Topic pair of linear equations in two yariab Objective a On : prerequisite knowledge Coordinate system and plotting graph paper : Steeeeon® 1) Graph paper ye and rubber Jo perform the activity (ii) Ruler , pen’ procedure } Take a pair of linear equations in two variables x and. ¢ ney of 4 pair of linear ax+by ee =0 a;x + bry +690 where i. 831 By by, € and © are nore-zero real numbers. \ve shall consider three pairs of linear equations in two variables to discuss different possibilities of ‘solutions / inconsistency a 29 Pao y +B=0 Ae) ynatiry Tal alane sath To draw the graph of equation (i), select the coordinate axes and take 1 unit =1 em on both the axes. Plot the points (0,1), {d,3) and (2.5) on a graph paper: Draw @ straight line passing through any two ‘of these points. graph of equation (ii), plot the points (0, 4). 2 3) and 4, 2) on the these points. straight line passing through any two “Therefore, the solution To draw the same graph paper Draw a The straight lines intersect at the point P (2, 5) shown in fig, 11 of the given’ equations is z= 2 => acy" Qcaw the 8 h of equation ( sate i pboth the axes prot the points Us -2), 3 paper. Draw # " raight ine passin through any twe of To draw the graph of equation (ai), plot the points (, -2.3 1) ree graph paper: Oa 1 straight line PeMEe through any two We observe that the lines representing equations (and (i) coincide Jine is a common solution of the giver solutions, sry point on the ns have infinitely many common Therefore © Hence the give? equation Here _ draw the graph of e i a equation (i), select th rdinal : oe axes. Plot the points (0, 2), (3, 0) nat i i : ine passing through any two ‘of these pone “7 ‘ - s. alae a nae (ii), plot the points (0, 4), (3, 2) oh paper straight line passing through any two ‘ ieee pmtorry Marin! Mathuniitas — Xthe straight fines are parallel shown in fig. 1.3. 4 equations have no common sol 61 hea and bea we observe that in common. Ther 2 1h 3.3 fore, the 4 Hore a ahi so Result (ote i - then the lines are intersecting and the given solution. 2 = ‘1, then the lines coincide and the given e many common solutions. 4 (i) tt + a 21, then the lines are parallel and the given mw be common solution, (iif) ME 1 If a pair of equations in two variables has a coi lutio mmon sol infinitely many), then the equations are called consistent. a 4 If a pair of equations in two vari solu! ariables has no com i equations are called inconsistent. a aeee | ts Rats eee eee Pepe eae pppoe ok eee Leoc ic progression and Its sum arith Formula jy as the first term and the common difference of an arithmetic progressio™ then ihe su $08 1 SE ERS is givers by =" aa + (n=, nyactive i ro verity the formula for the sum of tt terms of an arithmet nd ¢ ane both positive) through activity. prerequisite knowledge () Concept of an arithmetic progression (ii) Formula tor the nth term of an APL tie progression (where @ {) Drawing sheet ) Area of a tectangle (ii) Coloured glazed papers (i) Geometry box : Yo perform the activity " ; : (iv) Pair of scissors (0) Fevistick/gum- code 1. Cut off strips (rectangles) of length | units and breadth 1 anit fom a pink coloured glazed paper. > Cut off strips of length d units and breadth 1 unit from a green coloured glazed paper Arrange and paste both types of strips on a drawing sheet so as to get rectangles a + hy a 4 ib) eae ite and of breadth 1 unit each as of lengths 4, shown in fig, 5: 4, Extend the length BE by a units and complete the rectangle ABCD as shown in the figure: Result We observe thats (i) The length of the last (nth) rectangle = BE + EC = [n+ (e-1dl+a =29 + (n=1) d units (ii) Breadth of the rectangle ABCD = AB =m units (because breadth of each strip is 1 unit) scanty - 5 b (as g Jar shee and breadth = th so that the two sh ja for the area of a circle. fal surface area of circular cyl Procedure 1, Take two rectangul dimensions, say, length =f units in fig. 15.1). Fold the pink rectangular chart paper along its leng! sides come together. Fix the shorter sicles together by cello tape blue rectangular chart paper along its as shown in fig. 15.2, preadth so that the two longs, 1p w Fold the parts come together, 5, Fix the longer sides together by cello tape Observations d breadth b units transforms We observe the following * ()) The pink rectangular chart paper of length | units an Jinder of height b units and circumference of base | units, \ into a right circular cy’ If r, units is the radius of the base of this circular cylinder, then, 2m, =l = n= dle on i (ii) The top and the bottom of the pink cylinder are two congruent circular region of radius r, units. \ (iii) The blue rectangular chart paper of the len; 2 transforms into a right cylinder of height / unit s as shown in fig. 15:3. gth | units and breadh b ua ts and circumference of the baseof the base. of this circular cyling, sits #8 the pai, Ont, " 1 base cylinder are two congruent clreu pe bottom and the b (i) The 7, units Top of ra e ce area of the pink cylinder obi ) The curved sua . aS meee kee = 08 he blue cylinder 0 he curved surface area of the blue cyl } a of the blue rectangular sheet = Tx b sq, unts. pre vurved surface areas of the two circular cylinder (pink and blue) Fae the curved surface areas ‘of the two right circular cylinders formed from rectangular sheets of paper having same dimensions are gq, (ii) The total surface area of the pink cylinder Tal x = curved surface area + area of top + area of bottom 0 Pr ye 1 =1xb + anr?'= tb + 20{ 32) =b+ 3, F and the total surface area of the blue cylinder by 1 aint + tug = +2n. [ge] ab + abt BE! 1 Asi>b,s0R>b? > i P> x oh+ 5, P> age = total surface area of pink cylinder > total surface area of blue cy! Hence, the total surface areas of the two right circular cylinders which from rectangular sheets of same dimensions are unequal and the: area of the cylinder formed by rolling the rectangular sheet along is greater than the total surface area of the cylinder formed by rectangular sheet along breadth wise. arning outcome 1 Students learn how a rectangular region transforms into the curved. a right circular cylinder, J Students can verify the formula for the curved surface area of a ri cylinder. ‘ i j _ Students appreciate the derivation of the formula for the curved area of a right circular cylinder, Here, curved surface area of pink cylinder = 2nr, re Laboratory Manual Mathematics —Xa right circular cone ippiect”e make 4 right circular cone of giv, fo en slant height and circumfere: erequisite knowledg (i) Making of a right circular cone and a right circular cylinder, nce of circular cone, Mee eee (i) Flexible transparent plastic sheets (i) A cutting instrument (iii) Geometry box {ii) Formula for the volume of a right | {l@) Adhesive/cello tape circular cylinder. (e) Sand. (i) Concept of volume and its proportionality to quantity of matter. 1, Make a hollow right circular cone and a hollow right circular cylinder (closed at one end) of equal base radii, say r units, and of equal heights, say h units of flexible transparent plastic sheets as shown in fig. 18.1. : Note You may use the ready models of cone and cylinder of same base radii and same heights, in case they are available in your Mathematics Laboratory. 2. Fill the cone with sand upto the brim (as shown in fig. 18.2 and pour it into the cylinder. Note that the sand fills up only a part of the cylinder, as shown in fig, 183. 3, Fill the cone again with sand upto the brim and pour it into the cylinder. Note that the cylinder is still not full, as shown in fig. 18.4. 4, Fill the cone once again with sand upto the brim and pour it into the cylinder. Note that the cone is completely emptied into the cylinder and the cylinder is full upto the brim, as shown in fig. 18.5.iene into: the: We observe that it netds three full pourings of sand from the cone into y to fill it pletely. It follows that The volume ot a circular coe ! of the volume of a right circular cylinder of same height and sammie chins. jolume of right cireular cone of height hand base radian 6 of thy volume of @ Fight cireular cylinder of height ft and base { radius 7 L arth q learning outcome 4 Students obtain the relationship between the volume of 4 cone and a of same heights and equal base raciii, 4 Students learn that the volume of a cane is one-third of the volume of ac of same height (i) and of equal base radius (r), 4 Students learn the concept of proportionality between volume and q matter Repeat the above activity by taking cone and cylinder of different sizes euch pair of cone and cylinder of same heights and equal base radii.7 a ween the volumes of a right ci reular c 2 e1 xf same base radii and heights ‘one, a hemisphere and a right ship be syiinder ° he volume of a right circular cone, a hemisphere and a right circular that t same base radii and heights are in the ratio 1:2: 3 picks HOOT : ation of a might oo cone of Were ema laced wal base racine ane ee (i) Flexible transparent plastic sheets formation of a right circular of different colours a) Fomr of equal base radius and [) (i) Plastic bal height. 4 (iii) Geometry box wpperform the activity (iv) Pair of scissors pocecre (v) Cello tape ne plastic ball (sphere) into : two equal halves ie. into two (vi) Sand. hemispheres and take one of them as grown in fig. 23-1. + Measure a diameter of the hemisphere and find its radius. Let the radius of the hemisphere be r units. 3, Cut a circular piece of radius /3r units with centre O from a plastic sheet. Then cut this circular piece along two radii OA and OB so that the length of the are of the sector OAB is 2nr units as shown in fig. 23.2. 4, Fold the sector OAB to make radii OA and OB coincide. Fix the radii OA and OB together with cello tape so that a hollow right circular cone is formed of base radius 7 unit and of height r units as shown in fig. 23.3. : 5. Teke another piece of plastic sheet of length 2nr units and breadth r units. 6. Roll the sheet to form a hollow right circular cylinder of base radius r units and of height 7 units. 7. Cut another circular piece of radius r units from a plastic sheet and fix it at the hag of the cylinder to obtain a right circular cylindrical vessel as shown in ig. 23.4, 1, Cut #nto the hrormlapliers i aan ‘ the Sore nen is ee jy tiles eon ately 8 Pp the tyiee Homiapher emt \ ute ihe eylineliteal pocene ‘I ve ne 7 i 9 mt the sone sth aad Mr yon jiiodt compl toly’ proce three wee” pune ee il | awiee and pour ss the sand vith sain (ay Attar fillings th gone ant oxacl filled © 1 the hemisphere actly on andl oourinyy he he cone with sand t ae we Hees OT y i. w ae a a e agel 1 exacl ile cd will the sane, + yeas ‘ here ancl 4 vigght ¢, 4 Sani then cylindrical yennel, gon tt follows: that right © ane Folge yolume OF cylinder have equal radif andl 8 volume of cone > yolume of hemispher® = (Red Mathematically. We know (hat of base radius t and height | of aright circular cone volume of hemisphere of radius f= 5 nm, me of a right circular cylinder of base radius ¢ and hi then the volume relationship between | volume volu In particular, it" = h, - I a2 gine a We Ue rt a H2233,ctivity 24 ge ) Card board (ji) Glazed Papers OFF colours wv (ii) Geometry box, pair of ¢ probability and terms (iv) Fevistick/gum iment, random (o) Sketch pen mes, sample — (yj) An empty box, ome to Probability i elated to obtain probability of 2” event oe oA to throw of @ pair of dice throug! activity. Pp (i) Concept of related to it—expel experiment, trial, outco space, event, favourable oute an event ett, (ii) Formula for the pro! number of fayourable outcome: total numbers of outcomes bability of an event E : es tO E P(E) = Procedure 1. Prepare a chart for all the 36 possible outcomes obtained by dice, as shown in fig. 24.1 2. Cut a square card board of side 18 cm and paste glazed pap ? colours (say yellow and blue) on its two sides, as shown in fig, , Divide both sides of the card board in 36 small squi ares of equal si , Se and vertical lines, as shown in fig. io . sketch pen, write i ee oe pe numbers 1 to 6 on both sides of the card 5. Cut the card board alor i ng horizi ical li it into 36 small square aids eee vertical lines (already ¢ he represents one distinct 6. Put all the 36 cards into 8. For finding pr an empty box, an the following ability of an ey ent rel; 1. Prepare the observati fated to throw of a i. bean ation table given below, Manical : he Mathematics ~ xwithout replacement ang a y one one PY yes and rable outeom ‘* Marks 2 Take out enh ere favour comes from column 9 , observation table by we cal possi ot | B Count: ne (nel cetumns 3,445, 6and7 observation table- 4 ack Ft 4, Count the total number of Tot [Note At the cards may Pe above tablel Result We observe that (i) Total number of all possible outcomes wourable outcomes (ii) Total number of fa (iif) Total number of favourable outcomes comes to (iv) Total number of favourable ou! _(e) Total number of favourable outcomes (sum divisible b ber of favourable outcomes t0 the event (even number on (vi) Total num! the card and odd number on other) = ‘Using the formula : P(E) = total number of favourable outcomes to E total numbers of outcomes calculate the required probability for each event. drawn in dtr onder He to the event (sum = 6) = vs E to the event (sum > 8) = +