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NATIONAL NAVODAYA LEADERSHIP INSTITUTE
(NVS Hqrs., NOIDA)

CONTENT DEVELOPMENT WORKSHOP

(From 11-06-2018 to 20-06-2018)

SUBJECT: MATHEMATICS
CLASS-XII

SUPPORT MATERIAL
(UNIT WISE ACTIVITIES)

B-15, Sector 62, NOIDA, Gautam Budh Nagar, Uttar Pradesh

E-mail: nlinvsnoida@gmail.com, Tel: 0120-2400382

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 LIST OF PARTICIPANTS

Sl. NAME OF PARTICIPANTS JNV REGION UNIT ALLOTTED

No
Mr. R. K. Soni Panna Bhopal I - Relations and Functions
1
Inverse Trigonometric
2 Mr. S. K. Golhani Khandwa
Function
3 Mr. Gautam Prakash Mandi Chandigarh III - Definite integration
4 Mr. Jitendra Kumar Sharma Solan Application of Derivatives
5 Mr. Rakesh Katoch Hamirpur
6 Mr. Indira P. K. Ernakulam Hyderabad III -Definite Integral
7 Mr. K. V. RamaKrishna Yadav Srikakulam Application of Integral
8 Mr. P. Rama Devi Kottayam
9 Mr. Mohan Meghwal Udaipur Jaipur III- Indefinite Integral
10 Mr. Abdul Aziz Baran
11 Mr. Bishambhar Singh Auraiya Lucknow IV - Vectors
12 Mr . A. P. Tripathi Moradabad Three –dimensional
13 Mr. K. K. Dwivedi Banda Geometry
14 Mr. A. K. Sharma South-24 Patna II – Matrices
Paragana-II Determinants
15 Mr. Dibakar Bara North-24
Pargana
16 Mr. Rakesh Kumar Hazaribagh
17 Mr. Amitabh Singh Rajpoot Gir Somnath
18 Mr. A. N. Chaudhary Bavnagar
19 Mr. M. Paul Bongaigaon Shillong VI - Probability
20 Mr. Abdul Monaf Barpeta
21 Mr. R. K. Vishwakarma Lakhimpur
 CONTENT

UNIT CHAPTER PAGE

NO.
UNIT I - Relations and Chapter 1: Relation and function 4-14
functions
Chapter 2: Inverse Trigonometric functions 15-16

UNIT II - Algebra Chapter 3: Matrices 17-20

Chapter 4 : Determinants 21-25

UNIT III – Calculus Chapter 5: Continuity and Differentiability 26-27

Chapter 6 : Application of Derivatives 28-31

Chapter 7(A) : Indefinite Integrals 32-34

Chapter 7(B): Definite Integrals 35-38

Chapter 8: Application of Definite Integrals. 39-41

Chapter 9 : Differential Equations 42

UNIT IV- Vectors and three Chapter 10: Vectors

Dimensional Geometry
43-50
Chapter 11 : Three Dimensional Geometry

UNIT V- Linear Programming Chapter 12 : Linear Programming 51-52

UNIT VI - Probability Chapter 13: Probability 53-59

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 Relations and Functions
ACTIVITY-1

Aim:- To verify that, for two sets X and Y,number of ordered Pairs= p×q. and the total

number of Relations from X to Y is 2p×q , where n(X)=p and n(Y)=q.

Material Required:- Chart Paper ,sketch Pens of different colours.

Procedure:-

1. Draw a set X1on chart paper and mark a red dot as an element a1, .

2. Draw another set on the same chart paper and name it set Y1 and Mark one green
point within it as an element b1.Hence n(X1)=1 and n(Y1)=1.

3. Draw an arrow from X1 to Y1 .which connect element of X1 to element of Y1.

1. Take a set X2 which has two elements say a1,a2 and take another set Y2 which has
one element say b1.Hence n(X2)=2 and n(Y2)=1.
2. Take a set X3 which has three elements say a1,a2,a3 and take another set Y3
which has two elements say b1,b2.Hence n(X3)=3 and n(Y3)=2.

Demonstration:-

1. Represent all the possible group of elements set X1 to the element of set Y1 in the
shown figure. X1 Y1

Number of ordered Pair={ } .s.t, n(X1 × Y1 )=n(X1 )×n( Y1 )=p×q=0×0=0

Total number of Relations =2p×q =20×0=1.

This Relation is Void Relation.

2. Represent all the possible group of elements set X1 to the element of set Y1 in the
shown figure. X1 Y1

a1 b1

Number of ordered Pair={ (a1, b1)} .s.t, n(X1 × Y1 )=n(X1 )×n( Y1 )=p×q=1×1=1

Total number of Relations =2p×q =21×1=2

3. Represent all the possible group of elements set X2 to the element of set Y2 in the
shown figure.

X2 Y2

a1
b1
a2

Number of ordered Pair ={(a1, b1),(a2,b1) }.s.t, n(X2 × Y2 )=n(X2 )×n( Y2 )=p×q=2×1=2

Total number of Relations =2p×q =22×1=4

4. Represent all the possible groups of element set X3 to the element of set Y3 in the
shown figure. X3 Y3

a1
b1

a2 b2

a3

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Number of ordered Pair ={(a1, b1),(a1,b2), (a2,b1), (a2,b2),(a3,b1),(a3,b2) }

.s.t, n(X3 × Y3 )=n(X3 )×n( Y3 )=p×q=3×2=6

Total number of Relations =23×2=26=64.

Observation Table:-
No. of No. of elements No. of ordered No. of total
elements in set Y pairs Relations
in set X
1 1 1 2
2 1 2 4
3 2 6 64
3 3 9 512
4 2
4 3
4 4
0 4
4 0
0 0

Conclusion:-
1.The number of ordered pairs of two sets X and Y are p×q where n(X)=p and

n(Y)=q.

2.The number of total possible Relations for two sets X and Y are 2p×q.where

n(X)=p and n(Y)=q.

 ACTIVITY-2

Aim:- To demonstrate a function which is one-one .

Material Required:- Card board, Nails, strings, coloured strips, adhesive gum.

Procedure:-

1. Paste a coloured strip on the left side of the card board and fix three nails
representing three states of India M.P.,Bihar and Goa.
2. Paste another coloured strip on the right side of card board and fix four nails
representing capital cities Bhopal, Patna and Panji, Raipur.
3. Draw arrow which connect the States (elements of X ) to the capital city
(elements of Y)

Demonstration:-
Basic Concept:-

1. A function f:XY is defined to be one-one function, if the image of distinct

elements of domain (X) under f are distinct .

Demostration steps:-

1. Take the set X ={M.P., Bihar, Goa }.

2. Take the set Y={ Patna, Panji,Bhopal,Raipur}

3. Join corresponding elements of X to the elements of Y as shown in figure.

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 State Capital

4. The f-image of the state M.P.,Bihar and Goa are Bhopal ,Patna and Panji
respectively.
5. By observing the figure we can say that it is one-one function.

Conclusion:-From this activity we conclude that :

If distinct elements of domain have distinct image in co domain ,then it is one-

one.
 ACTIVITY-3

Aim:- To demonstrate a function which is onto .

Material Required:- Card board, Nails, strings, coloured strips, adhesive gum.

Procedure:-

1.Paste a coloured strip on the left side of the card board and fix three nails

representing three states of India M.P.,Bihar and Goa.

2. Paste another coloured strip on the right side of card board and fix three nails
representing capital cities Bhopal, Patna and Panji,
3. Draw arrow which connect the States (elements of X ) to the capital city
(elements of Y)

Demonstration:-

Basic Concept:-

Any function f:XY is onto if and only if Range of f =Y

Demonstration steps:-

1.Take the set X ={M.P., Bihar, Goa }.

2.Take the set Y={ Patna,Panji,Bhopal }

3. Join corresponding elements of X to the elements of Y as shown in figure.

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 State Capital

4. The capital of the states M.P.,Bihar and Goa are Bhopal ,Patna and Panji
respectively. Hence these states are connected with their respective capital.

5. Every element in Y is connected with elements of X .i.e., there is no any element

in co domain which is left alone. Hence it is onto function.

Conclusion:-From this activity we conclude that :

If ,for every y belonging to co domain there exists x belonging to domain such

that y=f(x),then the function is onto.
 ACTIVITY-4

Aim:- To demonstrate a function which is many one .

Material Required:- Card board, Nails, strings, coloured strips, adhesive gum.

Procedure:-

1. Paste a coloured strip on the left side of the card board and fix four nails
epresenting three states of India M.P.,Bihar and Haryana and Punjab.

2. Paste another coloured strip on the right side of card board and fix four nails
representing capital cities Bhopal,Chandigarh and Patna.

3. Draw arrow which connect the States (elements of X ) to the capital city
(elements of Y)

Demonstration:-
Basic concept:-

A function f:XY is defined to be Many one function, if the image of two or

more elements domain (X) under f are same .

Demonstration steps:-

1. Take the set X (States) = {M.P., Bihar, Haryana, Punjab }.

2. Take the set Y(Capital city )= { Patna, Chandigarh, Bhopal}

3. Join corresponding elements of X to the elements of Y as shown in figure.

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X (State) Y(Capital)

4. The capital of the states M.P., and Bihar are Bhopal and Patna respectively,
whereas Haryana and Punjab both have same capital Chandigarh.
5. By observing the figure we can say that it is many-one function.

Conclusion:- From this activity we conclude that :

If the image of two or more elements of domain (X) under f are same ,then it is
many-one.
 ACTIVITY-5

Aim:- To demonstrate a function which is into .

Material Required:- Card board, Nails, strings, coloured strips, adhesive gum.

Procedure:-

1. Paste a coloured strip on the left side of the card board and fix four nails
representing three states of India M.P.,Bihar and Haryana and Punjab.

2. Paste another coloured strip on the right side of card board and fix four nails
representing capital cities Bhopal,Chandigarh,Patna and Panji.

3. Draw arrow which connect the States (elements of X ) to the capital city (elements
of Y)

Demonstration:-
Basic Concept:-

f f:XY is into if and only if Range of f is the subset of Y.i.e., Rf codomain

Demostration steps:-

1.Take the set X ={M.P., Bihar, Haryana, Punjab }.

2.Take the set Y={ Patna, Panji , ,Chandigarh, Bhopal}

3. Join corresponding elements of X to the elements of Y as shown in figure.

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4 The capital of the state M.P., and Bihar are Bhopal and Patna respectively,
whereas Haryana and Punjab both have same Capital Chandigarh.

5. Panji is not the capital of any state belonging to X.

6. Every element in Y is not connected with elements of X .i.e., there is an element

PANJI in co domain which is not connected with any element of X.Hence it is into
function.

Conclusion:- From this activity we conclude that :

If range of function is proper subset of co domain, then the function is into.
 INVERSE TRIGONOMETRIC FUCNTION
ACTIVITY - 06

Aim:-To draw the graph of Sin-1x,using the graph of Sin x and demonstrate mirror
image of each other with respect to the line mirror y = x.

Material Required:-card board, white chart paper, ruler, coloured pens, pencil, eraser,
adhesive, cutter nails and string or wire..

Procedure:-

1. Take a card board of convenient size and paste a white chart paper on it.
2. Draw XOX’-axis and YOY’-axis and mark Centre O and fix a nail on it. .

3. Mark approximately the points E( ),F( ),G( ) And

H( ) in X-axis and Y-axis. fix a nail on each point.

4.Similarly mark pproximately the points A( ),

B( ), C( )

and D( ) in X’-axis and Y’-axis. fix a nail on each point.

5. Join the nails with the help of string or wire on both sides of X’-axis to get the
graph of Sinx from

6. Draw the graph of y=x.

7. From the nails E, F, G, and H, draw perpendiculars on the line y=x and produce
these lines such that length of perpendicular on both sides of lines y=x are equal at
these points E1, F1, G1, and H1.
8. Similarly do the above activity on the other side of X’-axis and fix nails at points
A1, B1, C1, and D1
9. Join the nails on both sides of the line y=x by a string or wire that will show the
graph of y= sin-1x.

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Demonstration:-
1. Put a mirror on the line y=x.
2. The image of the graph of Sinx in the mirror will represent the graph of Sin-

OBSERVATION TABLE:

By observing the above fig. fill the work sheet given below.

POINTS IMAGE OF
POINT IN THE
MIRROR(Y=X)
A=
B=
C=
D=
E=
F=
G=
H=
CONCLUSION: - From this activity we conclude that the graph of Sin-1x is mirror or
inverse of the graph of Sinx.
APPLICATION: This activity can be used for drawing the graph of Cos-1x and tan-1x
etc.
 Matrix and Determinant
ACTIVITY NO-7

AIM: To enable the students for formation of matrix.

MATERIALS REQUIRED: Template (Made by teacher)

Name of How many of the followings will you like to have today?
Students Laddu Ice cream Toffee

PROCEDURE:

 Each student of the class will be asked to write down the template as shown by
the teacher.
 They will be further instructed to fill as per their need and choice.
 Teacher will form many groups each consisting of 4 students. Say P1 , P2, P3,
 These groups will be asked to follow the same template and put the information
as per the order of the students, they fixed.

NOTE: Each group will come out with the following type of information (say)
Name of students Laddu Icecream Toffee
Ram 1 2 2
Shyam 2 1 1
Mohan 3 2 1
Ganesh 1 2 3

P1
* Now the teacher will explain the students that this is a matrix of order 4X3.

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DEMONSTRATION: The teacher will explain what a matrix is to each student of each
group.

CONCLUSION:

 A matrix is a grid of numbers involving rows and columns.

 ACTIVITY-8

AIM: To make the students know

i) When any two matrices will be conformable for addition and subtraction.
ii) How to add and subtract them in a practical way.
MATERIALS REQUIRED: Template (Made by teacher)

Name of How many of the followings, will you like to have today?
Students Laddu Ice cream Toffee

PROCEDURE:
 Each student of the class will be asked to write down the template as shown by
the teacher.
 They will be further instructed to fill as per their need and choice.
 Teacher will form many groups each consisting of 4 students. Say P1 , P2, P3,
………
 These groups will be asked to follow the same template and put the information
as per the order of the students, they fixed.
NOTE: Each group will come out with the following type of information (say)
Name of students Laddu Icecream Toffee
Ram 1 2 2
Shyam 2 1 1
Mohan 3 2 1
Ganesh 1 2 3

P1
* Now the teacher will explain the students that this is a matrix of order 4X3.
 Now two-two groups will be merged to form a series of new groups say G1, G2,
G3
For example:

and

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 P1 + P2

G1

 Now these new groups will further be asked to add these information as per
their order i.e. order-wise without considering the individuality of students
involved.
They will come out with

DEMONSTRATION: The teacher will explain this matrix addition to each

students of each group.

P1 + P2

They will come out with

CONCLUSION:

 Two matrices can be added if they are of the same order.

 The resultant matrix will be obtained by adding the corresponding elements of
the two matrices.
 ACTIVITY -9

AIM: To enable the students, how to multiply a matrix by a non zero scalar k and what
it means in general.

MATERIALS REQUIRED: Template (Made by teacher)

Name of Students How many of the followings will you like to have today?
Laddu Ice cream Toffee

PROCEDURE:

 The whole class will be asked to write down the template as shown by the
teacher.
 They will be further instructed to fill in as per their need and choice.
 Teacher will form many groups each consisting of 3 students. Say P1 , P2, P3, …
 These groups will be asked to follow the same template and put the information
one below the other as per the order of the students they fixed.
NOTE: Each group will come out with the following type of information (say)

Name of Laddu Icecream Toffee

students
Ram 1 2 1
Shyam 2 1 1
Mohan 1 1 1

P1

Now the teacher will explain the students that this is a matrix of order 3X3, a
square matrix and this represents the demand of the group for one day.
 Further the groups will be asked to compute the demand of the group for seven
days, based on the demand at hand.

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 Note: The group will multiply each element by seven and make another matrix,
say

. DEMONSTRATION: Now the teacher will explain the process and tell the
students that this matrix has been obtained by multiplying each element of the
previous matrix by the scalar 7. This is why we call it multiplication by a scalar

CONCLUSION:

 Every matrix can be multiplied by any non-zero scalar k.

 The resultant matrix is obtained by multiplying each element by k.
i.e K =
 ACTIVITY-10

AIM: To make the students aware about multiplication of two matrices.

MATERIALS REQUIRED: Template 1 (Made by teacher)

Name of How many of the followings will you like to have today?
Students Laddu Ice cream Toffee

Template 2 (Made by teacher)

Rate chart of 4 shops(Rs/Unit)
Items Shops S1 S2 S3 S4
Laddu 4 5 6 7
Ice cream 5 8 10 12
Toffee 5 10 15 20
PROCEDURE:

 The whole class will be asked to write down the template no1 as shown by the
teacher.
 They will be further asked to fill in as per their individual need and choice.
 Teacher will form many groups each consisting of 4 students. Say P1 , P2, P3, …
 These groups will be asked to follow the same template and put the information
one below the other following the order of students they fixed in the group.
NOTE: Each group will come out with the following type of information (say)
Name of Laddu Icecream Toffee
students
Ram 1 2 1
Shyam 2 1 1
Mohan 1 1 1
Ganesh 1 0 1
P1
Now the teacher will explain the students that this is a matrix of order 4X3 and
this represents the demand of the group for today.
 Now each group will be provided with the rate chart template, by the teacher.

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  These groups will be asked to calculate the cost of each one’s demand shop-
wise and person-wise.
 DEMONSTRATION: As per the above activity matrix multiplication can be
illustratedby thisRs/unit
Name of Laddu Icecream Toffee
students
Ram 1 2 1 Items Shops S1 S2 S3 S4
Shyam 2 1 1 Laddu 4 5 6 7
Mohan Ice cream 5 8 10 12
1 1 1
Toffee 5 10 15 20
Ganesh 1 0 1
(3X4)

(4X3)P1
This group is expected to calculate in the following ways
Name of Cost
students S1 S2 S3 S4 (4X4)
Ram 1X4+2X5+1X5=19 1X5+2X8+1X10=31 1X6+2X10+1X15=41 1X7+2X12+1X20=51

Shyam 2X4+1X5+1X5=18 2X5+1X8+1X10=28 2X6+1X10+1X15=37 2X7+1X12+1X20=46

Mohan 1X4+1X5+1X5=14 1X5+1X8+1X10=23 1X6+1X10+1X15=31 1X7+1X12+1X20=39

Ganesh 1X4+0X5+1X5=9 1X5+0X8+1X10=15 1X6+0X10+1X15=21 1X7+0X12+1X20=27

CONCLUSION:
 Two matrices can be multiplied if no of columns of the first factor is equal to the
no of rows of the second factor.
 The resultant matrix will have its element Cij, where Cik is the sum of the
products of corresponding elements of ith row of the first factor and kth column
of the second factor.
i.e X =

Where cij = ai1 X bi1 + ai2 X bi2 + ……………………… + ain X bin

=
 ACTIVITY -11

AIM: To make the students understand how to calculate the area of a triangle (say).
Find the area of ABC with A(0,0), B(2,0), C(2,3)

MATERIALS REQUIRED: Pen, ruler and graph paper.

PROCEDURE:
 Students will be asked to plot the points A,B,C on the graph paper.
 Join A, B, C
 Calculate the area by simple geometry= X2X3 = 3 sq.unit.
 Find the value of the determinant

 Find the absolute value of the result arrived at last step.

.DEMONSTRATION:
C (2,3)

B (2,0)
A (0,0)

Area of ABC = = 3 sq.unit

CONCLUSION: Students will be able to find the area of a triangle by

determinants.i.e

Area of ABC with vertices A(x1,y1), B(x2,y2) and C(x3,y3) is

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 Continuity and Differentiability

ACTIVITY – 12

Aim:- To understand the concept of continuity, with the help of graphs of different
functions

Materials Required:- Graph Papers, Pencils, Ruler, Eraser, Woolen Thread,

Glue.

Procedure:-

1. Draw the graph of the function in the interval .

2. Label it as Graph – A.
3. Draw the graph of the function in the interval .
 4. Label it as Graph – B.
5. Now paste woolen thread on the curves obtained in Graph – A and
Graph – B.

Demonstration:-

1. Write the number of pieces of woolen thread used in Graph – A: One

2. Write the number of pieces of woolen thread used in Graph – B: More than One

Conclusion:-

1. The functions (curves) where only one piece of woolen thread is pasted on the
whole curve represent the continuous function.
2. The functions (curves) where more than one piece of woolen thread is pasted
on the whole curve represents the discontinuous functions.

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 Application of Derivative

ACTIVITY – 13
Aim:- To understand the concept of maxima and minima by paper cutting and
folding.
Materials Required:- Chart Papers, Pencil, Ruler, Cutter/ Scissor.
Procedure:-
1. Square (or Rectangular) sheet of fixed dimensions (say 18 units) will be given to
the students, divided in 5 groups.
2. Group wise, the students will be asked to cut the squares from the corners of
the given sheets.
3. Ist group will cut squares of side 1unit each from the corners of the sheet.
4. IInd group will cut squares of side 2 units each from the corners of the sheet.
5. IIIrd group will cut squares of side 3 units each from the corners of the sheet.
6. IVth group will cut squares of side 4 units each from the corners of the sheet.
7. Vth group will cut squares of side 5 units each from the corners of the sheet.
8. Now fold the flaps to form an open box by the all groups.
9. Calculate the volume of the prepared boxes by above activity and label the
volume as V1 for group Ist, V2 for group IInd, V3 for group IIIrd and so on.

18 16

1 1 1 1

1 1 1 1

18 18 16
16

1 1 1 1

1 1 1 1

18 16
Demonstration:-

Side of Square cot

Box Volume of open box Remarks
from the corner

V1 1 units 256 sq units

V2 2 units 392 sq units
V3 3 units 432 sq units Maximum
V4 4 units 400 sq units
V5 5 units 320 sq units

Conclusion:-

Volume of the open box formed by cutting squares from the corners of the
given sheet is maximum when the side of the corner square is 3 units.

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 ACTIVITY – 14

Aim:- To understand the concept of maxima and minima by using derivatives.

Materials Required:- Chart Papers, Pencil, Ruler, Cutter/ Scissor

Procedure:-

1. Square (or Rectangular) sheet of fixed dimensions say ‘a’ units is given to the
students.
2. Group wise the students will be asked to cut the squares of sides say ‘x’ units
from the corners of the given sheet.
3. Now fold the flaps to form an open box.
4. Find out the dimension of the formed open box.
5. Calculate the volume of the box and label the volume as V.

x x x
x

x x x a-2x x

a a
a-2x a-2x

x x a-2x x
x

x x
x x

a
Formula Used:

Volume of box, V = length x breadth x height

(Here ‘a’ is constant and ‘x’ is a variable)

Demonstration:-

----------(i)
Differentiating w. r. t. x, we get

--------(ii)

Now, put

Differentiating equation (ii) w. r. t. x

At

Thus, Volume is maximum when x =

Maximum Volume = cu units.

Conclusion:-

Hence we can find the maximum / minimum values of the functions by using
derivatives.

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 INTEGRAL
ACTIVITY-15
Aim : To enable students to obtain Indefinite integral of family of parabolas using
the concept of Anti derivative of a function by graph sheets

Material required : Work sheet containing questions on derivatives and anti

derivatives of family of parabola , Graph sheets , coloured sketch pen and ruler etc.
Formula used : )) = F(x) , F(x) is derivative of f(x) and f (x) is the Anti
derivative of F(x) i.e. f(x) = ∫ F(x) dx

Procedure :
1. A worksheet containing questions on derivatives of following functions
(parabolas) as in Annexure-II is given to the students
 y=x2 – 1
 y=x2
 y=x2 +1
 y=x2 +2
 y=x2 +4
2. Students will be asked to fill the worksheet.
3 Students will be asked to write anti derivative of given function in the
worksheet.
4.. Students will be asked to draw the graph of each of the parabolas given in step
( 1 ) and colour them as drawn in Annexure -I .

4 Students will be asked to find anti derivative of 2x using generalization and

family of parabolas drawn by them on a graph sheet.

CONCULUSION :
Observing the patterns of the functions of anti derivatives of f(x) = 2x in each of the
above cases and graph of parabolas, students will be able to conclude that anti
derivative of 2x in the all above cases vary by arbitrary constant

Therefore anti derivative of ( 2x ) = x2 + k

i.e. dx = x2 + k

Annexure-I

GRAPH OF THE FAMILY OF PAROBOLAS

Y=x2 + k

Y=x2 - 1

Y’

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 Annexure-II

Work sheet

1) ) = …………. => Anti derivative of 2x is equal to ……………..

2) ) = …………. => Anti derivative of 2x is equal to ……………..

3) (x2 +1) = ………………..=> Anti derivative of 2x is equal to ………………

4) (x2 + 2) =…………..... => Anti derivative of 2x is equal to ………………….

5) (x2 + 4) = ……………. => Anti derivative of 2x is equal to ………………

Can you guess what will be the anti derivative of 2x ?

 DEFINITE INTEGRALS
ACTIVITY: 16

AIM: To relate definite integral as the limit of a sum through the calculation of area
under the parabola

MATERIALS REQUIRED : Graph paper, pencil ,scale, sketch pen, etc

PROCEDURE :

On the graph paper, draw the parabola y=x2. At x=2 draw a line perpendicular to

touch the parabola. Cut the area between x=0 and x=2 into two parts and make

rectangles in lower side and upper side Proceed the above steps for making three

parts, four parts and so on and find out the areas of rectangles of both lower and

upper side as follows.

DEMONSTRATION:

Y=f(x)

0 2

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 1. Divide the interval [0,2] into two equal parts

The length of each subinterval [0,1] and [1,2] is ……1………

The maximum value of f on interval [0,1] is ….1........ and the minimum value is …0…..

The area of the rectangle with base the interval [0,1] and height the maximum value of
f on this interval is ……………1…………
The area of the rectangle with base the interval [0,1] and height the minimum value of
f on this interval is ……0…………………
The maximum value of f on interval [1,2] is …4......... and the minimum value is……1….
The area of the rectangle with base the interval [1,2] and height the maximum value of
f on this interval is …4……………………
The area of the rectangle with base the interval [1,2] and height the minimum value of
f on this interval is …1……………………
The sum of rectangles area produced by taking the maximum value of f at each
interval
equals to S2 =………5……..
The sum of rectangles area produced by taking the minimum value of f at each interval
equals to s2 =……1………..
The difference between the area sums (Upper – Lower) is: S2 – s2 =…4……….

2. Divide the interval [0,2] into three equal

The sub intervals in this case are [ 0, 2/3 ], [2/3 4/3 ], [4/3 ,2 ]
The sum of the areas of the three big rectangles equals to S…112/27…………
.Thesum of the areas of the three small rectangles equals to s3 =…40/27………
. The difference of these two is S3 – s3 =… -- ……= 72/27=…8

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 3 Divide the interval [0,2] into 4 equal parts
Now proceeding like this dividing [0, 2] into 4 equal parts, we can observe that
S4 -s4 =2. And dividing into 5 parts we get S5 - s5= 8/5 and so on
OBSERVATION TABLE

N0 .0f parts(n) Sn sn Sn -sn

2 5 1 4
3 112/27 40/27 8/3=2.67
4 30/8 14/8 2
5 88/25 48/25 8/5= 1.6

From the table it is clear that the difference Sn -sn is decreasing.

If we divide the interval [0,2] into n equal parts, the difference wll be very very
small.
As n Sn - sn ie ., Sn = sn and it is equal to dx

Conclusion: Hence by using limit of sum, we can find the parabolic area
& area of similar figures.
 Application of Definite Integral
ACTIVITY-17

Aim : To find the area of rectangle by using definite integrals.

Materials required: card sheet , sketch pens ,scissors, geometry box.
Procedure:

 Cut a rectangle with a length of 6cm, breadth 2cm from the given card sheet.
 Draw X-axis ,Y-axis at the centre of rectangle.
Demonstration:-
 When we draw co-ordinate axes at the centre of the rectangle, then we can
identify equation of the sides of the rectangle as y= 1, y= -1 , x= 3, x= -3.
 Fold the rectangle along the x-axis ,observe that rectangle is symmetrical about
X-axis.
 Fold the rectangle along the Y-axis ,observe that rectangle is symmetrical about
Y-axis.
 Therefore rectangle is divided into 4 equal parts.
 Let us calculate part1 area.It is bounded by the line y=1 with x-axis,from x=0 to
x=3.
 By using the concept of definite integral ,area of part1 = dx= 3 Squnits.
 There fore area of given rectangle = 4Xpart1 area = 4 x 3 = 12 Sq.units.
y
Y=1

X= -3 X= 3

x
O

Y= -1

Conclusion:- We can find area of any rectangle by using definite integral.

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 ACTIVITY-18

Aim: Finding the area of a circle.

Materials required: card sheet , sketch pens ,scissors, geometry box

Procedure :

 cut a circle of radius r units from the given card sheet.

 Draw x-axis,Y-axis through the centre of the circle.
 Divide the semi-circle into fine rectangular strips.

Demonstration:

 Area of the one rectangular strip = ydx

 Area of the upper semi-circle = sum of the areas of all rectangular strips.
=

= dx

= .

 Area of the circle = 2 X Area of the semi-circle.

r
= . Y

dx
x

Conclusion: Area of Circle of radius r is .

 ACTIVITY-19

Aim: - To find volume of cylinder by using definite integral.

Materials required: solid cylinder, geometry box, cutter

Procedure:-
 Take a solid cylinder.
 Cut into thin circular discs.

Demonstration:

 Find the volume of one circular disc. It is dv dh.

 Volume of the cylinder is sum of the volume of all thin circular discs.
=
=
= h cubic units.

dv

Conclusion:- We can find the volume of cylinder by using definite integral.

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 DIFFERENTIAL EQUATION
ACTIVITY -20

Aim:- Formation of differential equation by calculating the slope of a line.

Material Required:-
1. A4 Size paper, 2. Graph Paper, 3. Geometry box.
Procedure: - In the starting we will give the different equations of straight lines to a
group of students and tell them to calculate the slope of lines.
Equation of line Value of a Value of b Slope of a line= -
ax + by =c
=
2x + 5y = 8 2 5

6x – 3y = 5
-4x + 3y =7
8x+3y = 5

 In the second step they will relate the value of slope obtained in above table
with (in the form of =- )
Easily they will be able to understand that what is differential equation
Demonstration:- If equation of straight line be ax +by + c =0
Slope of this line will be = -
If we put =- ,b 0
Then it will be differential equation.

Conclusion:- By doing this activity student will be able to form differential equation.
 VECTOR & THREE DIMENSIONAL GEOMETRY
ACTIVITY-21

AIM: To find the angle between line and a plane

Material required : One card board of size 20cm x 30 cm and another of size 10 cm x
15 cm , nails of varying lengths with caps on one end , geometry box , wooden sticks
Procedure :

(i) Fix three nails of different height ( say 2cm, 4 cm and 6 cm ) at three different
points on card board of size 20 cm x 30 cm ( sat at ( 3,-1 ),(5,2 ) and (-1,-1 ) ,
respectively )

(ii) The tips of these nails represent three points A , B and C in space .

(iii) Now put an another cardboard of Size 10 cm x 15 cm on the tips of these three
nails so that the points A, B, C lie on this plane PQRS(say) .

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 (iv) Now Pass a line( wooden stick ) in such a way that it will intersect the plane
PQRS ( as shown in fig .)

FORMULA TO BE USED :
 
     b.n
The angle θ between the line r  a  b and the plane r.n  d is Sin   
bn
 DEMONSTRATION:

(i) Coordinate of the points are A ( 3,-1,2 ) ,B ( 5,2,4 ) and C( -1,-1,6) .

(ii) Now we put a wooden stick perpendicular to plane PQRS . This stick will be
normal of the plane PQRS meets a plane at S ( say )
(iii) Also we put another wooden stick to represent a line in such a way that it
will intersect the normal of a plane at M and plane PQRS at N.( as in fig . )

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(iv) So we get a right triangle MNS , where S is a foot of a perpendicular of a
normal on a plane .
(v) Now using a protactor measure an angle between line and a plane.

CONCLUSION: Using this activity we can find the angle between line and a plane ..
 ACTIVITY-22

OBJECTIVE: To find the distance of given point from a plane by actual measurement
and also analytically.

MATERIAL REQUIRED: one card board of size 20 cm x 30 cm and another of size 10 cm

x 15 cm, a thick sheet of paper of size 20 cm x 30 cm,nails of varying lengths with caps
on one end, geometry box, wires .

PROCEDURE:

1. Draw two mutually perpendicular lines X’OX and Y’OY on a thick sheet of paper fig.
25, representing x- axis and y-axis, respectively intersecting at O.

2. Paste this sheet on the cardboard of size 20 cm x 30 cm. Through point O fixed a
wire vertically to represent z- axis.

3. fix three nails of heights (say 2 cm , 3 cm and 4 cm) at three different points on this
board [say at (8 ,-6) ,(-3,-9) and (-1,-4)] respectively.

4. The tips of these nails represent three points A ,B and C in space

5. Now put a plane PQRS represented by another cardboard of size10 cm x 15 cm on

the tips of these three nails so that the point A,B,C lie on the plane.

.6.Now fix a nail of length 6 cm at some point [say (8,-2)] on the card board. The tip of
the nail will represent point P ( 8,-2,6) from where the distance to the plane PQRS is to
be found.

 FORMULA TO BE USED: (i) Equation of a plane passing through three non

collinear points by (x1,y1,z1), ( x2,y2,z2 ) and ( x3,y3,z3 ) is ,

x  x1 y  y1 z  z1
x2  x1 y2  y1 z2  z1  0
x3  x1 y3  y1 z3  z1


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  (ii) The distance from a point ( x1,y1,z1 ) to the plane A x + B y + C z + D =0 is d =
Ax1  By1  Cz1  D
A2  B2  C2

DEMONSTRATION:

1 .Co-ordinates of the points are A(8,-6,2) , B ( -3,-9,3) and C( -1,-4,4).

2. co-ordinates of point P are ( 8,-2,6).

3.A set square is placed so that its one side forming the right angle on the plane PQRS
and the other side in the direction of normal to the plane.
4. Place a metre scale along the side of the set square which is in the direction normal
to the plane PQRS and slide both of them until the metre scale touches the point P.

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5. Measure the distance through the metre scale.

ANALYTICAL CALCULATION: Equation of the plane passing through the points A(8,-
6,2) , B ( -3,-9,3) and C( -1,-4,4). Is 8 x - 13 y + 49 z = 240
The distance from a point P( 8,-2,6 ) to the plane 8 x - 13 y + 49 z = 240 is 2.81 cm
Ax1  By1  Cz1  D
(approx) by using d =
A2  B2  C2
RESULT: Thus distance of a point P from plane by actual measurement = 2.81 cm

Distance of a point P from plane through analytically = 2.81 cm

Thus Result so obtained is same

APPLICATION:. This activity can be used to find the distance of a point in a space from
a plane figure.
 Linear Programming
ACTIVITY -23

Objective:- To make a plan enabling maximum profit under certain given conditions.

Materials Required:- Pen, Pencil, size paper, graph paper etc.

Conditions:- 1. Ravi can invest maximum Rs. 50 in his business.

2. He can purchase maximum 6 items ( Out of Pen, Pencil or their combination).

3. The cost of one pen is Rs. 10 and cost of one pencil is Rs. 5
4. Profit on one pen is Rs. 1 and profit on one pencil is Rs. 0.75
5. He has to maximize his profit.

Procedure:- The teacher will give instruction to Ravi, to fill the table in such a manner
that the profit should be maximum under the given conditions.

No. of Pens No. of Pencils Total cost Profit

Demonstration:- First of all the Teacher will give the idea that by selling 3 pens and 3
pencils one can get profit of Rs. 5.25. Now plan to sell the items in different ways
,under the given conditions to get maximum profit.
By preparing the table they will be able to know how to maximize the profit under
certain given condition.

Conclusion:- By doing this activity student will be able to plan to maximize the profit.

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 ACTIVITY -24

Objective:- Formation of a LPP under certain given conditions.

Materials Required:- Two types of Food and , size paper, pen, sketch pen
etc.
Conditions:- 1.Total content of vitamin A in Food and should be at least 6 units.
2. Total content of vitamin B Food and Should be at least 8 units.
3. Food contains 2 unit/ kg of vitamin A and 3 unit/kg of vitamin B.
4. Food contains 3 unit/ kg of vitamin A and 2 unit/kg of vitamin B.
5. Cost of Food is Rs. 50/kg and cost of Food is Rs. 75/kg.

Procedure:- By reading the above information students will prepare the following
table to collect the data in tabular form.
Resources Food (x Kg) Food (y kg) Requirement
Vitamin 2 3 6
A(Units/Kg)
Vitamin 3 2 8
B(Units/Kg)
Cost(Rs/Kg) 50 75

Since the mixture must contain atleast 6 units of vitamin A and 8 units of vitamin B,
students will form the constraints as :
2x + 3y ≥ 6 , 3x + 2y ≥ 8 , x ≥ 0 , y ≥ 0 .
And they will write the objective function as Minimize Z = 50 x + 75 y
Demonstration:- Students will start the formulation by taking x kg. of Food and y
kg. of Food .
Then they will get total cost of mixture in the form of objective function
as Minimize Z = 50 x + 75 y
and then by using the above table they will form the constraints as :-

2x + 3y ≥ 6 , 3x + 2y ≥ 8 , x ≥ 0 , y ≥ 0 .

Conclusion:- By doing this activity student will be able to formulate a Lpp under
certain given conditions.
 Probability
ACTIVITY -25
Aim: -To compute the conditional probability of an event A, when event B has
already occurred, through an example of throwing a pair of dice.
Materials required: - A square/ Rectangular piece of card board, white papers,
pencil, sketch pen, ruler.
Formula used:- If A and B are two events associated with the same sample space
of a random experiment, the conditional probability of an event A, when B has

already occurred is given by; = ,if ,

Procedure-
1. Take four square cardboards each of size 30cmx30cm and white papers paste
on them.
2. On the white papers draw 36 small squares of size 1 cm each.
3. Write pairs of all 36 possible outcomes of numbers in small squares.
4. Suppose a die is thrown twice and the sum of the numbers appearing is
observed to be 6. We have to find the conditional probability that the
number 4 has appeared at least once.
5. Let, A = Event that “the number 4 has appeared at least once”,
B=Event that “the sum of the numbers appearing is observed to be 6”.
I.e. we have to find P (A / B).
When we throw a die two times then the total outcomes in
sample space = 6 x 6 = 36
Shows the number 4 has appeared at least once
The sum of the numbers appearing is observed to be 6.

Number 4 has appeared at least once and the sum of the

numbers appearing is observed to be 6.

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6. Colour the boxes of the table by green colour as per event A;

(1,1) (1,2) (1,3) (1,4) (1,5) (1,6)

(2,2) (2,3) (2,4) (2,5) (2,6)

(2,1)
(3,2) (3,3) (3,4) (3,5) (3,6)
(3,1)
(4,2) (4,3) (4,4) (4,5) (4,6)
(4,1)
(5,2) (5,3) (5,4) (5,5) (5,6)
(5,1)
(6,2) (6,3) (6,4) (6,5) (6,6)
(6,1)
Figure (i)
Now No. of outcomes of the event “4 has appeared at least once”=11
which are

Therefore the probability for “4 has appeared at least once” =

7. Colour the text by red colour of the table as per event B;

(1,1) (1,2) (1,3) (1,4) (1,6)

(1,5)
(2,1) (2,2) (2,3) (2,5) (2,6)
(2,4)
(3,1) (3,2) (3,4) (3,5) (3,6)
(3,3)
(4,1) (4,3) (4,4) (4,5) (4,6)
(4,2)
(5,2) (5,3) (5,4) (5,5) (5,6)
(5,1)

(6,1) (6,2) (6,3) (6,4) (6,5) (6,6)

 Figure (ii)
“
”
Therefore the probability for “the sum of the numbers appearing is observed
to be 6”= =
8. Combining figure (i) and (ii)

(1,1) (1,2) (1,3) (1,4) (1,6)

(1,5)

(2,1) (2,2) (2,3) (2,5) (2,6)

(2,4)

(3,1) (3,2) (3,4) (3,5) (3,6)

(3,3)

(4,1) (4,3) (4,4) (4,5) (4,6)

(4,2)
(5,2) (5,3) (5,4) (5,5) (5,6)
(5,1)

(6,1) (6,2) (6,3) (6,4) (6,5) (6,6)

9. Taking the events of A B.

(1,1) (1,2) (1,3) (1,4) (1,6)

(1,5)

(2,1) (2,2) (2,3) (2,5) (2,6)

(2,4)

(3,1) (3,2) (3,4) (3,5) (3,6)

(3,3)

(4,1) (4,3) (4,4) (4,5) (4,6)

(4,2)

(5,2) (5,3) (5,4) (5,5) (5,6)

(5,1)

(6,1) (6,2) (6,3) (6,4) (6,5) (6,6)

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 No.of outcomes with circles & violet colour boxes = 2
which are
Therefore the probability for “4 has appeared at least once and the sum of the
numbers appearing is observed to be 6”= =

10. Combined table, shows the both the elementary A and B;

(1,1) (1,2) (1,3) (1,4) (1,6) Requi

(1, 5) red
(2,1) (2,2) (2,3) (2,5) (2,6) proba
(2,4) bility

(3,1) (3,2) (3,4) (3,5) (3,6)

(3,3)

(4,1) (4,3) (4,4) (4,5) (4,6)

(4,2)
= .
222
(5,2) (5,3) (5,4) (5,5) (5,6)
(5, 1)

(6,1) (6,2) (6,3) (6,4) (6,5) (6,6)

We can find it in another way:

Conclusion: -This activity is helpful in understanding the concept of

conditional probability which is further used in total probability
theorem and Bayes’ theorem.
 ACTIVITY -26

Aim: -To verify the Bayes’ theorem on probability for given events , through an
example of drawing different coloured balls.

Materials required: - A piece of plywood ,boxes , white paper, pen / pencil, marbles/
plastic balls of different colours.

Formula to be used:-

Theorem of total probability:

Let {E1 , E2 , E3,…… En } be a partition of sample space S, and each of the events
E1 , E2 , E3,…… En has non zero probability of occurrence. Let A be any event associated
with S ,then,

P(A) = P( E1 )P(A/ E1) + P(E2)P(A/E2) +…+P( En)P (A/En). =

Bayes’ theorem:

Let {E1 , E2 , E3, … En } be a partition of sample space S of a random experiment. Let A

be any event of non- zero probability, then

Procedure:-

1. We take a bag1 (E1) which contains 3 Red and 4 Black balls and bag2 (E2)
which contains 5 Red and 6 Black balls. One ball is drawn at random from
one of the bags and it is found to be red. Find the probability that it was
drawn from the bag2. .

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 BAG1 (E1) BAG2 (E2)

Then

P(E1) = P(E2) = ½
Let A be the event of drawing a red ball.

BAG1 (E1)

P(A/E1) = P(DRAWING A RED BALL FROM BAG1) =

BAG2
P(A/E2) = P(DRAWING A RED BALL FROM BAG2) =

Now, the probability of drawing a ball from bag2, being given that it is red is

P(E2/A).

By Total Probability Theorem

P(A) = P(E1).P(A/E1) + P(E2).P(A/E2)

= ½ . 3/7 + ½ .5/11 = ½ (3/7 + 5/11) = ½ (68/77)= 34/77

By Bayes’ theorem

P(E2/A) = = =

Conclusion:-This activity is helpful in understanding the concept of

Bayes’ theorem on probability.

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