ACTIVITY 1.

A PAIR OF LINEAR EQUATIONS IN TWO VARIABLES

OBJECTIVE

To verify the conditions of consistency/ inconsistency for a pair of linear equations in two
variables by graphical method.

MATERIAL REQUIRED

Graph papers, pencil, eraser, glue.

Procedure

1. Take a pair of linear equations in two variables of the form

ax1 + by1 + c1 = 0 ….. (i)

ax2 + by2 + c2 = 0 ….. (ii)

There may be three cases :

2. Case I :

The equations are -2 x + 4 y = 7, 4 x + 5 y = 9

3. Obtain the ordered pairs satisfying the pair of linear equations for each of the above
cases.

4. Take a graph paper and draw two perpendicular lines X′OX and YOY′

5. Plot the points obtained in step 3 in the cartesian plane to obtain the two intersecting
lines

6. Case II :

The equations are 2x - 4y = 7, 4x - 8y = 14

7. Obtain the ordered pairs satisfying the pair of linear equations for each of the above
cases.

8. Take a graph paper and draw two perpendicular lines X′OX and YOY′
9. Plot the points obtained in step 7 in the cartesian plane

10. Case III :

Students may take the example of the lines as: 2x - 4y = 7, 2x - 4y = - 5

11. Obtain the ordered pairs satisfying the pair of linear equations for each of the above
cases.

12. Take a graph paper and draw two perpendicular lines X′OX and YOY′

13. Plot the points obtained in step 11 in the cartesian plane

OBSERVATION:

Conditions Nature of Type of Graph Consistent

Solution /Inconsistent

Two
Unique intersecting Consistent
Solution lines

Infinitely
Coincident
many Consistent
lines
solutions

Two Parallel
No Solution Inconsistent
Lines
Result

(i) If graph is two intersecting lines then the given system of linear equations are consistent.

(ii) If graph is two coincident lines then the given system of linear equations are consistent.

(iii) If graph is two Parallel lines then the given system of linear equations are inconsistent.

ACTIVITY 2. Arithmetic progression

Objective

To establish a formula for the sum of first n terms of an Arithmetic Progression.

Material Required

Graph sheet ,coloured drawing sheets, white paper, cutter, adhesive.

Procedure

1. Take a graph sheet and paste it on a white paper. Draw a rectangle ABCD of length (2a+9d)
units and breadth 10 units.

2. Make some rectangular strips of equal length a units and breadth one unit and some
strips of length d units and breadth 1 unit, using coloured drawing sheets.

3. Arrange these strips on the rectangle ABCD .

4. The strips so arranged look like a stair case.

5. The first stair is of length a units, the second stair is of length a + d (units), third of a + 2d
units and so on and each is of breadth 1 unit. So, the areas (in sq. units) of these strips are a,
a + d, a + 2d, ....., a + 9d, respectively
6. This arrangement of strips gives a pattern a, a + d, a + 2d, a + 3d, ...

which is an AP with first term a and the common difference d.

Observations:

1. The sum of the areas (in square units) of these strips

= a + (a + d) + (a + 2d) + ... + (a + 9d) = 10a + 45d ....... (1)

2. Area of the design formed by the stair case

= (10a + 45d),

It is the same as obtained in equation (1) above.

3. This shows that the sum of first 10 terms of the AP

4. This can be further generalised to find the sum of first n terms of an AP as

5. On actual measurement we can calculate sum of n terms in an arithmetic progression as

follows.

a = 3, d = 2, n = 5

a = 6, d = 4, n = 10

a = 12, d = 8, n = 40
Result:

Sum of first n terms of an Arithmetic Progression is

ACTIVITY 3. SIMILARITY OF TRIANGLES

Objective
To establish the criteria for similarity of two triangles.

Material Required

Coloured papers, glue, sketch pen, cutter, geometry box .

Procedure

CASE 1

1. Take a coloured paper/chart paper. Cut out two triangles ABC and PQR with their
corresponding angles equal.

Figure 1

Figure 2

2. In the triangles ABC and PQR, ∠A = ∠P; ∠B = ∠Q and ∠C = ∠R.

3. Place the △ABC on △PQR such that vertex A falls on vertex P and side AB falls along side
PQ (side AC falls along side PR) as shown in Fig. 2.

4. In Fig. 2, ∠B = ∠Q or ∠C = ∠R

Since corresponding angles are equal, BC || QR, therefore by BPT,

5. Adding 1 to both side we get

6. Place the △ABC on △PQR such that vertex B falls on vertex Q, and side BA falls along side
QP (side BC falls along side QR) as shown in Fig. 3.

Figure 3

7. In Fig. 3, ∠C = ∠R.

Since corresponding angles are equal, therefore by BPT AC || PR

 By applying invertendo we get

8. From eqn. 1 and eqn. 2

△ABC and △PQR are similar to each other and is called the AAA criterian of similarity.

If corresponding angles of two triangles are equal, the sides are proportional. Hence the
triangles are similar. and is called AAA similarity criterion.

Result:
When the corresponding angles of two triangles are equal, then their corresponding sides
are proportional.

Hence, the two triangles are similar. This is AAA criterion for similarity of triangles.

ACTIVITY 4 . DISTANCE FORMULA – COORDINATE GEOMETRY

Objective:
To verify the distance formula by graphical method.

Material Required:

chart paper, graph paper, glue, pen/pencil and ruler.

Procedure:

1. Paste a chart paper on a cardboard of a convenient size.

2. Paste the graph paper on the chart paper.
3. Draw the axes X'OX and Y'OY on the graph paper.

4. Take two points A(a, b) and B(c, d) on the graph paper and join them to get a line segment
AB

5. Calculate the distance AB using distance formula.

6. Measure the distance between the two points A and B using a ruler.
7. The distance calculated by distance formula and distance measured by the ruler are the
same.

Observations & calculations

1. Coordinates of the point A are (a, b) = (2, 4)

2. Coordinates of the point B are (c, d) = (-6, - 2)

3. Distance AB, using distance formula is

4. Actual distance AB measured by ruler is 10 units.

5. The distance calculated in Step (3) and actual distance measured in Step (4) are equal.

Result

Distance between two points, obtained by using distance formula is equal to the distance of
two points obtained by using ruler are same.

ACTIVITY 5. TANGENT TO A CIRCLE

Objective
To verify that the lengths of tangents to a circle from some external point are equal.

Material Required:

Glazed papers of different colours, geometry box, sketch pen, scissors, cutter and glue.

Procedure:

1. Draw a circle of any radius, with centre O on a coloured glazed paper of a convenient size

2. Take any point P outside the circle.

3. Place a ruler touching the point P and the circle, lift the paper and fold it to create a
crease passing through the point P

4. Created crease is a tangent to the circle from the point P. Mark the point of contact of the
tangent and the circle as Q. Join PQ

5. Now place ruler touching the point P and the other side of the circle, and fold the paper
to create a crease again

6. This crease is the second tangent to the circle from the point P. Mark the point of contact
of the tangent and the circle as R. Join PR

7. Join the centre of the circle O to the point P .

Observations & calculations

1. Fold the circle along OP.

2. We observe that Q coincides with R. Therefore, QP = RP, i.e.,

length of the tangent QP = length of the tangent RP.

On actual measurement:

3. Length of tangent QP = 4 cm

4. Length of tangent RP = 4 cm

So, length of tangent QP = length of tangent RP

Result

From this we conclude that length of tangent drawn from external point to the circle are
equal

ACTIVITY 6. CURVED SURFACE AREA OF A CONE

Objective

To form a cone from a sector of a circle and to find the formula for its curved surface area.

Material Required:

colour sheets, cellotape, glazed papers, sketch pens, white paper, marker.

Procedure

1.Take a colour sheet and Cut out a circle of radius l .

2. Cut out a sector of angle q degrees from the circle

3 Bring together both the radii of the sector to form a cone and paste the ends using a
cellotape and fix it on white paper
5. Slant height of the cone = radius of the circle = l.

6. Radius of the base of the cone = r.

7. Circumference of the base of the cone = Arc length of the sector

8. Curved surface area of the cone

= Area of the sector.

So we have

Curved surface area of the cone = Area of the sector.

Observations & calculations

On actual measurement :

1. For Circle

Let radius of circle = 7/2 cm.

Angle of sector = 90o.

𝜃
Length of arc = 360 2𝜋𝑙 = 11/2 cm

𝜃
Area of sector = 360 πl2 = 77/8 cm2.

2. For cone

Circumference of base of cone = Length of arc of circle

2πr = 11/2

r = 7/8 cm

Slant height of cone = Radius of circle = 7/ cm.

3. Curved surface area of cone

= πrl

= 77/2 cm2.

Result

From the above observation we conclude that CSA of cone = Area of the sector of the circle
from which the cone is formed.

ACTIVITY 7. PROBABILITY

Objective

To determine experimental probability of a head (or a tail) by tossing a coin 1000 times and
compare it with its theoretical probability.

Material Required

A fair coin, pen, sheets of white paper.

Procedure

1. Divide the students of the class in 10 groups I, II, III, ..., X.

2. Each group will toss a coin 100 times and will observe the occurrence of a head.

3. Count the total number of times (frequency) head comes up in each group and denote it
by a1, a2, a3 ,...., a10, respectively. Find the sum of probabilities of getting head for all
students.

4. Count the total number of times (frequency) Tail comes up in each group and denote it by
b1, b2, b3 ,...., b10, respectively. Find the sum of probabilities of getting Tail for all students.

5. Theoretical Probability of getting Head or Tail (E)

Similarly we can find the probability of getting Tail.

Observations & calculations

Group No. of Trials Total number of times a number comes up

No.
HEAD TAIL

I 100 53 47

II 100 52 48

III 100 53 47

IV 100 52 48

V 100 51 49

VI 100 50 50

VII 100 49 51

VIII 100 48 52

IX 100 47 53

X 100 47 53

TOTAL 1000 502 498

Calculations of Experimental Probabilities

Sum of all probabilities of getting Head

= 502/1000 = 1/2 Approximately

Sum of all probabilities of getting Tail

= 498/1000 = 1/2 Approximately

Theoretical Probability

When we toss a coin then probability of getting Head = 1/2

When we toss a coin then probability of getting Tail = 1/2

From these observations we conclude that
Theoretical Probability = Experimental Probability

Result

When we repeat an experiment to a large number of extent then Theoretical probability and
experimental probability becomes equal.