ACTIVITY- 1

LINEAR INEQUALITIES
OBJECTIVE MATERIAL REQUIRED
To verify that the graph of a given Cardboard, thick white paper,
inequality, say 5x + 4y – 40 < 0, of the sketch pen, ruler, adhesive.
form ax + by + c < 0, a, b > 0, c < 0
represents only one of the two half
planes.

METHOD OF CONSTRUCTION
1. Take a cardboard of a convenient size and paste a white paper on it.
2. Draw two perpendicular lines XOX and YOY to represent x-axis and
y-axis, respectively.
3. Draw the graph of the linear equation corresponding to the given linear
inequality.
4. Mark the two half planes as I and II as shown in the Fig.1.

Fig.1

1
DEMONSTRATION

1. Mark some points O(0, 0), A(1, 1), B(3, 2), C(4, 3), D(–1, 1) in half plane I
and points E(4,7), F(8, 4), G(9,5), H(7, 5) in half plane II.
2. (i)Put the coordinates of O(0, 0) in the left hand side of the inequality.
Value of LHS = 5(0) + 4(0) – 40 = – 40 < 0
So, the coordinates of O which lies in half plane I, satisfy the inequality.
(ii) Put the coordinates of the point E(4, 7) in the left hand side of
the inequality.
Value of LHS = 5(4) + 4(7) – 40 = 8 ≮ 0 and hence the coordinates of the
point E which lie in the half plane II does not satisfy the given
inequality.
(iii) Put the coordinates of the point F(8, 4) in the left hand side of the
inequality. Value of LHS = 5(8) + 4(4) – 40 = 16 ≮ 0.
So, the coordinates of the point F which lies in the half plane II do not
satisfy the inequality.
(iv) Put the coordinates of the point C(4, 3) in the left hand side of the
inequality.
Value of LHS = 5(4) + 4(3) – 40 = – 8 < 0
So, the coordinates of C which lies in the half plane I, satisfy the
inequality.
(v) Put the coordinates of the point D(–1, –1) in the left hand side of the
inequality.
Value of LHS = 5(–1) + 4(–1) – 40 = – 49 < 0
So, the coordinates of D which lies in the half plane I, satisfy the
inequality.
(vi) Similarly points A(1, 1), lies in a half plane I satisfy the inequality. The
points G(9, 5) and H(7, 5)lies in half plane II do not satisfy the inequality.

Thus, all points O, A, B, C, satisfying the linear inequality 5x + 4y – 40 < 0

lie only in the half plane I and all the points E, F, G, H which do not satisfy
the linear inequality lie in the half plane II.

Thus, the graph of the given inequality represents only one of the two
corresponding half planes.

Mathematics 2
47
OBSERVATION
1. Coordinates of the point A the given inequality (satisfy/does
not satisfy).
2. Coordinates of G the given inequality.

3. Coordinates of H the given inequality.

4. Coordinates of E are the given inequality.

5. Coordinates of F the given inequality and is in the half plane .
6. The graph of the given inequality is only half plane .

APPLICATION
This activity may be used to identify the NOTE
half plane which provides the solutions
of a given inequality. The activity can also
be performed for the
inequality of the type
ax + by + c > 0.

Mathematics 348
 ACTIVITY- 2
INTRODUCTION TO THREE
DIMENSIONAL GEOMETRY
OBJECTIVE MATERIALREQUIRED
To explain the concept of octants by A piece of plywood, saw, wires,
three mutually perpendicular planes in rulers wooden-board, coloured
space. papers, scissors, cutter, thin sheet of
wood, wires.
METHOD OF CONSTRUCTION
1. Cut out three square sheets each of size 30cm × 30cm from a piece of
plywood and paste chart paper of different colours on both sides of sheets.
2. Fix two sheets in such a way that they intersect orthogonally in the middle
of each other(see Fig.2)
3. Cut the third sheet into two equal rectangles.

Fig.2

4
 4. Insert one rectangle from one side in the middle cutting the two
orthogonally, and the other rectangle from the other side (see Fig.2).The
space is divided into eight parts by these three sheets. Each part is referred
to as an octant.
5. Fix the model on a wooden board.
6. In one of the octants, fix rulers to represent x-axis, y-axis and z-axis.
Extend each of the axis piercing to other sides to represent XX, YYand
ZZ. Mark the point of intersection of XX, YYand ZZas origin O.

DEMONSTRATION
1. Fix a rod perpendicular to xy-plane at a point P(x, y) and parallel to z-axis.
2. Fix a wire joining the origin to the upper tip P(x, y, z) of this perpendicular
rod.
3. The distance of point P on xy-plane with coordinates (x, y) from the origin is

x2 y2 .
4. The distance of Pwith coordinates (x, y, z) in space from the origin is
2
√(√𝑥 2 + 𝑦 2 ) + 𝑧 2 = √𝑥 2 + 𝑦 2 + 𝑧 2

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

5
APPLICATION
1. Model can be used to visualize the position and coordinates of a point in
space.
2. Model can be used to explain the distance of the origin from a point in the
plane or in the space.
3. Model can also be used to explain the concept of a normal to a plane.

Mathematics 82
6
 ACTIVITY- 3
SETS
OBJECTIVE MATERIALREQUIRED
To verify distributive law for three Hardboard, white thick sheets of
given non-empty sets A, B and C, that paper, pencil, colours, scissors,
is,A (B C) = (A B) (A C) adhesive.

METHODOFCONSTRUCTION
1. Cut five rectangular strips from a sheet of paper and paste them on the
hardboard in such a way that three of the rectangles are in horizontal line
and two of the remaining rectangles are also placed horizontally in a line
just below the above three rectangles. Write the symbol U in the left/right
top corner of each rectangle as shown in Fig.3.1, Fig.3.2, Fig.3.3, Fig.3.4
and Fig.3.5.
2. Draw three circles and mark them as A, B and C in each of the five
rectangles as shown in the figures.
3. Colour/shade the portions as shown in the figures.

DEMONSTRATION
1. U denotes the universal set represented by the rectangle in each figure.
2. Circles A, B and C represent the subsets of the universal set U.

Fig.3.1 Fig.3.2 Fig.3.3

Mathematics 783
 Fig.3.4 Fig.3.5
3. In Fig. 3.1, coloured/shaded portion represents B C, coloured portions in
Fig. 3.2 represents A B, Fig. 3.3 represents A C, Fig.3.4 represents
A (B C) and coloured portion in Fig.3.5 represents (A B) (A
C).

OBSERVATION
1. Coloured portion in Fig.3.1, represents .
2. Coloured portion in Fig.3.2, represents .
3. Coloured portion in Fig.3.3, represents .
4. Coloured portion in Fig.3.4, represents .
5. Coloured portion in Fig.3.5, represents .
6. The common coloured portions in Fig.3.4 and Fig.3.5 are .
7. A ∪ ( B ∩ C   ___________ .

Thus, the distributive law is verified.

APPLICATION
Distributive property of set operations is
used in the simplification of problems
NOTE
involving set operations. In the same way, the other
distributive law
A (B C) = (A B) (A C)
Can also be verified.

Mathematics 21
8
 ANSWERS
ACTIVITY – 1
Observation: 1.Satisfy 2. Does not satisfy 3. Does not satisfy 4. Does not satisfy
5. Does not satisfy, II 6. I
ACTIVITY – 2
Observation:1. 8, Octant 2. √𝑥 2 + 𝑦 2 = 41 3. √𝑥 2 + 𝑦 2 + 𝑥 3 = √14 4. Normal
5. Perpendicular
ACTIVITY – 3
Observation: 1. B ∩ C 2. A ∪ B 3. A ∪ C 4. A ∪ (B ∩ C) 5. (A ∪ B) ∩ (A ∪ C)
6. Same 7. (A ∪ B) ∩ (A ∪ C)
ACTIVITY – 4
Observation: 1. (a, 2), (b, 2), (c, 2), Relation, Function
2. (a, 1), (b, 1), (c, 1), Relation
3. (a, 1), (a, 2), (b, 1), (b, 2), (c, 2), Function
4. (b, 1), (c, 2), Function, Relation
ACTIVITY – 5
Observation: 1. 1, 1 2. 1, 𝜋/4, 3. 2, 𝜋/2 4. 1, 0.75 5. 𝜋, 𝜋/2, 2𝜋 6. Above, Below
7. 𝜋/3 8. 2𝜋/3
ACTIVITY – 6
Observation: 1. 1, 4, 6, 4, 1, (a + b)4 2. 1, 6, 15, 20, 15, 6, 1, (a + b)4
3. 1a + 3a b + 3ab + 1b 4.1a5 + 5a4b + 10a3b2 + 10a2b2 + 5ab4 + 1b5
3 2 2 3

5. 1a6 + 6a5b + 15a4b2 + 20a3b3 + 15a2b4 + 6ab5 + 1b6

6. 1a8 + 8a7b + 28a6b2 + 56a5b3 + 70 a4b4 + 56a3b5 + 28a2b6 + 8ab7 + 1b8
7. 1a10 + 10a9b + 45a8b2 + 120a6b4 + 210a5b5 + 252a5b5 + 210a4b6 + 120a3b7
+ 45a2b8 + 10ab9 + 1b10
ACTIVITY – 7
Observation: 1. ―3/4, tan-1(3/4), ―3/4, ―3/4 2. 4/3, 4/3, 4/3
3. ―3/4, tan-1(3/4), ―3/4, ―3/4 4. ―1, ―𝜋/4, ―1
ACTIVITY – 8
Observation: 1. 2 2. 4 3. 8 4. 16
ACTIVITY – 9
Observation: 1. Parallel, Circle 2. Slightly to the axis, Ellipse
3.Generator of the cone, Parabola
4. Parallel, Hyperbola
ACTIVITY – 10
1
Observation: 3(12 + 22 + 32 + 42 + 52) = (5 × 6) [2(5) + 1]
2
1
⇒ (12 + 22 + 32 + 42 + 52) = 6(5 × 6) [2(5) + 1]
1
⇒ 12 + 22 + 32 + 42 + 52 + 62 + 72 = 6[1×(7 + 1)][2(7)+ 1]
1
12 + 22 + 32 + 42 + … + 102 = 6[10 × (10 + 1)][2(10)+ 1]

Mathematics 58
30