| PROJECT NO. 1 Topic Conduct a survey of of students and represe: i oer ae f students and represent it graphically- height, weight, number of family members, [For this purpose let us survey 20 students (10 boys & 10 girls) of our class] Table of Contents 1. Introduction 2. Procedure (@) Data Collection: Using questionnaire. (©) Data Tabulation: Using tally bars to tabulate data and then constructing numerical data tables, (©) Data Presentation: Presenting data using bar charts, histograms and frequency polygons. (@ Data Processing: Finding mean, median and mode. 3. Observations. 4, Conclusion (Project Report): Analysis of data collected. 5, Further study: Applying skills learnt to other situations. 1. Introduction The word statistics comes from the Latin word “status” meaning “a state’ n of different aspects of the people that was useful in the collection Inits origin, statistics was simply the collectio > of data, like army, taxes, land revenue, etc. in a state. .s broadened as numerical data in the form of tables and charts has been included. But now the scope ha: In the present world, statistics is applied to almost everything, Statistics isa toolfor science and technology, insurance, banking, etc. Statistics is of prime importance-in economic planning too. ‘The complete process of statistics includes collection, tabulation, presentation, processing and analysis of data, A data may be collected directly through a questionnaire. ‘The data in form of tables can now be presented jons, etc. The data can be processed by calculating .d pictorial representations can be used to {ta report. Decisions, ‘The collected data is organized into a table using tally bars. pictorially by means of bar charts, histograms, frequency poly parameters such as mean, median and mode. These parameters an\ ‘draw inferences (Analysis) about the data, These inferences may again be used to present if required, can be taken on the basis of this report. Internal Assessment2. Procedure jonnaire form as follows. (a) Data collection: To collect data we make a questionnait Questionnaire: (Survey / Class IX / Maths Project) Please give the following details. = Name of student Lo ee = Height ce aa rene = Weight p _ = Pocket Money eae = Number of family members 20 copies of form in the same format are made and distributed to 20 students (19 boys @ 10 girls) of the class, The filled in forms are collected back for tabulation. (6) Data Tabulation: On the basis of collected data, let us make entries in the following table, S.No. | Name Height | Weight Pocket Number of family (em) (ke) money @), members} GIRLS 1. [Neha 155 45 100 4 2 | Gita 161 62 240 5 3. _| Payal 140 51 150 6 4. "| Salma 1m 66 210 5 5. | Sonia 153 56 420 4 6. | Julie 175 60 150 7 7. | Disha 160 48 300 5 8 | Sonika 142 R 20 6 9. | Amanjeet 163 52 150 4 10. | Sabina 146 67 160 5 BOYS Jatin 144 60 200 8 Saurabh 165 65 325 4 Mohan 149 62 250 6 Rahul 162 55 150 5 ‘ Karan 179 60 220 4 Girish 163 61 50 5 Tinish 153, 50 300 7 Roberts 167 4 310 4 Siddharth 151 60 175 5 Ojas 153 64 140 5 TOTAL 3152 1190 4220 104 4 Pegether Wisth® Mathomatinn IOP| Now, from the above table, calculate class size and class interval for representing this datai | Now, fom for representing this data in frequency 1. Height: Minimum: 140 em, Maximum: 179 cm. 179-140 _ 5 Estimating class size: 1828 | Hence, class intervals are: 140 ~ 148, 148 — 156, 156 - 164, 164 - 172, 172-180. I. Weight: Minimum: 45 kg, Maximum: 74 kg. Estimating class size: ws =58~6 Hence, class intervals are: 45 — 51, 51 — 57, 57 — 63, 63 — 69, 69 75 IIL, Pocket money: Minimum: € 50 , Maximum: & 420. | Estimating class size: ae = ; Hence class intervals are: 50 — 125, 125 - 200, 200 - 275, 275 — 350, 350 — 425. 4 = 75 IV. Number of family members: Minimum: 4, Maximum: 8. Now, let us make frequency tables using tally bars and frequency (f). 1 |) weight | Tally Number of. u. [Weight | ‘Tally | Number of (cm) bars _| students (f) (ke) bard. {| (students 140-148 | IIIT 4 45-51 Wl 3 148-156 | AW 6 51-57 WH 4 156-164 NW ey 57-63 | TNH al 164-172 | III 3 63-69 | INN 4 172-180 | II 2 69-75 Ul 2 ut. | Pocket Tally | Number of: WV. et aly ae Be money @) | bars _| ‘students () et 50-125 I 2 : 7 125-200 | [WII 1 : i 200-275 | TW! 6 F : 275-350 | III 4 - 3 a eet z bl 3 2 g ee 3 5 & 3 g 5 opL = 3 2s i 3 iB ze a ie ToESERS fab Téod soar onrans <—Sjuepnjs jo sequin <= swepnis Jo sequiNN. <—swuapmys jo saquiny o8t SZ - zt sof sev f a roe 5 Close & ‘ me | le oe | [é af & ong = ig 2 se = Et ov * 3 sv z os ¥ + 2 y Rootes « Seer te eat <— swuepnis jo soquny, <=swuapns jo sequin Feamiy members —> Feamiy members —> (@) Data Processing: Now, we shall find mean, médian and mode for each of the parameters. Note: For raw data: x, 1. Mean sum of observations 7’ Sumber of observations To find median, we write the observations in inéreasing/decreasing order. Let the number of observations be n ey Then, ifm is odd, medias =( $4) term 7 an = 2/2)" ny ‘nis even, median i ay term-+(5+3) tem 3. Mode: Most frequently occurring observation in a data is called mode. 1. Height: Mean = 3152 157.6cm 20 Let us arrange the observations in increasing order. 140, 142, 144, 146, 149, 151, 153, 153, 153, 155, 160, 161, 162, 163, 163, 165, 167, 171, 175, 179. Number of observations: n = 20 (Even number) 1f/20y", 20, ¥\" Medi (2 est fedian {( y term: ( 2 1) term = $10" term + 11" term] = 4 (155 + 160) = 157.5 em 2 153 cm (Repeated maximum number of times, ic. three times.) Mode TI. Weight: ee 20 Let us arrange the observations in increasing order. 45,48, 50, 51, 52, 55, 56, 60, 60, 60, 60, 61, 62, 62, 64, 65, 66, 67, 72, 74 Number of observations: n = 20 (Even number) Mean 59.5 kg Internal Assessment 7™ 60) = 6 P sem] = Fao term + 11 term] 2 (04 hy 1[/20\" ( jan = 3{(22)"term+ medion = 3{(2) ie. four times.) Mode = 60 kg (Repeated maximum number of times, i III. Pocket money: 0 Mean = Beau oa Be edee Let us arrange the observations in increasing or¢ 50, 100, 140, 150, 150, 150, 150, 160, 175, 200, 210, 220, 220, 240, 250, 300, 300, 310, 325, 429 20 (Even number) ‘i 1 term +(B+ 1) tem} F110" term + 11 term] = (200 + 210) = zap, four times.) Mode % 150 (Repeated maximum number of times, IV, Number of family members: 104 Mean = 204 = 52 Let us arrange the observations in increasing order. 4,4, 4,4, 4, 4, 5,5, 5,5, 5,5, 5,5, 6,6, 6,7, 7,8 Number of observations: n = 20 (Even number) 1f/20y" 20, 4)", 1 1 jedian = 31(22) term + (2241) term] = [10 term + 11 term] = 1(5 +5) = Median Al ye (Pea) | {10 term + 11" term] = 365 +5) =5 2 Mode = 5 (Repeated maximum number of times, ic. cight times.) 3. Observations Neight Weight 1. Average height is 157.6 em. 2. Median height is 157.5 cm. 3. Modal height is 153 cm. 1. Average weight is 59.5 kg. 2. Median weight is 60 kg. 3. Modal weight is 60 kg. Pocket money ‘Number of family members 1. Average family size is 5.2 2. Median family size is 5. 3. Modal family size is 5, 1. Average pocket money is € 211. 2. Median pocket money is & 205. 3. Modal pocket money is € 150. 4. Conclusions (Project Report) 1. “Statistical parameters (mean, median and mode) of height are very close to each other. This means that the data is almost symmetric. 2. Statistical parameters of weight are very close to cach other. This means that the data is almost symmetric. 3. Average height and average w \dicate that most of the students surveyed are in good health. 4. While mean and median of pocket money are close to each other, mode is far away. This shows that the data is somewhat asymmetric. 5. Data on pocket money also shows that most of the students surveyed have a modest family background whereas a few are ‘perhaps’ in high income group or affluent. 8 Fagetter week® Mathematics (ICSE) —96. Statistiéal parameters of family size are very close to each other. This means that the data is almost symmetric, 7. Most of the families are middle sized. This also suggests a semi-urban background, 8, Further Study 1, You may find out the statistical parameters of height, weight, pocket money, number of family members for boys and girls separately and compare them. 2. You may find statistical parameters for family income, number of 3. To increase accuracy you may increase the number of observations. lings, ctc. and compare them. OJECT NO. 2 _ ‘DR Topic Planning delivery routes for a postman/milkman. Planning delivery route for a postman. = Table of Contents 1, Introduction. 4. Decision, 2, Planning the route (option 1 and option 2). 5. Further study. 3. Comparison. 1. Introduction: Postage is delivered to the addressee from a post office by postmen employed there. These postmen gener- ally move on cycles. Each postman has to deliver post to some localities under his post office. Before being delivered postage is sorted as per locality/colony by the postmen. To save time and energy a postman plans his route. Example: Let us help Somdev, a postman to plan his route, He is supposed to deliver letters, packets and parcels to three localities X, Y and Z. These are situated on a straight road (see figure below). x Y, $$ 2 km 0.5 km 1.5 km ——_41 Here, X is a mini flatted factory complex. Y is a posh residential colony. Z is a office complex. P is the pr office, X is 2 km, Y is 0.5 km and that of Z is 1.5 km away from the post office. Le Locality X has about 60 non-polluting small scale factories. Provide, e Everyday letters, packets and parcels have to be delivered to these factories. PO, & Dewar Total weight of the postage is on average 8-10 kg. Jharkhand-8} B Locality ¥ has about 150 houses. Internal Assessment> 40-50 letters are to be delivered here daily. Sometimes a few parcels may also have to be delivere -2 kg. Total weight of the postage is on average Locality Z has about 100 offices. Everyday letters and packets have to be delivered to these factories. Total weight of the postage is on average 5-6 kg. Somdev sorts out his postage in three bags and calls to be delivered. them X, Y and Z after the localities to which th, CY have 2. Planning the route: (a) Option I: (i) Taking bags ¥ and Z, he goes straight towards locality Y. (ii) He delivers the letters and packets in bag ¥ there. 4s the letters and packets in bag Z there. (ii) Then, he goes to locality Z and deli (iv) Then, he eycles back to his post office. (v) Now, he takes bag X and goes to locality X. i) He delivers the letters and packets in locality X. (vii) Then, he cycles back to his post office. ‘Total distance covered by him: PY: 0.5 km with a load of 6-7 kg. YZ: 1 km with a load of 5-6 ke. Z— P: 1.5 km with no load. P— X: 2 kmwith a load of 10 kg. X + P:2 km with no load, So, he needs to cycle 7 km, ic. (0.5 +1 +15 +2+2=7km). (6) Option 2: () Hetal (ii) He delivers the letters and packets in bag Z there. 's bag Z and goes to locality Z. (iii) Then, he cycles back to his post office. (iv) He takes bag ¥ and goes to locality Y. (v) He delivers the letters and packets in bag ¥ there. (vi) Then, he cycles back to his post office. (vii) Now, he takes bag X and goes to locality X. (viii) He delivers the letters and packets in locality X. (ix) “Then, he cycles back to his post office. NS Pod ieee. yea Y > P: 0.5 km with no load. .S'km with a load of 5-6 kg. km with no load. 5 km with a load of about 1-2 kg. 10 Pogether weth® Mathematics (ICSE) —P > X:2 km with a load of 10 ke. X > P:2.km with no load. So, he needs to cycle 8 km, 3. Comparison: In option 1, he travels less distance, (15 +15 +05 +05 +242=8km). In option 2, he travels longer distance but he is not required to carry any extra load, As option 1 requires short distance in cycling, it also takes less time. 4. Decision Option 1 is better as it requires less cycling and also saves time and energy. 5, Further study: 1, Make another colony map and plan route for another postman, Remember that neither your postman has to cycle too much (not more than 10 km) nor carry too much load. You may compare the length of routes, load carried and time taken by the two postmen. 2. In the same way you can plan a route for a milkman, You may plan in a manner that first he delivers where supply is more so that he has to carry less load for the remaining route. PROJECT NO. 3 Topic Running a tuck shop/canteen. Running a canteen, Table of Contents 1, Introduction, 4, Selling price, profit on each item and total profit. 2. Items on sale, 5. Feasibility report/Calculation of monthly profit. 3. Tables showing their cost price and 6, Further study. expected daily sale and other expenses. 1. Introduction: Mohan Lal has got a contract to run a school canteen for one year. According to the contract, he has to deposit % 50,000 to the school authority as security. Besides he has to pay € 1,500/- per month on electricity and water. He is also to be responsible to keep the canteen clean and keep the fixtures intact. The school has 3200 students and 150 teachers and other staff, = The past sale record has been made available to him so that he can plan his canteen. 2. Items on sale: (@) Fast foods (perishable items): Burger, Patties, Samosa, Sandwich. (®) Confectionary items: Toffees (ordinary and flavoured), Chocolates (small & big), Biscuits (ordinary & cream), Potato chips. (©) Cold drinks: Mineral water, Cola, Mirinda, Pepsi, canned juice. " (d) Beverages (Tea & coffee): Internal Assessment 113. ‘Tables showing their cost price and expecte (a) Each o! .d daily sale and other expenses: £ the following items is served in a paper plate and a pouch of tomato sauce is supplied with i The paper plate costs & 0.25 and the sauce pouch & 0.75. This means that the cost price of each item increases by & 1. S.No.| Items Cost price/item (®) [Expected sale | Investment required @%)| 1. | Burger 19+1=20 400 8000 2, | Pattie oF 200 2000 3. | Samosa oF 500 5000 4,_ | Sandwich 19+ 500. 10000 Total 1600 25000 These items will be supplied daily around 8:00 AM by a nearby fast food chain. Payment to the food chain for the supply is to be made immediately. Cost of transportation will be borne by Mohan Lal. The cost of transportation is € 1000/- per day. Hence, the daily total cost is € 25000 + € 1000 = % 26000/- () Confectionary items: These items are not perishable. They have a longer shelf life. S.No. Items Cost price/ftem (®) | Expected sale | Investment required (®) 1. _ | Toffees (ordinary) 0.50 1000 500 2. | Toffees (flavoured) 1 1000 1000 3. | Chocolates (small) 5 200 1000 4. | Chocolates (big) 10 400 4000 5. | Biscuits (ordinary) 5 200 1000 6. | Biscuits (cream) 5 100 500 7._| Potato chips 5 500 2500 ‘Total 3400 10500 These items will be procured on a weekly basis. Weekly cost = % 10,500 x 6 = % 63,000/- Supplies for the next week will be made on Saturday evening. Payment to the supplies received is to be made immediately. Cost of transportation will be borne by the supplier. (©) Cold drinks: These items are not petishable, They have a longer shelf life. S.No. Items Cost price/item (%) | Expected'sale | Investment required (%) 1. | Mineral water 10 200 2000 2. | Cola 10 300 3000 3. | Pepsi 10 400 4000 4, | Mirinda 10 200 2000 5.__| Canned Juice 10 100 1000 Total 1200 12000 12 ageehor wetl® Mathematics (ICSE) —9‘These items will be procured on a weekly basis. Weekly cost = & 12,000 x 6 = € 72,000/- ‘Supplies for the next week will be made on Saturday evening. Payment to the supplies received is to be made immediately. |» Cost of transportation will be borne by the supplier. (@) Beverages: These are more in demand from the staff members. A few students may lso order them. ‘Tea/coffee is served in paper cups. A paper cup costs & 1. This means that the cost price of each cup of tea/coffee increases by € 1. SiNe: Ttems Cont price TExpected sale! Uavestment required @) 1. | Tea 6+l=7 200° 1400 2.__| Coffee 1441-15 100 1500 Total 300-7 = 2800 Milk (10 L) has to be procured daily. Cost of milk = € 50 x 10 = % 500. Weekly cost = % 500 x 6 = € 3000. Tea, sugar, coffee powder and paper cups will be purchased on Weekly basis. Tes 2kg = % 1000 y Sugar: 18 kg = ©30 x 18 = © 540 Coffee powder: vakg = € 400 Paper cups: 1800 = = 1800 Cost of these items may vary according to market conditions. ‘Total weekly cost = ©3740 boroaed a Other Expenses: ane Head ‘Amount @ Rent ‘5000 Electricity & Water 1500 Salary of 3 salesmen 17500 Salary of 1 helper 4500 Gas 1500 essen P Miscellaneous 1000 Total 31000 ‘Mohan Lal has to pay € 26000 every morning to procure items from fast food chain. This also includes transport, ee He alto has 1 procure 10 of milk every morning to make idand cofide.” ‘Thin cost him € 500 per day wns that € 26500 must be available to him every morning. sore nterrial-Assessment SAS‘Also he needs & 3740 + & 63000 + © 72000 = & 138740 on stock for his canteen at the end of every week. ‘At the start of each month he has to pay a rent of € 5000. ‘At the end of each month he has to pay a salary of € 22000 to his employees. Besides he needs & 1500 + € 1500 + % 1000 = & 4000 for other expenses during the month, To start the business he needs, Security deposit : %50,000 One months rent + 5,000 Amount to purchase items from fast food chain and milk in a day : % 26,500 A week's stock for his canteen : © 1,38.740 Total = 26,500 + 1,38,740 + 22,000 + 55,000 + 4000 = % 2,46,240 sm and total profit: 4, Selling price, profit on eacl (@) Fast foods: Item | Expected | Cost price | Selling price | Turnover | Profititem:| Total profit sale 3) ® ® ®. ®. 1. | Burger 400.) 20 2 8800 2 800 2. | Pattie 200 10 12 2400 2 400 3, | Samosa 500 10 2 6000 2 1000 4, | Sandwich | 500 20 2 11000 2 1000 Total 1600 - - 28200 = 3200 (©) Confectionary items: Tems | Expected ] Cost price | Selling price | Turnover | Profit/item | Total profit a sale ® @- | @ A) @ 1. | Toffees 1000 050 0.50 500 - = (ordinary) 2, | Toffees 1000 1 1 1000 - (flavoured) 3. | Chocolates 200 5 6 1200 1 200 (small) 4, | Chocolates 400 10 10 4000 - - (big) 5. | Biscuits 200 5 6 1200 1 200 (ordinary) 6. | Biscuits 100 5 6 600 1 100 (cream) 7. | Potato chips 500 5 6 3000 1 300 Total 3400) = = 11500 5 1000 (ae “Together with? Mathematics (ICSE) —9(c) Cold drinks: Ttems Expected | Cost price | Selling price | Turnover | Profitvitem | Total profit sale ®. ® ® ® ® 1. | Mincralwater | 200 10 12 2400 ™ 400 2. | Cola 300, 10 12 3600 2 600 3. | Pepsi 400 10 12 4800 2 800 4. | Mirinda 200 10 2 2400 2 400 5. | Canned Juice 100 10 15, 1500 3: 500 Total 1200 14700 2700 (d) Beverages (tea & coffee): Mems| Expected | Cost price | Selling price | Turnover | Profit/item | Total profit sale ® ® @ ® @ Tea 200 : 10 2000 3 600 2._| Coffee 100 15 20 2000 | = 500 ‘Total 300 [4000 {1100 5, Feasibility Report/calculation of monthly profit: At the end of the day total turnover is 58,400. From this 26,500 are required next morning. He still has & 58,400 — & 26,500 = & 31,900. In the same manner in six days he would have € 31,900 x 6 = € 1,91,400. He would spend & 1,38,740 to stock his canteen for the week. He would be left with a surplus: & 1,91,400 ~& 1,38,740 = @ 52,660. This was generated in 6 working days. Hence, average daily profit = € 52,660 + 6 = € 8,776.67. yen The canteen is in operation for 25 days in a month on average. Hence, monthly profit = & 8,776.67 x 25 = © 2.19.416.75. ‘ During the month he paid & 2,500 for gas and other miscellaneous items. He has to pay salary to his employees, electricity and water charges which amount to € 23,500, With this, it amounts to & 26,000. As he earns no interest on his security deposit he is losing & 1,500 per month on it. (3%0f € 50,000). All this amounts to & 26,000 + & 1,500 = € 27,500 Hence, his gross monthly profit is & 2,19,416.75 -& 27,500 = & 1,91,916.75. " At the start of the next month he has to pay rent of & 5,000 for which he has enough money. 6. Further stndy: ‘You may add more items to the items available in the canteen. If Mohan Lal had borrowed 2,00,000 @ 3% per month simpie intetest from a money lendef, then plan how will he repay it if he requires & 25,000 per month to run his home and wants to keep ® 25,000 as a contingency fund, Internal Assessment 15(©) Using the compass, draw a circle of radius 7. cm. Then mark the circle’s centre and draw its radius. @ Place the centre of the protractor at the centre of the tirclé and the zero line along the radius. Then mark every 30° around the circle. (€) Using a ruler and a pencil, draw lines joining each 30° mark to the centre of the circle to form 6 diameters. The diagram thus obtained will have 12 parts as shown below. - BRO (f) Colour the parts as shown below. Cut out the circle and then cut along the diameters so that all parts (ie. sectors) are separated. (hi) Arrange alll of the sectors to make a shape that approximates a parallelogram as shown below. : at (@ Using a ruler, measure the base and the height of the approximate parallelogram obtained. (The perimeter of original circles was the distance around or the circumference of the circle C= 2nr Half of this distance around goes on the top of the parallelogram and the other half of the circle goes on the bottom. This is known as the base of the parallelogram. b=12(nr) or b= nr ‘The height of the parallelogram is just the radius of the original circle. h=r (&), Now let's substitute the values into the formula for the parallelogram. ‘As ‘the parallelogram is obtained from the circle. So, Area of parallelogram = Arca of circle = 7 /- Conclusion: We can get a better result if we divide the circle into 25 sectors (23 with an angle of 15° and 2 with at'angle of 7.5°) | Together eaith® Mathematics (ICSE) —9wa [pROJECT NO. 6 ‘Topic praw a cele of radius r on 4 em graph paper and then on a2 mm graph paper. Estimate the area enclosed in rch ease by actually counting the squares. Now, try out with circles of different radi. Establish the pattern if any perween the two observed values and the theoretical value (area = rr). Any modification? qable of Contents 1, Introduction 5. Circle on graph paper 2, Calculating area using the grid method 6. Circle on graph of 4 em 43, Counting squares on a grid to find the area works 7. Circle on graph of 2 mm for all shapes — as long as the grid sizes are known. 4, Circle on grid 8. Conclusion 1. Introduction: ‘Areaisa measure of space inside a shape. Calculating the area of a shape or surface can be useful in everyday life for example you may need to know how much paint to buy to cover a wall or how much grass seed you need to sow in a lawn. We are familiar with the areas of common shapes including squares and rectangles, triangles and circles. 2. Calculating area using the grid method: TL When a shape is drawn on a scaled grid, you can find the area by counting the number of grid squares inside the shape. In this example, there are 10 grid squares inside the rectangle. 6 3, Counting squares on a grid to find the area works for all shapes ~ as Jong as the grid sizes are known: However, this method becomes more challenging when shapes do not fit the grid exactly or when you need to count fractions of grid squares. So In this example, the square does not fit exactly onto the grid. We can still calculate the area by counting grid squares. \ © There are 25 full grid squares (shaded in dark) +) 10 half grid squares (shaded in light), i.e, 10 half squares is the same as 5 full squares. 5 «© There is also 1 quarter square. (% or 0.25 of a whole square). + Add the whole squares and fractions together: 25 + § + 025 = 30.5, Therefore, the area of this square is 30.25 cm*. lt ‘You can also writs this as 30/4 em*. providence Schoo PQ. & Dt.-Sahibganj Jharkhand-816109 Internal Assessment | 19of \ 4: Cirle on grat Suppose that we are asked to find the area enclosed by a circle of given radius A simple way to go about thi, is to draw such a circle on graph paper and count the number of small squares within it. Then area contained = number of small squares within circle x area of a small square. 5. Cirele on graph paper: A circle drawn on graph paper - the of each small square. ly the number of small squares times the area 6. Circle on graph of 4 em A circle of radius r is drawn on graph of Ye em aiea of square = 2 cm? ag ‘Total squares = number of full squares + / number of half squares = 46 +.% (6) = 49 squares Total area = number of squares x area of each square 49 x Yom? = 12.25 em? 7. Ciréle’on'graph of 2 mm: A circle of radius r is drawn on graph of 2mm Together with® Mathematics (ICSE) —92mm square }<+— 25 squares of 2mm in a square of lcm No. of ¥ ticks = 24 (Le. 24 square of 1 em) Therefore, no. of 2 mm squares in 24 squares of 1 em = 24 x 25 = 600 neil No, of ticks = 8 = no, of half squares of 1 em No. of full square of 1 em S No. of full square of 2mm = 4 x 25 = 100 ‘Total squares = number of full squares of 2 mm by ¥ ticks : + number of full squares of 2 mm by x ticks = 600 + 100 = 700 squares ‘Total area = number of squares x area of each square = 700 x 4mm? = 2800 mm? 8. Conclusion F 1:2. mm is 2800 mm? Library 1 cen ig 12.25 om? while on graph pape "area on graph papety> ‘ Providence S ‘choot Oat Sahibgany arkhand-816109 obtain formulae for volume and total surface area Topic ‘To use flat cut-outs to form cube, cuboids and pyramids to 4, Surface area and volume of cuboid cube and pyramid 5, Conclusion 6. Further study ‘and areas of plane figures like rectangles, squares, triangles, trapeziums, circles, seet0rs of circles, etc. Most objects that wi ‘come across in daly life do not wholly ie ina plane. These “objects are bricks, balls, ce cream cones» Mirus, and soon. These are called. solid objects or three dimensional : Internal Assessment 24 ‘We have studied about perimetersobjects. The figures representing these solids are called three dimensional or solid figures. Some common solid figures are cuboids, cubes, cylinders, cones and spheres. Here, we will use flat cut-outs to form cube, cuboids and pyramids to obtain formulae for volume and total surface area, 2. Objectives: + Explain the meanings of surface area and volume of a solid figure. + Find the surface areas of cuboids, cubes and pyramids using their respective cut-outs. + Find the volumes of cuboids, cubes and pyramids by using their respective cut-outs. * Solve some problems related to daily life situations involving surface areas and volumes of above solid figures. 3. Surface Areas and Volumes of Solid Figures: L A solid figure is made up of only its boundary (or outer h h surface). For example, cuboid is a solid figure made up of only its, six rectangular regions (called its faces). Solid figures can also be measured in two ways as follows: 1, Measuring the surface (or boundary) constituting the solid. It is called the surface area of the solid figure. Surface area is the measure of the solid figure itself. Area is measured in square units. 2, Measuring the space region enclosed by the solid figure. It is called the volume of the solid figure. Volume is the measure of the space region enclosed by the solid figure. Volume is measured in cubic units. If the unit is chosen as a unit cube of side 1 em, then the unit for volume is cm’, ifthe unit is chosen as a unit cube of side 1 m, then the unit for volume is m? and so on. In daily life, there are many situations, where we have to find the surface area and there are many situations where we have to find the volume. For example, if we are interested in white washing the walls and ceiling of a room, we shall have to find the surface areas of the walls and ceiling. On the other hand, ifwe are interested in storing some milk or water in a container or some food grains in a godown; we shall have to find the volume, 4. Surface area and volumes of cuboid, cube and pyramid: Cuboid = oO m 0 w ‘Look at Fig.(i). It is flat cut-out showing plane figure. If it is folded along. the dotted lines, it will take the ‘shape as shown in Fig. (ii), which is a cuboid. Clearly, the length, breadth and height of the cuboid obtained in Fig, (i) are /,b and h tespectively. ‘What can you say about its surface area? 225) Together estth® Mathematics (ICSE) —9Obviously, surface area of the cuboid is equal to the sum of the areas of all the six rectangles shown in Fig. (i). Thus, we get Surface area of the cuboid =1Xb+bXh +h xX141%b +b Xh +h X1= Alb + bh + hl) Volume of a cuboid = length x breadth x height or —_ volume of a cuboid = lbh Cube Cube is a special type of cuboid in which length = breadth = height, i =h. fe é @ |e @ Hence, surface area of a cube of side or edge a = 2(a Xa+aXa+aXa) = 6a? ‘As cube is a special type of cuboid in which ! = b = h, we have Volume of a cube of side a =a xa Xa =a, Pyramid Make an closed net of a square pyramid, with lateral edges of lem and base edges b cm. This will make the overall height /t cm. Cut-out the net and tape up the sides to form a pyramid, ‘ 1. 7 Surface area of pyramid = base area +> perimeter of base x height Fill the pyramid with dry rice. Then, dump the rice into the open cube, How many times do you repeat this to fill the cube? Ifb is the area of the base and /t is the height, then the volume of a pyramid V = wie Volume of a pyramit (base area) height. 5. Conclusion Solid figures) ‘Surface area a Volume Cuboid 2(Ib + bh + hl) lbh Cube 6a @ Pyramid base area + ; perimeter of base x h 2 (base area) height 3 6. Further study: : Internal Assessment = 23