GRADE XII MATHEMATICS: ACTIVITY 1

OBJECTIVE:
To verify that the relation R in the set L of all lines in a plane, defined byR = {( l, m) : l || m} is an
equivalencerelation.
MATERIAL REQUIRED: A piece of colour sheet, some pieces ofthread (8), white paper,glue.
METHOD OF CONSTRUCTION:
Take a piece colour sheet of convenient size and paste a white paper on it. Fixthe threads randomly on
the sheet with the help of glue such that some of them are parallel, some are perpendicular to each
other and some are inclined as shown in figure.

DEMONSTRATION:
1. Let the wires represent the lines l1, l2, ..., l8.
2. l1 is perpendicular to each of the lines l2, l3, l4.
3. l6 is perpendicular to l7.
4. l2 is parallel to l3, l3 is parallel to l4 and l5 is parallel to l8.
5. (l2, l3), (l3, l4), (l5, l8),  R
OBSERVATION:
1. Every line is parallel to itself. So the relation R = {( l, m) : l || m}____ reflexive relation
(is/is not).
2. Observe that l2 ǁ l3 . Is l3 _____l2? ( parallel / not parallel)
So, (l2, l3) R  (l3, l2) ____R ()
3. Similarly, l3 || l4. Is l4 ____l3 ? ( parallel / not parallel)
So, (l2, l3)  R and (l3, l4  R  (l2, l4) ___ R (/)
4. Similarly, l3 || l4 and l4 || l2. Is l3 ____ l2? ( parallel / not parallel)

5. So, (l3, l4)  R, (l4, l2)  R  (l3, l2) ... R (,)

Thus, the relation R ... transitive relation (is/is not)
Hence, the relation R is reflexive, symmetric and transitive. So, R is anequivalence relation.
APPLICATION: This activity is useful in understanding the
concept of an equivalence relation.
 GRADE XII MATHEMATICS: ACTIVITY 2

OBJECTIVE:

To demonstrate a function which is not one-one but is onto.

MATERIAL REQUIRED:
Chart paper, sketch pens and coloured strips of paper
METHOD OF CONSTRUCTION:

1. Paste a coloured strip on the left hand side of the chart paper and mark three dots on it
as shown in the Fig. 1. Name the dots on the strip as 1, 2 and 3.
2. Paste another strip on the right hand side of the cardboard and mark two dots in the
coloured strip as shown in Fig..2. Name the dots on the strip as a and b.
3. Join dots on the left strip to the dots on the right strip as shown in Fig. 3.

DEMONSTRATION:

1. Take the set X = {1, 2, 3}

2. Take the set Y = {a, b}
3. Join (correspondence) elements of X to the elements of Y as shown in Fig. 3

OBSERVATION:

1. The image of the element 1 of X in Y is

2. Figure 3 represents a
3. Every element in X has a image in Y. So the function is
4. The pre image of each element of Y in X

APPLICATION:

This activity can be used to demonstrate the concept of one-one and onto function.
 GRADE XII MATHEMATICS: ACTIVITY 3

OBJECTIVE: To sketch the graphs of ax and logax, a > 0, a ≠ 1 and to examine that they are
mirror images of each other.

MATERIAL REQUIRED: Graph paper, Chart paper, Sketch pens, pencil eraser, plane mirror

METHOD OF CONSTRUCTION:

1. Take a chart paper of convenient size 20 cm × 20 cm (say)

2. On the chart paper, take two perpendicular lines XOX′ and YOY′, depicting
coordinate axes.
3. Mark the graduations on the two axes as
shown in the Figure.
4. Find some ordered pairs satisfying y = ax
and y = logax. Plot these points
corresponding to the ordered pairs and join
them by free hand curves in both the cases.
5. Draw the graph of y = x, and fix a wire
along the graph, using drawing pins.

DEMONSTRATION:

1. For ax, take a = 2 (say), and find ordered pairs satisfying it as shown here and plot
these ordered pairs on the squared paper and fix a drawing pin at each point.
2. Join the bases of drawing pins with a thin line. This will represent the graph of 2x.
3. 𝑙𝑜𝑔2𝑥 = 𝑦 𝑔𝑖𝑣𝑒𝑠 𝑥 = 2𝑦. Make ordered pairs and plot these ordered pairs on the graph
paper and join the points with a thin line.
4. Draw the graph of the line y=x on the same graph sheet.
5. Place a mirror along the line 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.

OBSERVATION:

1. Image of the ordered pair (1,2) on the graph of 𝑦 = 2𝑥 in y=x is . It lies on the
graph of
2. Image of the point (4,2) on the graph 𝑙𝑜𝑔2𝑥 = 𝑦 in y=x is . It lies on the graph of

Repeat this process for some more points lying on the two graphs.

APPLICATION: This activity is useful in understanding the concept of exponential and logarithmic
functions which are mirror images of each other in y=x
 GRADE XII MATHEMATICS : ACTIVITY 4
OBJECTIVE: 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.

MATERIAL REQUIRED: Paper, pencil, calculator

METHOD OF CONSTRUCTION:

𝑋 2 −16
Consider the function given by 𝑓(𝑥) = ,𝑥 ≠ 4
𝑋−4

1. Take some points on the left and some points on the right side of c (= 4) which are
very near to c.
2. Find the corresponding values of f(x) for each of the points considered in step 2
above.
3. Record the value of points on the left and right side of c as x and the corresponding
values of f(x) in a table form.

DEMONSTRATION:

The values of x and f(x) are recorded for points on the left of c(=4) and for points which are on
the right of c(=4)

OBSERVATION:

1. The value of f(x) is approaching as x tends to 4 from the left.

2. The value of f(x) is approaching as x tends to 4 from the right.
3. So lim𝑥→4− 𝑓(𝑥)= and lim𝑥→4+ 𝑓(𝑥)=
4. Therefore lim𝑥→4 𝑓(𝑥)= and f(4)=
5. Is lim𝑥→4 𝑓(𝑥) = 𝑓(𝑥)?
6. Is the function continuous or not? State your reason.

APPLICATION:

This activity is useful in understanding the concept of limit and continuity of a

function at a point.
 GRADE XII MATHEMATICS : ACTIVITY 5

OBJECTIVE: To understand the concepts of decreasing and increasing functions.

MATERIAL REQUIRED: Trigonometric tables, scale, sketch pens, chart paper

METHOD OF CONSTRUCTION:

1. Take chart paper of convenient size.

2. Mark the X-axis and Y axis.
3. Draw 2 curves to represent two functions as shown in the figure.
4. Draw tangents at points P1, P2, P3 and Q1, Q2, Q3 on the curves.

DEMONSTRATION:

1. Let the angle make by the tangent at P1

on the positive X axis be A, tangent at
P2 makes angle B and tangent at P3
makes angle C.
2. Angles made by the tangents at Q1, Q2
andQ3 on the positive X axis are D, E
and F
3. A is an obtuse angle, so tanA is
negative, i.e., the slope of the tangent
at P1 (derivative of the function at P1) is negative. Similarly find the slopes of the
tangents at P2 and P3.
4. D is an acute angle so tanD is positive, i.e, the slope of the tangent at Q1 (Derivative of the
function at Q1) is positive. Similarly find the slopes of the tangents at Q2 and A3.

OBSERVATION:

1. A= , > 90° B = > ,C= > ,

tanA= (negative), tan B = ,( ), tan C = ,( ).
Thus the function is
2. D= < 90°, E = _ ,< ,F = ,< ,
tanD= , (positive), tan E = ,( ), tan F= (
). Thus, the function is

APPLICATION:

This activity is useful in explaining the concepts of decreasing and increasing functions.
 GRADE XII MATHEMATICS : ACTIVITY 6
OBJECTIVE: To construct an open box of maximum volume from a given rectangular sheet
by cutting equal squares from each corner.

MATERIAL REQUIRED: Chart papers, scissors, cellotape, calculator.

METHOD OF CONSTRUCTION:

1. Take a rectangular chart paper of size 20 cm ×

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.
3. Repeat the process by taking the same size of
chart papers and different values of x.
4. Make an open box by folding its flaps using
cellotape/adhesive.

OBSERVATION:

1. V1 = Volume of the open box ( when x = 1.6) = .................

2. V2 = Volume of the open box ( when x = 1.9) = .................
3. V = Volume of the open box ( when x = 2.1) = .................
4. V3 = Volume of the open box ( when x = 2.2) = .................
5. V4 = Volume of the open box ( when x = 2.4) = .................
6. V5 = Volume of the open box ( when x = 3.2) = .................
7. Volume V1 is than volume V
8. Volume V2 is than volume V.
9. Volume V3 is than volume V.
10. Volume V4 is than volume V.
11. Volume V5 is than volume V.
So, Volume of the open box is maximum when x = .

Let V denote the volume of the box. Now V = (20 – 2x) (10 – 2x) x=
𝑑𝑉
= =0 Hence =0
𝑑𝑥
Solving, we get x= or
The value of x=
𝑑2𝑉
𝑑𝑥2
= = _ at x=
𝑑2𝑉
= 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝑜𝑟 𝑛𝑒𝑔𝑎𝑡𝑖𝑣𝑒?
𝑑𝑥 2
Hence V is maximum at x=

APPLICATION: It explains the concepts of maxima / minima of functions.

 GRADE XII MATHEMATICS : ACTIVITY 7
OBJECTIVE: To understand the concepts of absolute maximum and minimum values of a
function in a given closed interval through its graph.

MATERIAL REQUIRED: Graph sheet, white chart paper,adhesive, geometry box, pencil anderaser,
sketch pens, ruler, calculator.

METHOD OF CONSTRUCTION:

22
20
18
16
14
12
10

1.2
X
1O 1 1 3
22
Y
.
1. Fix a white chart paper of convenient size on a drawing board using adhesive.
2. Draw two perpendicular lines on the squared paper as the two rectangular axes.
3. Graduate the two axes as shown in Fig.15.
4. Let the given function be f (x) = (4x2 – 9) (x2 – 1) in the interval [–2, 2].
5. Taking different values of x in [–2, 2], find the values of f (x) and plot theordered
pairs (x, f (x)).
6. Obtain the graph of the function by joining the plotted points by a free handcurve as
shown in the figure.

DEMONSTRATION:
1. Some ordered pairs satisfying f (x) are as follows:

x 0  0.5  1.0 1.25 1.27  1.5 2

f (x) 9 6 0 – 1.55 –1.56 0 21

2. Plotting these points on the chart paper and joining the points by a free handcurve,
the curve obtained is shown in the figure.
OBSERVATION:
1. The absolute maximum value of f (x) is at x = .
2. Absolute minimum value of f (x) is at x = .

APPLICATION:
The activity is useful in explaining the concepts of absolute maximum / minimumvalue of a
function graphically.
 GRADE XII MATHEMATICS : ACTIVITY 8

OBJECTIVE: To verify that angle in a semi-circle is a right angle, using vector method.
MATERIAL REQUIRED: Pens, geometry box, eraser
METHOD:
1. Draw a circle, with centre O and radius 10 cm
2. Mark points O, A, B, P and Q. Join OP, OA, OB, AP, AQ, BQ, OQ and BP.
3. Put arrows on OA, OB, OP, AP, BP, OQ, AQ and
BQ to show them as vectors
4. Using a protractor, measure the angle between the
vectors AP and BP , i.e., APB = 90°
5. Similarly, the angle between the vectors AQ and
BQ , i.e., AQB = 90°
6. Repeat the above process by taking some more
points R, S, T, ... on the semi-circle.
PROVING USING VECTORS
1. Let |𝑂𝐴| = |𝑂𝐵| = 𝑎 = 𝑂𝑃 = 𝑝
2. 𝑂𝐴 = – 𝑎 , 𝑂𝐵 = 𝑎 , 𝑂𝑃 = 𝑝
3. 𝐴𝑃 = – 𝑂𝐴 + 𝑂𝑃 = −(− 𝑎 ) + 𝑝 , 𝐵𝑃 = 𝑝 – 𝑎
4. 𝐴𝑃. 𝐵𝑃 = ( 𝑝 + 𝑎 ). (𝑝 – 𝑎) = |𝑝 |2 − | 𝑎|2 = 0
5. So, the angle APB between the vectors AP and BP is a right angle.
6. Similarly, 𝐴𝑄. 𝐵𝑄 = 0 , 𝑠𝑜, 𝐴𝑄𝐵 = 90°
 GRADE XII MATHEMATICS : ACTIVITY 9
OBJECTIVE:
To measure the shortest distance between two skew lines and verify it analytically.

MATERIAL REQUIRED:
A piece of chart of size 30 cm × 20 cm, a squared paper, three blocks of size 2cm × 2 cm ×
2 cm each and one block of size 2 cm × 2 cm × 4 cm, wires of different lengths, set squares,
adhesive, pen/pencil, thread etc.

METHOD OF CONSTRUCTION:
1. Paste a squared paper on a piece of chart.
2. On the squared paper, draw two lines OA and OB to represent x-axis, and y-axis,
respectively.
3. Name the three blocks of size 2 cm × 2 cm × 2 cm as I, II and III. Name theother wooden
block of size 2 cm × 2 cm × 4 cm as IV.
4. Place blocks I, II, III such that their base centres are at the points (2, 2), (1, 6)
and (7, 6), respectively, and block IV with its base centre at (6, 2). Other wooden
block of size 2 cm × 2 cm × 4 cm as IV.
5. Place a thread joining the points P and Q, the centres of the bases of the blocks I and III
and another thread joining the centres R and S of the tops of blocks II and IV as shown
in Fig. 26.
6. These two wires represent two skew lines.
7. Take a thread and join it perpendicularly with the skew lines and measure the actual
distance.

.
DEMONSTRATION:
1. A set-square is placed in such a way that its one perpendicular side is alongthe wire PQ.
2. Move the set-square along PQ till its other perpendicular side touches theother wire.
3. Measure the distance between the two lines in this position using set-square. This is the
shortest distance between two skew lines.
4. Analytically, find the equation of line joining P (2, 2, 0) and Q (7, 6, 0) andother line
⃗ ,𝑋𝑏
(𝑏 ⃗ 2 )⋅(𝑎⃗2−𝑎⃗1 )
joining R (1, 6, 2) and S (6, 2, 4) and find S.D. using the formula 𝑑 = | ⃗⃗⃗⃗1 𝑋𝑏
|𝑏 ⃗ 2|
|

the distance obtained in both the cases will be the same.

OBSERVATION:
1. Coordinates of point P are .
2. Coordinates of point Q are .
3. Coordinates of point R are .
4. Coordinates of point S are .
5. Equation of line PQ is .
6. Equation of line RS is .

APPLICATION:
This activity can be used to explain the concept of skew lines and of shortestdistance between two
lines in space.
 GRADE XII MATHEMATICS : ACTIVITY 10
OBJECTIVE: To explain the computation of conditional probability of a given event A, when event B
has already occurred, through an example of throwing a pair of dice.

MATERIAL REQUIRED: Chart paper, pen/pencil, scale, a

pair of dice

METHOD OF CONSTRUCTION:

1. Make a square and divide it into 36 unit squares of size

1sq cm as shown in the figure.
2. Write pairs of numbers as shown.

DEMONSTRATION:

1. The figure 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 B has
already occurred, where A is the event “a number 4 appears on both the dice” and B is
the event "4 has appeared on at least one of the dice”i.e, we have to find P(A | B).

OBSERVATION:

1. Outcome/s favourable to A= n (A)=

2. Outcome/s favourable to B= n(B)=
3. Outcomes favourable to A∩B= n(A∩B) =
4. P(A∩B)=
5. P (A | B) = = .

APPLICATION:

This activity is helpful in understanding the concept of conditional probability, which is

further used in Bayes’ theorem

This activity can be repeated by taking more events such as the probability of
getting a sum 10 when a doublet has already occurred.
Conditional probability P (A | B) can also be found by first taking the sample space
of event B out of the sample space of the experiment, and then finding the
probability A from it.