Activities for

Class XI

1
2
Mathematics is one of the most important cultural
components of every modern society. Its influence
another cultural element has been so fundamental and
wide-spread as to warrant the statement that her “most
modern” ways of life would hardly have been possilbly
without mathematics. Appeal to such obvious examples
as electronics radio, television, computing machines, and
space travel, to substantiate this statement is
unnecessary : the elementary art of calculating is
evidence enough. Imagine trying to get through three day
without using numbers in some fashion or other!
– R.L. Wilder

3
 Page
S.No. Name of the activities
No.
1. Distinguish between a Relation and a Function.

2(a). Find the values of sine and cosine functions in II, III and
IV quadrants using their given values in I quadrant.

2(b). Illustrate the values of sine function and cosine function

for different angles which are multiples of 2 and .

3. Plot the graphs of sin x , sin 2x, 2 sin x and sin 2x , using
same coordinate axes.

4. Obtain formula for the sum of squares of first n natural

numbers.

5. The Arithmetic mean of two different positive numbers

is always greater than the Geometric mean.

6. To verify that the equation of a line passing through the

point of inter-section of two lines.

7. Construction of a parabola.

8. Construction of an ellipse when two fixed points are

given.

9. Explanation of the octants by three mutually perpendicular

planes in space.

10. The sample space, when a coin is tossed once, two times,
three times, four times.

4
Activity 1
OBJECTIVE MATERIAL REQUIRED
To distinguish between a Relation Drawing board, coloured drawing
and a Function. sheets, scissors, adhesive, strings,
nails etc.
METHOD OF CONSTRUCTION
1. Take a drawing board/a piece of plywood of convenient size and paste a
coloured sheet on it.
2. Take a white drawing sheet and cut out a rectangular strip of size 6 cm × 4
cm and paste it on the left side of the drawing board (see Fig. 1.1).

A a
1

B b

2
C c

Fig. 1.1 Fig. 1.2

A A
1 1

B B

2 2
C C

Fig. 1.3 Fig. 1.4

5
 A A
1 1

B B

2 2
C C

Fig. 1.5 Fig. 1.6

3. Fix three nails on this strip and mark them as a, b, c (see Fig. 1.1).
4. Cut out another white rectangular strip of size 6 cm × 4 cm and paste it on
the right hand side of the drawing board.
5. Fix two nails on the right side of this strip (see Fig. 1.2) and mark them as
1 and 2.

DEMONSTRATION
1. Join nails of the left hand strip to the nails on the right hand strip by strings
in different ways. Some of such ways are shown in Fig. 1.3 to Fig. 1.6.
2. Joining nails in each figure constitute different ordered pairs representing
elements of a relation.

OBSERVATION
1. In Fig. 1.3, ordered pairs are ____________.
These ordered pairs constitute a ___________ but not a _________.
2. In Fig. 1.4, ordered pairs are __________. These constitute a _______ as
well as ________.
3. In Fig 1.5, ordered pairs are _______. These ordered pairs constitute a
________ as well as ________.
4. In Fig. 1.6, ordered pairs are ________. These ordered pairs do not represent
______ but represent ________.

6
APPLICATION

Such activity can also be used to demonstrate different types of functions such
as constant function, identity function, injective and surjective functions by
joining nails on the left hand strip to that of right hand strip in suitable manner.

NOTE
In the above activity nails have been joined in some
different ways. The student may try to join them in other
different ways to get more relations of different types. The
number of nails can also be changed on both sides to
represent different types of relations and functions.

7
Activity 2 (a)
MATERIAL REQUIRED
OBJECTIVE Cardboard, white chart paper,
ruler, coloured pens, adhesive,
To find the values of sine and cosine steel wires and needle.
functions in second, third and fourth
quadrants using their given values in
first quadrant.

METHOD OF CONSTRUCTION
1. Take a cardboard of convenient size and paste a white chart paper on it.

2. Draw a unit circle with centre O on chart paper.

3. Through the centre of the circle, draw two perpendicular lines x/ox and
YOY/ representing x-axis and y-axis, respectively, as shown in Fig.2.1.

8
4. Mark the points as A, B, C and D, where the circle cuts the x-axis and y-
axis, respectively, as shown in Fig. 2.1.
  
5. Through O, draw angles P1OX, P2OX, and P3OX of measures , and
6 4 3
respectively.
6. Take a needle of unit length. Fix one end of it at the centre of the circle
and the other end to move freely along the circle.

DEMONSTRATION

3 1 
1. The coordinates of the point P1 are , because its x-coordinate is cos
2 2 6

and y-coordinates is sin . The coordinates of the points P2 and P3 are
6
 1 1  1 3
 ,  and  ,  respectively.
 2 2  2 2

2. To find the value of sine or cosine

of some angle in the second
2
quadrant (say) , rotate the
3
needle in anti-clockwise direction
making an angle P4OX of measure
2
= 120º with the positive
3
direction of x-axis.

2 
3. Look at the position OP4 of the needle in Fig. 8.2. since    , OP4
3 3
is the mirror image of OP3 with respect to y-axis. Therefore, the coordinate
 1 3
of P4 are   ,  . Thus sin 2  3 and cos 2   1 .

 2 2  3 2 3 2

9
  4
4. To find the value of sine or cosine of some angle say,    , i.e.,
3 3
2
 (say) in the third quadrant, rotate the needle in anti clockwise
3
4
direction making as an angle of with the positive direction of x-axis.
3

5. Look at the new position OP5

of the needle, which is shown
in Fig. 8.3. Point P5 is the
mirror image of the point P4
(since  P4OX/   P5OX/ )
with respect to x-axis.
Therefore, coordinates of P5
 1  3
are   ,  and hence

 2 2 
 2   4   3
sin     sin   
 3   3  2
 2   4  1
and cos     cos   .
 3   3  2

6. To find the value of sine or cosine of some angle in the fourth quadrant,
7
say rotate the needle in anti clockwise direction making an angle of
4
7
with the positive direction of x-axis represented by OP6 , as shown in
4
7 
Fig. 8.4. Angle in anti-clockwise direction = Angle  in the
4 4
clockwise diretion.

10
 7. From Fig. 8.4, P6 is the mirror image of P2 with respect to x-axis.
 1 1 
Therefore, coordinates of P6 are  , .
 2 2

 7    1
Thus sin    sin     
 4   4 2
 7    1
and cos    cos    
 4   4 2
8. To find the value of sine or cosine of some angle, which is greater than
13
one revolution, (say) , rotate the needle in anti-clockwise direction
6
13 
since  2  , the needle will reach at the position OP1. Therefore,
6 6
 13    1  13    3
sin    sin    and cos    cos    .
 6  6 2  6  6 2

11
OBSERVATION
1. Angle made by the needle in one complete revolution is _________.
 
2. cos = __________ = cos 
6 6

sin = __________ = sin (2π + _______ ).
6
3. sine function is non-negative in _______ and _______ quadrants.

4. cosine function is non-negative in ______ and _____ quadrants.

APPLICATION
1. The activity can be used to get the values for tan, cot, sec, and cosec
functions also.
2. From this activity students may learn that
sin (– θ) = – sin θ and cos (– θ) = – cos θ
This activity can be applied to other trigonometric functions also.

12
Activity 2(b)
MATERIAL REQUIRED
OBJECTIVE
A stand fitted with 0˚-360˚
To prepare a model to illustrate the protractor and a circular plastic
values of sine function and cosine sheet fixed with handle which can
function for different angles which be rotated at the centre of the
are multiples of and protractor.

METHOD OF CONSTRUCTION
1. Take a stand fitted with 0˚-360˚ protractor.
2. Consider the radius of protractor as 1 unit.

13
 3. Draw two lines, one joining 0˚-180˚ line and another 90˚-270˚ line,
obviously perpendicular to each other.
4. Mark the ends of 0˚-180˚ line as (1,0) at 0˚, (–1, 0) at 180˚ and that of
90˚ - 270˚ line as (0,1) at 90˚ and (0, –1) at 270˚.
5. Take a plastic circular plate and mark a line to indicate its radius and fix a
handle at the outer end of the radius.
6. Fix the plastic circular plate at the centre of the protractor.

DEMONSTRATION
1. Move the circular plate in anti-clock wise direction to make different
 3
angles like 0, ,  , , 2 etc.
2 2
2. Read the values of sine and cosine function for these angles and their
multiples from the perpendicular lines.

OBSERVATION
1. When radius line of circular plate is at 0˚ indicating the point A (1, 0),
cos 0 = ______ and sin 0 = _______.
2. When radius line of circular plate is at 90˚ indicating the point B (0, 1),
 
cos = ______ and sin = _______.
2 2
3. When radius line of circular plate is at 180º indicating the point C (–1, 0),
cos  = ______ and sin  = _________.
4. When radius line of circular plate is at 270º indicating the point D (0, – 1)
which means
3 3
cos = ______ and sin = _______.
2 2

5. When radius line of circular plate is at 360 indicating the point again at A
at (1, 0),
Cos 2 = ______ and sin 2 = _________.

14
Now fill in the table :
Trigonometric  3 5 7
0 π 2π 3π 4π
function 2 2 2 2
sin θ
cos θ

APPLICATION
This activity can be used to determine the values of other trigonometric functions

for angles being multiple of and  .
2

15
Activity 3
OBJECTIVE MATERIAL REQUIRED
To plot the graphs of sinx, sin 2x, Plyboard, squared paper, adhesive,
x ruler, coloured pens, eraser.
2sinx and sin , using
2
same coordinate axes.

METHOD OF CONSTRUCTION

1. Take a plywood of size 30 cm × 30 cm.

2. On the plywood, paste a thick graph paper of size 25 cm × 25 cm.
3. Draw two mutually perpendicular lines on the squared paper, and take
them as coordinate axes.
4. Graduate the two axes as shown in the Fig. 10.
x
5. Prepare the table of ordered pairs for sinx, sin2x, 2sinx and sin for
2
different values of x shown in the table below:

    5  7 2 9 5 11
T. ratios 0º 
12 6 4 3 12 2 12 3 12 6 12
sin x 0 0.26 0.50 0.71 0.86 0.97 1.00 0.97 0.86 0.71 0.50 0.26 0

sin 2x 0 0.50 0.86 1.00 0.86 0.50 0 –0.5 –0.86 –1.0 –0.86 –0.50 0

2 sin x 0 0.52 1.00 1.42 1.72 1.94 2.00 1.94 1.72 1.42 1.00 0.52 0

sin x 0 0.13 0.26 0.38 0.50 0.61 0.71 0.79 0.86 0.92 0.97 0.99 1.00
2

16
DEMONSTRATION

x
1. Plot the ordered pair (x, sin x), (x, sin 2x), (x, sin ) and (x, 2sin x) on the
2
same axes of coordinates, and join the plotted ordered pairs by free hand
curves in different colours as shown in the Fig.10.

OBSERVATION
1. Graphs of sin x and 2 sin x are of same shape but the maximum height of the
graph of sin x is ________ the maximum height of the graph of __________.
2. The maximum height of the graph of sin 2x is ___________. It is at x =
_________.
3. The maximum height of the graph of 2 sin x is ___________ . It is at x =
_________ .

17
 x
4. The maximum height of the graph of sin is ___________ . It is at
2
x
= _________ .
2
5. aAt x = ________, sin x = 0, at x = _______, sin 2 x = 0 and at x = ________,
x
sin = 0.
2
x
6. In the interval [0, ], graphs of sin x, 2 sin x and sin are _______ x-axes
2
and some portion of the graph of sin 2 x lies _______ x -axes.

7. Graphs of sin x and sin 2 x intersect at x = _______ in the interval (0, )

x
8. Graphs of sin x and sin intersect at x = ________ in the interval (0, ).
2

APPLICATION

This activity may be used in comparing graphs of a trigonometric function

of multiples and submultiples of angles.

18
Activity 4
OBJECTIVE MATERIAL REQUIRED
An alternative approach to obtain Wooden/plastic unit squares,
formula for the sum of squares of coloured pencils/sketch pens,
first n natural numbers. scale.

METHOD OF CONSTRUCTION
1. Take unit squares, 1, 4, 9, 16, 25 ... as shown in Fig. 17.1 and colour all of
them with (say) Black colour.

19
2. Take another set of unit squares 1, 4, 9, 16, 25 ... as shown in Fig. 17.2 and
colour all of them with (say) green colour.
3. Take a third set of unit squares 1, 4, 9, 16, 25 ... as shown in Fig. 17.3 and
colour unit squares with different colours.
4. Arrange these three set of unit squares as a rectangle as shown in Fig. 17.4.

DEMONSTRATION
1. Area of one set as given in Fig. 17.1

= (1 + 4 + 9 + 16 + 25) sq. units

2 2 2 2 2
= (1 + 2 + 3 + 4 + 5 ) sq. units.
2 2 2 2 2
2. Area of three such sets = 3 (1 + 2 + 3 + 4 + 5 )

20
  5 6 
3. Area of rectangle = 11×15 = 25  1  
 2 
∴ 3 (1 + 2 + 3 + 4 + 5 ) = 5  6 25  1
2 2 2 2 2 1
2
or (1 + 2 + 3 + 4 + 5 ) = 5  5  1 25  1
2 2 2 2 2 1
6

OBSERVATION

1
3 (12 + 22 + 32 + 42 + 52) = ( ____ × ____) ( ___ + 1)
6
1
⇒12 + 22 + 32 + 42 + 52 = ( ____ × ____) ( ___ + 1)
6

1
∴12 + 22 + 32 + 42 + 52 + 62 + 72 = ( ____ × ____) ( ___ + 1)
6

1
12 + 22 + 32 + 42 +...+ 102 = ( ____ × ____) ( ___ + 1).
6

APPLICATION
This activity may be used to establish
2 2 2 2 1
1 + 2 + 3 + ... + n = n (n + 1) (2n + 1).
6

21
Activity 5
OBJECTIVE MATERIAL REQUIRED
To demonstrate that the Arithmetic Coloured chart paper, ruler, scale,
mean of two different positive sketch pens, cutter.
numbers is always greater than the
Geometric mean.
METHOD OF CONSTRUCTION
1. From chart paper, cut off four rectangular pieces of dimension a × b (a>b).
2. Arrange the four rectangular pieces as shown in figure. 18.

DEMONSTRATION
1. ABCD is a square of side (a + b) units.
2
2. Area ABCD = (a + b) sq. units.
3. Area of four rectangular pieces = 4 (ab) = 4ab sq. units.

22
4. PQRS is a square of side (a – b) units.
5. Area ABCD = Sum of the areas of four rectangular pieces + area of square
PQRS.

∴ Area ABCD > sum of the areas of four rectangular pieces i.e.,
a  b 2  4ab
ab
2

or    ab
 2 
ab
   ab
 2 
i.e. A.M .  G. M .

OBSERVATION
Take a = 5cm, b = 3cm

∴ AB = a + b = ________ units.

Area of ABCD = (a + b)2 = _______ sq. units.

Area of each rectangle = ab = _______ sq. units.

Area of square PQRS = (a – b)2 = _________ sq. units.

Area ABCD = 4 (area of rectangular piece) + Area of square PQRS

_______ = 4 ( _______ ) + ( _______ )

∴ ________ > 4 ( _______ )

a  b 2  4ab
ab
2

or    ab
 2 
ab
   ab
 2 
i.e. A.M .  G. M .

23
Activity 6
MATERIAL REQUIRED
OBJECTIVE
Cardboard, sketch pen, white
To verify that the equation of a line paper, adhesive, pencil, ruler.
passing through the point of inter-
section of two lines a1x + b1y + c1 = 0
and a2x + b2y + c2 = 0 is of the form
(a1x + b1y + c1) + λ (a2x + b2y + c2) = 0.

METHOD OF CONSTRUCTION
1. Take a cardboard of convenient size and paste a white paper on it.

2. Draw two perpendicular lines X′OX and Y′OY on the graph paper. Take
same scale for marking points on x and y-axes.

3. Draw the graph of the given two intersecting lines and note down the point
of intersection, say (h, k) (see Fig. 20.1)

DEMONSTRATION
1. Let the equations of the lines be 3x  2 y  5 and 3x  2 y  7 .

24
  1
2. The point of intersection or these lines is  2,  (See Fig. 20.2).
 2
 1
3. Equation of the line passing through the point of intersection  2,  of
 2
these lines is 3x  2 y  5   3x  2 y  7  0 . (1)
1
4. Take   1,  1, 2, .
2
5. (i) For   1 , equation of line passing through the point of intersection
is 3x  2 y  5  13x  2 y  7  0 , i.e., 6 x  12  0 , which is satisfied by
 1
the point of intersection  2,  , i.e., 6 2  12  0 .
 2
(ii) For   1, equation of line passing through the point of
intersection is 3x  2 y  5  13x  2 y  7  0 , i.e.,  4 y  2  0 , which
 1
is also satisfied by the point of intersection  2,  .
 2
(iii) For   2 , equation of line passing through the point of intersection
is 3x  2 y  5  2 3x  2 y  7  0 , i.e., 9 x  2 y  19  0 , which is
 1
satisfied by the point of  2,  .
 2

25
OBSERVATION

1. For λ = 3, the equation of the line passing through intersection of the

 1
lines is __________ which is satisfied by the point  2,  .
 2
2. For λ = 4, the equation of the line passing through point of
intersection of the lines is __________ which is satisfied by the point
of intersection _________ of the lines.
3. For λ = 5, the equation of the line passing through intersection of the
lines is __________ which is satisfied by the point of intersection
________ of the lines.
APPLICATION

The activity can be used in understanding the result relating to

the equation of a line through the point of intersection of two
given lines. It is also observed that infinitely many lines pass
through a fixed point.

26
Activity 7
OBJECTIVE MATERIAL REQUIRED
An alternative method of constructing a Cardboard, white paper, sketch
parabola. pen, pencil, compasses, ruler,
nails, thread.
METHOD OF CONSTRUCTION
1. Take a cardboard of a convenient size and paste a white paper on it.
2. Take any point S on the white paper fixed on the cardboard.
3. Draw a line through S.
4. Draw another line l perpendicular to the line through S at a distance of k
units to the left of S. Let the two lines meet at the point C.

27
 5. Bisect CS at the point V.
6. Mark the points P1, P2, P3, ...... on VS and draw perpendiculars through
these points as shown in the Fig. 23.
7. Take S as centre and radius equal to CP1, draw an arc cutting the
/
perpendicular through P1 at the point A1 and A1 . Similarly with S as the
centre and CP2 as radius, obtain points A2 and A/2. Repeat this process for
some more points.
/
8. Fix nails at these points, i.e., A1, A2, ... A1 , A/2, ... and join the foot of the
nails by a thread to get a curve as shown in the figure.

DEMONSTRATION
Distance of the point A1 from l = CP1 = SA1 Similarly,
distance of the point A2 from l = CP2 = SA2 distance of
the point A3 from l = CP3 = SA3 and so on.
Also distance of the point A1/ from l = CP = S A1/
Distance of the point A2/ from l = CP = S A2/ and so
on.

Thus, every point on the curve is equidistant from the line l and the point S.
So, the curve is a parabola, with focus S and directrix l.

OBSERVATION
By actual measurement
1. Distance of A1 from l = __________, A1S = _________.
2. Distance of A2 from l = __________, A2S = _________.
3. Distance of A3 from l = __________, A3S = _________.
4. Distance of A4 from l = __________, A4S = _________.
5. Distance of A1/ from l = __________, A1/ S = _________.

28
 / /
6. Distance of A2 from l = __________, A2 S = _________.
/ /
7. Distance of A3 from l = __________, A3 S = _________.
/ /
8. Distance of A4 from l = __________, A4 S = _________.

9. Distance of any point on the curve from l = Distance of the point from
________.
10. So, the curve is _______ with directrix ________ and focus _________.

APPLICATION
This activity is useful in understanding the terms related to a parabola,
such as directrix and focus of the parabola.

29
Activity 8
OBJECTIVE MATERIAL REQUIRED
To construct an ellipse when two fixed Rectangular cardboard, coloured
points are given. chart paper, nails, strings, pen,
pencil.
METHOD OF CONSTRUCTION
1. Take a rectangular cardboard and paste a chart paper on it.
2. Draw a horizontal line on the chart paper and mark two fixed points F1 and
F2 on it such that the distance between them is (say) 6 cm. Fix two nails at
the points F1 and F2.
3. Take a string whose length is more than the distance between the two fixed
points (say) 9 cm.

DEMONSTRATION
1. Fix the two ends of the string at the two nails at F1 and F2.

30
 2. With a pencil, stretch the string in the loop without slack and mark at least
10 points P1, P2, P3, ..., etc., on both sides of the line segment joining
F1 and F2.

3. Join all the points Pi, i = 1, 2, ......, 20 to form an ellipse.

OBSERVATION
1. P1F1 + P1F2 = ____ .
2. P2F1 + P2F2 = ____ .
3. P3F1 + P3F2 = ___ , P4F1 + P4F2 = ___, P6F1 + P6F2 = ___, P9F1 + P9F2 = ___.
4. P3F1 + P3F2 = ____ + P4F2 = P19F1 + ____.
5. Sum of the distances of each of the points P1, P2, P3,... from the points F1
and F2 is _______.

So, the curve obtained is an ________.

APPLICATION

This activity can be used to

NOTE
explain the property of an Construct another ellipse by taking
ellipse, i.e., the sum of the different length of the string and
distances of any point on also by changing the distance
the ellipse from its two between F1 and F2.
focii is constant and is
equal to length of major
axis.

31
Activity 9
OBJECTIVE MATERIAL REQUIRED
To explain the concept of octants by A piece of plywood, saw, wires,
three mutually perpendicular planes in rulers wooden-board, coloured
space. papers, scissors, cutter, thin sheet
of wood, wires.
METHOD OF CONSTRUCTION
1. Cut out three square sheets each of size 30 cm × 30 cm from a piece of
plywood and paste chart paper of different colours on both sides of sheets.

2. Fix two sheets in such a way that they intersect orthogonally in the middle
of each other (see Fig. 27)
3. Cut the third sheet into two equal rectangles.

32
4. Insert one rectangle from one side in the middle cutting the two
orthogonally, and the other rectangle from the other side (see Fig. 27). The
space is divided into eight parts by these three sheets. Each part is referred
to as an octant.
5. Fix the model on a wooden board.
6. In one of the octants, fix rulers to represent x-axis, y-axis and z-axis.
Extend each of the axis piercing to other sides to represent XX′, YY′ and
ZZ′ . Mark the point of intersection of XX′, YY′ and ZZ′ as origin O.

DEMONSTRATION
1. Fix a rod perpendicular to xy-plane at a point P (x, y) and parallel to z-axis.
2. Fix a wire joining the origin to the upper tip P′ (x, y, z) of this
perpendicular rod.

3. The distance of point P on xy-plane with coordinates (x, y) from the origin
x2  y 2 .

4. The distance of P′ with coordinates (x, y, z) in space from the origin is

 x y  z
2 2 2 2
 x2  y 2  z 2

OBSERVATION
1. The three planes are intersecting at right angles at a point and they divide
the space into ___________ parts. Each part is called an __________.
2. Distance of the point (5, 4) on the xy plane from origin is _______.
3. Distance of the point (3, 2, 1) from the origin is _______.
4. If we fix a wire perpendicular to any of the planes, then it will represent
___________ to plane.
5. If two normals are drawn to any two of the planes, then these normals are
_______ to each other.

33
APPLICATION
1. Model can be used to visualise the position and coordinates of a point in
space.
2. Model can be used to explain the distance of the origin from a point in the
plane or in the space.
3. Model can also be used to explain the concept of a normal to a plane.

34
Activity 10
OBJECTIVE MATERIAL REQUIRED
To write the sample space, when a One rupee coin, paper pencil/pen,
coin is tossed once, two times, three plastic circular discs, marked with
times, four times. Head (H) and Tail (T).

METHOD OF CONSTRUCTION
1. Toss a coin once. It can have two outcomes – Head or Tail.
2. Make a tree diagram showing the two branches of a tree - with H (Head)
on one branch and T (Tail) on the other (see Fig. 33.1).
3. Write its sample space.
4. Toss a coin twice. It can have four outcomes (see Fig. 33.2)
5. Repeat the experiment with tossing the coin three times, four times, ..........., n
and write their sample spaces, if possible. (see Fig. 33.3 and 33.4).

DEMONSTRATION
1. If a coin is tossed once, the sample space is

S = {H, T}
1
Number of elements in S = 2 = 2
2. When a coin is tossed twice, the sample space is
S = {HH, HT, TH, TT}
2
Number of elements in S = 4 = 2

35
3. When a coin is tossed three times, the sample space is

S = {HHH, HHT, HTH, HTT, THH, THT, TTH, TTT}

3
Number of elements in S = 8 = 2

36
4. When a coin is tossed four times, the Sample space is

S = {HHHH, HHHT, HHTH, HHTT, HTHH, HTHT, HTTH, HTTT,

THHH, THHT, THTH, THTT, TTHH, TTHT, TTTH, TTTT}
4
Number of elements in S = 16 = 2 and so on.

OBSERVATION
Number of elements in sample space, when a
1. Coin is tossed once = __________.
2. Coin is tossed twice = __________.
3. Coin is tossed three times = __________.
4. Coin is tossed four times = __________.

APPLICATION
Sample space of an experiment is useful in determining the probabilities of
different events associated with the sample space.

37