Aetivitg

16 Circles

are equal
tangents to a circle from some external point
OBJECTIVE: To verify that lengths of

PRE-REQUISITE KNOWLEDGE
• Concept of tangent to a circle
• Concept of length of a tangent
a circle with centre 0. A tangent
For example, Fig. 16.1a represents A
touches the circle at a point
from point P to the circle is straight line which Tangent
say A. PA is the length of the tangent. P

MATERIALS REQUIRED.
• White chart paper
•Coloured glazed paper Fig. 16.1

• Sketch pens •A pair of scissors

• Adhesive fevicol/gum, etc.
• Geometry box

PROCEDURE
paper as a circle of any radius with centre 0.
() Cut a pink glazed
on a white chart paper (See Fig. 16.2).
(iü) Paste the cutout circle

P
 CIRCLES
(iv) Place aruler touching the point P and the circle. Lifl the white chart paper and fold it to form a
crease. This crease is the first tangent to the circle from point P. Mark the point of contact of the
tangent as A (See Fig. 16.3).

Flg. 16.3

(v) Join PA (See Fig. 16.4).

Fig. 16.4

(vi) Now place the ruler touching the point P and the circle. Lift the white chart paper from the bottom
and fold it to form a crease. This crease is the second tangent to the circle from point P. Mark the
point of contact of the tangent as B (See Fig. 16.5).

Fig. 16.5

79
MATHEMATICS ACTIVITIES AND PROJECTS-X
16.6).
OP using dotted lines (See Fig.
(vit)Join PB. Also join OA, OB and

Fig. 16.6

OP (See Fig. 16.7).

(viii) Fold the white chart paper along dotted line

Fig. 16.7
radii and positions of point P".
(ix) Repeat the above activity for circles of different

OBSERVATION
AOBP cover each other completely.
Trom the above activity, we observe that AOAP and
= BP.
Thercfore, AP

RESULT.
a any external point are equal.
We have verified that the lengths of tangents to circle from

NOTE This activity is uscful in solving problems in geometry and mensuration.

STUDENT ACTIVITY
a
experimentally that the lengths of tangents drawn from an external point, to circle of
radi
To verify

6 cm, re cqual.

80
 ActivitLy

20 Coordinate
Geometry
OBJECTIVE: To verify hc distance formula by graphical method

PRE-REQUISITE IKNOWLEDGE
•For locating the position ofa point on a plane, we require a pair of co-ordinate axes
a
The distance of point from the y-axis is called its r-coordinate or abscissa
The distance of a point from the r-axis is called its y-coordinate or
ordinate
Distanco Formula: If Ax,, y,) and B(x,, y,) are two points, then

AB = Vx, -x+(y, - y)? units

(We take only the positive square root as distanco is
alwoys non-negative.)

MATERIALS REQUIRED
•Cardboard
• Graph paper
• White sheets of paper À(a.b)
Scale On both lhe axes
•Geometry box
10 smallostdvisions s unil
1

• Pen
• Adhesive fevicol/gum, etc.

PROCEDURE
() Take a cardboard ofa convenient size
and paste a white sheet of paper on it.
(iú) Paste the graph paper on the white X5 0 2
sheet of paper.
(iii) Draw the axes XOX and YOY on the
graph paper (Sec Fig. 20.1).
liv) Take two points Ala, b) and B(c, d) on B (cl d)
the graph paper and join them to get
a line segment AB (See Fig. 20.1).
Flg. 20.1
 MATHEMATICS ACTIVITIES AND PROJECTS-X

OBSERVATION. are
Coordinates of the point B
i) Coordinatcs of point A are
units units
(i0 Distance AB, using distance formulo
= Jic-a+ ld -by²
units.
(iil Actunl distance AB measured by ruler
is
actunl distance measured in step (ii) are
in step (iD and
(iu)The distance calculgted by distance formulo and distance
measured be a
distance calculated
So, we observe that the
aro the same.

RESULT
by graphical method.
We have verificd the distance formula

in proving
a
number of results in geometry.
NOTE The distance formula is uscd

STUDENT ACTIVITY
two objccls, suy tuo ktudrt
physically demonstralting the position of
Find the distance betwecn two objects by corner of the room aS origin.
a classroom, talking a set of reference arcs with the

VIVA VOCE

Q.I. The distance of thc point P(2, 3) from the rais is

YA

Ans. 3 units. A (0, 2y)

Q.2. The distance betwcen thc points A(0, 6) and
B(0, - 2) is

= =
AB = units
8
Ans. J-2-6 /64 X' +X
B (2r, 0)
Q3. The distance of the point P(-6, 8)from the origin is

= = = 10 unis. Ans. (I, y)

Ans. oP -6+ 8²
-36+64 100
Q.6. What is abscissa?
Q.4. The distance between the points A(0, 5) and
B-5, 0) is Ans. The distance of a point from the y-axis is calle

abscissa.
Ans. AB = -5-0 +(0-5) Q.7. What is ondinate?
=
J25+ 25 = V50 =5V2 units. Ans. The distanco of a point from the r-aris s cal
ordinate.
Q5. The coordinates of the point which is equldistant
from the three verticcs of the sA0B as shown in the
fgure is
 Areas Related
Circles
22
Activity

to
experimentally
arca of a circle
To oblain formula for
OB|ECTIVE:

PRE-REQUISITE KNOWLEDGE
squaro units
x (base x height)
1
• Aren of triangle 2
circle = 2rrr units (r is radius)
• Circumference of
= square units (r is radius)
• Area of circle

MATERIALS REQUIRED.
• Geomctry box
colours
Threads of different • Cardboard
•A pair of scissors Adhesive fevicoVgum,
etc.
• Thick sheet of paper

PROCEDURE on the cardbed

paper, cut it out and paste it
say r units on a thick sheet of
(i) Draw a circle of radius
(See Fig. 22.1).
 AREAS RELATED TO CIRCLES
ii Cut the coloured thrends of diTerent sizcs in pairs.
i) Now fill up the circle by pasting one set of coloured thrends of diferent alzes in concentric pattern
8o that there is no gap
lel In bctween tho threada as ehown in Fig. 22.2.

Flg. 222
tiv)Arrange the other set of colourcd threads starting from smallest to the largest in the pattern shown
in Fig 22.3. Last thread will bo of samo colour and 8ame length as that of the outermost thread of
the circle as shown in Fig. 22.2.

h=r

Flg. 22.3

NOTE Thinner the thread more is the accuracy. Fig. 22.3 Is not drawn o scale.

OBSERVATION
On actual measurement, we have
Base of the triangle =
D
units.
=
(i) Height of the triangle units (iLe., radius of the circle).
1
(ii) Area of triangle = x (base x height) square units =
8quare units.
in the form
(iv) Number and size of threads pasted on the circle and number and size of threads pasted
of triangle are the same.
on the circle and arcn of triangular shaped figuro formed by
(u)Therefore, area covered by threads
thrends is the same.
(vi) Base of triangle is equal to the circumference of the circle (2r) and
height of the triangle is equal
to radius of the circle, l.e., r.

I09
MATHEMATICS ACTIVTTIES AND PROJECTSX

= x 27r square units

(vii) Area of the circle = Area of the triangle Xr
= U 8quare units.
RESULT
We have obtained the formula for aren of a circle experimentally.

STUDENT ACTIVITY
1. Using this activity find areas of flower bcds of circular and semi-circular shapes.
of circular tiles reauiod
2. Using this activity make circular designs and estimale the number
a
floor.

VIVAVOGE

Q.1. Give the formula for the area of a circle having r= 14 Cm

Diameter = cm =
radius r cm. 14x 2 28 cm

Ans. Area of a circlo = ² squaro units. Q5. The numerical value of the area of a curcle isr
than the numerical value of its cirumferenag
Q.2. A horse is tied to a pole with 56 m long string. Find
this statement true? Why?
the area of the field the horse can graze.
Ans. No, it will depend on the value of the radina
Ans. Area of 22
the field= x66x66 m² Q.6. The area of the circle that can be inseribed n
square of side 10 cm ig cm.
= (22 x 8 x 56) m?
Ans. 25n
9856 m2.
Q7. Define a circle.
Q3. The circumferences of two circles are in the ratio
2:3. The ratio of their areas is
Ans. A circle is a collection of those paints in a
which are equidistant from a fixed point a t
r
Ans. 4 :9 plane.
Q.4. The perimeter of a semi-circular protractor is 72 cm. Q8. Define concentric circles.
Its diameter is
Ans. The circles having the same centre and ifl
Ans. Let r be the radius of the semi-circular protractor. radii are called concentric circles.
T + 2r = 72 Q.9. When we rotate a circle, then it appears a9
72 72 Ans. Sphere
I+2 22
+2 Q.10. Is it true to say that the area of the circde insrt
in a square of side 'a' is
m
mcm?
72 72x7
36 Ans. No, as radjus of the circle is
36 2
7
Activity

26 Surface Areas
and Volumes
OBJECTIVE: To compare two cylindcrs made from reciangular shects of samce dimensions under he
following aspects:
(a) Curved surface areas (b) Total surface areas (c) Volumes

PRE-REQUISITE KNOWLEDGE
• rectangular sheet can be rolled to form a cylinder
A

Circumference ofa circle = 2r units

Curved surface area of a cylinder = 2rrh sq. units
.
Total surface area of a cylinder = 2rh + 2ru = 2r (h + r) sq. units
Volume of a cylinder = h
cubic units

MATERIALS REQUIRED.
• Coloured chart papers of diferent colours
• Geomctry box • A pair of scissors
• Adhesive fevicol/gum Sketch pens

PROCEDURE
) Take two different colour chart papers. Cut two rectangular sheets of same dimensions lie., !x b)
from the two chart papers (See Fig. 26.1).

Flg. 26.1

129
MATIICMATICS ACTIVITIE
length so that the shorter sides ix together by cellutape
yellow aheet and
fold it along its height b units (Sec
ii) Tako the circumference is / units and Fig. 2621
a hollow cylinder whose
Thus, wc preparo

Circumforenco Circumference
= 2=R = 2rr

=lunits =b unis

Flg. 26.3
Flg. 262
brcadth so that the longer sides fix together cells.
by
(iii)Now, take the red sheet and fold it along its and height is units(See Fig. 0.31
cylinder whose circumference is units
b
Thus, we prepare a hollow
arcas of two cylindors
(a) Comparison of curved surface
arens of the two cylinders respectively.
Let S, and S, be the curved surface
S, = 2rRb
Therefore,
= Length of the rectangle x b

=lxb sq. units

and S, = 2rrl
- Breadth of the rectangle x !
=bxlsq. units ..42)

OBSERVATION_
Compare the surface areas of both the cylinders.

=
S. No. S, = 2aRB
2n
S, 2rl Comparison
2r
of S, and S,
(a)

(o)

(c)

Using diferent dimensions, we observe that

Curved surface area of the first cylinder
= Curved surface area of the second cylinder
(6) Comparison of total surface arcns of two cylinders
(i) Total surface area (TSA,) of the irst cylinder
= 2rRb + rR? + R?
= 2rRb + 2rR?
l30
 SURFACE AREAS AND VOLUMES

= 2n
b+ 2r
2
sq. units
in Total surface area (TSA,) of the second cylinder
=
2rurl + + TU= 2rl + 2r

- rsq. units
OBSERVATION.
Compare the total surfoce areas of
both the cylindera.

As > b
V
2 2

2 2a
Observation Table

S. No. Re TSA, = lb +
2r TSA, = lb +
27 Comparison
of TSA, and TSA,
(a)

(b)
(c

Using different dimensions, we observe that total surface area

(TSA,)of the first cylinder is greate
than the total surface area (TSA,) of the second cylinder.
(c)Comparison of volumes of two cylinders

() Volume of the first cylinder, V, = =

R?b 4
cubic units

(iü)Volume of the second cylinder, cubic units

4
OBSERVATION.

Compare the volumes of both the cylinders:

As l> b

P > lb2

>
4R 4T

131
MATHEMATICS ACTIVITIES AND
PROJECTS-X

Obscrvntion Talblo
V, = Comparison of V,
21 4n
S. No. R= 2r 4r and V,

(a)
(b)
(c)
volume of v.
Using dierent dimensions, we observe that volume of V, is greater than

RESULT

We have compared: ta) curved surfaco

arens, (b) total surface areas and (c) volumes
of twe .
made from rectangular shects of same dimensions.

STUDENT ACTIVITY
same dimensions and compare their
To prepare two ylinders made from rectangular shcets of
(a) curved surface arcas (b) total surface areas (c) volumes

VIVA VOCE
Ans. Radius of the base of the roller,
Q.1. If a rectangular shect of dimcnsions l x b units is
folded along its length l units to form a cylinder,
cm, length, h = 4 cm
then find the radius of the cylinder so obtaincd.
.:. Curved surface area = 2rrh
Ans. Circumference of the base of the cylinder of base
radius r = length of the rectangle. 222.1
= 2 x x 4 = 26.4 cm²
2v= r=
2n .. Area covered by the roller in 10 evalutions
Q.2. What will be the height of a right circular cylinder = 26.4 x 10 = 264 cm²
if is made from a rectangular sheet of length
it
18 cn and breadth 12 cm?
Q-4. Ifa rectangular sheet (r cm xy cm) is folded alorg
its breadth y cm, find the volume of the clinder
Ans. () Height of the cylinder when it is folded along its
length = 12 cm =
Ans. Herc, radius (r)
(ii) Height of the cylinder when it is folded along 2
its brcadth = 18 cm height (h) =rcm

Q.3. The diameter of a roller is 2.! cn and it is 4 cm

.:.
Volume of the cylinder = h
cubic units
long. How much area will itcover in 10 revolutions?
1

2r

132
 Activity

19 Probability
OBJECTIVE:To detemine experimenal probability of a Head (or a Tail) by tossing a coin 1000 imes
and compare it with its theorcical probability

PRE-REQUISITE KNOWLEDGE
•A coin has two laces, o head and a tail

Head Tall

Flg. 19.1 Two lacos of a coin

• Sample space, events, total number of outeomes or cases and favourable outcomes or cases

• Probability of an event = Number of cases lavourable to the event

Total number of cnses in the sample space

MATERIALS REQUIRED
• White shects of paper
•A fair coin
• Pen, etc.

PROCEDURE.
.., X of suitablo sizes.
() Divide the students of the class into ten groups 1, II, III,
occurrence of a head.
(ii) Each group will toss a coin 100 times and will observe the
comcs up in ench group and denote these by
(iii)Count the total number of times (frequency) a head
C, az .,ajo lor cach group respectively.
group as
(iv)Calculate the experimental probability of a head in each 100 100 100

95
MATHEMATICS ACTIVITIES AND PROJECTS-X
a
hend based on the data of 1t group, 1t two groups
experimenta) probabilitics of
0J Calculate the a
+o2
all ten groups as 1000
t*Co respectively.
100 200 300

OBSERVATION

) Each group will complete the following table:

Group Number of times a coin Total number of times a

s throrn by a group head comes up
100

100
100
100
100
VI
100
VII 100
VII 100
100
X
100

3
a, a,
(ii)
100
200 200 300
400
6 500

10

600
700
800
900
(iii) Experimental 1000
probability of a
head
(iu) Experimental 1000
probability of a
(u) head is nearly
probability equal to theoretical
of a head is nearly
(vi)The probabilities to theoretical

100 a,+ag
(vii) The theoretical 200
probability
300
of an event
tta10 are coming closer
1000
E (a head) and closer to
= PH) =
Number
Total number of outcomes favourable
From steps of possible outcomes to E
(vi)
the theoretical and (vii), it can of the experimemt 1
probability. be seen
that the experimental 2
probability
of a head
is -
 NOTE
Similar activity cnn be porformed for the occurrence of a Lail.

RESULT
n coin 1000 times and compared
Ve have delermined experimental probability of a hend (or a tail) by tossing
iL with its theoretical probnbility.

Prubability is used extensively in the Nelda like Phyaienl Scionces, Commere, Biological Sciences, Medical
NOTE
Sciences, Wenther Porecasting, ete

STUDENT ACTIVITY
Determine the probability of getting two heads by tossing two coins simultancously 500 times and compare if
with its theoretical probability.

VVA VOCE

is
Q.1. Dcfine an inpossible event. Q.6. A pair of die is thrown simultaneously. What
not getting a doublet?
the probability of
Ans. The probability of an event which is imposible to
occur is 0. Such an cvent is called an impossible 5
Ana.
Cvent 6
space.
Q.2. Dcfine a surc (or a certain) event. Q.7.Vhen a coin is thrown, write the sample
Ans. The probability of an event which is surc (or certain) Ans. The sample space is (H, TI
to occur is 1. Such an event is called a sure event H Head, T Tail
or a cCertain event. I only on a
...... .... 2.8. Why do we take values from 0 to
9.3. For an event E, S
P(E) S probability scale?
Ans. 0, 1.
Ans. It is due to the fact that probability of an event lics
Q4. Define an elementary cvent. between 0 and 1.

Ans. An event having only one outcome is called an Q.9. A coin is throun once. What is the probability of
elementary event obtaining a head?
Q5. Define complementary events. Ans.
2
Ans. For an event E, P(E) =
1- PE). Tho cvent E.
representing 'not E, is called the complement of
Q.10. If the probability of winning a game is 0.8, then
what is the probability of losing it?
the event E. We also 8ay that E and E are
complementary events. Ans. 0.2