I

ACTIVITY 1
•.U}.f • To verify that the relation R in the set L of all lines in a plane, defined by
R = {(l, m) : l l. m} is symmetric but neither refl,exive nor transitive.

l\Iaterial Require d
A piece of cardboard, 8 pieces of wires, some nails, white paper, gum etc.

Prerequ isite Knowled ge

1. Concept of relation.
2. Concept of types of relation (reflexive, symmetric and transitive).

~Iethod of Constru ction

Take a piece of cardboard and paste a white paper on it. Fix all the 8 wires randomly on the
cardboard with the help of nails such that some of them are parallel, some are perpendicula r to
each other and some are inclined as shown in the figure given below.

Demons tration
1. Let the wires represent the lines l1 , l 2, . .. , ls.
2. 4 is perpendicul ar to each of the lines l 2 , 13 , 14 [see above figure] .
3. 16 is perpendicul ar to l-, .
4. 12 is parallel to la, la is parallel to l 4 and 16 is parallel to ls .
5. (lt, l2),(l1, la),(l1, l4),(l6, l-,)eR
Obseru2tion
1. ·
In the Figure · 1s
(1.1) , no line · perpen dicul ar to itself, so the relation R= {(l, m ) : l 1- m} ... .. .
reflexive (is/is not).
2. In Figure (1.1), l 1 l. l 2 • Is 12 l. li ? . ... ..... (Yes/No)
: . (~ , Li) ER ⇒ (li , 4) ... ......... R (E I E )
Similarly, '3 J. ~ . Is ~ J. ~ ? ......... (Yes/No)
: . (l.J , 4) e R ⇒ (~ , '3) ............ R (E I E )
Also, '6 J. l,. Isl, l. 4;? ... ...... (Yes/No)
:. (4, , l,) eR ⇒ (l, , lr,) ... .... ... .. R(e / e )
:. The relation R .... symmetric (is/is not).
3. In Figure (1. 1), l 2 l. Li and Li __L la. Is 12 _l_ la? ........• (Yes/No)
i.e. ('2, 4) e Rand (4, '3) e R
⇒ ('2, '3) .... ... .R (E I e)
:. The relation R ..... .... transitive (is/is not) .

Result
The given relation is symmetric but neither reflexive nor t ransitive.

Application
On the basis of this activity, we can check whet her a given relation is an equivalence relatior r.:
not.
Note
1. yi this case, the relation is not an equivalence relation .
2. This activity can be repeated by taking some more wires in different positions.
ACTIVITY 2
.AlA1 : To verify tha t the relation
R in the set L of all. lines in a pla
R = {(l , m) : l 11 m} is an equivalence ne , de fin ed by
relation .

M at er ia l Re qu ire d
A piece of car dbo ard , 8 pieces of wir
e, some nai ls, wh ite pap er, gum etc
.
Pr er eq ui sit e Kn ow led ge
1. Concept of rela tion and its
types. 2. Equivalence rela tion .
M et ho d of Co ns tr uc tio n
Tak e a piece of car dbo ard and pas
te a wh ite pap er on it. Fix all the
car dbo ard wit h the help of nai ls suc 8 wir es ran dom ly on the
h tha t some of the m are par alle l,
eac h oth er and some are inclined some are per pen dicula r to
as shown in the figure given below
.

Figure 2.1

D em on str at io n
1. Let the wir es rep res ent the
line s 11 , l2 , ... , lg .
2. 11 is per pen dic ula r to each of the
line s 12 , 13 . 14 [see above figure] .
3. 16 is per pen dic ula r to 1 .
7
4. 12 is par alle l to 1 , l is par alle
3 3 l to 14 and 15 is par alle l to lg .
5. U2 , l3 ),(l3 , l4) ,(l5 , lg)E R

O bs er va tio n
1. In Fig ure (2.1), every line is
par alle l to itself. So, the rela tion R
rel atio n (is/is not
). = {(l, m) : lll m} .... .. ... reflexive
2. In Fig ure (2 .1), observe tha t l
2 ll l3 • Is 13 1112 ? .... .... . (Yes/No)
So, (l , l.3)
2 e R ~ (~ , L;_) .... R(<1. / e)
Sim ilal"ly, ~1114 • ls l lll.i? .........
4 (Yes/No)
 So, (/a , 14 ) e R ~ (l4 • /s) .... R(i I e)
and(~, ls) e R ~ (l8 , fs) .... R(E / e)
:. The relation R .... symmetric relation (is /is not)
3. In Figure (2.1), observe thut. l 211 l 3 and l:111 l 4 • Is l 2 11 l 4 ? .... ... .. (Yc1s/No)
So, ('9, /a) e Rand ('3, l4 ) e R => (l'l , 14 ) .... R(E I e)
Similarly, ~II l 4 and /4 11 /,,_. Is ls II l'l ? ......... (Yes/No)
So, (~ , 14 ) e R, (l4 , l~) e R => (~. ~) .... R (f / e)
Thus, the relation R .. ... .. .. transitive 1·cl11tion (is /is not)
Hence. the relation R is ref1exive, symmetric and· transitive. So, R is an equivalence relation.

Result
The given relation is an equivalence relation .

Applit·ation
From this activity, we can easily understand the concept of an equivalence relation.
Note This activity can be repeated by fixing some more wires in different positions.
ACTIVITY 3
AIM: To demonstrate a function which is not one-one but is onto.

Material Required
A piece of cardboard, some nails, some strings of 5-6 cm length, gum and some plastic strips .

Prerequisite Knowledge
1. Concept of function .
2. Concept of one-one function .
3. Concept of onto function.

1\lethod of Construction
1. Paste a plastic strip on the left hand side of the cardboard and fix three nails on it as shown in
the Figure 3.1 (a) . Name them as 1, 2 and 3.
2. Paste another strip on the right hand side of the cardboard and fix two nails in the plastic strip
as shown in Figure 3.1 (b) . Name them as a and b.
3. Join the nails on the left strip to the nails on the right strip as shown in Figm·e 3 .1 (c).
A A
B
a- a

b•
(a) (b) (c)
lfigme3.1

Demonstration
1. Take the set A ={1, 2, 3}
2. T ake the set B = {a , b}
3. Join elements of set A to the elements of set Bas shown in Figure 3.1 (c) .

Observation
1. The image of the element 1 of set A in set Bis ........ . .
The image of the element 2 of set A in set B is ....... .. .
The image of the element 3 of set A in set B is ...... ... .
So, Figure 3.1 (c) represents a ... ...
 2. Every element in set A has a .. .... .. . image in set B
So, tht' function is .. .. .. (one-ono/n ot one-one).
3. Tbe Pr('•image of each element of set Bin set A ...... ... (exists/ does not exist). So, the function
is . .. .... .. (onto/ n ot onto).

R~•~u, ...
The function is not one -one but is onto.

A,~plu.'. -:.":ot"
This activity is very helpful to understand the concept of one-one and onto functions.
ACTIVITY 5
A.l.\l: To draw the graph of sin- x, using the graph of sinx and
1 demo nstra te the
concept of mirror reflection (about the line y = x).

!\1at erial Requ ired

cutter, some nails and some
Cardbo ard. white chart paper, scale, coloure d pens, gum, pencil, eraser,
thin wires.

Prer equi site Know ledge

1. Concept of inverse of a functio n .
2. Concept of mirror reflecti on.

l\ieth od of Cons truc tion

1. Take a cardbo ard of suitabl e dimens ions, say, 40 cm x 40 cm.
using gum.
2. On the cardbo ard, fLx a white chart paper of size 30 cm x 30 cm (say)
them X' OX and YOY'
3. On the paper, draw two lines, perpen dicular to each other and name
represe nting the rectan gular axes [see given Figure 5.1).
4. Gradua te the axes approx imately as shown in figure by taking
unit on X-axis = 1.25 times the
unit of Y-axis.
y

IN,
1/

X' =:n: =Z: lI Il lI Il X

2 3! 4 : 6 :
=Z' =Z
6 4 3 2
i - 1/2

-1

Y'
Flgur" 5 1
- ·-

5. Mark the points (ajproximately)

(61t ,sm (1t . 1t) .
. 1t) ,(1t ,sm. 1t ,.... , - ,sm in trn
1 coor d'mate p1a1w .
6 4 4 2 2
Also, fix nail at ench point and nnm o them N 1 , N 2 , Na, N 4 .
6. Repeat the above process on th o other side of Lho X-axis, marking the points
(-i. sin -;), ( -: , sin ~ 1t ). ..... (: ;,sin -; ) approxi rnately und fix nails on these points as

N ~. N ;, N ; .N~. AtOalso, fix n nail.

7. With the help of wire join the nail on both sides of X-axis to get the graph of sinx from -; to%-

8. Draw the graph of the line y = x by plotting the points (1, 1), (2, 2), (3, 3), ...... ... etc. At these
points fix a wire.
9. From the nails N 1 , N 2 , N 3 , N 4 , draw perpendicular on the line y = x and produce these lines
such that length of perpendicular on both sides of the line y = x are equal. Name them
11 J 2J s ,/ 4 and fix nails at these points.
10. Similarly, repeat the above activity on the other side of X-axis and fix nails at I ~, 1;, I~, I~.
11. Join the nails on both sides of the line y = x by a tight wire. The curve so obtained shows the
graph of y = sin- 1 x.

De1nonstra tion
Put a mirror on the line y = x. The image of the graph of sinx in the mirror will represent the graph
of sin- 1 x showing that sin- 1 xis mirror reflection of sinx and vice-versa.

Observation
The image of point N 1 in the mirror ( the line y = x) is ... .. ...... .
The image of point N 2 in the mirror ( the line y = x) is ........... .
The image of point N 3 in the mirror ( the line y = x) is ........... .
The image of point N 4 in the mirror ( the line y = x) is ........... .
The image of point N ~ in the mirror ( the line y = x) is ....... .... .
The image of point N;
in the mirror ( the line y = x) is ........... .
The image of point N;
in the mirror ( the line y = x) is ... ........ .
The image of point N:
in the mirror ( the line y = x) is .......... ..
The image of the graph of sinx in y = xis the graph of ......... , and the image of the graph of sin- 1 x
iny =xis the graph of .........

Result
The image of the graph of sinx in the line y =xis the graph of sin- 1 x and the image of the graph of
sin- 1 x in the line y =xis the graph of sinx. Hence, they are the mirror reflection of each other in
the line y = x.

Application
In the same way we can draw the graph of other inverse trigonometric functions i.e. cos- 1 x, tan- 1 x
etc.
AC'llVrrY 7
AIM : To sketch the graphs of a x and log a x, a > 0, a -:t 1 and to examine that they
are mirror images of each other.

Material Required
Cardboar d, geometrical box, drawing pins, thin wir es, sketch pens, thick white sheet, glue, pencil,
eraser, a plane mirror, graph paper

Prerequisite Knowledge
1. Concept of loiarf~hm.
2. Conc~pt of g'l"aph oflo•garithm and~
Method of Construction
1. On t h<-' i;arr!.hoarrl fix :i tbi~i, pnr n sheet of size 20 cmx 20 cm (say) and paste e graph sheet
on it.

y==x

8
y= 7
/
/
6

- - -- - y ==logi(

8 10 12

-4 -

Figure 7.1

2.. On the she.e~ draw \-wo p~rpendl.c:u,\cw ll:nes XOX' and YOl0 , representing coordinate axes.
3, Oenote. '31'0-Au..~·01\S oo. fue. two nx.es ~ ,hown in the. above. ftlgl.\l'e. 7 .1
 4. Plot some ordered pairs satisfying y = a 7 Andy = logu x. Denote t hese order ed pairs and join
them by free hand cur vE>Ain hoth the cases flnd fix thin pieces of wires along these curves with
the help of drawing pins.
5. Draw th e graph of y =- x. a nd fix n wire nJ ong thi s graph , using drawing pins.

Dc1n(Hh,1 r •t• ion

1. For a T. take a =-- 2 (say). and fi nd ordered pairs satisfying it
-- ---
x O l - 1 2 - 2 3 - 3
-21 1 4
2
1 2 0.6 4 1 8 1 1.4 0.7 16
4 8

and plot these ordered pairs on t he graph paper and fix a dra wing pin a t each point.
2. Join the bases of drawing pins with a thin wire. This will represent the graph of 2x.
3. Now. let y = log 2 x or x = 2Y. Some ordered pair sat isfy ing it are

X 1 2 1 4 1 8 1
2 4 8
y 0 1 - 1 2 - 2 3 - 3
:Plot these order ed pairs on the graph paper and fix a drawing pin at each plotted point. Join the
bases of the drawing pins with a t hin wire. This will represent the graph of log 2 x.
4 Draw the graph of line y = x on the graph paper and fix a wire along it.
5. Place a mirror along the wire representing y = x. It can be observed that the two graphs of the
given functions are mirror images of each other in the line y = x.

Observatio n
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 2 x in y =xis _ _ _ _ which lies on the graph
ofy= _ _ _
Repeat this pr ocess for some more points lying on the two graphs.

Result
The graph of y = 2x and y = log 2 x are mirror images of each other.

Application
This activity is useful to understand the concept of exponential and logarithmic function which are
mirror images of each other in y = x.
 ~ -- -----~~---------------------------

ACTIVITY 9
.\l.\l: To find analytically the limit of a function f(x) at x =c and also to check
the continuity of the function at that point.

:\laterial Required
Paper, pencil, calculator.

Prerequisi te Knowledge
1. Concept of left hand and right hand limit of a function.
2. Concept of continuity of a function at a point.

Method of Constructi on
x2 - 9
1. Consider the function given by /(x) = x - 3 ' X*
{
3}
7, x=3

2. Take some points on the left side and some points on the right side of c(= 3~ which are very neai
to c.
3. Calculate the corresponding values of /(x) for each of the points considered in •!. :..:Vt' st2p.
4. Record the values of points on the left side and right side of c as x and the cm ,.";;c;_;;ondiri11 ·. ruues
of /(x) in a form of a table.

Demonstra tion
The values of x and /(x) are recorded as follows
1. Table 1 For points on the left of c(= 3)

X 2.9 2.99 2.999 2.9999 2.99999 2.999999 2.9999999

f(x) 5.9 5.99 5.999 5.9999 5.99999 5.99999 5.9999999

2. Table 2 For points on the right of c(= 3)

X 3.1 3.01 3.001 3.0001 3.00001 3.000001 3.0000001
((x) 6.1 6.01 6.001 6.0001 6.00001 6.000001 6.0000001
Observation
l. The value of f(x) is approaching to ... .. .... , as x 4 3 from the left.
2. The value of f(x) is approaching to .. ....... , as x 4 3 from the right.
3. So, lim f(x)= ........ . and lim f(x) = ....... . .
x-+3 x-+3 +
4. Therefore, lim f(x)= ...... ... , /(3) = .. ... .
x-+3
5. Is lim /(x)= /(3) ...... ? (Yes/No)
x-+3
6. Since f(c) * lim f(x), so the function is ......... at x = 3 (continuous/not continuous).
x-+c

Result
This activity is very helpful in understanding the existence of limit of a function at a point and
check its continuity.

Application
From the above activity we can easily understand the basic concept of limit and continuity of a
function at a given point
ACT IVITY 10
4.l \, To i-erify that for a function f to be continuou s at given p oint x ,
0
~." = lf( Xo + .ix) - /(:co) I is arbitrarily small, p rovided 6x is sufficientl y s mall.

,~,"' lt' rial Required

Cardboard. some white sheets. pencil, scale. calculator, gum.

p..-e..-equ isite Kno,,-led ge

Concept of differentiabi lity of a function.

~!et hod of Construc tion

l. Paste a white sheet on the cardboard.
2. Consider a function y 2 = 4ax and draw the curve of this function on the white sheet as shown in
Figure 10. l.
y~

B
~ I
JCo 6X
JCo + 6 X3
-3- 6x2
~ - - - - 6)(, - - - - - '
Figure 10.1

Derr:.ons tration
1. Take any point P(x0 , 0) on t h e positive side of X-axis and correspondin g to this point, mark the
point Q(.r0 ,Yo ) on t he curve.
2. Take one more point B,_ (.x0 + d%1 , 0) to the right of P, where t...'( 1 is a n incre ment in x.
3. Draw the perpendicula r from B,_ a nd let it cut the curve at C1 • Let the coordinates of C1 he
(.xo ~ dX1 • Yo + .1yl).
4 . Draw a perpendicula r from the point Q(.r0 ,y 0 ) to meet C1 B,_ a t D 1 .
 5. Now meRsurc PBi_ = L\x 1 (say) and record it and a lso measuro C, D1 = L\y, and record it.
6. Reduce the increment in x to li.x 2 (i.e. 6x 2 < li.x1 ) to get another point B2 (xo + lix2 ,0) ·
Get the corresponding point C2 on the curve.
7. Let the perpendicular QD1 intersects C2 B2 at D2·
8. Again mea.sure P~ =li.x 2 and reco1'd it.
Measure C ~ 2 = .:1y2 and record it.
9. Repeat the above steps for some more points so that lix becomes smaller and smaller.

Obs \'' 1'\ ut ion

1. Value of Corresponding
S . No. increment in Xo increment in y
1. l~ I = .. ....... I Ay11= .........
2. l¼ I = ......... 1Ay21= .........
3. 1% 1= ......... 1Ay3 1= .........
4. ILix41= ......... 1Ay41= ...... ...
5. I Axr; I= ........ . 1Ay5 1= .........
6. ILix61= ......... IAYsl = .........
7. l~I= ......... IAY:zl = ....... ..
8. ILixsl= ......... 1Ay8 1= .........
9. IAxgl = ......... 1Ay9 1= .........
10.

2. So, ~Y becomes ......... when £ix becomes smaller.

3. Thus lim ~Y = 0 for a continuous function.
t.%-+0

A.pplication
This activity is helpful in explaining the concept of derivative (left hand or right hand) at any point
on the curve corresponding to a function.
ACTIVITY 16
HH: To construct an open box of ma.x;mum volume from a given rectangular
sheet by cutting equa l squares from each corner.

~1atPria l Rt'qu i l'l'd

Chart papers, scissors, cellotape, calculator.

Pr·~r~qu,~ite· l\Jl()\\ ledge

1. Concept of maxima.
2. Concept of minima.

:\lethod of Construction
1. Take a r ectangular chart paper of size 20 cm x 10 cm and name it as ABCD.
2. Cut four equal squares each of side x cm from each corner A , B, C and D .
D X X C

10cm

20cm
l'lguro 18.1

3. Make an open box by folding the chart paper along each side.

Demonstration
3
1. When, x = 1 , Volume of the box = 144 cm •

2. When x = 15, Volume of the box = 178.5 cm 3 •

3. When x = 18, Volume of the box = 188.9 cm 3 .
4. When x = 2, Volume of the box= 192 cm 3 •
5. When x = 2.1., Volume of the box = 192.4 cm 3 .
6. When x = 2.2, Volume of the box = 192.2 cm 3 .
7. When x = 2.5, Volume of the box= 187.5 cm 3 •
3
8. When x = 3, Volume of the box = 168 cm .
Clearly, volume of the box is maximum when x = 2.1.
 If .

l
1. V1 = Volume of the open box (when x = 1.6 ) = ........... .
2. V2 = Volume of the open box (when :r = 1.9) = .......... ..
3. V = Volume of th e open box (when x = 2.l) = ... .. .... . ..
4. V3 = Volume of the open box (when x = 2.2) = .. ........ ..
6. V 4 =Volume of the open box (when x = 2.4) = •···········
6. V6 = Volume of th e open box (when x = 3.2) = •······ ··· ··
7. Volume V1 is .... .. .. .... than volume V.
8. Volume V 2 is ...... .. .... than volume V.
9. Volume V3 is ............ than volume V.
10. Volume V 4 is .... . . .. .... than volume V.
11. Volume V5 is ...... ...... than volume V.
So, volume of the open box is maximum when x = ...... •••

Volume of the open box is maximum, when x = 2.1.

~ 11'!1@

This activity is very useful in understanding the concepts of maxima / minima of functions. By using
this concept we can make packages of maximum volume with minimum cost.
ACTIVITY 17
A 1u To find the time when the area of a rectangle of given d imensions become
ma.,·i,nu,n, if the length is decreasing and the breadth is increasing at giuen
rates.

"' ' " h I it\l Ut\llllh'l\O

Coloured sheet, paper cutter, scale, pencil, eraser, drawing board.

Prt rr-Quislte l{nowlodge

Concept of rate of change.

!\1rthod of Constl~uction
1. Take a rectangle R1 of dimensions 14 cmx 7 cm.
2. Let the length of the rectangle be decreasing at the rate of 1 cm/sec and the breadth increasing
at the rate of 2 cm/sec.
3. Cut other rectangle R 2 , ~ . R 4 , R5 , R 6 , R, , R 8 , R 9 of dimensions 13 cmx 9 cm, 12 cmx 11 cm,
11 cmx 13 cm, 10 cmx 15 cm, 9 cmx 17 cm, 8 cmx 19 cm, 7 cmx 21 cm, 6 cmx 23 cm as shown in
Figure 17.1.

tt?":' -
.•
~
..
-- - .... ~~- ~ ~-·' 11
(i) (iii) (iv)

Rs 15 Ra 17 R1 19 Re 21

10 9 8 7
(v) (vi) (vii) (viii) (ix)
I lyU1¥ ll '
l}f'\ l \C'tl • ""t io,,
l. Len~th of the rectangle is decreasing at the rnte of 1 cm/s and the breadth is increasing at the
rate of 2 cm/see.
2. (i) Area of the given rectan~lc R1 =14 x 7 =98 cm 2
(ii) Area of rectangle R2 = 13 x 9 = 117 cm 2 (after 1 sec).
(iii) Area of rectangle R_i = 12 x 11 = 132 cm 2 (ofter 2 sec).
(iv) Area of rectangle R4 = 11 x 13 = 143 cm 2 (nftor 3 sec).
(v) Area of rectangle Rs = 10 x 15 = 150 cm 2 (after 4 sec).
(vi) Area of rectangle Rs =9 x 17 = 153 cm 2 (after 5 sec).
(vii) Area of rectangle R, = 8 x 19 = 152 cm 2 (after 6 sec).
(viii) Area of rectangle R8 = 7 x 21 = 147 cm 2 (after 7 sec) and so on.
Thus. the area of the rectangle is maximum after 5 sec.

Oh"-t' 1•, ·tlt htn

l. Area of the rectangle R 2 (after 1 sec) = ____
2. Area of the rectangle R 4 (after 3 sec) = _ _ __
3. Area of the rectangle R 6 (after 5 sec) = _ _ __
4. Area of the rectangle R, (after 6 sec) = _ _ __
5. Area of the rectangle R 8 (after 7 sec) = _ _ __
6. Area of the rectangle R 9 (after 8 sec) = ____
7. Area of the rectangle is maximum after _ _ _ _ sec.
8. Maximum area of the rectangle is _ _ __

Area of the rectangle is maximum after 5 sec.

Applicatiofi
This activity can be used in explaining the concept of rate of change and optimisation of a function.
►

ACTIV IT Y 18
..V.lf : To verify that amon gst all the rectan gles of the sarne perim
eter, the square
h,as the maxi mum area.

:M ateri al R equi red

Drawin g sheet, paper/ sheet. cutter, scale, pencil , eraser, drawin g
board, gum etc.
Prere quisi te Kno\ .vled ge
1. Concep t of maxim a
2. Concep t of minim a

:M ethod of Con struc tion

1. Take a drawin g board of a suitabl e size and fix a white
sheet on it.
2. Make rectang les each of perime ter say 52 cm on a drawin g sheet.
Rectan gles of differe nt
dimens ions are as follows
Ri: 18cm x 8 cm, R 2 : 17cm x 9 cm, Rs: 16cm x 10 cm, R : 15cm x 11 cm,
4
Rs : 14cm x 12 cm, R 6 : 13cm x 13 cm, R, : 12.5cm x 13.5 cm
.
' . - -~ . ·-··-· 1
.

-. - -~ - -

(ii) (iii)
Rs Rs R,

E E
0 0 5 §
~ ~
15cm '11
C")

14 cm
13 cm
12.5 cm
(iv) (v) (vi) (vii)
Figure 18 1

3. Cut out these rectang les and paste them on the white sheet on
the drawin g board
(see :Figure 18. l(i) to (vii)).
 2
1. Area of rectangle R 1 = 18 cm x
8 cm = 144 cm
2
Area of rectangle R 2 = 17 cm x 9 cm = 153 cm
2
Area of R3 = 160 cm
Area of R 4 = 165 cm 2
2
Area of Rr, = 168 cm
2
Area of R 6 = 169 cm
2
Area of R 7 = 168. 75 cm
2. Perimeter of each rectangle is same but their areas are different. Area of rectangle R 6 is the
maximum . which is a square of side 13 cm. This can also be verified using theoretica l
descriptio n given in the note.

Ohserv ation
1. P erimeter of each rectangle R1 , R 2 , ~ , R 4 , Rr; , R 6 , R, is .. ............. .
2. Area of the rectangle R 4 than the area of rectangle R 6 .
.............

.............. than the area of rectangle R 6 .

3. ~-<\.rea of the rectangle R,
4 . The rectangle R 6 has the dimension s .. ...... .... ... x ....... ....... .. and hence it is a ... .. ............ ..
5. Of all t he rectangles with same perimeter , the ..... ........ .. has the maximum area.

Result
Amongst all rectangles with the same perimeter , the square has the maximum area.

Applic ation
ll:J•~ :•.; L in
This activity is useful in explaining the idea of maximum of a function . The result is also
preparing economica l packages.