin-1x using a unit ruler, a dh es1ve, steel wires and
circle. needle.

MEmon OF CONSTRUCTION
1. Take a cardboard of a convenient size and paste a white chart r on it.
2. Draw a unit circle with centre O on it.
3. Through the centre of the circle, dr .. ines X'OX and
YOY' representing x-axis and y- wn in Fig. 6.1.
4. Mark the points A, C, B and ,
respectively as shown in Fi

5. Fix two rails on opposite

y
sides of the card .· '
•
which are paral
y-axis. Fix one steel wire
,,~~--Needle
between the rails~ (£)
C (-1, 0) A (1, 0) X
that the wiry a~ e X'

moved parallT -axis

as shown,iiNijg. 6.2.

y·
Fig. 6.1

24/04/18
 y
6. Take a needle of unit
Rail------+ +--Rail
length. Fix one end of
it at the centre of the -+---~---+ ----,~-t-- +-Steel wire
,,~--+--1--Need le
circle and the other
end to move freely x·+---c=+--- ..:..+~~.....;. .i1-r--+--~X
along the circle
Fig. 6.2.

DEMONSTRATION D
~
1. Keep the needle at an
~
y·
Fig. 6.2
~e;
arbitrary angle, say x 1 ~ ·
with the positive direction of x-axis~ easwe of ai::'g'L;~ adian is equal to
the length of mtercepted arc of' ( / _ ~rrcle. ~-.,.

2. Slide the steel wire betwee1{tne rajd.t, paral~f't9 x-axis such that the wire
meets with free end of ~ J!_iJ (say P() {Ji{ 6.2).
3. Denote they-coordinate olf\the po~ ~ ~, where y 1 is the perpendicular
distance of steel @ f om the x-axts. of the unit circle giving y 1 = sin x •
1
4. Rotate the needle ~ er a1;ti~ J.<wise and keep it at the angle 1t-x • Find
1
the value of y-coordinat~ o~J}itersecting point P2 with the help of sliding
steel wire. Value of Y( ~ ordinate for the points P 1 and P2 are S':1ffie for _the
different value of~ le.s/ y 1 = sinx1 and y 1 = sin (1t- xJ This demonstrates
that sine func~ is n~ one-to-one for angles considered in first and second
quadran~ . ~
5. Keep th · at angles -x1 and (-1t + x1), respectively. By sliding down
the steel ·re parallel to x-axis, demonstrate that y-coordinate for the points
P3 and P4 are the same and thus sine function is not one-to-one for points
considered in 3rd and 4th quadrants as shown in Fig. 6.2.

Mathematics 1-113

24/04/18
 y
6. However, the y-coordinate
of the points P3 and P I are B
different. Mo ve the needle
in anticlockwise direction
7t 7t
starting from - and
to
2 2
loo k at the beh avi our of x·~ -_ ..; :~ -~./'~ -~ ;:- ::- ~.. .:- .-+ ~~ ~
' , (0 _;· '
y-coordinates of points P5, --'.,,- -1
P 6, P7 and P8 by sliding the
ste el wir e par all el to
x-a xis accordingly. y-c o-
ordinate of points P5, P6, P7
and P8 are dif fer ent (se e
Fig . 6.3 )._ He nce , sin e
FJ~:~
function is one-to-one in

the domian - [2 2
7t , 7t] and its _;an. . s between
~ 1 and 1.

7. Keep the needle at {( 'fbi -ary an~ e ;8 lyin g in the interval [-; , ;]
Y
and denote the y-o . ;di-
B ~
nat e of the int ers ect in~
poi ntP9 asy . (see Fig. 6.4). V
~e n y = s~n 0 or e_=e
sm-1y) as sine fun af ~ is
x.._·~- -c -t-_ _.;;.._ __." --J..; ;...._ _+A ---- ?x
one -on e and o~ in the
. ,k'2Q,21t]
dom ain ~ and

ran ge [-1 , 1]. So, its

inverse arc sine function D
exist. The domain of arc y·
sine function is [-1 , 1] and Fig. 6.4
__
iT)_ _ _ _ _ _ _ _ __________
r-: --:- -~ Laboratory Manual
114 I

24/04/18
 range is [-; , ; ] . This range is called the principal value of arc sine
function (or sin-1 function).

OBSERVATION

1. sine function is non-negative in _ _ _ _ and _____ quadrants.

2. For the quadrants 3rd and 4th, sine function is _ _ __

3. 0 = arc sin y => y =___ 0 where - ; $; 0 $; - - -· O

4. The other domains of sine function on which it is one-one anc@.ro provides
AI'PuCATION for arc sine function. ~ ~~

(cos-1y). G · V,
This activity can be used for finding,th~ ncipal~ ffut of arc cosine function
V

~ .{o'<
© (2,
~
~o
o"
<:'

Mathematics f 115 -: ~:.,_ ]

24/04/18
 MAmRIAL REQUIRED
0BJECI1VE
To sketch the graphs of er and log x,
0 . geometrical instni.
Drawing board,
a > 0, a * 1 and to examine that they ments, draw1ng .pins, thin w·ues
are mirror images of each other. sketc h pens, th1ck white pap '
adhesive, pencil, eraseo pl;r,
.
mirror, squared paper. e

METHOD OF CONSTRUCTION . e;
1. On the drawing board, fix a thick paper shejlf of convenie~ cm x 20 cm
(say) with adhesive. "~ ~ "'?

Fig. 7

24/04/18
 2. On the sheet, take two perpendicular lines XOX' and YOY', depicting
coordinate axes.
3. Mark graduations on the two axes as shown in the Fig. 7.
4. Find some ordered pairs satisfying y = ax and y = log x. Plot these points
0
corresponding to the ordered pairs and join them by free hand curves in
both the cases. Fix thin wires along these curves using drawing pins.
5. Draw the graph of y = x, and fix a wire along the graph, using drawing pins.

DEMONSTRATION ~
1. For a\ take a = 2 (say), and find ordered pairs satisfying it as V
- ~
X 0 1 -1 2

1 2 0.5 4

~~~if' ~ ~)
and plot these ordered pal.\'§ on th~ C:J.i e~ aper and fix a drawing pin at
e~ch point.
2. Jom the bases of drawmg pms~
© . ., . . . . - a thin wrre. This will represent the graph
of2x. 'C)
3. Iog,x = y gives x=-(,(!}me ordered pairs satisfying it are:
A ,.4

~
_6'' i
1
-
2
4
1
-
4
8
1
-
8

y ''o 1 -1 2 -2 3 -3
Plot these ordered pairs on the squared paper (graph paper) and fix a drawing
pin at each plotted point. Join the bases of the drawing pins with a thin wire.
This will represent the graph of lo~x.

Mathematics [ 117

24/04/18
 4. Draw the graph of line y = x on the sheet.
5. Place a mirror along the wire representing y = x. It can be seen that the two
graphs of the given functions are mirror images of each other in the line y == x.

0BsERVATION

1. Image of ordered pair (1, 2) on the graph of y = 2x in y =xis _ _. It lies

on the graph of y = _ __
2. Image of the point (4, 2) on the graph y = log x in y =xis ____ which
lies on the graph of y = _ _ _.
2

Repeat this process for some more points lying on the two grap~
o
~~~N . . . 6' ♦ ;$' .
This activity 1s useful m understand1n~ th_; con~.~~. (exponential and
logarithmic functions) which are miv ges ~ °\er in y = x.

11_8] Laboratory Manual

24/04/18
OBJECTIVE MATERIAL REQUIRED
To verify that angle in a semi-circle is Cardboard, white paper, adhesive,
a right angle, using vector method. pens, geometry box, eraser, wires,
paper arrow heads.
METHOD OF CONSTRUCTION
1. Take a thick cardboard of size 30 cm x 30 cm.
2. On the cardboard, paste a white paper of the same size µsj.ng~an adhesive.
3. On this paper draw a circle, with cenn:e O and radi~s l ~J'm. ·
< ' • i
"' ,,,

\ ] Fig. 21
~ ,.,
4. Fix nails at the points"O, A, B, P and Q. Join OP, OA, OB, AP, AQ, BQ, OQ
and BP using wires.
5. Put arrows on OA, OB, OP, AP, BP, OQ, AQ and BQ to show them as vectors,
using paper arrow heads, as shown in the figure.

DEMONSTRATION

1. Using a protractor, measure the angle between the vectors APand BP , i.e.,
L APB= 90°.

24/04/18

_J
,

angle between the vectors i\Qand BQ • i.e., L AQB = 90°.

2· Similarly, the
3. Repeat the above process by talcing some more points R, S, T, ... on the
semi-circles, fonning vectors AR, BR; AS, BS; AT, BT; ... , etc., i.e., angle
fonned between two vectors in a semi-circle is a right angle.

Oim:R VATIO N

By actual measurement.

/A Pl= - jBPI =_ , /AHi =-

/AQ /=- /BQ /=-

IAPl2 + /sP/2 =- - ,~Q,2 +iBC!i2 = _;.:_ __

So, LAPB = __ _ anu,,A - -•-
-~ - P.BP · __ _ LAQB = and
AQ.BP = ---

Similarly, for points R' S' T, ___

LARB = - - - ' LAS! l. = __ __, LATB =
. ., '

I.e., angle in a se~-c irde is ! right angle.

AfPUCATION
This activity can be used to explain the
concepts of

(i) opposite vectors

(ii) vectors of equal magnitude

[ _.. 158 j Laboratory Manual

24/04/18
(iii) perpendicular vectors
ctors.
(iv) Dot product of two ve

Le t OA =OB =a =OP =p
O A =- a, O B= a, OP =p

B P =p -ii .
AP =- O A+ O P= a+ p .,

AP. BP =(P+ii).( P-ii) =Ii -1~ =0

2
0.
2
( since/p/ = /a/)
(Z;
s AP and

,-~
-~
So, the angl~
. '1 '-- B between ~
Ht, r.:ln g e.

Syrnlar ~If )\'Q. BQ - .

~ ,,

}r #~
1 l)

-- - - - - ----- - - - - ~ 159
---- - - - - -
Mathematics
24/04/1 8
0BJECI1VE MATERIAL REQUIRED
To find analytically the limit of a Paper, pencil, calculator.
function/(x) atx= c and also to check
the continuity of the function at that
point.

METHOD OF CONSTRUCTION

,( -16
1. Consider the function given by f (x) ...,.~ ~ 4 '
10,

2. Take some points on the le-t · '0D e right side of c (= 4)

which are very near to c.
3. Find the corresponding val s off () · each of the points considered in
step 2 above. ~ ' i
.. 1
4. Record the values of point~~ . ~ left and right side ·of c as x and the f
corresponding values off(, )~} a form of a table.

DEMONSrRATION "'0
1. The values of x~ (x) are recorded as follows:

Tobie 1: Fo!JP"oQ on the left of c (= 4).

X
'~ .;

3.9 3.99 3.999 3.9999 3.99999 3.999999 3.9999999

-

f (x) 7.9 7.99 7.999 7.9999 7.99999 7.999999 7.9999999-

24/04/18
 2. Table 2: For points on the right of c (= 4).

X 4.1 4.01 4.001 4.0001 4.00001 4.000001 4.0000001

f (x} 8.1 8.01 8.001 8.0001 8.00001 8.000001 8.0000001

~ERVATION
1. The value off (x) is approaching to _ _ _, as x ➔ 4 from the left.
2. The value off (x) is approaching to

3. So, ~3f(x) = _ _ _ and x~1!1+f(x)= ___.

0
o
, as x ➔ 4 from the right.

4 • Therefore, lim
x➔4
f (x) = _ _ , f X
(4) ____ ~~ .
~ ~

5.ls . ()
~!f X =f(4) _ _ _ ?(, -. '
7N..o) .:,:. ."3
~,,

x➔c
not continuous).
~,v
6. Since f (c)*limf(x), so, tlfe"~

~
n is "' ~
<\
{l;-~(;
at x = 4 (continuous/

Am.lCA110N (() ~ .

This activity is useful~ d~ g the concept of limit and continuity of a

function at a point. y
-<vo
(.)"
"
Mathematics 1 123

24/04/18
OBJECTIVE MATERIAL REQUIRED
To understand the concepts of Pieces of wire of different lengths,
decreasing and increasing functions. piece of plywood of suitable size,
white paper, adhesive, geometry
1\ 1r~ C box, trigonometric tables.
n·~TIIOD OF ONSTRUCTION ~

1. Take a piece of plywood of a convenient size and paste a whi(:l~ on it.

2. Take two pieces ofwire_s of length ~ay 20 cm each and fi:\,~ e" ' ~the white
paper to represent x-axis and y-axis. A r
~
3. Take two more pieces of wire each of•suita~e leng,tb:itapq,Send them in the
shape of curves representing tw~ ~ ons a~ " )m on the paper as

shown in the Fi! 13. ----~·Yh~!Qllli"Y~ ~..;)~

'\e;
~e
~ 0
X~ '"ct. X
il
C Fig. 13

4. Take two~ g~ wires each of suitable length for the purpose of showing
tangents to the curves at different points on them.

DEMONSTRATION
1. Take one straight wire and place it on the curve (on the left) such that it is

24/04/18
 tan~~nt to_ the _curve at the point say P 1 and making an angle a 1 with the
positive direction of x-axis.

2. a 1 is an obtuse angle, so tana 1 is negative, i.e., the slope of the tangent at P 1

(derivative of the function at P 1) is negative.
3. Take another two points say P2 and p 3 on the same curve, and make tangents,
using the same wire, at P2 and P3 making angles a 2 and a 3, respectively with
the positive direction of x-axis.
4. Here again a 2 and a 3 are obtuse angles and therefore slopes of the tangents
tan a 2 and t~n a 3 are both negative, i.e., derivatives of the functi~.· att P2 and
P3 are negative. V
5. Thefonction given by the curve (on the left) is a decre~ e t tion.
6. On the curve (on the right), take threeR nt QI' Q2~ , ~ using the other

~ 3, respectively with the positive ehre" bn of

~,. ~,.~,are all acute angles. ( ( ;

~,'8·
straight w~es, fo~ tangen~s. at e~t ~f__lh.Gse po~\i!s~ . ng ~gles ~1, ~ 2 ,

\ .,.....,..
~ shown m the figure.
..
So, the derivatives of th · ·0n at th€~~ @mts are positive. Thus, the
function given by this o~ on the rt.,'< an increasing function.

~
OllsERVATION
l, a l = - - - • > 6° 0.,,. =r;/1
>
'
•a,=
tan a = _ _ _ , (negl:itve~ tan a 2 = _ _ _ , ( _ _
1
_
>
), tan a 3 =
, ( ---=-~ us the function is

2. ~l=___< 9~ - - - ' < - - - ' ~3 =- - - '< - - -

tan ~ = ~ , (positive), tan ~2 = - - ~ ( _ _ _ ), tan ~3 =
1
__ ....,,,(~ =-- ). Thus, the function is _ __

Awuc.mo~
This activity may be useful in explaining the concepts of decreasing and
increasing functions.

Mathematics [!33 Z1
24/04/18
OBJECTIVE MA1ERIAL REQUIRED
To verify that amongst all the rect- Chart paper, paper cutter, scale,
angles of the same perimeter, the pencil, eraser cardboard, glue.
square has the maximum area.

METHOD OF CONSTRUCTION

l. Take a cardboard of a convenient size and paste a white.pa~ it.

2. Make rectangles each of perimeter sa~ cm on a.cl\.~ per. Rectangles
of different dimensions are as foll~ 'I\ ~;;.,/
R, ~ ~ R, ~...---------,
v·
16cm " '
!~ 0"<
(i
e
o-.
l 'i.....l, _, 15 cm
~ ll/t 14cm
(i) 'Q- (ii) (iii)

~ Rs ~ R,

s
CJ
I'!

12 cm 12.5 cm
10.5 cm
(iv) (v) (vi) (vii)

Fig. 18

24/04/18
 R 1 : 16 cm x 8 cm, R2 : 15 cm x 9 cm

~: 14 cm x 10 cm, R4 : 13 cm x 11 cm

Rs: 12 cm x 12 cm, R6 : 12.5 cm x 11.5 cm

~ : 10.5 cm x 13.5 cm
3. Cut out these rectangles and paste them on the white paper on the cardboard
(see Fig. 18 (i) to (vii)).
4. Repeat step 2 for more rectangles of different dimensions ea~ having
perimeter 48 cm. Q
5. Paste these rectangles on cardboard. (l;
DEMONSTRATION

1. Area of rectangle of R 1 = 16 cm x

Area of rectangle R2 = 15 c

Area of R3 = 140 cm2

Area of R4 = 143 ~
Area of Rs = 144 cm ·

Area of R6 = 143.75 cm2

AreaofR, = 141.~
2. Perimeter of e~Ju:ectangle is same but their area are different. Area of
rectangle ~0 maximum. It is a square of side 12 cm. This can be verified
using th~ ~cal description given in the note.

OBSERVATION
1. Perimeter of each rectangle R 1, R2, R3, R4, R4 , R6, R, is _ _ __
2. Area of the rectangle R3 _ _ _ than the area of rectangle Rs .

. 148] Laboratory Manual

24/04/18
 3. Area of the rectan gle R 6 _ _ _ than the area of rectan gle R •
5
4. The rectan gle R 5 has the diame nsions _ _ _ x _ _ _ and hence it is a

5. Of all the rectan gles with same perimeter, the _ _ _ _ has the maxim um
area.

APPUC ATION

This activit y is useful in explai ning the idea

of Maxim um of a functi on. The result is also
useful in prepa ring econo mical packages.

Let the length and breadt h of rectang le be x ~ - • Gj

The perime ter of the rectang le P = 48 cm.~ ' - ~'1;.,
2(x+y )=48 ~ ,~
or x+y= 24 ory=2 4-x ,G • .('\'-J'
Let A (x) be the area of recta~ ~ en ,:,( e,;~
· A(x)= xy I[,'\ n.~ ,
=x(24 -x) ~ ~
=24x -r 'C)
A' (x) = 24 - 2x ~~ C"\
A' (x)= ~ 24-2x = ~ 12
A" (x)= -2 ~
A" (12) =- 2 ~ is negative
There~ ea is maxim um when x = 12
y =X = 24- 12 = 12
So, x = y = 12
Hence, among st all rectang les, the square ha~ the maxim um area.

Mathematics 149

24/04/18
OBJECTIVE MATERIAL REQUIRED
A piece of plywood, white paper
To explain the computation of
pen/pencil, scale, a pair of dice.
conditional probability of a given
event A, when event B has already
occurred, through an example of
throwing a pair of dice.

METHOD OF CONSTRUCDON ,.
H
~
I', ~
',,/
1. Paste a white paper on a piece of plyw01f&t~{ a coq~ e j size.
2. Make a square and divide it f ~ it ~ ""of size 1cm each
(see Fig. 27). V ,Y
3. Write pair of numbers as slto~ the figlfr::,..,,
~ ~~ ~:v

6, 1 6, 2 6, 3 6, 4 6, 5 6 6
'
Fig. 27

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DEMONS'fRAnoN
l. Fig. 27 gives all possible outcomes of the given experiment. Hence, it
represents the sample space of the experiment.
2 · Suppose we have to find the conditional probability of an event A if an event
th
B has already occurred, where A is the event "a number 4 appears ~n ~~
tbe dice" and Bis the event "4 has appeared on at least one of the dice 1.e,
we have to find P(A I B).
3 · From Fig. 27 number of outcomes favourable to A = 1
Number of outcomes favourable to B = 11
Number of outcomes favourable to A n B = 1.

4. (i) P (B) = _!! 1. You m. ay~ a! this activity by

36' taking mt i;e:--e~nts such as the
<i,\ ·• )'-iPgetting a sum 10 when
probabl!U

(ii) P(AnB)= -
1
36
G · '-.
~ a do~ let'\.as already occurred.
2~
"V"
ditional probab1hty
..
' -~ . P _~ I B) can also be found by first
P(A n B~ ~ · taking the sample space of event B
(iii) p (A I B) =
re, , =- .
11
{ ~ out of the sample space of the
"'a experiment, and then finding the

OBSERVATION
1. Outcome(s) favourable to
~
"''<J If> .
1\.-.,.! ____,
probability A from it.

n (A) = _____
2. Outcomes favour~t:;;/JE : _ _ _ _, n (B) = _____
3. Outcomes fav!e1'le to An B : _____, n (An B) = _____

4. P (A n B) 0 -'----
5. P(AIB~ -------

.APPLICATION
This activity is helpful in understanding the concept of conditional probability
which is further used in Bayes' theorem. '

Mathematics (175

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