Suggested Activity 1 One-One and Onto Functioon

Objective
a function which is one-one and onto.
To demonstrate

Method of Construction
1. Take two functions A = {1, 2, 3) and B - (a, b, d as shown in figure.
Material Required
2. Take three points on left hand side of the white paper
sheet and name
A drawing board
them as 1, 2, 3. It represents set A.
Awhite paper sheet
3. Take three points on the right hand side of the white paper sheet and Board pins, pencil and
name them a s a, b, c. It represents set
B. Scale
4. Join point 1 of set A to point a of set B, point
2 of set A to point b of
set B and point 3 of set A to point c of set B.
join

Demonstration, Observation and Conclusion

2
1. We observe from figure that:
set B a s its image.
Element 1 of set A has element a of
B a s its image.
Element 2 of set A has element b of set Set A Set B
B a s its image.
set
Element 3 of setA has element cof Functionnf
set A has o n e image
in set B.
It shows that each element of
conclude that the function
is o n e - o n e .
From this observation, we
that:
2. From the figure, w e observe b
1 in set A.
Element a of set B has its pre-image
Element b of set B has its pre-image
2 in set A. 3
3 in set A. Set A Set B
Element cof set B has its pre-image
each element of set B has a pre-image
This observation shows that
in set A. conclude that the function is onto.
observation we
and
{(1, a), (2, b), (3, c)} is
demonstration one-one
From the above {a, b, c defined a s
to set B
=

function from set A ={1, 2, 3)

Hence, the
and onto.

Application whether a given function is one-one and onto or not.

This
aetivity can be used to verify

Viva Voce
image
has one and only one
well as onto.
which is one-one as e l e m e n t of set A
Define function when each
called one-one
of set B has a pre-image in set A.
a n c t i o n from set
A to set B is each e l e m e n t
called onto when
a n d the function is
B onto.
d)} is one-one
G v e an example of a set which is
one-one and
b, c, d defined a s {(1, a), (2, b), (3, c), (4,element of set
B {a, also onto because each
=

set A
= 3, 4} to set
{1, 2, B and it is
unction from has one image in
set
each element of set A
D use
Bhas a pre-image in set A.
invertible function. and o n t o is invertible function.
Can you define an
which is one-one

function
function: A
*Dle

7
 Suggested Activity 2 Neither One-One Nor Onto Function

Objective
function which is neither one-one nor onto.
To demonstrate a

Method of Construction
B {a, b, c. These sets A and B has
1. Take two sets A
=
{1, 2, 3} and Material Required
been represented by points in the figure. A drawing board
a, b,
points on left-hand side and
name as
2. Again take set A as three A white paper sheet
them
points on right-hand side and
name
c and take set B as three Board pins, pencil and
as a, b, C. scale
of set B.
3. Join the point named as of set A to the point named as a

of set B.
Join the point named as 2 of set A to the point named as a

cof set B.
Join the point named as 3 of set A to the point named as

Demonstration, Obsenvation and Conclusion

demonstrates that:
1. The above construction
Element l of the set A has
element a of the set B as its image.
Set B
element a of the set B as its image. Set A
Element 2 of the set A has
element cof the set B as its image. Function f
Element 3 of the set A has
same image a in the
1 and 2 of set A has the
So, the two elements
set B.
b
Hence, the function is
not one-one.
in the set A
has two pre-images 1 and 2
2. Element a of the set B
2 in the set A.
Element cof the set B has a pre-image Set B
Set A
set B has no pre-image
in set A. Hence, the function
Element bof the
1s not onto.
that the function from set
A =
{1, 2, 3
and demonstration we conclude
construction
From the above neither o n e - o n e nor onto.
to set B =
{a, b, c defined as {(1, a), (2, a), (3, c)} is

Application function is neither one-one nor onto or not.

This activity can be used to verify whether the given

Viva Voce
one-one nor onto.
1. Define function which is neither set Anas
one or more element of
a
o n e - o n e nor onto if
A function from set A to set B is called neither
Ans. in set A.
elements of set do not have pre-image
same image in set B and one or more

2. Give an which is neither one-one nor onto.

example
{a, b, c, d defined
as{(1, a), (2, b), (3, b), (4, c} is neitn
Ans. A function from set A {1, 2, 3, 4; to set B
=
=

3 of set A has same image b in set B and element d or s

one-one nor onto because two elements 2,
B has no pre-image in set A.

13 Examnlar Activities in Mathematics-12

 cgested Activity 3 Differentiability of a Function
Suggested Act

at a Point

Objective
To verify that for a nction fto be continuous at given point.Xo, Ay If%+Ax)-f(x)| is arbitrarily small
AX is sutticiently small.
provided
Method of Construction
1. Paste a white sheet on the hardboard
Material Required
2. Draw the curve of the given continuous function as represented in
Hardboard, white sheets,
the figure. pencil, scale, calculator,
3. Take any point A (Xo, O) on the positive side of x-axis and corresponding adhesive.
to this point, mark the point P (Xo» Uo) on the curve.

AAX N4AY2 N
Ay1
T

X
X' (o-Ax) M Xo M,KotAx)M,(Ko+Ax2)M,(MotAx,)
-AX3
-AX2
AX1

Demonstration where Ax is a n increment in x.

to the right ot A,
.Takeone more point M, (xo Ax, 0) the curve at N. Let the coordinates of N, be (%+ Ax, yot Ay).
+

meet
2.
Draw the perpendicular from M, to at T1.
a perpendicular from the point
P (Xo» yo) to meet N,M,
Draw N,T, Ay1 and record it.=

record it and also

measure
(say) and
NOW measure AM, Ax,
=

to get another point M2 (Xo Ax2, 0). Get the corresponding

+

the increment in xto Ax (i.e., Ax Ax)

<
Nce
point N2 on the curve.
intersects N,M2 at 12
Let the perpendicular PT,
g a i n measure AM, = Ax, and record it.
Measure N,T, = Ay2 and record it.
so that Ax becomes
smaller and smaller.
eat the above steps for some more points

Observation
. Corresponding increment in y
S.No. Value of increment in xo
Ay 0.7 cm
Ax=5 cm AU2-0.4 cm
A x =3 cm
Ay-0.2cm
A x 3 -l cm
Ay-0.1 cm
4. A x | =0 . 5 cm 1Ays 0 . 0 5 cm

5. Axs=0.2 cm

21
Exemplar Activit
 A y s =0.01 cm
6. Axg =0.1 cm Ay7=0 cm
7. Axy= 0.05 cm
Axg 0.03 cm
Ays=0 cm
8.
Axg=0.01 cm Ay9=0cm
9.
smaller.
2. So Ay becomes O when Ax becomes
function.
3. Thus lim Ay= 0 for a continuous
Ax 0

Application point on the

is in explaining the concept of derivative (left hand or right hand) at any
This activity helpful
function.
urve corresponding to a

O00
 Uggested Activity 4 Finding Maxima and Minima
Suggested

Objective
n d the time when the area of a rectangle of given dimensions become maximum if the length is decreasing
is increasing at given rates.
and breadth
Method of Construction
1, Take a rectangular piece of chart paper R, of dimensions 16 cm x 8 cm.
Material Required
2. Assume that length of the rectangle is decreasing at the rate of
1 0 sheets or chart paper
1 cm/sec and the breadth is increasing at the rate of 2 cm/sec.
Scissors, scale, pencil,
3. Take other rectangles R2, R3, R4, Rg, Ro, R7, Rg and R, of dimensions eraser and card board.
15 cm x 10 cm, 14 cm x 12 cm, 13 cm x 14 cm, 12 cm x 16 cm,
11 cm x 18 cm, 10 cm x 20 cm, 9 cm x 22 cm and 8 cm x 24 cm.

4. Paste these rectangle on the card board and find their areas.

R R2 N
R3 RA
16 cm
15 cm
14 cm
13 cm

Rs Rs R Ra Ro

12 cm
11 cm
10cm
9 cm
8 cm

Demonstration
1. Rectangle R, has the dimensions 16 cm x 8 cm and its length is decreasing at the rate of 1 cem/sec
Rec
breadth is at the rate of 2 cm/secC.
2 d( Area of the increasing
tangle R, = 16 cm x 8 cm = 128 cm.
the rectangle R 15 cm x 10 cm 150 cm
a ot
=

fia
Area of the rectangle R,= 14 c m x 12 c m = 168 c m

o Area of the rectangle R, = 13 cm x 14 cm = 182 cm.

A
ca of the rectangle Rs=12 cm x 16 cm= 192 cm
Area of the rectangle R, = 11 cm x 18 cm= 198 cm.
vi A 10 cm x 20 c m - 200 cm
rectangle R,=
(viin AArea Othe rectangle 22 cm= 198 cm.
a or the
(i Area R =9 cmx
192 cm.
Orof the
t
rectangle Ro= 8 cm x 24 cm-

Observation
1.
Area
2. Area of the rectanngle R2 (after 1 sec) 150 cm.
3. Ar the rectangle R (after 2 sec) 168 cm.
h e rectangle R (after 3 sec) - 182 cm".
 4. Area of the rectangle Rs (after 4 sec) 192 cm.
5. Area of the rectangle Rg (after 5 sec) 198 cm
6. Area of the rectangle R7 (after 6 sec) = 200 c m > maximum area
7. Area of the rectangle R (after 7 sec) 198 cm.
8. Area of the rectangle R, (after 8
sec) 192 cm
Rectangle of maximum area (after 6 sec) 200 cm.
Area of the rectangle is
maximum after 6 sec.
Maximum area of the
rectangle is 200 cm. This can be verified using theoretical description given
in notes.

Application
This activity can be
used in
explaining the concept of rate of change and optimisations of a function.

1. Where can
Viva Voce
you use this activity?
Ans. This activity can be used in finding out after what time
breadth are changing at given rate, will be maximum orthe areas of different figures whose length an
2. Have

we used here concept of absolute maxima or minimum.

Ans. No, we
have not used here
absolute minima?
of local maxima concept of absolute maxima or absolute minima. Here we have used
or local minima. con
Notes
Let the length and
breadth of the
rectangular sheet be l and b (fixed).
Then the length of the rectangle after t sec
Area of
rectangle after t sec. (p- t) cm. The breadth
=

of the rectangle after t sec (b+ 29*

cm

A (1-) (b+ 2t) cm2

A lb +2tl- bt -2
dA
dt 0+21- b- 4t
For maximum or
minimum value of A, solve dA
0
dt
21-b-4t 0
t2-b
In our activity

1-16 cm and b 8 em
The area of
the
t2X16-8 32-8
rectangle is maximum 4
after 6
6sec.
sec,
 Suggested
ted Activity 5 Verification of Maxima and Minima

veri that amongst all the rectangles of the same perimeter, the square has a maximum area.

Method of Construction
1 .Take the drawing board and fix the white paper sheet with the help
of board pins on it. Material Required
2. Take perimeter of the rectangle - 48 cm and draw the rectangles on
A drawing board
white paper sheet in such a way that perimeter of rectangles is 48
A white paper sheet
cm and different leengths and breadths.
Scale, pencil and board
3.Cut all the rectangles of following dimensions: pins
8cm
4.P -48 cm, 1, 16 cn, b, 8 cm
= 128 cm.
A, 4 = -
bj -
16 cm
5. P- 48 cm, h =
15 cm, b =
9 cm Az h b2 =15 cm 9 cm 135 cm.
Ag h ba = 14 c n 1 0 cm = 1 4 0 cm
6. P 48 cm, 14 cm, b3 =
10 cm
As = 4 b = 13 cm 11 cm = 143 cm
7.P 48 cm, 4 =
13 cm, b, =11 cm

s bs 12 12 cm =
144 cm.
8. P 48 cm, 11
=

= 12 cm, b5 =
12 crm As = =
crm

13 AG 1, x
b, =
11 cm 13 cm =
143 crn.
9. P= 48 cm, = 11 cm, bg
=
=
cm

14 A7 y b, =
10 cn x 14 cn =
140 cm.
10.P 48 cm, , 10 cm, by
=
= = =
cm

P 4 8 crm P 4 8 cm P 48 cm P= 48 cmn

Ry R2 Rg R
A, = 128 cm Az = 135cm Ag 140 cm Ag 143 cm
16 cm 15 cm 14 cm
13 cm

P 48 cm = 48 cm
P 48 Cm

Rs R R7

As = 144 cmg Ag 143 cm 140 cma

12 cm 11 cm
10 cm

Demonstration
1.
Area of
2. Area of rectangle R2 - 135 cm
3. Area rectang R, =
128 cm 4. Area of
of rectangle R, cm -
143
5 Area of rectangle 140 cm
Ra 6. Area of rectangle R, 143 cm
7. Are rectang 144 cm
Rs =

of
8 neter
Pe
rectangle 140 cm
R7 =

different. Area of rectangle Rs= are 144 cm, this

of each rectangle is same but their areas theoretical description in the note (given at last).
num area. This can be verified using

Jbservation
1.
48 cm.
Perimeter of each rectangle R, R2, R3, R4, Rs,
R6, R=
2. Are of the
rectang
ngle R2 is greater than
the a r e a of the rectangle R,.
3. A R
rea of the the a r e a of the rectangle
recta
ectangle Rg is greater than
Area of the the a r e a of the rectangle R
rectangle
ngle R4
Ra is greater than
Area th rectangle Rs is greater than
the a r e a of the rectangle R.
 6. Area of the rectangle R, is smaller than the area of the rectangle Rs.
7. Area of the rectangle R, is smaller than the area of the rectangle Rg.
8. The rectangle Rs has the dimension 12 cm x 12 cm and hence it is a square.
9. Of all the rectangles with same perimeter the square has the maximum area.

Application
This activity explain the concept of maximum value of a function. This concept can be used in preparing
economical packages.
Notes: The following mathematical proof verifies that the above activity is correct.
Given Perimeter = 48 cm

2 (1+ b)-48 b=x P 48

1+ b 24
Let b=xcm, then I =(24-x) cm = 24-x
Hence area =
A =lb =x (24 -x)
A 24x-x

aA 24 -2x
dx

For maximum
dA
or minimum value of x, = 0
dx2
24-2x=0
X=12
Now dA -
24 -
2x
dx

d'A =-2 <0

dx
x= 12 maximises AA
hus, b 1 2 cm and l = 24 - x = 24 - 12 12 cm.
its
Hence the rectangle of perimeter 48 cm becomes a
area is maximum.
square of perimeter 48 cm and side =
12 cm when

Viva Voce
.Which concept:local maxima/minima or absolute maxima/minima has been usedin the above actvity
Ans. Concept used in above activity is local
maxima.
2. Can you verify the above activity mathematically?
Ans. Yes, we can verify the above activity mathematicaly.
 Suggested Activity 10 Graph of an Inverse Trigonomets
Function

Objective
To draw the
x, using the graph of sin and demonstrate the concept ofmirror relection
the line y
graph of sin" x
lection labo
=
x).

Method of Construction
1. Take a cardboard of suitable dimensions, say, 30 cm x 30 cm.

2. On the cardboard, paste a white chart paper of size 25 cm 25

Material Required
cm (say). Cardboard, white chart
3. On the paper, draw two lines, perpendicular to each other and
paper, ruler, coloured
pens, adhesive, pencil,
them XOX and
name
YOY
as rectangular axes (see figure). eraser, cutter, nails and
4. Graduate the axes approximately as shown in figure by taking thin wires.
unit on X-axis = 1.25 times the unit of Y-axis.

Ng N

N X|

5. Mark approximately the points in i n the coordinate plane and at c a teach

point fix a nail.

6. Repeat the above process on the other side

of the x-axis, marking the points,sin -

sin4PP
approximately and fix nails on
these points as N',, N'o, N3, N'4. Also Ix a
at
tO.

7. Join the nails with the help of a

tight wire on both sides of t0
8. Draw the graph
x-axis to graph of
get the graph sin
of sin
xfrom
**
r a wireon

these points).
of the line y x
(by plotting the
points (1,1), (2, 2), (3, 3), ... etc. and

ematico-12
56
Exemplar Activities
 e o m the nails N1, N2, N3 Na, draW perpendicular on the line y = xand produce these lines such that
ieneth of perpendicular on both sides of the line y = x are equal. At these points fix nails, I,, Iz, I3, Ia.

n Pepeat the above activity on the other side of x-axis and fix nails at I'1, l'2, I'3, l'4-

oin the nails on both sides of the line y =

xby a tight wire that will show the graph of y =

sin x

Demonstration
the mirror will represent the graph of sin x
the line y x. The image of the graph of sin x in
=

mirror on
Put a

showing that sin Xis mirror retlection of sin x and vice versa.

Observation
1. The image of point N, in t h e mirror (the line y = x) is I1.

2. The image of point N2 in the mirror (the line y = x) is I2.

3. The image of point Ng in the mirror (the line y =

) is I3.
4. The image of point Ng in the mirror (the line y =
x) is I4.
5. The image of point N'j in the mirror (the line y = ) is I'1.

6. The image point of N'2 in the mirror (the line y = ) is I'2

7. The image point of N'3 in the mirror (the line y = ) is I'3.

The image point of N'4 in the mirror (the

line y ) is I'4. =

8. x, and the image of the graph of sin x

is the graph of sin
image of the graph of sin x in y x
=
9. The
in y = xis the graph of sin x.

Application graphs of cos x, tan x, etc.

milar activity can be performed for drawing the