NATIONAL PUBLIC SCHOOL

HSR, BENGALURU

GRADE 11 – MATHEMATICS
LAB ACTIVITY MANUAL

1
 ACTIVITY-1

OBJECTIVE
To find the number of subsets of agiven set and verify that if a set has n
number of elements, then the totalnumber of subsets is 2𝑛 .

MATERIAL REQUIRED
Paper, different coloured pencils.

PROCEDURE
1. Take the empty set (say) 𝐴0 which has no element.
2. Take a set (say) 𝐴1 which has one element (say) 𝑎1
3. Take a set (say) 𝐴2 which has two elements (say) 𝑎1 and 𝑎2
4. Take a set (say) 𝐴3 which has three elements (say) 𝑎1 , 𝑎2 and 𝑎3 .
5. Represent set 𝐴0 on sheet. Here the possible subsets of 𝐴0 is 𝐴0 itselfonly, represented
symbolically by ∅. The number of subsets of 𝐴0 is 1 = 20 .
6. Represent 𝐴1 . Here the subsets of 𝐴1 are ∅, {𝑎1 }. The number of subsets of
𝐴1 is 2 = 21
7. Represent 𝐴3 .Here the subsets of 𝐴3 are ∅, {𝑎1 },{𝑎2 },{𝑎3 },{𝑎1 , 𝑎2 },{𝑎2 ,𝑎3 },{𝑎3 ,𝑎1 }and
{𝑎1 , 𝑎2 , 𝑎3 }. The number of subsets of 𝐴3 is 8 = 23 .
5. Continuing this way, the number of subsets of set A containing nelements 𝑎1 , 𝑎2 , ..., 𝑎𝑛 is
2𝑛 .

OBSERVATION

1. The number of subsets of 𝐴0 is __________ =

2. The number of subsets of 𝐴1 is __________ =
3. The number of subsets of 𝐴2 is __________ =
4. The number of subsets of 𝐴3 is __________ =
5. The number of subsets of 𝐴𝑛 is =

RESULT
The number of subsets of a set having 𝑛 elements is 2𝑛 .

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Reference Diagram/Graph:

3
 ACTIVITY-2

OBJECTIVE
To distinguish between a Relation and a Function.

MATERIAL REQUIRED
Scale, pencil, white sheet

PROCEDURE
1. On the white sheet draw two rectangles, one on left side and one on right side of the sheet.
2. Mark three points 𝑎, 𝑏 𝑎𝑛𝑑 𝑐 on left rectangle.
3. Mark two points on the right rectangle and label them 1 𝑎𝑛𝑑 2.
4. Join points of the left rectangle to the points on the right rectangle in different ways.
5. Joining points in each figure constitute different ordered pairs representing elements of a relation.

OBSERVATION
1. In first fig. , ordered pairs are ____________. These ordered pairs constitute a
___________ but not a _________.
2. In the second fig., ordered pairs are __________. These constitute a _______ as
well as ________.
3. In third fig., ordered pairs are _______. These ordered pairs constitute a________ as
well as ________.
4. In fourth fig., ordered pairs are ________. These ordered pairs do not represent______ but
represent ________.

RESULT
Hence relations and functions has been distinguished using arrow diagram.

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Reference Diagram/Graph

5
 ACTIVITY-3

OBJECTIVE
To find the values of sine and cosine functions in second, third and fourth
quadrants using their given values in first quadrant.

MATERIAL REQUIRED
ruler,coloured pens,pencil and compass.

PROCEDURE

1. Draw a unit circle with centre O on white sheet.

2. Through the centre of the circle, draw two perpendicular lines 𝑋𝑂𝑋 ′ and
𝑌𝑂𝑌 ′ representing x-axis and y-axis, respectively.
3 . Mark the points as A, B, C and D, where the circle cuts the x-axis and y-axis,
respectively.
𝜋 𝜋 𝜋
4. Through O, draw angles 𝑃1 𝑂𝑋, 𝑃2 𝑂𝑋 , and 𝑃3 𝑂𝑋 of measures , and ,respectively.
6 4 3
5 . Put the needle of compass at the centre of the circle and the pencil end to move freely
along the circle.
√3 1 𝜋
6 . The coordinates of the point 𝑃1 are ( , ) because its x-cordinate is 𝑐𝑜𝑠 6 and y-
2 2
𝜋 1 1
coordinate is 𝑠𝑖𝑛 6 . The coordinates of the points 𝑃2 and 𝑃3 are ( , ) and
√2 √2
1 √3
(2 ,
2
)respectively.
2𝜋
7 . To find the value of sine or cosine of some angle in the second quadrant (say)
3
rotate the tip of pencil in anticlockwise direction making an angle 𝑃4 𝑂𝑋 of
2𝜋
measure 3 = 120° with the positive direction of x-axis.
2𝜋 𝜋
8. Look at the position 𝑂𝑃4 of the pencil tip in the figure. Since = 𝜋 − , 𝑂𝑃4 is the
3 3
−1 √3
mirror image of 𝑂𝑃3 with respect to y-axis. Therefore, the coordinates of 𝑃4 are ( , ).
2 2
2𝜋 √3 2𝜋 1
Thus 𝑠𝑖𝑛 = and =− .
3 2 3 2
𝜋 4𝜋
9. To find the value of sine or cosine of some angle say, 𝜋 + 3 = 3
(say) in the third quadrant, rotate the tip of pencil in anti clockwise direction
4𝜋
making as an angle of 3 with the positive direction of x-axis.
10 .Look at the new position 𝑂𝑃5 of the pencil. Point 𝑃5 is the mirror image of the point
𝑃4 (since ∠𝑃4 𝑂𝑋 ′ = ∠𝑃5 𝑂𝑋 ′ )with respect to x-axis. Therefore, coordinates
−1 −√3 −2𝜋 4𝜋 −√3 −2𝜋 4𝜋 −1
of 𝑃5 are ( 2 , ) and hence 𝑠𝑖𝑛 ( ) = 𝑠𝑖𝑛 ( 3 ) = and 𝑐𝑜𝑠 ( ) = 𝑐𝑜𝑠 ( 3 ) =
2 3 2 3 2

7𝜋
11. To find the value of sine or cosine of some angle in the fourth quadrant, say , rotate
4
7𝜋
the pencil tip in anti clockwise direction making an angle of 4
with the positive direction
7𝜋 −𝜋
of x-axis represented by 𝑂𝑃6 . Angle in anti clockwise direction = Angle ( 4 ) in the
4
clockwise direction. 𝑃6 is the mirror image of 𝑃2 with respect to x-axis.
6
 1 −1
Therefore,coordinates of 𝑃6 are (√2 , √2).
7𝜋 −𝜋 −1 7𝜋 −𝜋 1
Thus 𝑠𝑖𝑛 ( 4 ) = 𝑠𝑖𝑛 ( 4 ) = and 𝑐𝑜𝑠 ( 4 ) = 𝑐𝑜𝑠 ( 4 ) = √2 .
√2

12. To find the value of sine or cosine of some angle, which is greater than one revolution,
13𝜋 13𝜋 𝜋
say 6 ,rotate the pencil tip in anti clockwise direction since 6 = 2𝜋 + 6 , the pencil tip
13𝜋 𝜋 1
will reach at the position 𝑂𝑃1 . Therefore, 𝑠𝑖𝑛 ( ) = 𝑠𝑖𝑛 ( ) = and
6 6 2
13𝜋 𝜋 √3
𝑐𝑜𝑠 ( ) = 𝑐𝑜𝑠 ( 6 ) = .
6 2

OBSERVATION
1. Angle made by the pencil tip in one complete revolution is _________.
𝜋 −π
2. 𝑐𝑜𝑠 ( 6 ) = _________ = cos ( 6 )
𝜋
𝑠𝑖𝑛 ( ) = _________ = sin(2π + ______).
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3.sine function is non-negative in _______ and _______ quadrants.
4. cosine function is non-negative in ______ and _____ quadrants.

RESULT
Hence the values of sine and cosine function in second, third and fourth quadrant are derived through an
activity.

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Reference Diagram/Graph

7
 ACTIVTY 4

OBJECTIVE
𝑥
To plot the graphs of 𝑠𝑖𝑛 𝑥, 𝑠𝑖𝑛 2𝑥, 2𝑠𝑖𝑛𝑥 and 𝑠𝑖𝑛 2 , using same coordinate axes.

MATERIAL REQUIRED
Graph paper, scale,pencil,eraser, black, blue,green and red pens.

PROCEDURE
1. Draw two mutually perpendicular lines on the graph paper, and take them as coordinate axes.
2. Graduate the two axes with suitable scale.
𝑥
3. Prepare table of ordered pairs for 𝑠𝑖𝑛 𝑥, 𝑠𝑖𝑛 2𝑥, 2𝑠𝑖𝑛𝑥 and 𝑠𝑖𝑛 2 for different values of x.
𝑥
4. Plot the ordered pair (𝑥, sin 𝑥), (𝑥, sin 2𝑥), (𝑥, sin 2) 𝑎𝑛𝑑 (𝑥, 2sin 𝑥) on the same axes of coordinates,
and join the plotted ordered pairs by free hand curves in different colours.
5. Join the points of the curve 𝒔𝒊𝒏 𝒙 with blue pen.
6. Join the points of the curve 𝒔𝒊𝒏 𝟐𝒙 with black pen.
7. Join the points of the curve sin x/2 with green pen.
8. Join the points of the curve 𝟐𝒔𝒊𝒏 𝒙 with red pen.

OBSERVATION

1. Graphs of 𝑠𝑖𝑛 𝑥 and 2 𝑠𝑖𝑛 𝑥 are of same shape but the maximum height of the graph of 𝑠𝑖𝑛 𝑥 is
________ the maximum height of the graph of __________.
2. The maximum height of the graph of 𝑠𝑖𝑛 2𝑥 is ___________. It is at x = _________ .
3. The maximum height of the graph of 2 𝑠𝑖𝑛 𝑥 is ___________ . It is at x =_________ .
𝑥 𝑥
4. The maximum height of the graph of 𝑠𝑖𝑛 2 is ___________ . It is at 2 =_________.
𝑥
5. At x = ________, 𝑥 = 0, at x = _______, 𝑠𝑖𝑛 2𝑥 = 0 and at x = ________ 𝑠𝑖𝑛 2 = 0.
𝑥
6. In the interval [0, 𝜋], graphs of 𝑠𝑖𝑛 𝑥, 2 𝑠𝑖𝑛 𝑥 and 𝑠𝑖𝑛 2 are _______ x – axes and some portion of the

graph of 𝑠𝑖𝑛 2𝑥 lies _______ x-axes.

7. Graphs of 𝑠𝑖𝑛 𝑥 and 𝑠𝑖𝑛 2𝑥 intersect at x = _______ in the interval (0, 𝜋).
𝑥
8. Graphs of 𝑠𝑖𝑛 𝑥 and 𝑠𝑖𝑛 2 intersect at x = ________ in the interval (0, 𝜋).

RESULT

Hence the graphs of multiples and submultiples of angles of sine function can be sketched and
compared.
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Reference Diagram/Graph/table

9
 ACTIVTY 5

OBJECTIVE
To obtain a quadratic function with the help of linear functions graphically.

MATERIAL REQUIRED
White sheet, graph paper, scale, pencil, eraser.

PROCEDURE
1. Take a graph paper and draw mutually perpendicular x-axis and y-axis intersecting at O. Paste it on
white paper.
2. Take a point A on y-axis at a distance of a𝑎 units below origin and a point B on x-axis at a distance of
𝑎a units from O in the positive direction.
3. Similarly ,take a point D on x-axis at a distance of 𝑏 𝑢𝑛𝑖𝑡𝑠 from O in the positive direction and a point
C on y-axis at a distance of 𝑏 𝑢𝑛𝑖𝑡𝑠 below O.
4. Sketch a curve in such a way that it passes through the points where straight lines meet the x-axis and
the curve takes the shape of a parabola.

OBSERVATION

1. The straight line through the points A and B is given by 𝑦 = 𝑥 − 𝑎 intersecting the 𝑥 − 𝑎𝑥𝑖𝑠 and 𝑦 −
𝑎𝑥𝑖𝑠 at (𝑎, 0) and (0, −𝑎) respectively.
2. The line through the points C and D is given by 𝑦 = 𝑥 − 𝑏 intersecting 𝑥 and 𝑦 − 𝑎𝑥𝑖𝑠 at (𝑏, 0) and
(0, −𝑏), respectively.
3. The curve through B & D is given by 𝑦 = 𝑘(𝑥 − 𝑎)(𝑥 − 𝑏) = 𝑘[𝑥 2 − (𝑎 + 𝑏)𝑥 + 𝑎𝑏]
where 𝑘 is an arbitrary constant.

RESULT

Hence the quadratic curve is sketched graphically with the help of linear equations .

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Reference Diagram/Graph/table

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 ACTIVTY 6
OBJECTIVE
To construct a Pascal’s Triangle and to write binomial expansion for a given positive integral exponent.

MATERIAL REQUIRED
Geometry box

PROCEDURE
1. The figure below looks like a triangle and is referred to as Pascal’s Triangle.

2. Draw the above figure and write the numbers as given in above picture.

3. Identify a pattern and complete the triangle till the seventh row.

4. Numbers in the second row give the coefficients of the terms of the binomial expansion of
(𝑎 + 𝑏)1. Numbers in the third row give the coefficients of the terms of the binomial expansion
of (𝑎 + 𝑏)2 . Numbers in the fourth row give the coefficients of the terms of binomial expansion
of (𝑎 + 𝑏)3

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OBSERVATION
1. Numbers in the fifth row are __________, which are coefficients of the binomial expansion of
_____________.

2. Numbers in the seventh row are __________, which are coefficients of the binomial expansion of
___________.

3. (𝑎 + 𝑏)3 = ____𝑎3 +_____𝑎2 𝑏 + ______𝑎𝑏 2 + ____𝑏 3

4. (𝑎 + 𝑏)5 = _______ + ________ + ________ + ________ + ________ + ________

5. (𝑎 + 𝑏)6 = _____𝑎6 + ______𝑎5 𝑏 + _____𝑎4 𝑏 2 + ______𝑎3 𝑏 3 + ______𝑎2 𝑏 4 + _____ + 𝑎𝑏 5 ____ + 𝑏 6

6. (𝑎 + 𝑏)8 = _____ + ________ + ________ + ________ + ________ + ________ + _______ + ________ + ______

RESULT
This activity can be used to write binomial expansion for (𝑎 + 𝑏)𝑛 , where n is a positive integer.

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 ACTIVTY 7
OBJECTIVE
To demonstrate that the Arithmetic mean of two different positive numbers is always greater than the
Geometric mean.

MATERIAL REQUIRED
Four coloured papers, scale, scissor

PROCEDURE
1. Cut off four different coloured rectangular pieces of dimension 𝑎 × 𝑏 (𝑎 > 𝑏).Take a=5cm, b=3cm.
2. Arrange the four rectangular pieces as shown –

OBSERVATION

1.ABCD is a square of side __________ units.

2.Area of ABCD = __________ sq units.
3.Area of four rectangular pieces = _______ sq units.
4.PQRS is a square of side _________ units.
5.Area of ABCD = Sumof the areas of four rectangular pieces + area of square PQRS
∴ 𝐴𝑟𝑒𝑎 𝑜𝑓 𝐴𝐵𝐶𝐷 > 𝑆𝑢𝑚 𝑜𝑓 𝑎𝑟𝑒𝑎𝑠 𝑜𝑓 𝑓𝑜𝑢𝑟 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑢𝑙𝑎𝑟 𝑝𝑖𝑒𝑐𝑒𝑠.
(𝑎 + 𝑏)2 > 4 𝑎𝑏
𝑎+𝑏 2
⇒( ) > 𝑎𝑏
2
𝑎+𝑏
⇒ 2 > √𝑎𝑏 i.e. A.M. >G.M.

RESULT
We have thus verified that A.M. >G.M.

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 ACTIVTY 8
OBJECTIVE
To construct an ellipse when two fixed points are given.

MATERIAL REQUIRED
Cardboard, Coloured paper, pins, strings

PROCEDURE

1. Take a rectangular coloured paper (say 10cm x 6 cm) and paste it on a hardcover
notebook/cardboard.
2. Draw a horizontal line on the coloured paper and mark two fixed points 𝐹1 and 𝐹2 on it such that
the distance between them is 6cm. Fix two pins at the points 𝐹1 and 𝐹2 .
3. Take a string whose length is more than the distance between the two fixed points say 9cm.
4. Fix the two ends of the string at the two nails at 𝐹1 and 𝐹2 .

5. With a pencil, stretch the string in the loop without slack and mark at least 10 points 𝑃1 , 𝑃2 , 𝑃3, …. etc.
on both sides of the line segment joining 𝐹1 and 𝐹2 .

6. Join all the points 𝑃𝑖 , i = 1,2,....20 to form an ellipse.

OBSERVATION

1. 𝑃1 𝐹1 + 𝑃1 𝐹2 = ___, 𝑃2 𝐹1 + 𝑃2 𝐹2 = _____, 𝑃9 𝐹1 + 𝑃9 𝐹2 = ___, 𝑃16 𝐹1 + 𝑃16 𝐹2=_____, 𝑃20 𝐹1 +

𝑃20 𝐹2 = __

2. Sum of the distances of each of the points 𝑃1 , 𝑃2, 𝑃3 , …. from the points 𝐹1 and 𝐹2 is ____.
So the curve obtained is an __________.

RESULT
This activity can be used to explain the property of an ellipse i.e the sum of the distances of any point
on the ellipse from its two foci is constant and is equal to the length of the major axis.

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Reference Diagram/Graph/table

16
 ACTIVTY 9
OBJECTIVE
To explain the concept of octants by three mutually perpendicular planes in space.

MATERIAL REQUIRED
Coloured papers, scissor, small pencil, thread

PROCEDURE
1. Cut out three coloured square sheets each of size 10cm x 10cm.

2. Fix two sheets in such a way that they intersect orthogonally in the middle of each other.

3. Cut the third sheet into two equal rectangles.

4. Insert one rectangle from one side in the middle cutting the two orthogonally and the other rectangle
from the other side as shown in the figure. The space is divided into eight parts by these three sheets.
Each part is referred to as an octant.

5. In one of the octant, use scale to represent the 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

6. Fix a small pencil perpendicular to xy plane at a point P(𝑥, 𝑦) and parallel to z-axis.
7. Fix a thread joining the origin to the upper tip 𝑃′(𝑥, 𝑦, 𝑧) of this perpendicular rod.
8. The distance of point P on xy plane with coordinates (𝑥, 𝑦) from the origin is √𝑥 2 + 𝑦 2 .
9. 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 point (5,4) on the xy plane from origin is ________.

3. Distance of the point (3,2,1) from the origin is _________.

4. If two normals are drawn to any two of the planes, then these normal are ___________ to each other.

RESULT
1. Model can be used to visualise 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.

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Reference Diagram/Graph/table

18
 ACTIVTY 10
OBJECTIVE
To verify the geometrical significance of derivative.

MATERIAL REQUIRED
Three Graph sheets, Geometry box

PROCEDURE

1. On each of the three graph sheets, draw two mutually perpendicular lines representing the x-axis and
y-axis.

2. Sketch the graph of 𝑥 2 + 𝑦 2 = 25 (𝑐𝑖𝑟𝑐𝑙𝑒), (𝑥 − 3)2 + 𝑦 2 = 25(𝑐𝑖𝑟𝑐𝑙𝑒), 𝑥𝑦 =

4 (𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑢𝑙𝑎𝑟 ℎ𝑦𝑝𝑒𝑟𝑏𝑜𝑙𝑎) (one on each of the graph sheet).

3. Take the first sheet on which the graph of the circle 𝑥 2 + 𝑦 2 = 25, has been drawn and plot the
point 𝐴(4,3) on the circle.

4. With the help of a set square, placed in the direction OA, draw a perpendicular to OA at the point A
to meet the x-axis at a point say P as shown in the figure.

5. Measure the angle between OA and the positive direction of x-axis at P (say 𝜃).

6. Find 𝑡𝑎𝑛𝜃 with the help of trigonometric tables.

𝑑𝑦 −𝑥 𝑑𝑦 𝑑𝑦
Now 𝑥 2 + 𝑦 2 = 25 ⇒ 𝑦 = √25 − 𝑥 2 ⇒ 𝑑𝑥 = √25−𝑥 2
. Find 𝑑𝑥 at the point (4,3) and verify that 𝑑𝑥
at the point (4,3) = 𝑡𝑎𝑛𝜃
𝑑𝑦
7. Similarly take another point (−4,3) on the circle. Verify that 𝑑𝑥 at (−4,3) = 𝑡𝑎𝑛𝛼 where 𝛼 is the
angle made by the tangent to the circle at the point (−4,3) with the positive direction of the x-
axis.(Refer to the above figure)

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 8. Take the second sheet with the graph of (𝑥 − 3)2 + 𝑦 2 = 25, take a point (6,4) on it, repeat the
𝑑𝑦
above process using set square to verify that𝑑𝑥 at (6,4) is tan 𝜃.

9. Now take the third sheet showing the graph of 𝑥𝑦 = 4. Take the point (2,2) on it. Place one
perpendicular side of set square along the line 𝑦 = 𝑥and draw the other side touching the curve at
(2,2). Find the angle made by the above line with the positive direction of x-axis. Verify that
𝑑𝑦
𝑎𝑡 (2,2) = 𝑡𝑎𝑛𝜃.
𝑑𝑥

OBSERVATION
𝑑𝑦
1. For the curve 𝑥 2 + 𝑦 2 = 25, 𝑑𝑥 at the point (3,4) = ________.
𝑑𝑦
Value of = _____ , 𝑡𝑎𝑛𝜃 = _______, 𝑑𝑥 at (3,4) = _______.

𝑑𝑦 𝑑𝑦
2. For the curve 𝑥 2 + 𝑦 2 = 25, at (−4,3) = ______, 𝑡𝑎𝑛𝛼 = ______, 𝑑𝑥 𝑎𝑡(−4,3) = _____
𝑑𝑥

𝑑𝑦
3. For the curve 𝑥𝑦 = 4, 𝑑𝑥 at (2,2) = ____, 𝜃 = ____, 𝑡𝑎𝑛𝜃 = _______.

RESULT

This activity can be used to verify the result that the slope of the tangent at a point is equal to the value of
the derivative at that point for other curves.

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Reference Diagram/Graph/table

*************************************************************************************
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