01 XII MATHS ACTIVITY

(Based on One-One & Onto Function)

Activity 1(a)

OBJECTIVE MATERIAL REQUIRED

To demonstrate a function which is Cardboard, nails, strings, adhesive
not one-one but is onto. and plastic strips.

METHOD 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 Fig.1a.1. Name the nails on the strip 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 Fig.1a.2. Name the nails on the strip as a and b.
3. Join nails on the left strip to the nails on the right strip as shown in Fig. 1a.3.

Fig 1a.1 Fig 1a.2 Fig 1a.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. 1a.3
OBSERVATION
1. The image of the element 1 of X in Y is __________.
The image of the element 2 of X in Y is __________.
The image of the element 3 of X in Y is __________.
So, Fig. 1a.3 represents a __________ .
2. Every element in X has a _________ image in Y. So, the function is
_________(one-one/not one-one).
Activity 1(b)
OBJECTIVE MATERIAL REQUIRED
To demonstrate a function which is Cardboard, nails, strings, adhesive
one-one but not onto. and plastic strips.

METHOD OF CONSTRUCTION
1. Paste a plastic strip on the left hand side of the cardboard and fix two nails in it
as shown in the Fig. 1b.1. Name the nails as a and b.
2. Paste another strip on the right hand side of the cardboard and fix three
nails on it as shown in the Fig. 1b.2. Name the nails on the right strip as 1,
2 and 3.
3. Join nails on the left strip to the nails on the right strip as shown in the Fig. 1b.3.

Fig 1b.1 Fig 1b.2 Fig 1b.3

DEMONSTRATION
1. Take the set X = {a, b}
2. Take the set Y = {1, 2, 3}.
3. Join elements of X to the elements of Y as shown in Fig. 1b.3.
OBSERVATION
1. The image of the element a of X in Y is ______________.

The image of the element b of X in Y is ______________.

So, the Fig. 1b.3 represents a _____________________.

2. Every element in X has a _________ image in Y. So, the function is
_____________ (one-one/not one-one).
 ACTIVITY SHEET

ANSWER

1(i) ______________________________ 1(ii) ____________________________

1(iii) _____________________________ 1(iv) ____________________________

1(v) _____________________________ 1(vi) ____________________________

1(vii) ____________________________ 1(viii) ___________________________

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02 XII Maths Activity No. 2
(Based on Inverse Trigonometry)

Objective of the Activity

to draw the graph of sin–1x using the graph of sin x and demonstrate the concept of
mirror reflexion (about the line y = x)

Pre-requisite Knowledge
❖ Knowledge about trigonometric functions and inverse trigonometric function and their
properties. Difference between trigonometric and inverse trigonometric functions.

Materials Required
✧ A cardboard of suitable size
✧ White chart papers
✧ Ruler
✧ Coloured pens
✧ Adhesive
✧ Pencil
✧ Eraser
✧ Board pins
✧ Paper pins
✧ Wires

Logical Steps of the Activity

1. Take a cardboard of suitable size and a white sheet paste on it with the help of pins.

2. With the help of wires draw two perpendicular lines XoX‘ and YoY‘, XoX‘ says x-axis and
YoY‘ says y-axis.

3. Now mark some points on y-axis like 1, 1/2, 0, –1/2, –1 etc.

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4. Sketch the graph of inverse trigonometric function y = Sin–1 x with the help of the following
table. This table will help to draw the exact graph of the inverse trigonometric function y =
Sin–1 x.

π π π π
X 0
6 4 3 2
1 1 3
Sin x 0 = .5 = .71 = .81 1
2 2 2

π 
5. Now fix the paper pins to locate the coordinate which is represent the points say P1  , 0.5
6 
 π   π  π 
, p2  , 0.71 , P3  , 0.87  , P4  , 1 as shown in the figure.
4  3  2 
6. Now we will repeat the same process for the other side of the x-axis. Mark the points with
the help of the following table.

π π π π
X − − − −
6 4 3 2
1 1 3
Sin x − = − .5 − = − .71 − = − .87 –1
2 2 2

π π
7. With the help of paper pins we represent the points say P11  − , − .5 , P21  − , − .71 ,
 6   4 
 π   π 
P31  − , − .87  , P41  − , − 1 and fix a paper pin at point O which represents the origin of
 3   2 
the graph.

8. Join the pins with the help of wires on both the sides of x-axis. Here we have a curve which
π π
is a graph of Sin x from − to . Now plot the points (1, 1) (2, 2) (3, 3) (4, 4) ..... etc. on the
2 2
cartesian plane to draw the graph of line y = x.

9. From the marked point P1, P2, P3 and P4 draw perpendiculars on the line y = x and construct
lines such that length of perpendicular on both the sides of the line y = x are equal. Mark
these points as Q1, Q2, Q3, Q4 and fix the paper pin on them.

10. Repeat the same process on the other side of x-axis and fix the paper pins on the points Q11,
Q21, Q31, Q41.

11. Now join the pins on both the sides of the line y = x by a wire tightly to obtain the graph of
y = sin–1x.

12. Now place a mirror on the line y = x. The mirror image of the graph of y = sin x represents
the graph of y = sin–1x which shows that sin–1x is a reflexion of sin x about the line y = x.

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Observation
1. We observe that the image of point P1 in the mirror (through the line y = x) is Q1.
2. The image of point P2 in the mirror (through the line y = x) is Q2.
3. The image of point P3 in the mirror (through the line y = x) is Q3.
4. The image of point P4 in the mirror (through the line y = x) is Q4.
5. The image of point P11 in the mirror (through the line y = x) is Q11.
6. The image of point P21 in the mirror (through the line y = x) is Q21.
7. The image of point P31 in the mirror (through the line y = x) is Q31.
8. The image of point P41 in the mirror (through the line y = x) is Q41.

Result
From the above discussion the mirror image of the graph of y = sin x about the line y = x is the
graph of y = sin–1x and mirror image of y = sin–1x through y = x is the graph of sin x.

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03 XII Maths Activity No. 3
(Continuity of a function)

Objective of the Activity

To find analytically the limit of a given function f(x) at given point x = c and also check
the continuity of the given function at that point.

Pre-requisite Knowledge
❖ Knowledge of the concepts of limit and continuity of a function at given point.

Materials Required
✧ A drawing board
✧ A white paper sheet
✧ Board pins, pencil and calculator

Logical Steps of the Activity

 x2 − 9

1. Let the given function be f(x)  x − 3 if x ≠ 3
 6 if x = 3

2. Take some points or value of x on left side of 3, very close to 4 and find the value of f(x)

x 2 − 9 ( x + 3) ( x − 3)
⇒ f ( x) = = = x + 3 ⇒ ( x ≠ 3)
x−3 ( x − 3)
3. Find the corresponding values of f(x) for given values of x with the help of calculator.

4. The values of x and f(x) may be tabulated as below:

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 5.999999 5.9999999

5. Now take some values of x or points on the right side of (x = 3) which are very close to c.

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 6. Find the corresponding values of f(x) for the given value of x with the help of calculator.

7. The value of f(x) are tabulated as below:

x 3.1 3.01 3.001 3.0001 3.00001 3.000001 3.0000001

f(x) 6.1 6.01 6.001 6.0001 6.00001 6.000001 6.0000001

Observations
1. The values of f(x) is approaching to 6 when x → 3 from the left.

2. The values of f(x) is approaching to 6 when x → 3 from the right.

3. So we can say lim f ( x ) = 6 ( L.H .L.) and lim f ( x ) = 6 ( R.H .L.) L.H.L. → stands for
x → 3− x → 3+ Left Hand Limit
4. Therefore lim f ( x ) = 6 , f(3) = 6 R.H.L. → stands for
x→3 Right Hand Limit
 f ( x) Value of the function
Thus lim f ( x ) = f (3) 
x→3 at given point.
Since lim f ( x ) = lim f ( x ) = f (3) = 6 {L.H.L. = R.H.L., f(x)}
x → 3− x → 3+
So the given function is continuous function at x = 3.

Result
With the help of above activity, we conclude the limit of a function f(x) at given point c analytically
and checked whether the function is continuous or not.

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04 XII Maths Activity No. 4

(Based on Increasing & Decreasing Function)

Objective of the Activity

to understand the concepts of decreasing and increasing functions.

Materials Required
✧ Piece of plywood of suitable size
✧ Piece of wire of different lengths
✧ White paper sheet
✧ Adhesive
✧ Geometry box
✧ Trigonometric tables

Logical Steps of the Activity

1. Take a piece of plywood of a convenient size and paste a white paper on it.

2. Take two wires of convenient size. With the help of wires draw two perpendicular lines
XOX‘ and YOY‘ which will bisect perpendicularly at point O. Now XOX‘ will represent
x-axis and YOY‘ represent y-axis.

3. Take two more pieces of wire of suitable lengths and make its shape of curves representing
two functions and fix them on the paper sheet as shown in the figure.

4. Take two or three wires of suitable lengths for the tangents to the curves at different points
on the curves.

5. Take the straight wire and place it on the curve in (L.H.S.) such that it is tangent to the
curve at the point say A1 and making an angle Q1 with x-axis in the positive direction.

6. Take another two points say A2 and A3 on the same curve and make tangents using the
same wire at A2 and A3 making angles Q2 and Q3 respectively with x-axis in the positive
direction.

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 7. Now take three points B1, B2 and B2 on the curve (R.H.S.) and using another wires forms
tangents to each of these points which makes angles f1, f2, f3 respectively with x-axis in the
positive direction.

Observations
1. With the above figure we have Q1 = 110º is an obtuse angle so tan Q1 is –ve.

2. Again we Sec. Q2 = 120 and Q3 = 125º are obtuse angles and therefore shapes of the tangents
tan Q2 and tan Q3 both are –ve.

3. tan Q1 = tan 110 = − 5.6712 


tan Q2 = tan 120 = − 2.7474 These are − ve values
tan Q3 = tan 125 = − 1 

4. Thus we can say that the given function in (L.H.S) is a decreasing function.

5. In R.H.S. on measuring f1, f2 and f3 the angles which makes by the tangents are f3 = 65º,
f3 = 75º, f1 = 0º.

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 ⇒ tan B1 = tan 80° = + 5.6112
tan B2 = tan 75° =  These are +ve values
tan B3 = tan 65° = 

Thus we can say that the given function in (R.H.S.) is a increasing function.

Result
From the above activity it is verified that a function f(x) is increasing when f‘(x) ≥ 0 and decreasing
when f‘(x) ≤ 0 (where X ∈ domain of f)

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05 XII Maths Activity No. 5
(Based on Application of Derivatives)

Objective of the Activity

To find the time when the area of a rectangle of given dimensions become maximum
if the length is decreasing and breadth is increasing at given rates.

Pre-requisite Knowledge
❖ Knowledge of rectangles and the area of rectangles.

Materials Required
✧ Card board
✧ Chart paper of white colours
✧ Cutter
✧ Glue Sticks
✧ Scale

Logical Steps of Activity

1. We take a rectangle R1 of dimentions 18 cm × 9 cm.

2. Let the length of the rectangle is decreasing at the rate of 1 cm/sec. and breadth is increasing
at the rate of 2 cm/sec.

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3. Now we cut other rectangles R2, R3, R4, R5, R6, R7, R8, R9, of the dimensions 17 cm × 11 cm,
16 cm × 13 cm, 15 cm × 15 cm, 14 cm × 17 cm, 13 cm × 19 cm, 12 cm × 21 cm, 11 cm × 23 cm,
10 cm × 25 cm respectively as shown in the figure.
4. Now fix these rectangle on the white sheet and then card board.

Page 13
Observation
1. Here we observe that the length of the rectangle is decreasing at the rate of 1 cm/sec. and
breadth is increasing at the rate of 2 cm/sec.
2. Area of Rectangle R1 = 18 cm × 9 cm = 162 cm2
3. Area of Rectangle R2 = 17 cm × 11 cm = 187 cm2
4. Area of Rectangle R3 = 16 cm × 13 cm = 208 cm2
5. Area of Rectangle R4 = 15 cm × 15 cm = 225 cm2
6. Area of Rectangle R5 = 14 cm × 17 cm = 238 cm2
7. Area of Rectangle R6 = 13 cm × 19 cm = 247 cm2
8. Area of Rectangle R7 = 12 cm × 21 cm = 252 cm2
9. Area of Rectangle R8 = 11 cm × 23 cm = 253 cm2
10. Area of Rectangle R9 = 10 cm × 25 cm = 250 cm2
12. Now we observe that the area of rectangle is maximum after 8 seconds. It is 253 cm2.
13. Hence the maximum area of rectangle is 253 cm2.

Result
From the above activity we conclude that the time when the area of rectangle of given dimensions
becomes maximum if the length is decreasing and breadth is increasing at the given rates.

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 CLASS XII MATHEMATICS ACTIVITIES NO. 6-10

XII Maths Activity No. 6 (Area Under Curve)

Objective of the Activity

To evaluate the definite integral as the limit of a sum and verify it by actual
integration.

Pre-requisite Knowledge
❖ Knowledge of integration and geometrical concepts related with area of plane geometrical
figures.

Materials Required
✧ A card board of suitable size
✧ White chart paper
✧ Graph paper
✧ Pencil
✧ Scale

Logical Steps of the Activity

1. Take a cardboard of suitable size and paste a white paper on it.

2. Draw two line which is bisected perpendicularly at point o. The horizontal line XoX‘ is
called x-axis and vertical line YoY‘ is called y-axis.

3. Now draw a quadrant of a circle with centre at origin o and radius is 1 unit which is shown
in the fig. This curve in the 1st quadrant represents the graph of the function 1 − x 2 in the
closed interval [0, 1].

4. Let origin o be denoted by Mo and the points where the curve meets the x-axis and y-axis
be denoted by M10 and N0 respectively.

5. Divide M0M10 into 10 equal parts with the help of point of division as M1, M2, M3 .... Mg.

Page 1
 6. With the help of each points M1, M2, M3 .... Mg draw perpendicular on the x-axis to meet the
curve at the points N1, N2, N3 .... Ng measure the lengths of M0N0, M1N1, M2N2, ...... MgNg
and call them as y0, y1, y2, y3, ..... yg whereas width of each part M0M1 = M1M2 = M2M3 =
M3M4 = M4M5 = M5M6 = M6M7 = M7M8 = M8M9 = M9M10 = 0.1 unit.

Observation
1. We observe that y0 = M0N0 = 1 unit.

y1 = M1N1 = .99 units.

y2 = M2N2 = .97 units.

y3 = M3N3 = .95 units.

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 y4 = M4N4 = .92 units.
y5 = M5N5 = .87 units.
y6 = M6N6 = .80 units.
y7 = M7N7 = .71 units.
y8 = M8N8 = .6 units.
y9 = M9N9 = .43 units.
y10 = M10N10 = which is very small and assumed to be zero.

2. Now area of the quadrant of the circle

= area bounded by the curve and two axis
= sum of the areas of 10 trapeziums

1
= × (.1) × [1 + .99] + [.99 + .97] + [.97 + .95] + [.95 + .92] + [.92 + .87] + [.87 + .8]
2
+ [.8 + .71] + [.71 + .6] + [.6 + .43] + (.43)]
= .1 × [.5 + .99 + .97 + .95 + .92 + .87 + .80 + .71 + .60 + .43]
= .1 × 7.74 = 0.774 sq units (Approximately)
1
x 1 
3. Now by integration we have 1
∫0
2
1 − x dx =  1 − x 2 + sin −1 x 
2 2 0
1 π π 3.14
= × = = = 0.785 sq. units (Approx.)
2 2 4 4

4. The area of the quadrant as a limit of sum is nearly the same as the area obtained by actual
integration.

Result

From the above discussion we see that the definite integration ∫ab 1 − x 2 dx can be evaluated as
the limit of a sum.

Application

This activity is helpful to evaluate the area of bounded curves.

Page 3
 XII Maths Activity No. 7 (Vectors)

Objective of the Activity

to verify that angle in the semi circle is a right angle using vector method.

Pre-requisite Knowledge
❖ Knowledge about a circle and its properties, knowledge about vectors.

Materials Required
✧ Card board of suitable size
✧ White chart paper
✧ Pins
✧ Thread
✧ Glue stick
✧ Paper arrow heads etc.

Logical Steps of the Activity

1. Take a card board of suitable size and a white sheet paste on it.
2. Draw a circle on this chart paper of radius 5 cm with the centre O.
3. Draw a diameter AB of this circle.
4. Take any point P on the circumference of this circle as shown in the figure.
5. Now fix the nails/pins at O, A, B and P.
6. Join OA, OB, OP, AP, BP using thread, stick arrow heads on threads along OA, OB, OP,AP,
BP as shown in the figure. Arrow heads show that OA, OB, OP, AP, BP are vectors.
7. Now take another cardboard sheet of suitable dimensions and repeat steps 1, 2 and 3 which
are given above.

8. Take any two points Q and R on the circumference of the circle as shown in the figure.

Page 4
 9. Fix nails/pins at O, A, B, Q and R.

10. Now join OA, OB, OQ, OR, AQ, AR, BQ, BR using threads. Stick arrow heads on the threads
along OA, OB, OQ, OR, AQ, AR, BQ, BR as shown in the figure. These arrow heads are
representing vectors.

Observation
1. From the above figure, we have

case i case ii
In D OAQ In D OBQ In D OBR In D AOR
           
⇒ OA + AQ = OQ ⇒ OB + BQ = OQ ⇒ OB + BR = OR ⇒ OA + AR = OR
          
⇒ −r + AQ = Q ⇒ r + BQ = Q ⇒ −r + BR = A ⇒ r + AR = t
           
⇒ AQ = q + r ⇒ BQ = q − r ⇒ BR = t − r ⇒ AR = t + r

Page 5
 2. With the help of Case I

In D OAQ

( )( )
     
AQ ⋅ BQ = q + r q − r
 
∵ q = r = radius of the circle 
   2  2
⇒ AQ ⋅ BQ = q − r = 0  
 
AQ ⊥ BQ ⇒ ∠AQB = 90°

Verification by actual measurement:

  
Measure AQ ⋅ BQ and AB
  
⇒ AQ = ______ cm BQ = ______ cm and AB = ______ cm
 2  2  2
Now verify AQ + BQ = AB

Hence ∠ AQB = 90° [By Pythagorous theorem]

3. From Case II in D OBR

( ) ( )
     
BR ⋅ AR = t − r − t + r
  2 2
BR ⋅ AR = t 2 − r = 0
 
BR ⊥ AR
 
∠ ARB = 90° ∵ t = r = radius of the circle 
 

Verification by Actual measurement:

  
AR = ____ cm BR = ____ cm and AB = ____ cm
 2  2  2
Ar + BR = AB

Hence ∠ ARB = 90° [by Pythagorus theorem]

Result
With the help of above activity we conclude that the angle in a semi circle is always a right angle.

Application

This activity is helpful to find the angle between two vectors.

Page 6
 XII Maths Activity No. 8 (Vectors)

Objective of the Activity

to verify geometrically that

Pre-requisite Knowledge
❖ Knowledge of vector algebra, addition of vectors, vector product or cross product of two
vectors.

Materials Required
✧ Card board of suitable size
✧ White paper sheet
✧ Cutter
✧ Sketch pen
✧ Cello tape
✧ Scale

Logical Steps of the Activity

1. Take a card board of suitable size and paste a white paper on it.

2. Draw a line segment OA = 7 cm which is representing c .
  
3. Draw a line segment OB = 5 cm which is representing a such that ∠AOB = 60°. Let OB = a.
 
4. Draw line segment BC = 3 cm representing b and making an angle of 30º with OA.

5. Draw BM ^ OA, CL ^ OA and BN ^ CL.

6. Now complete the parallelogram OAQB, OAPC, and BQPC.

Page 7
Observations
   
1. We know that c × a = c a sin α ∵ α = 60°

= OA × BM

= Area of parallelogram OAQB.

   
2. c × b = c ⋅ b sin α

= OA × CN

= BQ × CN
= Area of parallelogram BQPC
   
3. OB = a and BC = b
    
∴ in ∆OBC , OC = OB + BC = a + b
and ∠ COA = d

( )
     
4. C × a × b = c a × b sin d

= OA × OC sin d = OA × CL
= Area of parallelogrram OAPC

5. Area of parallelogram OAPC = (OA) (CL)

= OA × (LN + NC)
= OA (BM + MC)
= (OA) (BM) + (OA) (NC)
= Area of parallelogram OAQB
+ area of parallelogram BQPC

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       
∴ ( )
c× a+b = c×a + c×b

      
6. ( )
c × a + b , c × a and c × b are perpendicular to the same plane.
      
∴ ( )
c × a + b = c × a + c × b (Condition of co-planarity)

Result
  
From the above activity we conclude that it is verified that for any three vectors a, b and c we
      
( )
have c × a + b = c × a + c × b.

Application

This activity is helpful to understand the concept of distributive property of vectors.

Page 9
 XII Maths Activity No. 9 (3D Geometry)

Objective of the Activity

to measure the shortest distance between two skew lines and verify by analytically.

Pre-requisite Knowledge
❖ Knowledge about various forms of equation of lines, skew lines. Knowledge about the
formula of distance (shortest) between two skew lines.

Materials Required
✧ Thick card board sheets
✧ White chart paper
✧ Four wooden blocks of suitable dimensions
✧ Threads
✧ Glue sticks etc.

Logical Steps of the Activity

1. Take a card board sheet of suitable size and paste a white sheet on it and after that paste a
graph paper on it.

2. Draw two lines XOX‘ and YOY‘ which is bisected perpendicularly at point O. The point O
represent the origin and XOX‘ is called x-axis and YOY‘ is called y-axis. On these axis take
1 cm = 1 unit and label them as shown in the figure.

3. Mark the points P(3, 3), Q(11, 3), R(6, 11), S(14, 13) on the graph paper.

4. Label the four wooden blocks as a, b, c and d.

5. Now fix the wooden blocks labeled a, b, c and d at point P(3, 3), Q(11, 3), R(6, 11) and S(14,
13) respectively such that their base centers fall exactly at these points.

6. Using adhesive/glue sticks fix a piece of thread joining points A and D where A and D are
the contents of the tops of blocks a and d respectively.

Page 10
7. Similarly fix a piece of thread joining points B and C where B and C are the centers of the
blocks b and c respectively.

Page 11
 8. Take a thread and join it perpendicularly with the lines AD and BC and measure the actual
distance.

9. Place a set square such that its side forming the right angle is along the thread BC.

10. Move the set square along AD till its other side forming the right angle touches the other
piece of thread.

11. Measure the distance between the two threads in this position to get the required shortest
distance between AD and BC.

Observations
1. Here the threads joining AD and BC represents two skew lines.

x − x1 y − y1 z − z1
2. Equation of line joining two points (x1, y1, z1) and (x2, y2, z2) is = = .
x2 − x1 y2 − y1 z2 − z1
3. Now equation of line joining A(3, 3,1) and D(14, 13, 2) is given by

x−3 y −3 z−1
= =
14 − 3 13 − 3 2 − 1
x −3 y −3 z−1
or = = ... (1)
11 10 1
and equation of line joining B(11, 3, 1) and C(6, 11, 0) is given by

x − 11 y − 3 z − 0 x − 11 y − 3 z
= = or = = ... (2)
6 − 11 11 − 3 0 − 1 −5 8 −1
4. Now we know that the shortest distance (d) between two skew lines
x − x1 y − y1 z − z1 x − x2 y − y2 z − z2
= = and = = is given by
a1 b1 c1 a2 b2 c2

x2 − x1 y2 − y1 z2 − z1
a1 b1 c1
d= a2 b2 c2

( a1b2 − a2b1 )2 + (b1c2 − b2c1 )2 + (c1a2 − a1c2 )2

So the shortest distance d between the lines (i) and (ii) is given by

11 − 3 3 − 3 0 − 1
11 10 1
d= −5 8 −1
(88 + 50)2 + ( −10 − 8)2 + ( −11 + 5)2

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 8 0 −1
11 10 1 8 ( −18 ) − 0 + 1 ( 88 + 50 )
d= =
−5 8 −1 19044 + 324 + 36
2 2 2
(138 ) + 18 + 6

−144 + 138 −6
d= =
19404 139.29

6
or ⇒ d = .04 cm
139.29
5. On actual measurement the shortest distance between two skew lines = 0.6 cm

6. From point (4) & (5) we observe that the shortest distance between Skew lines AD and
BC by actual measurement is approximately equal to the shortest distance obtained by
analytical method.

Result
From the above activity we conclude that the shortest distance between two Skew lines obtained
by actual measurement and obtained by analytical method is coming equal.

Application

This activity is helpful to explain the concept of Skew lines and shortest distance between
two Skew lines.

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 XII Maths Activity No.10 (Probability)

Objective of the Activity

to explain the computation of conditional probabilities of a given event a when event
b has already occurred through an example of throwing a pair of dice.

Pre-requisite Knowledge
❖ Knowledge about probability, knowledge about random experiment, sample space, event,
equally likely events etc., conditional probability.

Materials Required
✧ Card board sheet
✧ Squared sheet
✧ White chart
✧ Glue sticks etc.

Logical Steps of the Activity

1. Take a card board of suitable size and paste a white sheet on it and paste a squared paper
on it which has 36 square as shown in the figure.

2. Write all possible out comes obtained

by throwing two dice on the squared (1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6)
paper i.e. and write all the following
outcomes on the squared paper as (2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6)
shown in the figure.
(3, 1) (3, 2) (3, 3) (3, 4) (3, 5) (3, 6)
(1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (1, 6), (2,
1), (2, 2), (2, 3), (2, 4), (2, 5), (2, 6), (3, 1), (4, 1) (4, 2) (4, 3) (4, 4) (4, 5) (4, 6)
(3, 2), (3, 3), (3, 4), (3, 5), (3, 6), (4, 1), (4,
2), (4, 3), (4, 4), (4, 5), (4, 6), (5, 1), (5, 2), (5, 1) (5, 2) (5, 3) (5, 4) (5, 5) (5, 6)
(5, 3), (5, 4), (5, 5), (5, 6), (6, 1), (6, 2), (6,
3), (6, 4), (6, 5), (6, 6) (6, 1) (6, 2) (6, 3) (6, 4) (6, 5) (6, 6)

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Observation
case i: To find the conditional probability of an event E when F has already occurred where E is
the event a number 3 appears on both the dice and F is the event 3 has already appeared on one
 E
of the dice. Here we have to find the conditional probability P   .
 F
1. From the above figure

Favourable out comes of E is (3, 3)

E = {3, 3} i.e, n(E) = 1

Favourable outcomes of F are

F = {(1, 3) (2, 3) (3, 3) (4, 3) (5, 3) (6, 3) (3, 1) (3, 2) (3, 4) (3, 5) (3, 6)}

No. of favourable outcomes of F i.e., n(B) = 11

Now the common outcomes of E and F is {3, 3}

Now no. of favourable outcomes of ( E ∩ F ) = n(1)

P (E ∩ F ) 1
Conditional probability P   =
E
=
 F P( F ) 11
alternate method:

 E  P (E ∩ F )
P  =
 F P (F)
Total no. of outcomes in a single throw of two dice = 36

 n(S) = 36 and n(F) = 11

n( F ) 11
P( F ) = =
n(S) 36
n(E ∩ F ) = 1
1
P(E ∩ F ) =
36
1
 E  P ( E ∩ F ) 36 1
So P   = = =
 F P( F ) 11 11
36

case ii: To find the conditional probability of an event E when F has already occurred, where
E be the event getting the sum 8 and F is the event a doublet has already occured. Here also we
 E
have to find P   .
 F

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 2. From the figure

Favourable outcomes of E are (3, 5) (4, 4) (5, 3) ⇒ {( 3, 5) ( 4, 4)( 5, 3)}

No. of outcomes of (E) = n(E) = 3

Favourable outcomes of F are (1, 1) (2, 2) (3, 3) (4, 4) (5, 5) (6, 6)

F = {(1, 1) (2, 2) (3, 3) (4, 4) (5, 5) (6, 6)}

No. of outcomes in F i.e. n(F) = 6

Common outcomes of E and F is {4, 4}

No. of outcomes in ( E ∩ F ) i.e. n ( E ∩ F ) = 1

 E  P (E ∩ F ) 1
Hence P   = =
 F P (F) 6
alternative method

 E  P (E ∩ F )
We know that P   =
 F P (F)
n(S) = 36, n(E) = 3, n(F) = 6, n ( E ∩ F ) = 1

n( F ) 6 1
P (F) = = =
n(S) 36 6
n (E ∩ F ) 1
P (E ∩ F ) = =
n(S) 36
1
 E  P (E ∩ F ) 36 1
So P  = = =
 F P( F ) 1 6
6

Result
From the above activity we conclude that this activity explains how to calculate the conditional
probability of an event when another event has already occurred.

Application

This activity is helpful to clear the concept of Baye’s Theorem.

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