Maths 9 V2.0

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The goal of constructing a square-root spiral is to see how numbers grow

in a steady pattern. This activity helps you understand math concepts
better by showing how the spiral expands and illustrates how irrational
numbers work in a hands-on way.
WHAT YOU’LL NEED:

• Coloured threads
• Adhesive
• Drawing pins
• Nails
• Geometry box
• Sketch pens
• Marker
• Plywood piece
IN THIS ACTIVITY
You’ll be creating something called a square root spiral. This spiral is based on a simple but
powerful mathematical idea: the square root. A square root spiral shows how numbers increase
in a way that’s related to the square root of the previous numbers. It’s like drawing a pattern
where each step builds on the last one in a way that visually represents how square roots work.
To make the square root spiral, you’ll use basic geometry to create a series of connected line
segments. Each segment is determined by the length of the previous one, with each new
segment being the length of the square root of the previous segment. By connecting these
segments with threads, you’ll end up with a spiral that grows in a regular pattern. This pattern
helps you see how the mathematical concept of square roots works in a visual way.
Understanding and creating this spiral helps bridge the gap between abstract math and real-
world applications. It makes the idea of square roots more concrete and easier to grasp by
turning it into a physical, visual object. This can be especially helpful in learning and teaching
math, as it turns theoretical concepts into something tangible and engaging.
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Fig. 1
PROCEDURE
1. Prepare Your Workspace:
o Material: Take a piece of plywood with dimensions 30 cm × 30 cm.
▪ Rationale: A 30 cm × 30 cm plywood provides a large enough surface
to work on and ensures that you have enough space to draw and
construct the spiral.
2. Draw the Initial Line Segment:
o Scale Conversion: On the plywood, 2 cm equals 1 unit.
▪ Rationale: This scale conversion helps you create a manageable and
accurate drawing on the plywood.
o Action: Draw a line segment AB that is 1 unit long (2 cm on the plywood).
▪ Rationale: This initial line segment serves as the starting point for
constructing the spiral and helps in defining the size of subsequent steps.
3. Draw a Perpendicular Line:

o Tools: Use set squares or compasses.
▪ Rationale: Set squares or compasses are precise tools for ensuring that
the lines are exactly perpendicular (at a right angle).
o Action: From point B on AB, draw a perpendicular line (BX).
▪ Rationale: The perpendicular line creates the foundation for the next
segment of the spiral, ensuring that each segment is properly aligned.
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4. Mark and Connect New Points:
o Mark Length: Measure and cut off a length BC that is 1 unit long (2 cm) from
BX.
▪ Rationale: This defines the length of the next segment in the spiral,
maintaining consistent units of measurement.
o Connect: Draw a line from A to C, creating the segment AC.
▪ Rationale: This step connects the initial segment to the new segment,
forming part of the spiral's path.
5. Attach Thread to AC:
o Thread: Use a blue thread that matches the length of AC.
▪ Rationale: The thread visually represents the length of AC and makes it
easier to see and measure the spiral.
o Action: Glue the thread along AC to keep it in place.
▪ Rationale: Fixing the thread ensures that the segment is clearly marked
and prevents it from moving, which is important for accuracy.
6. Draw Another Perpendicular Line:
o Base: Use AC as your new base.
▪ Rationale: Each new segment is based on the previous one to maintain
the continuity of the spiral.
▪ Rationale: These tools help in drawing a line that is exactly
perpendicular to the current segment.
o Action: Draw a perpendicular line from C (CY).
▪ Rationale: This perpendicular line will be used to mark the next segment
in the spiral, maintaining the geometric consistency.
7. Mark and Connect New Points Again:
o Mark Length: Measure and cut off a length CD that is 1 unit long (2 cm) from
CY.
▪ Rationale: This defines the length of the next segment, keeping the
pattern of the spiral consistent.
o Connect: Draw a line from A to D, creating the segment AD.
▪ Rationale: Connecting these points forms another segment of the spiral,
continuing the pattern.
8. Attach Thread to AD:
o Thread: Use an orange thread that matches the length of AD.
▪ Rationale: The thread helps to clearly define the segment length and
makes the spiral more visible.
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o Action: Glue the thread along AD to keep it in place.
▪ Rationale: Fixing the thread ensures stability and precision in your
drawing.
9. Draw Another Perpendicular Line:
o Base: Use AD as your new base.
▪ Rationale: Each new segment is perpendicular to the previous segment
to maintain the spiral’s shape.
▪ Rationale: These tools are essential for drawing exact perpendicular
lines.
o Action: Draw a perpendicular line from D (DZ).
▪ Rationale: This perpendicular line is necessary to mark the next
segment, continuing the pattern of the spiral.
10. Mark and Connect New Points Again:
o Mark Length: Measure and cut off a length DE that is 1 unit long (2 cm) from
DZ.
▪ Rationale: This ensures the new segment is the correct length and
maintains the spiral’s uniformity.
o Connect: Draw a line from A to E, creating the segment AE.
▪ Rationale: This step completes another part of the spiral, continuing the
pattern.
11. Attach Thread to AE:
o Thread: Use a green thread that matches the length of AE.
▪ Rationale: Using a different colored thread helps differentiate each
segment and makes the spiral visually distinct.
o Action: Glue the thread along AE to keep it in place.
▪ Rationale: Fixing the thread helps maintain accuracy and prevents
movement.
• Repeat: Continue repeating these steps.
o Rationale: Repeating the process builds the spiral pattern, where each new
segment is based on the previous one, creating a continuous square root spiral.
• Result: You will have a “square root spiral” which shows how the length of each
segment grows in a spiral pattern, reflecting the square root function.
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DEMONSTRATION
Calculate AC:
• Given Formula: AC2 = AB2+BC2
AC2 = AB2 + BC2
o Rationale: This formula is derived from the Pythagorean Theorem. It states that
in a right-angled triangle, the square of the hypotenuse (AC) is equal to the sum
of the squares of the other two sides (AB and BC).
• Values: AB = 1 unit and BC = 1 unit.
o Rationale: We are using the lengths of AB and BC as provided.
2 2 2
• Substitute Values: AC = 1 + 1
AC2 = 1 + 1
o Rationale: Substitute the values of AB and BC into the formula.
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• Calculate: AC = 1 + 1 = 2
o Rationale: Add the squares of the lengths.
• Find AC:
AC= √2 ≈ 1.414
OBSERVATION
Measure and Record Lengths:
• AC = _______
o Rationale: Measure the length of segment AC in your drawing or model and
write it down here.
• AD = _______
• AE = _______
• AF = _______
• AG = _______
Compare with Theoretical Values:
• 2 = AC = _______ (approx.)
o Rationale: The theoretical value of AC should be close to √2 Write the

approximate value you measure for AC.
• The theoretical value of AD should be close to √3
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• The theoretical value of AE should be close to √4
• The theoretical value of AF should be close to √5

NOTE:
• These measurements show how accurately the spiral follows the mathematical pattern.
By comparing your actual measurements with the expected values, you can see if the
spiral is being constructed correctly according to the square root principles.
• This process helps you verify that each segment length grows as expected,
demonstrating that the spiral is forming accurately.
HOW THIS APPLIES

• In this activity, you create a square root spiral where each segment length is based on
square roots. For example, the length of one segment might be the square root of 2 (√2),
which is approximately 1.41.
• You’ll notice that √2, √3, √5, and other similar values are not simple fractions or whole
numbers. Instead, they are examples of irrational numbers because they cannot be
exactly expressed as fractions or decimal numbers that repeat or end.
• When engineers design objects like gears or wheels, they often use square roots to
calculate dimensions. The resulting measurements can be irrational numbers.
Understanding how these work in practice is crucial for creating accurate designs.
• Architects use irrational numbers to design curves and angles in buildings. For example,
the famous spiral in the Louvre Pyramid involves calculations with irrational numbers.
• In art and music, irrational numbers help in creating pleasing proportions and patterns.
The golden ratio, which is closely related to square roots, is used to achieve
aesthetically pleasing designs.
• By working with the square root spiral, you get a clear, hands-on way to see how
irrational numbers fit into real-world problems and designs. This helps you understand
that these numbers, while not simple, are important and practical in various fields.
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2
The goal of this experiment is to create a simple device to help visualize

and measure irrational numbers on a number line. By using two wooden
strips with scales and a movable component, this setup allows you to
explore how irrational numbers, which can't be precisely marked with a
simple fraction, fit between known values on the number line.
WHAT YOU’LL NEED:

• Two cuboidal
wooden strips
• Thread
• Nails
• Hammer
• 2 photocopies of a
scale
• Screw with nut

• Glue
• Cutter
IN THIS ACTIVITY
We aim to represent irrational numbers on a number line, a fundamental tool in mathematics
used to illustrate numerical relationships. A number line helps visualize the positions of
numbers, including integers, fractions, and irrational numbers, by providing a clear linear
representation.
Irrational numbers, such as the square root of 2 or π (pi), differ from rational numbers because
they cannot be expressed as simple fractions and have infinite, non-repeating decimal
expansions. This makes it challenging to pinpoint their exact position on a number line. The
activity uses a mechanical setup with wooden strips and scales to help approximate and
visualize these numbers in relation to known values.
By creating a setup where one strip slides along a slit on another strip and marking unit
distances with nails, this activity provides a practical method to understand and represent
irrational numbers. The use of scales, nails, and thread in this hands-on approach helps make
the abstract concept of irrational numbers more concrete and accessible.
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PROCEDURE
Prepare the Plywood:
1. Prepare the Wooden Strips:
o Action: Make a straight slit on the top of one of the wooden strips.
▪ Rationale: This slit will allow you to attach another strip in a specific
position while still being able to move it.
o Action: Fix another wooden strip on the slit so it is perpendicular to the first
strip, and secure it with a screw at the bottom so it can move freely along the
slit.
▪ Rationale: The perpendicular strip (vertical) should be able to slide
along the slit in the horizontal strip, allowing you to adjust its position
easily.
2. Apply the Scales:
o Action: Paste one photocopy of the scale on each of these two strips as shown
in the figure.
▪ Rationale: Applying the scales helps you measure distances accurately
along each strip. This setup will allow you to read measurements directly
from the scales.
3. Fix the Nails:
o Action: Fix nails at a distance of 1 unit each, starting from 0, on both strips.
▪ Rationale: The nails will serve as reference points for measuring lengths.
By placing them at regular intervals (1 unit), you can easily measure and
compare distances on both strips.
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4. Tie the Thread:
o Action: Tie a thread at the nail marked 0 on the horizontal strip.
▪ Rationale: This thread will be used to create and measure segments or
shapes. Tying it at the 0 mark ensures that you have a starting point for
measuring from the origin.
DEMONSTRATION
1. Fix the Perpendicular Wooden Strip:
o Action: Take 1 unit on the horizontal scale and fix the perpendicular wooden
strip at this 1 unit mark by screwing it at the bottom.
▪ Rationale: This positions the vertical strip at the correct location (1 unit)
on the horizontal strip, establishing a reference point for measuring
vertical distances from this position.
2. Attach the Thread:
o Action: Tie one end of the thread to the unit ‘1’ on the perpendicular strip.
▪ Rationale: Attaching the thread to this point allows you to measure and
represent distances relative to the position where the perpendicular strip
is fixed.
3. Measure and Represent √2:

o Action: Remove the thread from unit ‘1’ on the perpendicular strip and place it
on the horizontal strip to represent √2.
▪ Rationale: By shifting the thread to 2 units on the horizontal strip, you
are now measuring √2 from the original reference point, allowing you
to visualize and confirm this length.
4. Measure and Represent √3:
5. Measure and Represent √𝑎:
o Action: To represent √𝑎, where a > 1, fix the perpendicular wooden strip at
√𝑎 − 1 on the horizontal strip.
▪ Rationale: Adjusting the perpendicular strip to √𝑎 − 1 set up the correct

reference point for measuring distances that are greater than 1 unit.
o Action: Proceed with the same method to represent and measure the distance of
'a' units.
▪ Rationale: This ensures that you are consistently following the same
steps to measure and confirm any desired length.
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OBSERVATION
1. Measure and Record 'a - 1':
o Action: Measure the length from the start of the horizontal scale to the new
position where you fixed the perpendicular wooden strip at a−1 units.
o Record: a − 1 _______
2. Measure and Record √𝑎:

o Action: Measure the length from the start of the horizontal scale to the final
position where you want to represent √𝑎.
o Record: √𝑎 = _______
• Summary: By measuring and recording the lengths for a−1 and ‘a’, you can verify how
the actual measurements compare with the expected values. This helps in understanding
how accurately the measurements align with the theoretical values you’ve set up.
HOW THIS APPLIES

This activity helps in representing irrational numbers on a number line and has practical uses
in everyday situations.
Representing Irrational Numbers:
o Example with Square Roots: To show numbers like √2 (about 1.414) or √3
(about 1.732). Place the perpendicular strip at these values on the horizontal
strip.
Why: These numbers are important in math and science. For instance, √2 is used to
find the diagonal length of a square, which is useful in many design and engineering
tasks.
Real-World Uses:
o Accurate measurements are needed to build and design machines and structures.
This activity helps in understanding and using these measurements.
o When creating maps or planning routes, precise measurements are crucial. This
method aids in plotting accurate positions and distances.
o Artists and builders need to measure and represent dimensions accurately to
create balanced and well-proportioned designs.
In summary, this activity is useful for visualizing and applying measurements in practical
situations like engineering, mapping, and construction.
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The goal of this activity is to verify algebraic identities by using

geometric shapes to visually demonstrate and compare their areas.
WHAT YOU’LL NEED:

• Drawing sheet
• Cardboard
• Cellotape
• Coloured papers
• Cutter
• Ruler
IN THIS ACTIVITY
In this activity, we explore the concepts of area and geometric shapes through a hands-on
approach. The theory behind the activity revolves around the fundamental properties of squares
and rectangles and their areas.
Square and Rectangle Basics: A square is a special type of rectangle where all four sides are
equal in length. The area of a square with side length a is a2. A rectangle’s area is calculated by
multiplying its length by its breadth. When working with two squares and two rectangles, the
activity demonstrates how their areas can be combined and analyzed.
Area Calculation: The total area of the four shapes (two squares and two rectangles) is
calculated using the formula:
Total Area = a2 + b2 + ab + ba
Since ab and ba are the same, this simplifies to:
Total Area = a2 + b2 + 2ab
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PROCEDURE
1. Cut Out a Square ABCD:
o Action: Cut out a square with side length a units from a drawing sheet or
cardboard.
o Rationale: This square will be labeled ABCD and represents the first shape in
our construction. The side length a will help in later calculations of areas.
2. Cut Out Another Square CHGF:
o Action: Cut out a second square, but this time with side length b units.
o Rationale: Label this square CHGF. This square has a different side length b
and will be used alongside the first square to explore area relationships.
3. Cut Out Rectangle DCFE:
o Action: Cut out a rectangle where the length is a units and the breadth is b units.
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o Rationale: Name this rectangle DCFE. The dimensions a and b are chosen to
match the sides of the squares cut earlier. This rectangle will be used to connect
the shapes in a meaningful way.
4. Cut Out Another Rectangle BIHC:
o Action: Cut out another rectangle, but this one should have the length b units
and the breadth a units.
o Rationale: Label this rectangle BIHC. This rectangle complements the previous
one, making the overall shape arrangement more balanced.
5. Calculate the Total Area of the Four Figures:
o Action: Compute the total area by adding up the areas of all four shapes:
Total Area = Area of square ABCD + Area of square CHGF +
Area of rectangle DCFE + Area of rectangle BIHC
= a2 + b2 + ab + ba
= a2 + b2 + ab + ba
= a2 + b2 + 2ab
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o Rationale: This calculation shows how the areas of the different shapes add up.
By adding the areas of two squares and two rectangles, you see the total
combined area.
o Note that ab and ba are equal, hence 2ab.
6. Join the Four Shapes:
o Action: Use cello-tape to join the four cut-out shapes together as shown below.
o Rationale: This arrangement will form a larger square. The new square is
formed by putting the shapes together, helping to visualize how their combined
areas match a larger square's area.
• Observation: The combined area of the four cut-out shapes is the same as the area of a
new square with side length a + b.
This new square's area can be calculated as (a+b)2, which simplifies to:
(a+b)2 = a2 + 2ab + b2
OBSERVATION
On actual measurement:
• Side Lengths:
o a = _________
o b = _________
• Sum of Side Lengths:
o a + b = _________
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• Calculate Areas:
o Area of square with side a (i.e., a2):
▪ a2 = _________
o Area of square with side b (i.e., b2):
▪ b2 = _________
o Area of rectangle with dimensions a and b (i.e., ab):
▪ ab _________
• Calculate Total Area of the Combined Square:
o Area of the new square with side length a + b [i.e., (a+b)2]:
▪ (a+b)2= _________
o Area of the combined rectangles (i.e., 2ab):
▪ 2ab = _________
• Verify the Identity:
o Therefore, (a+b)2 = a2 + 2ab + b2
The identity can be checked by using different values for a and b to see if the results match.
HOW THIS APPLIES

• Imagine you’re buying a new carpet for your room. Knowing how to calculate the area
helps you choose the right size and avoid buying too much or too little. This activity
shows you how to add up areas of different shapes, which is useful for many daily tasks.
• If you’re designing a layout for a garden or organizing your room, understanding how
different shapes fit together helps you make better decisions. You’ll be able to see how
much space things will take up and plan accordingly.
• When you need to fit items into a box or plan how to arrange furniture, knowing how
to calculate areas helps you make sure everything fits perfectly. It’s all about seeing
how things will work in real life.
• This activity shows how geometry (shapes and areas) and algebra (formulas and
calculations) work together. It helps you see how different parts of math fit together,
which is important for learning more complex topics.
• Figuring out how to combine areas of different shapes improves your problem-solving
skills. It’s like solving a puzzle, and these skills help you tackle more difficult math
problems later.
• Understanding these basic principles prepares you for more advanced math topics. It
makes learning things like algebra, calculus, and trigonometry easier because you
already have a good grasp of the basics.
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4

WHAT YOU’LL NEED:

• Drawing sheets
• Cardboard
• Coloured papers
• Scissors
• Ruler
• Adhesive
IN THIS ACTIVITY
We are working with geometric shapes, specifically squares and rectangles, to explore their
properties and relationships. The fundamental concepts here involve understanding the
dimensions and spatial arrangement of these shapes.
A square is a special type of rectangle where all four sides are equal. Rectangles, on the other
hand, have opposite sides that are equal in length, but their adjacent sides can be different. By
cutting out these shapes, we can better understand their properties, such as area and perimeter.
The area of a square is calculated by squaring the length of one of its sides (side × side). For a
rectangle, it is found by multiplying its length by its breadth. Understanding these calculations
helps us in comparing and fitting shapes together, which is the core of this activity.
By arranging the cutouts as shown in the figures, we are likely exploring how different shapes
fit together and how their areas combine or compare. This can help in visualizing geometric
relationships and understanding concepts like area conservation when shapes are rearranged.
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PROCEDURE
Cut Out a Square ABCD
• Action: Use a drawing sheet or cardboard to cut out a square.
• Details: The side of this square should be a units.
• Purpose: This is the largest square in the process.
Cut Out a Smaller Square EBHI

• Action: From another piece of drawing sheet or cardboard, cut out a smaller square.
• Details: The side of this square should be b units, where b < a (meaning it's smaller than
the first square).
• Purpose: This smaller square will be used in the arrangement.
Cut Out a Rectangle GDCJ

• Action: Cut out a rectangle from a drawing sheet or cardboard.
• Details: The rectangle should have a length of a units and a breadth of b units.
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• Purpose: This rectangle will match the dimensions of the squares and will be used in
arranging the shapes.
Cut Out Another Rectangle IFJH

• Action: From another piece of drawing sheet or cardboard, cut out another rectangle.
• Details: This rectangle should also have a length of a units and a breadth of b units
(same as the previous rectangle).
• Purpose: This second rectangle will be used along with the others in the arrangement.
Arrange the Cut Outs

• Action: Place all the cut-out shapes (the large square, the smaller square, and the two
rectangles) according to the arrangement shown below.
• Details: Follow the specific layout in the figure to position each piece correctly.
• Purpose: The arrangement will likely form a larger shape or pattern, demonstrating a
geometric relationship or creating a design.
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DEMONSTRATION
Calculate the Areas of the Shapes
• Square ABCD:
o Area Formula: For a square, the area is found by squaring the side length.
o Calculation: Since the side length is a units, the area is a².
• Square EBHI:
o Area Formula: Similarly, the area of a square is its side length squared.
o Calculation: Since the side length is b units, the area is b².
• Rectangle GDCJ:
o Area Formula: For a rectangle, the area is found by multiplying the length by
the breadth.
o Calculation: The length is a units and the breadth is b units, so the area is ab.
• Rectangle IFJH:
o Area Formula: The area is also length multiplied by breadth.
o Calculation: The dimensions are the same as the first rectangle (length a units
and breadth b units), so the area is ab.
Calculate the Area of Square AGFE
• Dimension: From the arrangement, the side length of square AGFE is (a – b) units.
• Area Formula: For a square, area = side length × side length.
• Calculation:
o Side length of AGFE is (a – b).
o So, the area = (a – b) × (a – b) = (a – b)².
Derive the Area of Square AGFE Using Other Areas
• Initial Areas:
o Area of square ABCD = a²
o Area of square EBHI = b²
o Area of rectangle GDCJ = ab
o Area of rectangle IFJH = ab
• Combining Areas:
o We know: Area of square AGFE = Area of square ABCD + Area of square
EBHI - Area of rectangle IFJH - Area of rectangle GDCJ.
o Substitute the values:
▪ Area of AGFE = a² + b² - ab - ab
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▪ Combine like terms: a² + b² - 2ab
• Final Calculation:
o We see that a² + b² - 2ab simplifies to (a – b)².
• The calculated area of square AGFE matches the derived area, showing the relationship:
Area of AGFE = (a – b)².
• This confirms that the area calculation is accurate.
OBSERVATION
Measurements Provided
• a = ..............
• b = ..............
• (a – b) = ..............
Calculate the Squares of the Measurements
• a² = ..............
o Explanation: To find a², square the value of a.
• b² = ..............
o Explanation: To find b², square the value of b.
• (a – b)² = ..............
o Explanation: To find (a – b)², first subtract b from a, then square the result.
Calculate the Product and Double Product
• ab = ..............
o Explanation: To find ab, multiply the values of a and b.
• 2ab = ..............
o Explanation: To find 2ab, multiply the value of ab by 2.
Derive and Verify the Expression
• Therefore, (a – b)² = a² – 2ab + b²
o Explanation: This expression shows the relationship between (a – b)², a², b²,
and ab. You have calculated a², b², 2ab, and (a – b)², and this formula confirms
that (a – b)² is equal to a² minus 2ab plus b².
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HOW THIS APPLIES
Understanding how to calculate areas and dimensions is crucial when designing spaces or
constructing objects.
When designing a garden or room, knowing how to calculate areas and fit shapes together helps
ensure proper use of space.
Calculations involving areas and dimensions are used to estimate materials needed for projects.
o Example: If building a patio, calculating the area helps determine how much
flooring or tiles are required.
Accurate measurements are needed for tasks like painting walls or laying flooring.
o Example: To paint a room, knowing the wall area helps estimate the amount of
paint needed.
This identity is used in expanding polynomials and solving quadratic equations.
• Geometry:
o Explanation: Understanding how to calculate areas of squares and rectangles is
essential in geometry for solving problems related to shapes and spaces.
o Example: This knowledge helps in finding the area of complex geometric
shapes by breaking them down into simpler ones.
• Measurement and Scaling:
o Explanation: Accurate measurement techniques and understanding of geometric
properties are used in scaling diagrams and models.
o Example: In creating scale models or blueprints, precise calculations ensure that
models are accurate representations of real objects.
• Problem-Solving and Logical Thinking:
o Explanation: Applying these concepts improves problem-solving skills and
logical reasoning in various mathematical contexts.
o Example: Problem-solving techniques used in this activity can be applied to
more complex mathematical problems and real-world scenarios.
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5

WHAT YOU’LL NEED:

• Drawing sheets
• Cardboard
• Coloured papers
• Scissors
• Sketch pen
• Ruler
• Transparent sheet
• Adhesive
IN THIS ACTIVITY
In this activity, you will delve into core geometric concepts by actively constructing and
manipulating squares and trapeziums. The primary objective is to investigate the properties and
interrelationships of these shapes through a tactile, hands-on method. By cutting out and
arranging geometric figures, you engage directly with the concepts of shape and space, gaining
a clearer, more intuitive understanding of how different geometric forms interact. This
approach allows you to see firsthand how shapes can be combined, repositioned, and related to
one another.
As you work through the activity, you'll observe how the squares and trapeziums fit together,
revealing key geometric relationships such as congruence and proportionality. This hands-on
exploration not only reinforces theoretical knowledge but also helps in developing practical
skills related to geometric construction and visualization. By physically manipulating the
shapes, you gain insights into their properties, which are often more difficult to grasp through
abstract or purely theoretical study.
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PROCEDURE
Prepare the Base
• Action: Take a piece of cardboard and cover it with colored paper.
• Rationale: The cardboard acts as a stable surface for arranging and displaying the
shapes. The colored paper adds visual contrast, helping to highlight the shapes you will
cut out and work with.
Cut Out the Squares
• Action: Cut out a square, labeled ABCD, with each side measuring a units from a
drawing sheet.
Cut out a smaller square, labeled AEFG, with each side measuring b units (where b <
a) from a different drawing sheet.
• Rationale: Cutting out squares of different sizes allows you to work with geometric
shapes directly. The larger square (ABCD) will be used as a base, while the smaller
square (AEFG) will fit within or relate to the larger one, creating an interesting
comparison and helping to understand geometric relationships.
Arrange the Squares
• Action: Place the squares (ABCD and AEFG) on the cardboard as shown in the given
arrangement.
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• Rationale: Arranging the squares helps in visualizing their spatial relationship. It sets
up the basis for further geometric manipulations and helps in understanding how
different shapes interact.
Draw and Cut Trapeziums
• Action: Use a sketch pen to draw a line connecting point F to point C.
Cut out trapeziums from a transparent sheet that match the shapes EBCF and GFCD.
Name these trapeziums EBCF and GFCD.
• Rationale: Drawing the line F to C helps to define the boundaries of the trapeziums you
need to cut. The trapeziums are essential for understanding the geometric properties
and transformations involved. Using a transparent sheet ensures that you can easily see
and align the shapes during cutting.
Arrange the Trapeziums
• Action: Position the trapeziums EBCF and GFCD according to the given arrangement.
• Rationale: Arranging the trapeziums as specified helps in visualizing and confirming
the geometric relationships between the different parts of the construction. This step
completes the arrangement, allowing for a clear demonstration of the intended
geometric configuration.
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DEMONSTRATION
1. Identify the Areas
o Area of square ABCD: This is given as a2
o Area of square AEFG: This is given as b2
2. Calculate the Difference in Areas
o Action: Subtract the area of square AEFG from the area of square ABCD.
o Equation:
2 2
Area of square ABCD − Area of square AEFG = a − b
o Rationale: This subtraction shows the difference in area between the larger and
smaller squares. It sets up the problem to understand how the remaining area is
distributed.
3. Relate to Trapeziums
o Action: According to the figures and arrangement:
a2 −b2 = Area of trapezium EBCF + Area of trapezium GFCD
4. Equivalent to Rectangle Area
o Action: The combined area of the trapeziums equals the area of the rectangle
EBGD.
Area of trapezium EBCF + Area of trapezium GFCD = Area of rectangle EBGD
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5. Calculate the Rectangle's Area
o Action: Find the area of rectangle EBGD by multiplying its side lengths.
Area of rectangle EBGD = ED × DG
6. Derive the Formula
o Action:
Conclude the equation:
a2 − b2 = (a+b) × (a−b)
o Rationale: This formula is derived from the relationship between the area of the
squares and the areas of the trapeziums. It shows a mathematical way to express
the difference of squares in terms of their side lengths.
Note: All areas are measured in square units, ensuring consistency in the calculation.
OBSERVATION
Measure and Record Values
• Measurement of a:
a = ..............
• Measurement of b:
b = ..............
• Calculate a + b
• Calculate a − b
Calculate Squares of a and b
• Calculate a2:
a2 =..............
o Rationale: Squaring a gives the area of the larger square, which is crucial for
determining how much larger it is compared to the smaller square.
2
• Calculate b :
b2 =..............
o Rationale: Squaring b gives the area of the smaller square. This helps in
comparing it to the larger square.
Find the Difference in Squares
• Calculate a2−b2
a2 − b2 =..............
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Calculate the Product of (a+b) and (a−b)
• Calculate (a+b) × (a−b)
(a + b) × (a - b) =..............
o Rationale: This calculation uses the factored form of the difference of squares.
It helps verify that the product matches the difference of the areas calculated
earlier.
Verify the Equality
• Compare a2 − b2 and (a+b) × (a−b):
Therefore, a2−b2 = (a+b) × (a−b)
o Rationale: Confirming that these two expressions are equal validates that our
calculations and the formula a2−b2 = (a+b) × (a−b) are correct. This step ensures
the mathematical relationship is accurately represented.
HOW THIS APPLIES

• Enhances understanding of how shapes fit and relate in space, useful in fields like
architecture and design.
• Demonstrates how geometric principles apply to real-world problems, such as in
carpentry and construction.
• Develops logical reasoning and critical thinking through step-by-step construction and
calculation.
• Provides a basis for more complex mathematical concepts and applications, like algebra
and calculus.
• Encourages experimentation with shapes, fostering creativity useful in design and art.
• Teaches precision in measurements and arrangements, critical for accuracy in various
professions.
• Applies mathematical concepts to practical tasks, aiding in real-world applications such
as project planning and resource management.
The identity may be used for:
Difference of Two Squares: Helps in expressing and simplifying the difference between the
squares of two numbers.
Some Products Involving Two Numbers: Assists in calculating and understanding products
related to the difference and sum of two numbers.
Simplification and Factorisation of Algebraic Expressions: Useful for breaking down complex
algebraic expressions into simpler, more manageable factors.
27
6
The goal of constructing a square-root spiral is to see how numbers grow

in a steady pattern. This activity helps you understand math concepts
better by showing how the spiral expands and illustrates how irrational
numbers work in a hands-on way.
WHAT YOU’LL NEED:

• Hardboard
• Adhesive
• Coloured papers
• White paper
IN THIS ACTIVITY
You'll be working with basic geometric shapes—squares and rectangles—on a hardboard to
understand their properties and relationships. First, you will prepare your workspace by pasting
a white paper onto the hardboard. This provides a clean background that highlights the shapes
you will be working with. Next, you'll cut out squares from colored paper, each with different
side lengths (a, b, and c units). Squares are fundamental geometric shapes with equal side
lengths, and practicing cutting them helps you develop precision and an understanding of
uniformity in shapes.
Following this, you'll cut out rectangles with dimensions derived from the squares you created:
two rectangles of size a × b, two of size b × c, and two of size c × a. Rectangles have opposite
sides of equal length and are closely related to the squares you’ve cut. This step helps you grasp
how rectangles of different dimensions relate to one another and practice working with varied
sizes and proportions.
Finally, you will arrange these squares and rectangles on the hardboard according to a specified
layout. This arrangement task allows you to explore how different shapes fit together and
interact spatially. It helps you visualize geometric relationships and practice spatial
organization, reinforcing mathematical concepts like area and perimeter. This activity is not
only educational but also creatively engaging, as it combines geometry with hands-on, practical
skills in a visually satisfying manner.
28
PROCEDURE
Get a Hardboard and White Paper:
• Find a hardboard of a suitable size.
• Stick a white paper onto the hardboard.
Cut a Square from Colored Paper:
• Use colored paper to cut out a square with each side measuring a units.
Cut Another Square from Colored Paper:

• Use a different colored paper to cut out a square with each side measuring b units.
Cut a Third Square from Colored Paper:

• Use yet another colored paper to cut out a square with each side measuring c units.
Cut Rectangles from Colored Paper:

• Cut out the following rectangles from colored paper:
o Two rectangles, each with dimensions a × b units.
o Two rectangles, each with dimensions b × c units.
o Two rectangles, each with dimensions c × a units.
29
Arrange the Shapes on the Hardboard:
• Place all the squares and rectangles on the hardboard according to the arrangement
shown in the reference image.
DEMONSTRATION
1. Understanding the Large Square:
o From the arrangement of squares and rectangles, you will get a large square
labeled ABCD.
o Each side of this large square measures (a + b + c) units.
2. Calculate the Area of the Large Square:
o The formula to find the area of a square is: (side length)2
o So, the area of square ABCD is: (a+b+c)2
3. Break Down the Area:
o According to the arrangement of the shapes, the area of square ABCD is made
up of the sum of the areas of the squares and rectangles you cut out earlier.
o The shapes include:
▪ A square with side a units, so its area is: a2
30
▪ A square with side b units, so its area is: b2
▪ A square with side c units, so its area is: c2
▪ Two rectangles with dimensions a × b, so their combined area is: 2ab
▪ Two rectangles with dimensions b × c, so their combined area is: 2bc
▪ Two rectangles with dimensions c × a, so their combined area is: 2ca
4. Add Up All the Areas:
o Sum all these areas to get the total area covered:
a2 + b2 + c2 + 2ab + 2bc + 2ca
5. Match the Area of Square ABCD:
o This total area from the shapes matches the area of the large square ABCD:
(a+b+c)2
Note: The area is measured in square units.
OBSERVATION
1. Measurement Values:
o a = ______________
o b = ______________
o c = ______________
2. Calculate the Squares of Each Side:
o a² = ______________
o b² = ______________
o c² = ______________
3. Calculate the Products of Each Pair of Sides:
o ab = ______________
o bc = ______________
o ca = ______________
4. Calculate the Doubled Products:
o 2ab = ______________
o 2bc = ______________
o 2ca = ______________
5. Calculate the Sum of the Sides:
o a + b + c = ______________
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6. Calculate the Square of the Sum of the Sides:
o (a + b + c)² = ______________
7. Verify the Formula:
o Check that the area calculated matches the sum of all individual areas:
(a+b+c)2 = a2 + b2 + c2 + 2ab + 2bc + 2ca
HOW THIS APPLIES

• Using the identity helps simplify complex algebraic expressions, making them easier
to work with.
• Recognizing patterns in expressions allows for efficient factorization, such as
transforming x2 + 2xy + y2 into (x+y)2.
• Helps quickly calculate the square of a sum, like (7+5)2, by expanding it to 72 + 52 +
2⋅7⋅5, which simplifies mental calculations.
• Useful for quick calculations in practical scenarios, such as determining areas or solving
measurement problems.
• Provides a base for understanding more complex algebraic concepts and operations,
such as polynomial expansion and algebraic manipulation.
• Teaches students to break down and analyze problems, improving their overall
problem-solving abilities.
• Prepares students for higher-level math topics, including calculus and linear algebra,
where similar techniques are applied.
• Helps in performing quick and accurate mental calculations, which is beneficial in
everyday life and timed exams.
• Aids in solving algebraic questions efficiently, which can improve performance on
standardized tests and exams.
32
7
The goal of this experiment is to construct various geometric shapes

using acrylic sheets and adhesive materials.
WHAT YOU’LL NEED:

• Acrylic sheet
• Coloured papers
• Glazed papers
• Saw
• Sketch pen
• Adhesive
• Cello-tape
IN THIS ACTIVITY
We delve into fundamental geometric shapes—cubes and cuboids—and their construction
using acrylic sheets and adhesive materials. A cube is a three-dimensional figure with six equal
square faces, which all intersect at right angles, and is characterized by having all sides of equal
length. Conversely, a cuboid is a three-dimensional shape with six rectangular faces, where
opposite faces are equal. Understanding these shapes involves exploring their properties and
how variations in dimensions impact their overall structure, which lays the groundwork for
more complex geometric and spatial reasoning.
To start, you will construct two cubes with side lengths a and b, where b is smaller than a. This
requires cutting the acrylic sheets into square panels and using adhesive or cello-tape to
assemble them into cubes. This hands-on construction helps illustrate the concept of uniformity
in three-dimensional space. Following this, you will create cuboids with dimensions a × a × b
and a × b × b. By cutting and assembling rectangular panels, you will observe how changing
dimensions while keeping certain measurements constant affects the cuboid’s shape and
volume.
33
PROCEDURE
1. Make a cube of side a units and one more cube of side b units (b < a), using acrylic sheet
and cello-tape/adhesive
• Cut the acrylic sheet: Measure and cut the acrylic sheet into square panels. For the cube
with side length a, cut six squares, each with a side of a units. For the smaller cube with
side length b, cut six squares, each with a side of b units.
• Assemble the cubes:

o For the cube of side a: Arrange the six square panels into a cube shape. Use
cello-tape or adhesive to secure the edges where the panels meet.
o For the cube of side b: Similarly, arrange and tape or glue the six smaller panels
into a cube shape.
2. Similarly, make three cuboids of dimensions a × a × b and three cuboids of dimensions
a×b×b
• Cut the acrylic sheet:
o For cuboids of size a × a × b: Cut three rectangles with dimensions a × a and six
rectangles with dimensions a × b.
o For cuboids of size a × b × b : Cut three rectangles with dimensions a × b and
six rectangles with dimensions b × b.
34
• Assemble the cuboids:
o For each cuboid of size a × a × b: Connect the rectangles using cello-tape or
adhesive along the edges to form the cuboid shape.
o For each cuboid of size a × b × b: Similarly, assemble the rectangles and secure
them with tape or glue.
3. Arrange the cubes and cuboids as shown
• Arrange the shapes: Place the cubes and cuboids according to the arrangement
instructions provided. Ensure that the shapes are positioned and aligned as required.
• Check the arrangement: Verify that all shapes are correctly positioned and securely
attached.
DEMONSTRATION
1. Volume of a Cube
• Definition: The volume of a cube is calculated using the formula:
Volume = side × side × side

• For side a:
3
o Volume = a × a × a = a
• For side b:
o Volume = b × b × b = b3
2. Volume of a Cuboid
• Definition: A cuboid is like a rectangle but in three dimensions.
• For dimensions a × a × b:
o Volume = a × a × b = a2b
o Volume of three such cuboids:
35
3 × a2b = 3a2b
• For dimensions a × b × b:
o Volume = a × b × b = ab2
o Volume of three such cuboids:
3 × ab2 = 3ab2
3. Volume of a Larger Cube
• Combining Two Sides: Imagine a larger cube with side length (a+b).
• Volume of this cube:
Volume = (a+b) × (a+b) × (a+b) = (a+b)3
4. Expanding the Volume Formula
• Using Algebra:
(a+b)3 = a3 + b3 + 3a2b + 3ab2

• All these volumes are measured in cubic units.
o The formula tells us how the volume of the larger cube combines the volumes
of smaller cubes and cuboids.
OBSERVATION
Actual Measurements
• Given Values:
o a = ______________
o b = ______________
Volume of the Cube
• Volume of Cube with side a:
o Formula: a3 = a × a × a
o Calculation: a3 = ______________
Volume of Cube with side b:
o Formula: b3 = b × b × b
o Calculation: b3 = ______________
Volume of the Cuboids
• For dimensions a × a × b:
o Volume: a2b = a × a × b
o Calculation: a2b = ______________
36
• Volume of three such cuboids:
o Calculation: 3a2b = 3 × a2b =______________
• For dimensions a × b × b:
o Volume: ab2 = a × b × b
o Calculation: ab2 = ______________
• Volume of three such cuboids:
o Calculation: 3ab2 = 3 × ab2 = ______________
Volume of the Larger Cube
• For the cube with side (a+b):
o Volume: (a+b)3 = (a+b) × (a+b) × (a+b)
o Calculation: (a+b)3 =______________
Therefore:
(a+b)3 = a3 + b3 + 3a2b + 3ab2
HOW THIS APPLIES

• Building cubes and cuboids enhances students' understanding of geometric concepts
through physical models.
• Students practice accurate measurement, crucial for real-world tasks like construction
and design.
• Knowledge of volume is essential in fields such as architecture, engineering, and
packaging.
• Applying volume concepts helps students tackle real-world problems, like calculating
material needs.
• Working in groups fosters teamwork and communication skills as students build and
present their models.
• Understanding volume lays groundwork for algebraic thinking and advanced geometry.
• Students develop critical thinking by breaking complex problems into manageable
parts.
• Exploring different approaches to problems encourages creativity in mathematical
thinking.
• The identity (a+b)3 = a3 + b3 + 3a2b + 3ab2 aids in calculating volumes when combining
side lengths.
• This identity helps simplify and factor algebraic expressions, making complex
problems easier to solve.
37
8
The goal of this experiment is to construct geometric shapes using acrylic

sheets by creating a cube with a side length of (a - b) units, three cuboids
measuring (a - b) × a × b, and a smaller cube with a side length of b units.
This hands-on activity aims to enhance understanding of spatial
relationships and volume through the assembly and arrangement of these
shapes.
WHAT YOU’LL NEED:
• Acrylic sheet
• Coloured papers
• Saw
• Sketch pens
• Adhesive
• Cellotape
IN THIS ACTIVITY
We focus on constructing geometric shapes, specifically cubes and cuboids, to explore their
properties. A cube is a three-dimensional shape with all sides of equal length, while a cuboid
has rectangular faces and can have varying dimensions. Understanding these shapes is
fundamental in geometry, as they form the basis for more complex structures. The specific
dimensions we will use (a - b) for the cube and (a - b) × a × b for the cuboids—allow us to
delve into concepts like volume and surface area, essential for measuring and understanding
space.
By making a cube with side length (a - b) units and three cuboids of dimensions (a - b) × a ×
b, participants gain hands-on experience with geometry. This practical approach helps solidify
abstract concepts, as it allows individuals to visualize and manipulate shapes physically.
Through this process, participants will learn how to calculate the volume and surface area of
each shape, reinforcing their understanding of how these properties are interrelated and
applicable in real-world contexts.
38
PROCEDURE
1. Make a cube of side (a – b) units (a > b) using acrylic sheet and cellotape/adhesive.
o Gather Materials.
o Measure and Mark:
▪ Use the sketch pens to mark a square on the acrylic sheet with each side
measuring (a - b) units.
o Cut the Shape:
▪ Carefully use the saw to cut out the square.
▪ Repeat this step to create a total of 6 squares (you need 6 for a cube).
o Assemble the Cube:
▪ Use the cellotape or adhesive to join the edges of the squares together to
form a cube.
o Rationale:
▪ Creating a cube helps you understand three-dimensional shapes and
their properties, such as volume and surface area.
2. Make three cuboids each of dimensions (a–b) × a × b and one cube of side b units.
o Prepare for the Cuboids:
▪ Measure and mark three rectangles on the acrylic sheet with dimensions
(a - b) × a for each cuboid.
o Cut the Rectangles:
▪ Use the saw to cut out these three rectangles.
o Construct the Cuboids:
▪ Join the edges of each rectangle to form the three cuboids using cellotape
or adhesive.
39
o Create the Smaller Cube:
▪ Measure and mark a square on the acrylic sheet with each side
measuring b units.
▪ Cut out this square and create a cube using the same method as above.
o Rationale:
▪ This step allows you to compare different shapes and understand their
dimensions, enhancing spatial reasoning.
3. Arrange the cubes and cuboids as shown.
o Plan the Arrangement:

▪ Decide how you want to position the cube and cuboids.
o Place the Shapes:
▪ Arrange the shapes according to the plan. Ensure they are stable and
visually aligned.
o Rationale:
▪ Arranging the shapes helps visualize the relationship between them,
reinforcing your understanding of geometric concepts and their
interactions in three-dimensional space.
DEMONSTRATION
1. Volume of the cube of side (a – b) units.
• Formula:
o The volume V of a cube is calculated using the formula V = side3
40
• Calculation:
o For our cube, the side length is (a−b).
o Thus, the volume is V = (a−b)3.
• Rationale:
o This formula helps us understand how much space is inside the cube, which is
important in various applications, such as storage and design.
2. Volume of a cuboid.
• Formula:
o The volume V of a cuboid is given by V = length × width × height
• Calculation:
o For our cuboid, the dimensions are (a−b), a, and b.
o Thus, the volume is V = (a−b) × a × b
• Rationale:
o Knowing the volume of the cuboid helps in understanding how it compares to
other shapes, especially in storage and packaging.
3. Volume of three cuboids.
• Calculation:
o Since each cuboid has the same volume, we multiply the volume of one cuboid
by 3.
o So, the total volume is 3 × (a−b) × a × b = 3(a−b)ab
• Rationale:
o This step emphasizes the importance of multiplication in determining total
volume when dealing with multiple identical shapes.
4. Volume of the cube of side b units.
• Formula:
o The volume of this cube is calculated similarly.
• Calculation:
o For the cube with side length b, the volume is V = b3
• Rationale:
o Understanding the volume of this smaller cube adds to our overall picture of
how these shapes fit together.
5. Total volume of the solid formed.
41
• Calculation:
o To find the total volume of the solid, we add all the volumes together:
Total Volume = (a−b)3 + 3(a−b)ab + b3
• Rationale:
o This step demonstrates how different shapes contribute to a combined volume,
crucial for real-world applications like building and construction.
6. Relationship between volumes.
• Understanding the final equation:
o The solid can also be viewed as a larger cube with side a.
Therefore, its volume is a3.
o Setting the two expressions for volume equal: (a−b)3 + 3(a−b)ab + b3 = a3
• Simplifying:
o From this, we can derive that: (a−b)3 = a3 − b3 − 3ab(a−b)
• Rationale:
o This equation connects the volumes of different shapes and illustrates how they
relate to one another, which is a key concept in geometry.
7. Note on Volume Units:
• Clarification:
o When calculating volume, the result is expressed in cubic units, indicating
three-dimensional space.
• Rationale:
o This is essential for understanding how we measure and quantify space in
various applications, from mathematics to physics.
OBSERVATION
1. Input the Values:
o On actual measurement:
▪ a = _______________
▪ b = _______________
▪ a – b = _______________
o Rationale: Filling in these values helps solidify your understanding of the
relationship between a and b. It allows you to visualize how changing one value
affects the other and sets the foundation for further calculations.
42
2. Calculate Volumes:
o Calculate the following:
▪ a3 = _______________
▪ ab =_______________
▪ b3 =_______________
▪ ab(a−b) = _______________
▪ 3ab(a−b) = _______________
▪ (a−b)3 = _______________
o Rationale: By calculating each term, you can see how the volumes of the shapes
relate to one another. This reinforces your understanding of geometric
properties and helps you connect abstract concepts to real measurements.
3. Connecting the Equations:
o Therefore,
(a−b)3 = a3 − b3 − 3ab(a−b)
o Rationale: This equation illustrates the relationship between the volumes of the
cube and cuboids. Understanding this relationship is crucial in geometry, as it
allows you to manipulate and simplify expressions effectively.
Note
• This identity can also be expressed as:
(a−b)3 = a3 − 3a2b + 3ab2 − b3
HOW THIS APPLIES

• Understanding geometric volumes aids in real-world scenarios, such as calculating
material needs or storage capacities.
• Mastery of shapes enhances students' ability to visualize and interpret spatial
relationships in various contexts, including architecture and design.
• This knowledge prepares students for higher-level math concepts, building essential
critical thinking and problem-solving skills.
• The identity (a−b)3 = a3 − b3 − 3ab(a−b) simplifies calculations involving cubes of
numbers expressed as differences.
• Familiarity with geometric identities develops students' reasoning skills, allowing them
to manipulate mathematical expressions more effectively.
• Knowledge of these concepts empowers students to apply mathematical principles in
everyday life, fostering a deeper appreciation for math's relevance and utility.
43
9
The goal of this experiment is to construct cubes and cuboids from

acrylic sheets, enhancing understanding of three-dimensional shapes.
Participants will create cubes with side lengths a and b and cuboids with
dimensions a × a × b and a × b × b, while arranging them to explore
geometric properties like volume and surface area.
WHAT YOU’LL NEED:

• Acrylic sheet
• Coloured papers
• Saw
• Sketch pens
• Adhesive
• Cellotape
IN THIS ACTIVITY
We focus on constructing geometric shapes—specifically cubes and cuboids. A cube is a
three-dimensional shape with all sides of equal length, and each of its faces is a square. The
formula for calculating the volume of a cube is V = a3, where a represents the length of one
side. This straightforward calculation allows us to determine how much space the cube
occupies, making cubes a fundamental shape in geometry.
Conversely, a cuboid has three distinct dimensions: length, width, and height. It is a more
general form of a rectangular prism. The volume of a cuboid is calculated using the formula V
= l × w × h, where l, w, and h are its respective dimensions. Understanding these shapes helps
in grasping essential geometric principles and serves as a foundation for more complex
structures encountered in various fields, such as architecture and engineering.
The relevance of this activity lies in its hands-on approach to learning. By creating cubes and
cuboids from acrylic sheets, participants gain practical experience that reinforces theoretical
knowledge. Arranging these shapes as illustrated in the diagrams enhances spatial reasoning
skills, allowing individuals to visualize how different geometric forms interact in three-
44
dimensional space. This combination of creativity and mathematical understanding makes the
activity both educational and engaging, fostering a deeper appreciation for geometry in
everyday life.
PROCEDURE
1. Make a Cube of Side a Units
• Action: Cut six square pieces from the acrylic sheet, each with side length a.
• Assembly: Use the cellotape/adhesive to stick the squares together, forming a cube.
• Rationale: A cube is a 3D shape with equal sides. By using equal squares, we ensure
all sides are the same length.
2. Make a Cube of Side b Units
• Action: Cut six square pieces from the acrylic sheet, each with side length b.
• Assembly: Use the cellotape/adhesive to stick the squares together, forming a cube.
• Rationale: Similar to the first cube, this ensures that all sides of the second cube are
equal to b, maintaining the properties of a cube.
3. Make a Cuboid of Dimensions a × a × b
• Action: Cut two squares of side length a and four rectangles of dimensions a × b.
45
• Assembly: Use the cellotape/adhesive to combine these pieces to form a cuboid.
• Rationale: A cuboid has different side lengths. Here, two sides are equal (a) and one
side is different (b), allowing us to create a shape that extends in three dimensions.
4. Make a Cuboid of Dimensions a × b × b
• Action: Cut two squares of side length b and four rectangles of dimensions a × b.
• Assembly: Use the cellotape/adhesive to combine these pieces to form another cuboid.
• Rationale: This cuboid also has mixed dimensions, with one side being a (the base) and
the other two sides equal to b, illustrating another variation of a cuboid.
5. Arrange the Cubes and Cuboids
• Action: Place the cubes and cuboids in the arrangement shown.
• Rationale: Arranging the shapes together helps visualize their differences and
similarities in dimensions and volume, reinforcing the concepts of geometry in three-
dimensional space.
DEMONSTRATION
1. Understanding Volumes of Shapes
o A cube with side length a has a volume of a3.
o A second cube with side length b has a volume of b3.
2. Volume of Cuboids
o A cuboid with dimensions a, a, and b has a volume of a2b.
o Another cuboid with dimensions a, b, and b has a volume of ab2.
46
3. Total Volume of All Shapes Combined
• Volume of Solid:
o The total volume when you combine the volumes from the cubes and cuboids
is:
V = a3 + b3 + a2b + ab2
o This can be rewritten using a factorization technique:
V=(a+b)(a2+b2)
4. Removing Certain Volumes
• Removing Volumes of Cuboids:
o When we remove the volumes of the two cuboids a2b and ab2, we’re effectively
subtracting ab(a+b) from the total volume.
5. Resulting Volume of Solid
• Final Volume Calculation:
o After removing the volumes, the volume of the solid is:
V = a3 + b3
• Putting It All Together:
o The relationship now looks like:
a3 + b3 = (a+b)(a2+b2) − ab(a+b)
o This simplifies to:
3 3 2 2
a + b = (a+b)(a + b − ab)
Key Points
• The volumes calculated are in cubic units.
• We used basic properties of cubes and cuboids to derive relationships.
• Understanding these steps helps in grasping how we can manipulate and combine
volumes algebraically.
47
OBSERVATION
1. Input Measurements
• Actual Measurements:
o a = ________________
o b =________________
2. Calculate Volumes of the Cubes
• Volume of Cube with side a:
o a3 = ________________
• Volume of Cube with side b:
o b3 = ________________
3. Calculate a + b
• Sum of a and b:
o (a+b) = ________________
4. Calculate Volumes of the Cuboids
• Volume of Cuboid with dimensions a, a, b:
2
o a b = ________________
• Volume of Cuboid with dimensions a, b, b:
o ab2 = ________________
5. Calculate Combined Terms
• Combined Volume of Cuboids:
o ab(a+b )= ________________
6. Final Calculation for a3 + b3
• Using the relationship:
o Therefore, we have:
3 3 2 2
a + b = (a+b)(a + b − ab)
• This equation shows how the volumes of the cubes can be expressed in terms of their
sides and how we can factor it to find relationships between them.
48
HOW THIS APPLIES
• Understanding volumes helps in practical scenarios like architecture, construction, and
everyday tasks such as cooking or gardening.
• Mastery of volume formulas and algebraic identities lays the groundwork for more
complex topics in mathematics, including calculus and geometry.
• The identity a3 + b3 = (a+b)(a2 + b2 − ab) is essential for simplifying and factorizing
algebraic expressions, making problem-solving easier.
• Learning to manipulate volumes and algebraic identities enhances critical thinking and
equips students to tackle various mathematical challenges.
• Gaining these skills boosts students’ confidence and prepares them for future academic
and real-life situations.
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10
The goal of this experiment is to engage students in hands-on learning

by constructing various cuboids and a cube from acrylic sheets.
WHAT YOU’LL NEED:

• Acrylic sheet
• Coloured papers
• Scissors
• Sketch pens
• Adhesive
• Cellotape
• Glazed papers
• Cutter
IN THIS ACTIVITY
We will explore fundamental concepts of geometry and volume through hands-on
construction of various shapes using acrylic sheets. Understanding volume is essential in many
fields, including architecture, engineering, and everyday life. The volume of a three-
dimensional shape tells us how much space it occupies, and this experiment allows students to
visualize and manipulate these concepts practically.
The dimensions involved in this activity are defined by the expressions a and b, where b < a.
This inequality sets the stage for constructing different cuboids: one with dimensions (a−b) ×
a × a, another with (a−b) × a × b, and a third with (a−b) × b × b. Finally, a cube with dimensions
b × b × b will be created. By working with these shapes, students will gain a clearer
understanding of how varying dimensions affect volume and how these volumes can combine
to form larger shapes.
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PROCEDURE
1. Create the First Cuboid
• Dimensions: The first cuboid will have dimensions (a−b) × a × a.
• Instructions:
o Cut the acrylic sheet into the required dimensions.
o Assemble the pieces using cellotape/adhesive to hold them together.
• Rationale: This step introduces students to the concept of dimensions and how they
affect the shape's volume. Understanding how to create a cuboid with specific
measurements lays the groundwork for grasping volume calculations.
2. Create the Second Cuboid
• Dimensions: The second cuboid will have dimensions (a−b) × a × b.
• Instructions:
o Cut the acrylic sheet to match these new dimensions.
o Use the adhesive to assemble this cuboid as you did with the first one.
• Rationale: By constructing a different cuboid, students see how changing one

dimension impacts the shape and volume. This emphasizes the idea that dimensions are
interconnected and crucial for understanding spatial relationships.
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3. Create the Third Cuboid
• Dimensions: The third cuboid will have dimensions (a−b) × b × b.
• Instructions:
o Cut the acrylic sheet to the specified dimensions.
o Assemble the cuboid using cellotape/adhesive.
• Rationale: This step reinforces the idea of variable dimensions and how they combine
to create different volumes. It helps students visualize how volume is calculated and
the importance of each dimension in the overall structure.
4. Create the Cube
• Dimensions: The cube will have dimensions b × b × b.
• Instructions:
o Cut the acrylic sheet into square pieces with side length b.
o Assemble these squares to form the cube using the adhesive.
• Rationale: Building the cube introduces the concept of uniform dimensions. Students
learn how a cube is a special case of a cuboid, where all sides are equal, which simplifies
volume calculations to b3.
5. Arrange the Shapes
• Combine the cuboids and the cube you made to form a larger solid.
• Instructions:
o Arrange the three cuboids and the cube as shown in the reference diagram.
o This arrangement should result in a larger cube with a total volume of a3 cubic
units.
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DEMONSTRATION
1. Volume of the First Cuboid
• Volume Calculation:
o The volume of the first cuboid is:
V1 = (a−b) × a × a
• Rationale: This formula helps students understand how to find the volume of a cuboid
using its dimensions. Here, (a−b) is the length, and both a and a are the width and
height. Learning this process builds a foundation for calculating the space that shapes
occupy.
2. Volume of the Second Cuboid
o The volume of the second cuboid is:
V2 = (a−b) × a × b
• Rationale: This calculation illustrates that altering dimensions can significantly change
the volume. It reinforces the idea that each measurement plays a crucial role in
determining the overall size of the shape.
3. Volume of the Third Cuboid
o The volume of the third cuboid is:
V3 = (a−b) × b × b
• Rationale: By calculating this volume, students see how the same height (bbb) can yield
different volumes based on the other dimensions. This step highlights how dimensions
work together to define a shape's volume.
4. Volume of the Cube
o The volume of the cube is:
V4 = b3
• Rationale: This step introduces the cube, where all sides are equal. The formula
b3b^3b3 simplifies volume calculations and illustrates how uniform dimensions create
a specific volume.
5. Volume of the Solid
• Total Volume Calculation:
o The total volume of the solid is:
Vtotal = a3
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• Rationale: This shows that the volumes of the shapes can combine to form a larger
solid. Understanding how to add volumes together is crucial for developing spatial
reasoning and geometric skills.
6. Removing the Cube
o When a cube of size b3 is removed from the solid, a new shape is formed.
• Rationale: This step helps students visualize how removing one volume affects the total.
Understanding subtraction of volumes is key to manipulating shapes and calculating
new totals.
7. Volume of the New Solid
• New Volume Calculation:
o The volume of the new solid can be calculated as:
Vnew = (a−b)a2 + (a−b)ab + (a−b)b2
• Simplifying:
This can be factored to:
Vnew = (a−b)(a2 + ab + b2)
• Rationale: Factoring shows how different volume components can be grouped. This
skill is important in algebra and reinforces the connection between geometry and
algebra.
8. Final Equation
o Therefore, we have the equation:
a3 − b3 = (a−b)(a2 + ab + b2)
• Rationale: This identity highlights a fundamental relationship between the volumes of
two cubes. It demonstrates how insights from geometry can lead to valuable algebraic
understandings, showcasing the interconnectedness of different areas of mathematics.
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OBSERVATION
1. Input the Values
▪ a = __________
▪ b = __________
2. Calculate Volumes
o Volume of Cube with Side Length a:
▪ a3 = __________
o Volume of Cube with Side Length b:
▪ b3 = __________
3. Calculate Difference in Dimensions
o Difference in Lengths:
▪ (a−b) = __________
4. Calculate Products
o Product of a and b:
▪ ab =__________
5. Calculate Squares of Dimensions
o Square of Length a:
▪ a2 = __________
o Square of Length b:
▪ b2 = __________
6. Final Expression
o Therefore, we have the relationship:
a3 − b3 = (a−b)(a2 + ab + b2)
HOW THIS APPLIES

• Understanding volume calculations is crucial in fields like engineering, architecture,
and design, helping students apply math to real-world scenarios.
• Mastering algebraic identities, such as a3−b3=(a−b)(a2+ab+b2)a^3 - b^3 = (a - b)(a^2
+ ab + b^2)a3−b3=(a−b)(a2+ab+b2), enhances critical thinking and problem-solving
abilities.
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• This knowledge lays the groundwork for more advanced topics in algebra and calculus,
preparing students for higher-level mathematics.
• The identity aids in the simplification and factorization of algebraic expressions,
making complex problems easier to manage.
• Recognizing how geometry and algebra relate fosters a deeper appreciation for the
subject, highlighting its relevance in everyday life.
• Gaining proficiency in these concepts boosts students' confidence in their mathematical
abilities, encouraging them to tackle more challenging problems.
• This foundational knowledge encourages a positive attitude toward math, promoting a
mindset of continuous learning and exploration in mathematics and related fields.
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11
The goal of this experiment is to identify and determine the coordinates

(abscissae and ordinates) of specified points on a graph paper pasted onto
a cardboard, facilitating an understanding of graphing concepts and
coordinate systems.
WHAT YOU’LL NEED:

• Cardboard
• White paper
• Graph paper with
various given points
• Geometry box
• Pen/pencil
IN THIS ACTIVITY
We explore the fundamentals of the Cartesian coordinate system, which is a way to represent
points in a two-dimensional space using pairs of numbers called coordinates. Each point is
defined by an x-coordinate (abscissa) and a y-coordinate (ordinate), indicating its position
relative to two perpendicular lines known as axes. Understanding this system is crucial in
mathematics and various real-life applications, from graphing data to navigating spaces.
The relevance of this activity lies in its practical approach to learning about coordinates. By
using a cardboard with a graph paper overlay, we can visualize how points are plotted on a
grid. This hands-on experience helps reinforce the concept of locating points based on their
coordinates, making it easier to grasp the relationship between numbers and their visual
representation.
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PROCEDURE
1. Prepare the Cardboard and Paper
• Take a piece of cardboard that is a suitable size for your work.
• Paste a sheet of white paper on top of the cardboard.
o Rationale: The white paper provides a clean background, making it easier to see
and work with the graph paper and points.
2. Attach the Graph Paper
• Paste the graph paper on the white paper. Make sure it is positioned neatly.
• Ensure that various points are already marked on the graph paper.
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o Rationale: The graph paper has a grid that helps you locate points precisely
using coordinates. The marked points will be the focus of your work.
3. Identify the Coordinates of the Points
• Look closely at the graph paper and locate the points drawn on it.
• For each point, determine its abscissa (x-coordinate) and ordinate (y-coordinate).
DEMONSTRATION
1. Draw Perpendicular Lines
o From point A, draw a vertical line down to the x-axis. Label this line AM.
o Draw a horizontal line from point A to the y-axis. Label this line AN.
▪ Rationale: These perpendicular lines help us measure how far point A is
from the axes, which is essential for identifying its coordinates.
2. Identify the Abscissa and Ordinate
o The length of line OM (the horizontal distance from the y-axis to the point
directly below A) represents the abscissa of A.
o The length of line ON (the vertical distance from the x-axis to the point directly
to the left of A) represents the ordinate of A.
▪ Rationale: The abscissa (OM) tells us how far to move left or right on
the x-axis, while the ordinate (ON) indicates how far to move up or
down on the y-axis.
3. Record the Values
o In this example, OM = 2 and ON = 9.
o The point A is located in the first quadrant, where both coordinates are positive.
▪ Rationale: Knowing the quadrant helps confirm the sign of the
coordinates.
4. Write the Coordinates
o The coordinates of point A are expressed as (2, 9).
OBSERVATION
1. Understand the Table Format
o You will create a table to record the points you analyze. The table has columns
for Point, Abscissa, Ordinate, Quadrant, and Coordinates.
2. Fill in the Points
o For each point you analyze (like B, C, etc.), you will determine the following:
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▪ Point: Name of the point (e.g., B, C).
▪ Abscissa: The horizontal distance from the y-axis.
▪ Ordinate: The vertical distance from the x-axis.
▪ Quadrant: The section of the graph where the point is located.
▪ Coordinates: The pair of values (Abscissa, Ordinate).
▪ Rationale: Completing this information helps you understand the
position of each point in the coordinate system.
Your Table
Point Abscissa Ordinate Quadrant Coordinates
...
...
...
As you analyze each point, fill in the table with the appropriate values. This practice will
reinforce your understanding of how to identify and express coordinates in a graph.
HOW THIS APPLIES

• Knowledge of coordinates helps students read and interpret maps, allowing them to
locate places like cities or countries accurately.
• Students learn to plot and analyze data on graphs, which is essential in fields like
economics, biology, and social sciences.
• Understanding coordinates enhances critical thinking and problem-solving abilities,
useful in everyday situations and complex challenges.
• Many technologies, including GPS and mapping apps, rely on coordinate systems.
Familiarity with this concept makes it easier to use these tools effectively.
• Students develop a better sense of spatial relationships, which is important in fields like
architecture, engineering, and design.
• A solid grasp of coordinates sets the stage for more advanced mathematical concepts,
such as functions, geometry, and calculus.
• This activity is helpful in locating the position of a particular city/place or country on a
map, making the knowledge practical and relevant to everyday life.
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12
The goal of this experiment is to explore the fundamentals of coordinate

geometry by plotting specified points on a graph and connecting them in
a sequential manner.
WHAT YOU’LL NEED:

• Cardboard
• White paper
• Cutter
• Adhesive
• Graph
paper/squared paper
• Geometry box
• Pencil
IN THIS ACTIVITY
We explore the foundational concepts of coordinate geometry by creating a visual
representation of points and their connections on a graph. Coordinate geometry combines
algebra and geometry, allowing us to describe the position of points in a two-dimensional space
using pairs of numbers, known as coordinates. Each point is defined by its distance from two
perpendicular axes: the x-axis (horizontal) and the y-axis (vertical). By plotting points on a
graph, we can better understand their relationships and the shapes formed by connecting them,
which is essential for visualizing mathematical concepts and solving geometric problems.
The relevance of this activity extends beyond just plotting points; it provides a hands-on
approach to learning about spatial relationships and graphing techniques. By physically
engaging in the process of drawing axes, plotting points, and connecting them, learners develop
a deeper understanding of how geometry operates in the real world. This exercise also
reinforces the importance of precision and organization in mathematical representation,
fostering skills that are valuable in fields such as engineering, computer science, and data
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analysis. Ultimately, this activity serves as a foundational experience for students, making
abstract concepts more tangible and accessible.
PROCEDURE
1. Prepare the Base
• Take a cardboard of a convenient size: Choose a piece of cardboard that is easy to
handle and large enough to fit your graph.
• Paste a white paper on it: Use adhesive to attach a sheet of white paper to the cardboard.
This creates a clean background for your graph, making it easier to see the points and
lines.
Rationale: Starting with a clear base helps focus on the graphing process without distractions.
A white background enhances visibility and makes it easier to plot points accurately.
2. Prepare the Graph
• Take a graph paper and paste it on the white paper: Use graph paper, which has a grid
of squares, and stick it onto the white paper. This grid will help you accurately plot
points and see the relationships between them.
Rationale: Graph paper provides a structured format that simplifies the plotting process. The
grid helps maintain consistent spacing and organization, making it easier to understand the
layout of coordinates.
3. Draw the Axes
• Draw two rectangular axes X′OX and Y′OY: Use a ruler to draw two straight lines that
intersect at a right angle (90 degrees). Label the horizontal line as X′OX (the x-axis)
and the vertical line as Y′OY (the y-axis). This forms the foundation for plotting points.
Rationale: Establishing the axes is crucial for defining the coordinate system. It visually
separates the two dimensions, allowing for clear interpretation of each point’s location in
relation to the x and y values.
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4. Plot the Points
• Plot the points A, B, C, ... with given coordinates (a, b), (c, d), (e, f), ...: Find each
coordinate pair (like (a, b)) on your graph. The first number (a) tells you how far to
move right or left on the x-axis, and the second number (b) tells you how far to move
up or down on the y-axis. Mark these points clearly.
Rationale: Plotting points helps bridge the gap between abstract numbers and their physical
representation on a graph. This step reinforces the understanding of how coordinates work in a
visual context, making it easier to grasp spatial relationships.
5. Connect the Points
• Join the points in a given order say A→B→C→D→.....→A: Using a ruler, draw
straight lines connecting the points in the specified order (A to B, B to C, etc.). Finally,
connect the last point back to the first point (A), creating a closed shape.
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DEMONSTRATION
1. Understand the Connection
• By joining the points as per given instructions: Follow the order provided
(A→B→C→D→.....→A) to connect each plotted point with a straight line.
Rationale: Connecting points in a specific sequence creates a continuous path. This path often
reveals a shape that may not be immediately obvious, encouraging observation and engagement
with the graph.
2. Reveal the Hidden Picture
• A ‘hidden’ picture of an ‘aeroplane’ is formed: Once you’ve joined all the points, step
back and observe the overall shape created by your lines.
Rationale: The process of drawing connections transforms individual points into a recognizable
form. This visual outcome makes the activity enjoyable and reinforces the idea that
mathematical concepts can lead to creative results. Recognizing the shape of an aeroplane
encourages students to appreciate the practical applications of geometry in everyday life and
art.
3. Reflect on the Process
• Think about how the points relate to each other: Consider how each point contributes
to the overall picture.
Rationale: This reflection enhances critical thinking and helps students understand that each
coordinate plays a role in the bigger picture. It emphasizes the importance of details in
mathematics, showing that small parts can come together to form something significant.
OBSERVATION
1. Collect the Coordinates
• Coordinates of points A, B, C, D, .......................
• Are:
o A: _______________
o B: _______________
o C: _______________
o D: _______________
o E: _______________
o F: _______________
o G: _______________
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2. Connect the Points
• Join the points in order: Follow the given sequence (A→B→C→D→.....→A) to
connect each point with straight lines.
Rationale: Connecting the points in the specified order is crucial for revealing the shape. It
teaches students the importance of following instructions carefully and demonstrates how
structure in mathematics leads to meaningful results.
3. Identify the Hidden Picture
• Hidden picture is of ______________.
4. Reflect on Your Work
• What did you learn from this activity?
• How did the points come together to form the picture?
Rationale: Reflecting on their work helps students consolidate their learning. It encourages
them to think critically about the process and understand how individual elements contribute
to a larger whole, reinforcing key mathematical concepts.
HOW THIS APPLIES

• Understanding how to plot points on a Cartesian plane is fundamental for creating
accurate road maps, which help in navigation and travel planning.
• This knowledge enhances spatial reasoning skills, allowing students to visualize and
manipulate shapes and locations in real life, such as arranging furniture or planning
layouts.
• Learning to connect points and recognize patterns fosters critical thinking and problem-
solving abilities, essential for various fields, including engineering, architecture, and
computer science.
• Skills in plotting points and interpreting graphs are vital for analyzing data in real-world
scenarios, such as creating charts for business reports or scientific research.
• Mastery of basic graphing concepts prepares students for more advanced mathematical
topics, such as functions, calculus, and statistics, which are crucial in higher education
and careers.
• Knowledge of coordinates can assist in practical classroom scenarios, like designing
seating plans or organizing group activities, making mathematics more relevant and
applicable to daily life.
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13
The goal of this experiment is to verify the geometric properties of angles

formed by two intersecting lines. By using a protractor to measure the
angles created at their intersection, the objective is to demonstrate that
vertically opposite angles are equal, the sum of adjacent angles is 180º,
and the total sum of all four angles is 360º, thereby reinforcing
fundamental principles of geometry.
WHAT YOU’LL NEED:

• Two transparent
strips marked as
AB and CD
• A full protractor (0°
to 360°)
• A nail
• Cardboard
• White paper
IN THIS ACTIVITY
We explore the fundamental properties of angles formed when two lines intersect. When two
lines cross each other, they create four angles at their intersection point. Understanding these
angles is essential in geometry, as it lays the groundwork for more complex concepts in
mathematics and real-world applications, such as architecture, engineering, and various fields
of science.
The relevance of this activity lies in its ability to visually demonstrate key angle relationships.
First, we aim to verify that vertically opposite angles—those opposite each other at the
intersection—are equal. This property is crucial in proving that certain geometric figures
maintain their shape under transformation. Additionally, we will explore the concept of
adjacent angles, which share a common side and vertex. The sum of these angles should equal
180°, reflecting the linear pair theorem. Finally, we will confirm that the sum of all four angles
around the intersection totals 360°, illustrating the complete rotation around a point.
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PROCEDURE
1. Prepare the Cardboard
• Take a cardboard of a convenient size.
• Paste a white paper on it.
o Rationale: The white paper provides a clear background to see the protractor
and angles easily.
2. Attach the Protractor

• Paste a full protractor (0° to 360º) on the cardboard, as shown below.
o Rationale: The protractor is a measuring tool that helps us determine the angles
formed when the lines intersect.
3. Mark the Center

• Mark the center of the protractor as O.
o Rationale: Point O is the intersection point where the two lines will cross,
making it crucial for angle measurements.
4. Prepare the Transparent Strips

• Make a hole in the middle of each transparent strip containing two intersecting lines.
o Rationale: The holes allow us to easily fix the strips at the center point O,
ensuring accurate alignment for measuring angles.
5. Fix the Strips in Place

• Now fix both strips at O by putting a nail as shown below.
o Rationale: By securing the strips with a nail, we ensure they stay in position
while we measure the angles formed, allowing us to observe and record our
findings accurately.
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DEMONSTRATION
1. Observe the Angles
• Observe the adjacent angles and the vertically opposite angles formed in different
positions of the strips.
o Rationale: This initial observation helps you see how angles change with the
position of the strips, making you aware of the concepts of adjacent and
vertically opposite angles.
2. Compare Vertically Opposite Angles
• Compare vertically opposite angles formed by the two lines in the strips in different
positions.
o Rationale: By comparing these angles, you can visually assess whether they
appear equal, reinforcing the idea that vertically opposite angles are always the
same.
3. Check the Relationship
• Check the relationship between the vertically opposite angles.
o Rationale: This step helps confirm the theory that if two lines intersect, the
angles opposite each other are equal, which is a fundamental principle in
geometry.
4. Verify Angle Equality
• Check that the vertically opposite angles ∠AOD, ∠COB, ∠COA, and ∠BOD are equal.
o Rationale: By measuring and comparing these specific angles, you can
conclusively demonstrate that they are indeed equal, providing practical
evidence of the concept.
5. Compare Adjacent Angles
• Compare the pairs of adjacent angles and check that ∠COA + ∠DOA = 180º, etc.
o Rationale: This reinforces the idea that adjacent angles sum to a straight angle
(180º), illustrating the linear pair property.
6. Calculate the Total Angle Sum
• Find the sum of all four angles formed at point O and see that the sum is equal to 360º.
o Rationale: This final check shows that the total angles around a point always
add up to 360º, further solidifying your understanding of angle relationships in
intersecting lines.
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OBSERVATION
On actual measurement of angles in one position of the strips:
1. Record the Angles
o ∠AOD = .................
o ∠AOC = .................
o ∠COB = .................
o ∠BOD = .................
o Therefore, ∠AOD = ∠COB and ∠AOC = ............ (vertically opposite angles).
2. Calculate Linear Pairs
o ∠AOC + ∠AOD = .............
o ∠AOC + ∠BOC = ...................
o ∠COB + ∠BOD = ...................
o ∠AOD + ∠BOD = ................... (Linear pairs).
▪ Rationale: Adding adjacent angles demonstrates that they sum to 180º,
reinforcing the linear pair theorem.
3. Sum of All Angles
o ∠AOD + ∠AOC + ∠COB + ∠BOD = .................... (angles formed at a point).
HOW THIS APPLIES

• Understanding these angle properties forms a crucial foundation for studying more
complex geometric concepts, such as triangles, polygons, and circles.
• Mastering angle relationships enhances problem-solving skills, allowing students to
tackle a variety of geometric problems confidently.
• Knowledge of angles is applicable in everyday situations, such as construction, design,
and architecture, where precise measurements are essential.
• Analyzing angles and their relationships fosters critical thinking and logical reasoning,
skills valuable in many academic and professional fields.
• This knowledge prepares students for advanced mathematics and physics, where angles
play a significant role in topics like trigonometry and vector analysis.
• Understanding how to measure and compare angles helps students develop visual
literacy, enabling them to interpret diagrams and models effectively.
• Recognizing and applying these properties allows students to simplify and solve
complex geometric equations and proofs more efficiently.
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14
The goal of this experiment is to verify the different criteria for triangle
congruency by creating and comparing pairs of triangles with specific
side lengths and angles using cut-outs.
WHAT YOU’LL NEED:

• Cardboard
• Scissors
• Cutter
• White paper
• Geometry box
• Pencil/Sketch pens
• Colored glazed
papers
IN THIS ACTIVITY
Understanding the concept of triangle congruency is fundamental. Congruent triangles are
triangles that are identical in shape and size, meaning that all corresponding sides and angles
are equal. This concept is essential in various fields such as engineering, architecture, and even
art, where precise measurements and shapes are crucial. The congruency of triangles can be
established using several criteria, including the Side-Side-Side (SSS), Side-Angle-Side (SAS),
Angle-Angle-Side (AAS), and Right Angle-Hypotenuse-Side (RHS) criteria. Each of these
criteria provides a different way to determine if two triangles are congruent without needing to
compare every single measurement.
We will apply the theoretical principles of triangle congruency through a hands-on approach
using cut-outs. By constructing pairs of triangles based on specific congruency criteria, we will
explore how these criteria can be visually demonstrated and tested. The steps outlined involve
using cardboard and glazed paper to create various pairs of triangles, ensuring that they meet
the conditions set by the different congruency rules. This method not only reinforces the
theoretical knowledge but also helps in developing spatial reasoning and critical thinking skills.
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PROCEDURE
1. Prepare the Base
o Take a piece of cardboard that is a comfortable size for your workspace.
o Paste a sheet of white paper on one side of the cardboard. This will be the
surface where you'll attach your triangle cut-outs.
2. Create the First Pair of Triangles (ABC and DEF)
o On a piece of glazed paper, draw and cut out two triangles labeled ABC and
DEF.
o Ensure the following conditions:

▪ AB = DE (the length of side AB is equal to the length of side DE).
▪ BC = EF (the length of side BC is equal to the length of side EF).
▪ AC = DF (the length of side AC is equal to the length of side DF).
o After cutting, you should have two triangles that are congruent by the Side-Side-
Side (SSS) criterion.
3. Create the Second Pair of Triangles (GHI and JKL)
o On another piece of glazed paper, draw and cut out two triangles labeled GHI
and JKL.
o Make sure these triangles meet the following criteria:

▪ GH = JK (the length of side GH equals the length of side JK).
▪ GI = JL (the length of side GI equals the length of side JL).
▪ ∠G = ∠J (the angle at point G is equal to the angle at point J).
o This pair demonstrates the Side-Angle-Side (SAS) congruency criterion.
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4. Create the Third Pair of Triangles (PQR and STU)
o On another piece of glazed paper, draw and cut out triangles labeled PQR and
STU.
o Ensure these triangles satisfy:

▪ QR = TU (the length of side QR equals the length of side TU).
▪ ∠Q = ∠T (the angle at point Q equals the angle at point T).
▪ ∠R = ∠U (the angle at point R equals the angle at point U).
o This shows the Angle-Angle-Side (AAS) congruency criterion.
5. Create the Fourth Pair of Right Triangles (XYZ and LMN)
o On a final piece of glazed paper, draw and cut out two right triangles labeled
XYZ and LMN.
o Make sure to follow these conditions:

▪ Hypotenuse YZ = hypotenuse MN (the lengths of the hypotenuses are
equal).
▪ XZ = LN (the length of side XZ equals the length of side LN).
o This pair exemplifies the Right Angle-Hypotenuse-Side (RHS) criterion for
congruency.
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DEMONSTRATION
1. Verify SSS Congruency (Triangles ABC and DEF)
• Superpose triangle ΔABC on triangle ΔDEF to see if one triangle completely covers the
other.
• Arrange the triangles so that:
o Point A corresponds to point D,
o Point B corresponds to point E,
o Point C corresponds to point F.
• Check if ΔABC completely covers ΔDEF. If it does, then ΔABC ≅ ΔDEF under the
condition that AB = DE, BC = EF, and AC=DF. This confirms the Side-Side-Side (SSS)
criterion for congruency.
2. Verify SAS Congruency (Triangles GHI and JKL)
• Similarly, superpose triangle ΔGHI onto triangle ΔJKL.
• Ensure the triangles meet the following:
o Side GH = JK
o Angle ∠G = ∠J
o Side GI = JL
• If you can arrange the triangles so they cover each other completely, then ΔGHI ≅ ΔJKL
according to the Side-Angle-Side (SAS) criterion for congruency.
3. Verify ASA Congruency (Triangles PQR and STU)
• Now, check triangles ΔPQR and ΔSTU.
• Ensure the triangles satisfy:
o Side QR = TU
o Angle ∠Q = ∠T
o Angle ∠R = ∠U
• If you can position ΔPQR over ΔSTU such that they cover each other, then ΔPQR ≅
ΔSTU by the Angle-Side-Angle (ASA) criterion for congruency.
4. Verify RHS Congruency (Right Triangles XYZ and LMN)
• Finally, examine triangles ΔXYZ and ΔLMN.
• Check that:
o Hypotenuse YZ=MN
o Side XZ=LN
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• If these conditions hold true and you can align the triangles to cover each other
completely, then ΔXYZ ≅ ΔLMN according to the Right Angle-Hypotenuse-Side
(RHS) criterion for right triangles.
OBSERVATION
1. For Triangles ABC and DEF:
• Measure and fill in the following values:
o AB = DE = o ∠A =_______________
_______________ o ∠D = _______________
o BC = EF = o ∠B = _______________
_______________ o ∠E = _______________
o AC = DF = o ∠C = _______________
_______________ o ∠F = _______________
2. For Triangles GHI and JKL:
o GH = JK = o ∠G =_______________
_______________ o ∠J = _______________
o GI = JL = o ∠H = _______________
_______________ o ∠K =_______________
o HI = KL = o ∠I = _______________
_______________ o ∠L = _______________
3. For Triangles PQR and STU:
o QR = TU = o ∠S = _______________
_______________ o ∠Q = ∠T =
o PQ =_______________ _______________
o ST = _______________ o ∠R = ∠U =
o PR = _______________ _______________
o SU = _______________ o ∠P = _______________
4. For Right Triangles XYZ and LMN:
o Hypotenuse YZ = MN = _______________
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o XZ = LN =_______________
o XY = _______________
o LM = _______________
o ∠X = ∠L = 90o
o ∠Y = _______________
o ∠M =_______________
o ∠Z = _______________
o ∠N = _______________
HOW THIS APPLIES

• Understanding triangle congruency is a fundamental concept that forms the basis for
more advanced geometric principles, aiding students in their overall mathematical
journey.
• Mastering the criteria for congruency enhances critical thinking and problem-solving
skills, enabling students to approach complex geometric problems with confidence.
• Knowledge of congruency is applicable in various fields, such as architecture,
engineering, and design, where precise measurements and structural integrity are
crucial.
• Students can apply congruency criteria to practical problems, such as finding the width
of a river using triangulation methods, which allows for accurate measurements without
needing to cross the water.
• In professions like carpentry and construction, understanding triangle congruency
ensures that structures are built correctly, maintaining stability and aesthetic appeal.
• Engaging with triangle congruency develops spatial reasoning skills, which are
essential for visualizing and manipulating objects in both academic and real-world
contexts.
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15
The goal of this experiment is to visually demonstrate that the sum of the
angles in a triangle is 180° by arranging cut-out angles corresponding to
each angle of triangle ∆ABC at a single point. By doing this, the
objective is to confirm that the angles fit perfectly along a straight line,
illustrating the Triangle Angle Sum Theorem.
WHAT YOU’LL NEED:

• Hardboard sheet
• Glazed papers
• Sketch pens/pencils
• Adhesive
• Cutter
• Tracing paper
• Drawing sheet
• Geometry box
IN THIS ACTIVITY
We’re exploring fundamental concepts of geometry, particularly the properties of triangles
and angles. Triangles are one of the simplest and most essential shapes in geometry, and they
have a variety of important characteristics that form the basis of more complex mathematical
principles. Each triangle has three angles, and the sum of these angles is always 180 degrees.
This property is crucial not just in geometry, but in many real-world applications, such as
architecture, engineering, and computer graphics.
When you create a triangle (∆ABC) and label its angles, you’re visually demonstrating these
principles. By cutting out the angles and arranging them, you can physically see how they fit
together. This tactile experience reinforces the idea that no matter the size or shape of the
triangle, the sum of its angles will always equal 180 degrees.
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PROCEDURE
1. Prepare Your Board
• Take a hardboard sheet: Choose a piece that is big enough for your work.
o Rationale: A sturdy surface provides a solid base for your activity, ensuring that
everything stays in place as you work.
• Paste a white paper on it: This will be your clean canvas to work on.
o Rationale: The white paper creates a clear background, making it easier to see
your triangle and the angles you’ll cut out.
2. Create Your Triangle
• Cut out a triangle from a drawing sheet: Use scissors to carefully shape a triangle.
o Rationale: Cutting out a triangle allows you to apply geometric concepts in a
hands-on way, making the learning process more engaging.
• Paste it on the hardboard and name it as ∆ABC: This triangle will be the focus of your
activity.
o Rationale: Naming the triangle gives it identity and helps you reference its
angles easily.
3. Label the Angles
• Mark its three angles: Look at your triangle and identify the corners. Label them as ∠A,
∠B, and ∠C.
o Rationale: Labeling helps you focus on each angle's significance and prepares
you for the next steps, reinforcing their roles in the triangle's properties.
4. Cut Out the Angles
• Cut out the angles respectively equal to ∠A, ∠B, and ∠C: Using tracing paper, carefully
trace each angle. Then cut them out.
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o Rationale: Creating separate angle cut-outs allows you to manipulate and
visualize them independently, making the concept of angle measurement more
tangible.
5. Arrange the Angles
• Draw a line on the hardboard: This line will help you organize the angles.
o Rationale: A straight line provides a reference point, making it easier to see how
the angles fit together.
• Arrange the cut-outs of the three angles at a point O: Place the angle cut-outs so they
meet at point O on the line.
o Rationale: This step visually demonstrates that the sum of ∠A, ∠B, and ∠C
equals 180 degrees, reinforcing a key geometric principle.
o
DEMONSTRATION
1. Arrange the Angle Cut-Outs
• Place the three cut-outs of angles A, B, and C adjacent to each other at a point: Line
them up so that they touch at a single point.
o Rationale: This visual arrangement helps you see how the angles interact with
each other, creating a clear picture of their relationships.
2. Observe the Formation of a Straight Angle
• Notice that the angles together form a straight line: When placed correctly, the three
angles align perfectly to create a straight angle.
o Rationale: A straight angle measures 180°, which is crucial for understanding
the properties of triangles.
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3. Recognize the Sum of the Angles
• This arrangement shows that the sum of the three angles of a triangle is 180°: Since the
angles form a straight line, you can conclude that their total is 180°.
o Rationale: This confirms the fundamental property of triangles that you learned
earlier, reinforcing the idea that no matter the triangle's shape, the angles always
add up to 180°.
4. Write the Equation
• Therefore, ∠A + ∠B + ∠C = 180°: This equation expresses what you’ve just
demonstrated.
o Rationale: Writing this equation solidifies your understanding and gives you a
mathematical expression of what you’ve observed.
OBSERVATION
1. Measure Each Angle
• Using a protractor, measure ∠A: Place the protractor so that the center aligns with the
vertex of ∠A. Read the degree measurement.
• Record the measure of ∠A:
o Measure of ∠A = ____________________.
2. Repeat for the Other Angles
• Measure ∠B: Align the protractor with the vertex of ∠B and read the measurement.
• Record the measure of ∠B:
o Measure of ∠B = ____________________.
• Measure ∠C: Position the protractor at the vertex of ∠C and take the measurement.
• Record the measure of ∠C:
o Measure of ∠C = ____________________.
3. Calculate the Sum of the Angles
• Add the measures of ∠A, ∠B, and ∠C: Use the recorded values to find the total.
• Write the equation for the sum:
o Sum (∠A + ∠B + ∠C) = ____________________.
HOW THIS APPLIES
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• Knowing triangles helps understand the angles in shapes like quadrilaterals and
pentagons.
• This knowledge allows students to solve various geometric problems, such as finding
unknown angles.
• Architects and builders use angle principles to ensure structures are safe and visually
appealing.
• Analyzing angles enhances logical reasoning, beneficial in all subjects and daily
decisions.
• A solid grasp of triangle properties is essential for studying advanced topics like
trigonometry.
• Understanding angles helps in real-life tasks, like home projects and DIY activities.
• Skills gained from learning about angles prepare students for careers in fields like
engineering and design.
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16
The goal of this experiment is to verify the exterior angle property of a

triangle, which states that the measure of an exterior angle is equal to the
sum of the measures of the two opposite interior angles. By using a cut-
out triangle and tracing the angles, the objective is to visually
demonstrate this relationship and confirm the theorem through a hands-
on activity.
WHAT YOU’LL NEED:

• Hardboard sheet
• Adhesive
• Glazed paper
• Sketch pens/pencils
• Drawing sheet
• Geometry box
• Tracing paper
• Cutter
IN THIS ACTIVITY
We will physically create a triangle and demonstrate the exterior angle property using simple
materials. By constructing a triangle (∆ABC) and extending one of its sides to form an exterior
angle, we will visualize how the exterior angle relates to the interior angles. The process
involves cutting out a triangle and its corresponding angles, allowing for a hands-on
exploration of the theorem. This practical approach not only makes the learning experience
engaging but also reinforces theoretical concepts through visualization.
PROCEDURE
1. Pepare the Base
• Take a hardboard sheet of a convenient size.
• Paste a piece of white paper on top.
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o Rationale: The white paper provides a clear background to see the triangle and
angles better.
2. Create the Triangle
• Cut out a triangle from a drawing sheet or glazed paper.
• Name the triangle ∆ABC and paste it onto the hardboard.

o Rationale: Naming the triangle helps us refer to its specific angles and sides
during the activity.
3. Extend One Side
• Extend the side BC of the triangle to a new point D.
o Rationale: This extension creates an exterior angle at point C, which we will

analyze.
• Use tracing paper to cut out angles equal to ∠A and ∠B.
o Rationale: By cutting out these angles, we will visually demonstrate how they
relate to the exterior angle.
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• Place the two cutout angles (∠A and ∠B) next to the exterior angle ∠BCD.
o Rationale: Arranging the angles in this way allows us to see that ∠BCD is equal
to the sum of ∠A and ∠B, verifying the Exterior Angle Theorem.
DEMONSTRATION
1. Understanding Angles
• What is an Angle?
o An angle is formed when two lines meet at a point.
o Angles can be measured in degrees.
2. Types of Angles
• Interior Angles
o These are angles inside a shape.
• Exterior Angle
o An exterior angle is formed outside a shape when one side is extended.
3. The Situation
• We have:
o ∠ACD: This is our exterior angle.
o ∠A and ∠B: These are the interior opposite angles.
4. The Relationship
• Key Concept: The exterior angle (∠ACD) is equal to the sum of the two interior
opposite angles (∠A + ∠B).
5. Explanation of the Relationship
• Why is this true?
o When you extend one side of a shape, the exterior angle (∠ACD) "captures" the
measure of the two opposite interior angles (∠A and ∠B).
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o Imagine a triangle where one side is stretched out. The angle created on the
outside (∠ACD) measures how much you turned away from the line inside.
• In simpler terms, when you look at an exterior angle like ∠ACD, it tells you how wide
that angle is by adding up the two angles inside (∠A and ∠B).
• Equation: ∠ACD = ∠A + ∠B
• This shows how the exterior angle is related to the interior angles!
OBSERVATION
4. Filling in the Measures
o Measure of ∠A = __________
o Measure of ∠B = __________
• Now, let’s find the sum of the interior angles:
o Sum (∠A + ∠B) = __________
• Now, we will determine the measure of the exterior angle:

o Measure of ∠ACD = __________
The relationship is given by the equation:
▪ ∠ACD = ∠A + ∠B
• This means:
o The exterior angle (∠ACD) is equal to the sum of the two interior angles (∠A
and ∠B).
HOW THIS APPLIES

• Understanding angles is crucial for creating buildings and structures. Architects use
these concepts to ensure stability and aesthetics.
• Engineers apply angle relationships in designing machines and systems. This
knowledge helps in calculating forces and ensuring proper function.
• Angles are essential in navigation. Knowing how to work with angles allows students
to interpret maps and plan efficient routes.
• This property is useful in solving many geometrical problems, enabling students to
approach complex shapes and angles with confidence.
• Learning about angles fosters logical reasoning and critical thinking. These skills are
applicable not just in math, but in everyday decision-making and problem-solving.
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17
The goal of this experiment is to explore the properties of quadrilaterals

by visually demonstrating how the four angles of a quadrilateral can be
arranged at a common point, allowing for a better understanding of angle
relationships and the sum of angles in geometric shapes.
WHAT YOU’LL NEED:

• Cardboard
• White paper
• Coloured drawing
sheet
• Cutter
• Adhesive
• Geometry box
• Sketch pens
• Tracing paper
IN THIS ACTIVITY
We use simple materials like cardboard, paper, and tracing paper to create a hands-on
experience. First, by pasting a white sheet on a cardboard base, we prepare a canvas to display
our geometric shapes. Cutting out a quadrilateral, labeled ABCD, allows us to examine its
angles individually. The process of tracing and cutting out each angle emphasizes the idea that
angles can be manipulated and rearranged, reinforcing their connection to the overall shape.
In geometry, a quadrilateral is a four-sided polygon with four angles. The most important
property of quadrilaterals is that the sum of their interior angles is always 360 degrees. This
foundational concept helps us understand various geometric relationships and principles. By
working with physical representations of shapes, we can visualize these properties, making
them easier to grasp.
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PROCEDURE
1. Prepare the Base
• Take a rectangular cardboard piece: Choose a piece of cardboard that is easy to handle.
• Paste a white paper on it: Use adhesive to stick a plain white sheet on the cardboard.
This will be your working surface.
• Rationale: A clean, sturdy base provides a good foundation for your work, making it
easier to visualize and manipulate the shapes.
2. Create the Quadrilateral
• Cut out a quadrilateral ABCD from a drawing sheet: Using a drawing sheet, cut a shape
with four sides. Label the corners as A, B, C, and D.
• Paste it on the cardboard: Carefully stick the quadrilateral onto the white paper on your
cardboard base.
• Rationale: Creating and labeling the quadrilateral helps you focus on understanding its
properties, which is essential for learning about angles.
• Make cut-outs of all four angles of the quadrilateral: Use tracing paper to trace the four
angles at the corners of your quadrilateral (A, B, C, D).
• Cut these angles out: After tracing, cut along the lines to get four separate angle shapes.
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• Rationale: By cutting out the angles, you can physically see and manipulate them,
making it easier to understand how they interact within the shape.
• Arrange the four cut-out angles at a point O: Place each angle cut-out at a single point
(label it O) to see how they fit together. This should show that when you put the angles
together, they combine to form a full circle, demonstrating that their total is 360
degrees.
• Rationale: This step visually reinforces the key concept that the sum of the angles in
any quadrilateral is always 360 degrees, solidifying your understanding through hands-
on experience.
DEMONSTRATION
1. Position the Angles
o The vertex of each cut-out angle coincides at the point O: Take each of your
angle cut-outs and place the point where the two lines meet (the vertex) at point
O.
o Rationale: This arrangement helps you see how the angles fit together. By
aligning their vertices, you create a visual representation of how angles can be
combined.
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2. Observe the Angle Sum
o Such arrangement of cut-outs shows that the sum of the angles of a quadrilateral
forms a complete angle and hence is equal to 360º: When all four angles are
arranged at point O, they form a complete circle around that point.
o Rationale: This visual demonstration reinforces the idea that the total measure
of angles in any quadrilateral is always 360 degrees. Seeing it in action makes
it easier to understand this important geometric principle.
OBSERVATION
• Measure of ∠A = ----------: Use a protractor to find the size of angle A in degrees and
write it in the space provided.
• Measure of ∠B = ----------: Next, measure angle B and record the value here.
• Measure of ∠C = ----------: Now, measure angle C and write it down.
• Measure of ∠D = ----------: Finally, measure angle D and note it in the space provided.
2. Calculate the Sum of Angles
• Sum [ ∠A + ∠B + ∠C + ∠D] = -------------: Add the measurements of all four angles
together and write the total here.
HOW THIS APPLIES

• Understanding the properties of quadrilaterals aids in real-world tasks like architecture
and design, where accurate angle and area calculations are crucial for structural
integrity.
• Knowledge of the angle sum property allows students to solve complex problems
related to special quadrilaterals, such as trapeziums, parallelograms, and rhombuses,
enhancing their analytical skills.
• Mastering these concepts provides a solid foundation for more advanced mathematical
subjects, such as trigonometry and calculus, fostering a deeper understanding of
geometry.
• Engaging with geometric properties encourages students to think critically and
approach problems from multiple angles, cultivating creativity and innovation.
• This knowledge empowers students to make informed decisions in everyday life, such
as when measuring spaces or understanding layouts, thereby enhancing their practical
math skills.
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18
The goal of this experiment is to verify that in a triangle, the longer side
corresponds to a greater angle opposite it. By measuring the sides and
angles of a cut-out triangle, students will observe the relationship
between side lengths and opposite angles, reinforcing the geometric
principle that the longest side is always opposite the largest angle.
WHAT YOU’LL NEED:

• Coloured paper
• Scissors
• Tracing paper
• Geometry box
• Cardboard sheet
• Sketch pens
IN THIS ACTIVITY
One of the fundamental properties of triangles is the relationship between the lengths of their
sides and the measures of their angles. Specifically, it states that the longest side of a triangle
is always opposite the largest angle. This relationship is essential for understanding triangle
properties and is a foundational concept in both basic and advanced geometry.
To grasp this concept, it's important to visualize and manipulate triangles. By creating a
physical model, we can observe and measure the sides and angles directly. This hands-on
activity reinforces the theoretical aspects of geometry by providing a tangible example.
Through this process, students will not only learn the principles but also develop spatial
reasoning and critical thinking skills.
The activity is designed to engage students in experiential learning. By cutting out a triangle
from colored paper and pasting it onto a cardboard base, learners actively participate in
constructing a geometric figure. Measuring the sides helps them understand that these lengths
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can be quantified and compared, while coloring the angles makes the visual differences more
apparent.
PROCEDURE
1. Prepare Your Base
o Take a piece of cardboard of a convenient size and paste a white paper on it.
▪ Rationale: The cardboard serves as a sturdy base for your triangle. The
white paper provides a clean surface for visibility, making it easier to
see the triangle and take measurements.
2. Create Your Triangle
o Cut out a ∆ABC from a coloured paper and paste it on the cardboard.
▪ Rationale: Using colored paper adds a visual element that makes the
triangle more engaging. By labeling it as ∆ABC, we establish clear
points to reference later.
3. Measure the Sides
o Measure the lengths of the sides of ∆ABC.
▪ Rationale: Measuring the sides allows you to gather quantitative data.
This step is essential for understanding the relationship between side
lengths and angles, which is a key concept in triangle geometry.
4. Colour the Angles
o Colour all the angles of the triangle ABC.
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▪ Rationale: Coloring the angles helps differentiate them visually. This
makes it easier to identify and compare the angles with their opposite
sides, reinforcing the idea that the largest angle is opposite the longest
side.
5. Cut Out the Angle
o Make the cut-out of the angle opposite to the longest side using tracing paper.
▪ Rationale: Creating a cut-out of the angle reinforces your understanding

of the relationship between the longest side and the largest angle. This
hands-on activity allows you to visualize how the angle corresponds to
the triangle's structure.
DEMONSTRATION
1. Compare the Cut-Out Angle
o Take the cut-out angle and compare it with the other two angles.
▪ Rationale: This step allows you to visually analyze the sizes of the
angles. By holding the cut-out of the largest angle, you can directly see
how it compares to the other angles in the triangle.
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2. Observe the Angles
o Observe that ∠A is greater than both ∠B and ∠C.
▪ Rationale: This observation reinforces the concept that the angle
opposite the longest side (in this case, ∠A) is indeed larger than the
angles opposite the shorter sides (∠B and ∠C). It helps solidify your
understanding of the relationship between angles and side lengths.
3. Conclusion of Findings
o Note that the angle opposite the longer side is greater than the angle opposite
the other side.
▪ Rationale: This conclusion summarizes your findings and ties back to
the fundamental property of triangles. Recognizing this relationship is
crucial for solving problems involving triangles in both theoretical and
practical contexts.
OBSERVATION
1. Measure the Lengths of the Sides
o Length of side AB = .......................
o Length of side BC = .......................
o Length of side CA = .......................
2. Identify the Longest Side
o Determine which side is the longest.
3. Measure the Angles
o Measure of the angle opposite to the longest side = .......................
o Measure of the other two angles = ...................... and .......................
4. Compare the Angles
o The angle opposite the ...................... side is ...................... than either of the
other two angles.
HOW THIS APPLIES

• Understanding the relationship between side lengths and angles in triangles equips
students with tools to solve various geometric problems, both in academic settings and
real-life scenarios.
• Mastering these basic principles lays the groundwork for more complex concepts in
geometry, such as the Pythagorean theorem, trigonometry, and coordinate geometry.
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• Knowledge of triangle properties is crucial in fields such as architecture, engineering,
and computer graphics, where precise measurements and calculations are essential.
• This principle can help students tackle a variety of geometric tasks, from simple
calculations to more intricate designs and constructions.
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19
The goal of this experiment is to create a visual and interactive tool that
demonstrates concepts such as measurement and spatial relationships.
By using a plywood base with graph paper and strategically placed nails,
the objective is to allow for hands-on exploration of geometric principles
and distances, facilitating a better understanding of these concepts.
4o mini
WHAT YOU’LL NEED:
• A piece of plywood
• Two wooden strips
• Nails
• Elastic strings
• Graph paper
IN THIS ACTIVITY
We explore fundamental concepts of geometry, specifically focusing on distance and
measurement. Geometry is a branch of mathematics that deals with shapes, sizes, and the
properties of space. By using a graph paper base, we can visualize these concepts more
effectively. Graph paper provides a grid that makes it easier to measure distances and create
accurate representations of geometric figures. This hands-on approach enhances understanding
by allowing participants to see and manipulate the materials directly.
The core concept of this activity revolves around parallel lines and the equal spacing of points.
By fixing two horizontal wooden strips on the plywood, we create a framework that illustrates
how parallel lines maintain a constant distance from each other. The nails represent points on
these lines, and by placing them at equal intervals, we can measure and compare distances
easily. This setup encourages learners to engage with the material, promoting an understanding
of how points and lines interact in a two-dimensional space.
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PROCEDURE
1. Prepare the Base

o Take a rectangular piece of plywood: Choose a size that is easy to handle and
allows enough space for your work.
o Paste graph paper on it: Use glue to stick the graph paper to the plywood. This
grid will help you measure distances and align your materials.
2. Set Up Wooden Strips
o Fix two horizontal wooden strips: Use nails or strong glue to attach two strips
parallel to each other on the plywood. Make sure they are straight and evenly
spaced apart. This creates a frame for your nails.
3. Add Initial Nails

o Fix two nails A1 and A2 on one of the strips: Place these nails at any convenient
spots on one of the wooden strips. These will serve as reference points for your
measurements.
4. Add Equally Spaced Nails
o Fix nails at equal distances on the other strip: Measure equal distances between
the nails on the second strip. This means that each nail should be placed the
same distance apart from the others. You can use a ruler or the grid on the graph
paper for precise placement.
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DEMONSTRATION
1. Create the First Parallelogram
o Put a string along A1, A2, B8, B2: Use a string to connect these points. This
outlines the shape of the parallelogram A1A2B8B2.
o Count the number of squares: Look at the graph paper and count how many full
squares are inside this shape. Each square represents a unit of area.
2. Create the Second Parallelogram
o Keeping the same base A1A2: Use the same starting points A1 and A2 for the
new parallelogram.
o Make another parallelogram A1A2B9B3: Connect A1 to B9 and A2 to B3 with
your string. This forms the new parallelogram.
o Find the area by counting the squares: Just like before, count how many squares
fit inside this new shape.
3. Compare the Areas
o Area of parallelogram in Step 1 = Area of parallelogram in Step 2: You will
notice that the number of squares counted in both shapes is the same. This shows
that both parallelograms have equal areas, even though their heights may differ.
OBSERVATION
1. Create the First Parallelogram
o Put a string along A1, A2, B8, B2: Use the string to connect these points,
forming the shape of parallelogram A1A2B8B2.
o Count the number of squares: Look at the graph paper and count how many full
squares fit inside this parallelogram.
▪ Number of squares in 1st parallelogram = ______________.
2. Create the Second Parallelogram
o Keeping the same base A1A2: Use A1 and A2 again as the base for the new
shape.
o Make another parallelogram A1A2B9B3: Connect A1 to B9 and A2 to B3 with
your string to form this new parallelogram.
o Count the area by counting the squares: Count the number of squares inside this
second shape.
▪ Number of squares in 2nd parallelogram = ______________.
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3. Compare the Areas
o Area of parallelogram in Step 1 = Area of parallelogram in Step 2: You will find
that both areas are equal because they have the same base.
o Number of squares in 1st parallelogram = Number of squares in 2nd
parallelogram.
o Area of 1st parallelogram = ______________ of 2nd parallelogram.
HOW THIS APPLIES

• Understanding how to calculate the area of parallelograms enables students to solve
real-world problems, such as determining the amount of material needed for
construction or landscaping.
• This knowledge builds a strong foundation in geometry, allowing students to tackle
more complex shapes and concepts as they progress in their studies.
• Learning to calculate area enhances critical thinking and problem-solving skills, which
are valuable in both academic settings and everyday life.
• This result helps in solving various geometrical problems. It also helps in deriving the
formula for the area of a parallelogram, reinforcing the relationship between shapes and
their measurements.
• Mastering these concepts boosts students' confidence in their mathematical abilities,
encouraging them to explore and enjoy math more as they encounter new challenges.
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20
The goal of this experiment is to demonstrate that triangles constructed

on the same base and between two parallel lines have equal areas. By
creating multiple triangles with a fixed base along one horizontal strip
and varying the apex points along the parallel strip, the objective is to
visually and quantitatively confirm that the areas remain consistent,
regardless of the position of the apex.
WHAT YOU’LL NEED:

• Plywood
(rectangular piece)
• Graph paper
• Two wooden strips
(parallel)
• Color box
• Scissors
• Cutter
• Adhesive
• Geometry box
IN THIS ACTIVITY
We explore a fundamental principle of geometry: the area of triangles that share the same
base and are situated between two parallel lines. This principle states that no matter where the
apex of the triangle is located along the parallel line, the area remains constant. This concept
is crucial for understanding more complex geometric relationships and is foundational in both
mathematics and various real-world applications.
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PROCEDURE
1. Cut a rectangular plywood of a convenient size.
o Choose a piece of plywood that is easy to handle, ensuring it is large enough to
accommodate your graph paper and wooden strips.
2. Paste a graph paper on it.
o Use adhesive to carefully attach a sheet of graph paper to the plywood. The grid
will help you accurately mark points and draw lines.
3. Fix any two horizontal wooden strips on it which are parallel to each other.
o Take two wooden strips and place them horizontally on the graph paper. Ensure
they are parallel and securely attach them with adhesive or pins.
4. Fix two points A and B on the paper along the first strip (base strip).
o Mark two distinct points on the first wooden strip. Label these points A and B.
This strip acts as the base for the triangles.
5. Fix a pin at a point, say at C, on the second strip.
o Choose any point on the second wooden strip and fix a pin there. Label this
point C. This will serve as the apex for the first triangle.
6. Join C to A and B as shown below.
o Using a ruler, draw straight lines from point C to points A and B. This creates
the first triangle, which visually illustrates the relationship between the base and
height.
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7. Take any other two points on the second strip say C′ and C′′.
o Select two more points on the second strip and label them C′ and C′′. These
points will be used to form additional triangles.
8. Join C′A, C′B and C′′A, C′′B to form two more triangles.
o Draw straight lines from C′ to A and B, and from C′′ to A and B. This will create
two more triangles. By doing this, you can compare their areas to see if they are
equal, demonstrating the concept that triangles on the same base and between
the same parallels have equal areas.
DEMONSTRATION
Steps to Measure the Area of the Triangles
1. Count the number of squares contained in each of the above triangles, taking half square
1 1
as 2 and more than half as 1 square, leaving those squares which contain less than 2
squares.
o Look carefully at each triangle you've drawn. Count all the full squares inside
1
the triangles. If a square is half-filled, count it as 2. If a square is more than half-
filled, count it as 1. Ignore any squares that are less than half-filled.
2. See that the area of all these triangles is the same. This shows that triangles on the same
base and between the same parallels are equal in area.
o After counting the squares for each triangle, compare the totals. You will find
that each triangle has the same area. This confirms the principle that triangles
that share the same base and are located between the same parallels have equal
areas.
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OBSERVATION
1. The number of squares in triangle ABC =.........., Area of ∆ABC = ........ units
o Count how many full squares are inside triangle ABC.
1
o If you have counted half-filled squares, remember to include them as 2 .
o Write down the total number of squares and calculate the area.
2. The number of squares in triangle ABC′ =......., Area of ∆ABC′ = ........ units
o Repeat the counting process for triangle ABC′.
o Again, note how many full and half-filled squares are present.
o Write down the total number and calculate the area.
3. The number of squares in triangle ABC′′ =....... , Area of ∆ABC′′ = ........ units
o Finally, count the squares in triangle ABC′′ using the same method.
o Record your findings for the number of squares and calculate the area.
Therefore, area (∆ABC) = area (ABC′) = area (ABC′′).
HOW THIS APPLIES

• Understanding triangle areas lays the groundwork for more complex geometric
concepts, enabling students to tackle higher-level math with confidence.
• This knowledge is applicable in fields like architecture, engineering, and construction,
where calculating areas accurately is essential for design and planning.
• Mastering this principle enhances critical thinking and problem-solving abilities, as
students learn to analyze shapes and relationships systematically.
• Grasping the relationship between triangles on the same base helps students derive the
standard formula for the area of a triangle, enhancing their mathematical toolkit.
• Engaging with geometric concepts fosters better spatial reasoning, which is crucial for
everyday tasks like navigation, design, and understanding physical spaces.
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21
The goal of this experiment is to visually demonstrate and verify that the
area of a triangle formed by joining a point on one parallel strip to the
endpoints of a base on another parallel strip is half the area of the
parallelogram created by the same base and height.
WHAT YOU’LL NEED:

• Plywood sheet of
convenient size
• Graph paper
• Colour box
• A pair of wooden
strips
• Scissors
• Cutter
• Adhesive
• Geometry box
IN THIS ACTIVITY
We explore the geometric relationship between triangles and parallelograms. Specifically, we
aim to demonstrate that a triangle formed between two parallel lines and a base has an area that
is half that of a parallelogram with the same base and height. This fundamental concept in
geometry can be observed through simple construction and visualization.
Triangles and parallelograms are both two-dimensional shapes that share certain properties,
especially when it comes to their areas. The area of a triangle can be calculated using the
1
formula Area = 2 × base × height. On the other hand, the area of a parallelogram is given by
Area = base × height. By manipulating these shapes on a plywood surface with graph paper,
we can visualize and verify that the area of the triangle is indeed half that of the parallelogram
when they share the same base and height.
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PROCEDURE
1. Take a rectangular plywood sheet.
o Rationale: The plywood provides a sturdy base for your experiment, ensuring
stability while you work.
o Rationale: Graph paper helps you create accurate measurements and visualize
shapes more easily, allowing for clear representation of points and lines.
3. Take any pair of wooden strips or wooden scale and fix these two horizontally so that
they are parallel.
o Rationale: The parallel strips represent two lines that maintain a consistent
distance apart. This setup is crucial for demonstrating the geometric relationship
between triangles and parallelograms.
4. Fix any two points A and B on the base strip (say Strip I) and take any two points C
and D on the second strip (say Strip II) such that AB = CD.
o Rationale: By placing points A and B on one strip and points C and D on the
other, you create a base for the shapes. Ensuring that AB equals CD guarantees
that both shapes will share the same base length, which is essential for
comparing their areas.
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5. Take any point P on the second strip and join it to A and B.
o Rationale: Point P allows you to form a triangle by connecting it to points A and

B. This step visually illustrates the triangle and sets up the comparison with the
parallelogram formed by the base and height from the strips.
DEMONSTRATION
1. Take a rectangular plywood sheet.
o Rationale: This provides a strong, stable base for your activity.
o Rationale: The graph paper will help you accurately measure and visualize your
shapes.
3. Take any pair of wooden strips or wooden scale and fix these two horizontally so that
they are parallel.
o Rationale: Parallel strips simulate two lines that remain equidistant, essential
for comparing geometric shapes.
4. Fix any two points A and B on the base strip (say Strip I) and take any two points C
and D on the second strip (say Strip II) such that AB = CD.
o Rationale: Establishing points A, B, C, and D ensures that you have a common
base length for both the triangle and parallelogram.
5. Take any point P on the second strip and join it to A and B.
o Rationale: This step creates triangle PAB, which will be compared with
parallelogram ABCD.
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6. Note that AB is parallel to CD and P is any point on CD.
o Rationale: This confirms that triangle PAB and parallelogram ABCD share the
same base (AB) and are situated between the same parallels (the two strips).
7. Count the number of squares contained in each of the triangle and parallelogram,
1
keeping half squares as 2 and more than half as 1 square, leaving those squares that
contain less than half.
o Rationale: This counting method allows for an accurate measurement of area by
quantifying the space each shape occupies.
8. Observe that the area of triangle PAB is half of the area of parallelogram ABCD.
o Rationale: This final observation confirms the geometric principle that the area
of a triangle on a given base and between the same parallels is exactly half that
of the corresponding parallelogram.
OBSERVATION
1. The number of squares in triangle PAB = ____________
2. The number of squares in parallelogram ABCD = ____________
3. So, the area of parallelogram ABCD = 2 [Area of triangle PAB].
4. Thus, area of parallelogram ABCD : area of triangle PAB
= ____________ : ____________
HOW THIS APPLIES

• Understanding the relationship between triangle and parallelogram areas is essential in
fields like architecture, engineering, and design, where precise measurements are
critical.
• This knowledge provides a strong base for learning more complex geometric principles,
such as calculating areas of irregular shapes and composite figures.
• Engaging in this activity enhances critical thinking and problem-solving abilities, as
students learn to visualize and analyze shapes.
• This activity is useful in deriving the formula for the area of a triangle and also in
solving problems on mensuration, making it easier to tackle real-life measurement
challenges.
• Mastery of these concepts fosters confidence in students as they progress in their
mathematical journey, empowering them to approach new topics with a solid
understanding.
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22
The goal of this experiment is to visually demonstrate that the angle

subtended by an arc at the center of a circle is twice the angle subtended
by the same arc at any point on the circle's circumference.
WHAT YOU’LL NEED:

• Cardboard
• Coloured drawing
sheets
• Scissors
• Sketch pens
• Adhesive
• Geometry box
IN THIS ACTIVITY
We explore an essential property of circles: the relationship between angles formed by arcs.
When an arc is created on a circle, it can subtend different angles depending on the location of
the point from which the angle is measured. Specifically, the angle formed at the center of the
circle (let's call it ∠BOC) is always twice the angle formed at any point on the circumference
(like ∠BAC). This principle is fundamental in geometry and helps us understand how angles
behave in circular shapes.
The activity involves hands-on construction using simple materials to visualize this geometric
property. By cutting a circle from colored paper and marking points on it, we can clearly see
the relationship between the central angle and the inscribed angle. Joining points B and C to
the center O forms the angle ∠BOC, while drawing lines from point A to B and C creates the
inscribed angle ∠BAC. This visual and tactile approach makes the abstract concept more
concrete and easier to grasp.
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PROCEDURE
1. Prepare the Base
o Take a rectangular cardboard of a convenient size. Paste a white paper on it.
Rationale: This white surface will help us clearly see the circle and any markings
we make, ensuring better visibility for our measurements and angles.
2. Create the Circle
o Cut out a circle of suitable radius from a colored drawing sheet. Paste this circle
on the cardboard.
Rationale: The colored circle makes it easier to identify the arc and points we’ll
work with, enhancing the overall clarity of our experiment.
3. Identify Points on the Circle
o Take two points, B and C, on the circle to define the arc BC.
Rationale: Choosing two points allows us to create a specific section of the

circle (the arc) that we will analyze, making it more manageable to work with
angles.
4. Form the Central Angle
o Join points B and C to the center O of the circle to create an angle subtended by
the arc BC at the center, labeled as ∠BOC.
Rationale: This step illustrates how the arc connects to the center and helps us
visualize the central angle, which is critical for understanding the properties of
circles.
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5. Create the Inscribed Angle
o Take any point A on the remaining part of the circle.
o Join point A to points B and C to form the angle ∠BAC, which is subtended by
the arc BC at point A.
Rationale: By selecting a point on the circumference, we can compare the

inscribed angle ∠BAC with the central angle ∠BOC. This is essential for
demonstrating the key property we want to explore.
6. Make Cut-Outs for Visualization
o Create a cut-out of angle ∠BOC and two cut-outs of angle ∠BAC using a
transparent sheet.
Rationale: Having physical cut-outs allows for a clearer comparison between the
angles, reinforcing the understanding that ∠BOC is twice the measure of ∠BAC.
DEMONSTRATION
1. Position the Cut-Outs
o Place the two cut-outs of ∠BAC on the cut-out of angle ∠BOC, positioning
them adjacent to each other as shown below.
Rationale: This visual arrangement allows you to see how the two inscribed
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angles fit perfectly within the central angle, making it easier to understand their
relationship.
2. Observe the Relationship
o Notice that when the two ∠BAC cut-outs are aligned with ∠BOC, they together
equal ∠BOC.
Rationale: This comparison directly illustrates the concept that the sum of the
two inscribed angles is equal to the central angle, reinforcing the geometric
property we are studying.
3. State the Conclusion
o Clearly state that 2×∠BAC = ∠BOC.
Rationale: This mathematical statement confirms the relationship we have

observed: the angle subtended by the arc at the center (∠BOC) is indeed double
the angle subtended at any point on the circumference (∠BAC).
OBSERVATION
1. Measure the Central Angle
o Use a protractor to measure the angle ∠BOC.
Rationale: This gives you a precise value for the central angle, which is crucial
for understanding its relationship with the inscribed angle.
o Record your measurement:
Measure of ∠BOC = ________________
2. Measure the Inscribed Angle

o Next, measure one of the angles ∠BAC using the protractor.
Rationale: Measuring the inscribed angle allows you to see how it relates to the
central angle we just measured.
o Record your measurement:
Measure of ∠BAC = ________________
3. Calculate the Relationship

o Now, state the relationship between the two angles using the measurements you
recorded.
Rationale: This step reinforces the concept that the central angle is twice the
inscribed angle.
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o Fill in the statement:
Therefore, ∠BOC = 2 × ________________
HOW THIS APPLIES

• Understanding the relationship between central and inscribed angles builds a solid
foundation for further studies in geometry, helping students grasp more complex
concepts.
• Knowledge of circle properties is essential in fields like engineering, architecture, and
design, where circular shapes are frequently used.
• This knowledge encourages logical reasoning and critical thinking, skills that are
valuable not only in mathematics but in everyday decision-making.
• Mastery of this property leads to the understanding of more advanced concepts, such
as the angles in the same segment of a circle and properties of cyclic quadrilaterals.
• This understanding aids in practical applications, such as navigation, where angles play
a crucial role in determining paths and directions.
• Recognizing how this property ties into broader mathematical principles reinforces the
idea that math is a cohesive system, helping students appreciate its beauty and
relevance.
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23
The goal of this experiment is to visually demonstrate the relationship

between angles formed by chords in a circle, specifically showing that
the angles subtended by the same chord at points on the circle's
circumference are equal.
WHAT YOU’LL NEED:

• Geometry box
• Coloured glazed
papers
• Scissors
• Cardboard
• White paper
• Adhesive
IN THIS ACTIVITY
Circles hold a special significance due to their unique properties. One important concept is
the relationship between angles formed by chords—lines that connect two points on the circle.
According to the Circle Theorem, angles that subtend the same chord from different points on
the circle are equal. This activity aims to explore and visually demonstrate this theorem,
enhancing understanding through hands-on experimentation.
The activity begins with creating a physical representation of a circle on a cardboard base. By
drawing a circle and selecting points A and B to form a chord, participants can directly observe
how the chord influences angles formed by other points, C and D, on the circle. This setup
allows for a clear visualization of the angles ∠ACB and ∠ADB. The process of measuring and
comparing these angles reinforces the concept that despite the different positions of points C
and D, the angles remain congruent if they subtend the same chord AB.
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PROCEDURE
1. Prepare Your Materials
• Take a cardboard of suitable size: Choose a piece of cardboard that is large enough to
fit your circle comfortably.
• Paste a white paper on it: This creates a clean background for your drawing, making it
easier to see the circle and angles.
2. Draw the Circle
• Take a sheet of glazed paper: This type of paper is smooth and will help in making
clean lines.
• Draw a circle of radius a units: Using a compass or a round object, draw a circle where
the distance from the center to the edge is 'a' units.
3. Create the Circle Cut-Out
• Make a cut-out of the circle: Carefully cut out the circle you drew on the glazed paper.
• Paste it on the cardboard: Position the cut-out circle in the center of your white paper
on the cardboard and glue it down.
4. Form a Chord
• Take two points A and B on the circle: Choose any two points along the edge of the
circle.
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• Join them to form chord AB: Draw a straight line connecting points A and B. This line
is called a chord.
5. Draw Additional Lines
• Now take two points C and D on the circle in the same segment: Select two more points
on the circle, ensuring they are in the same arc (segment) as chord AB.
• Join AC, BC, AD, and BD: Draw lines connecting:

o A to C o A to D
o B to C o B to D
6. Measure the Angles
• Take replicas of the angles ∠ACB and ∠ADB: Using a protractor, measure the angles
formed:
o Angle ∠ACB (the angle at point C)
o Angle ∠ADB (the angle at point D)
o Notice how these angles relate to each other.
DEMONSTRATION
1. Align the Angles
• Put the cut-outs of ∠ACB and ∠ADB on each other: Take the paper cut-outs
representing the angles you measured earlier.
• Ensure vertex C falls on vertex D: Carefully place the cut-out of angle ∠ACB on top of
angle ∠ADB so that point C (the vertex of ∠ACB) aligns perfectly with point D (the
vertex of ∠ADB).
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2. Observe the Overlap
• Check how ∠ACB covers ∠ADB completely: Once you have aligned the angles,
observe that the angle ∠ACB fits exactly over angle ∠ADB.
• Notice that they are equal: Since one angle covers the other perfectly, this demonstrates
that ∠ACB is equal to ∠ADB.
OBSERVATION
1. Record the Measurements
• On actual measurement:
o ∠ACB = ---------------: Measure angle ∠ACB using a protractor and write the
value here.
o ∠ADB = ---------------: Measure angle ∠ADB using the protractor and write the
value here.
2. Compare the Angles
• So, ∠ACB = ∠ADB: Since you measured both angles, if they are the same, you can
conclude:
o Thus, angles in the same segment are ---------------
HOW THIS APPLIES

• Understanding the relationship between angles and chords lays the groundwork for
exploring more complex geometric theorems, enhancing critical thinking skills.
• This knowledge equips students with the tools to solve various geometric problems,
enabling them to apply logical reasoning and deduction in different scenarios.
• The concepts of angles and circles are used in fields like engineering, architecture, and
design, helping students see the relevance of math in everyday life.
• Mastering these foundational concepts fosters confidence in students, encouraging
them to tackle more challenging topics in mathematics and related disciplines.
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24
The goal of this experiment is to visually demonstrate that the opposite

angles of a cyclic quadrilateral are supplementary.
WHAT YOU’LL NEED:

• Chart paper
• Geometry box
• Scissors
• Sketch pens
• Adhesive
IN THIS ACTIVITY
We explore the concept of cyclic quadrilaterals, which are four-sided figures where all
vertices lie on the circumference of a circle. One of the key properties of cyclic quadrilaterals
is that their opposite angles are supplementary, meaning they add up to 180 degrees. This
property arises from the inscribed angle theorem, which states that an angle formed by two
chords in a circle is half the measure of the arc it subtends. By understanding these
relationships, we can gain deeper insights into the properties of circles and angles.
The activity involves creating a visual representation of a cyclic quadrilateral on chart paper.
By drawing a circle and inscribing a quadrilateral within it, we can easily identify and label the
angles formed at each vertex. Coloring the angles helps to differentiate them and makes it easier
to compare their measures later. The use of cut-outs allows participants to manipulate the
angles physically, enhancing their understanding of the concept through hands-on learning.
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PROCEDURE
1. Draw a Circle on Chart Paper
o What to Do: Take a piece of chart paper and draw a circle using a compass.
Make sure to set the compass to a specific radius, which will determine the size
of your circle.
o Why: The circle will serve as the boundary for your quadrilateral. By using a
compass, you ensure that the circle is perfectly round, which is essential for
accuracy in the next steps.
2. Create a Cyclic Quadrilateral
o What to Do:
▪ Inside the circle, draw a quadrilateral so that each of its four corners
(vertices) touches the circle.
▪ Label the angles formed at each vertex (let's call them A, B, C, and D).
▪ Use different colors to fill in each angle to make them easily
distinguishable.
o Why: This quadrilateral is called a cyclic quadrilateral because all its vertices
lie on the circle. Labeling and coloring the angles helps you visualize their
relationships and prepares you for the next part of the activity.
3. Make Cut-Outs of the Angles
o What to Do: Carefully cut out each of the angles (A, B, C, D) from the
quadrilateral. You can trace them onto a transparent sheet or directly cut them
out from the chart paper.
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o Why: Creating cut-outs allows you to physically manipulate the angles. By
moving them around, you can better understand how they interact and verify
the property that opposite angles are supplementary (they add up to 180
degrees).
DEMONSTRATION
1. Paste the Cut-Outs of Opposite Angles
o What to Do:
▪ Take the cut-outs of opposite angles ∠1 and ∠3, and carefully paste them
together so that they form a straight line. Do the same for angles ∠2 and
∠4.
o Why: By aligning the cut-outs to create straight angles, you can visually confirm
that these pairs of angles combine to form 180°. This step shows the relationship
between opposite angles in a cyclic quadrilateral.
2. Observe the Angle Sums
o What to Do:
▪ Once the angles are pasted together, note that ∠1 + ∠3 = 180° and ∠2 +
∠4 = 180°. You can mark this on the paper next to the pasted angles.
o Why: This observation reinforces the key property of cyclic quadrilaterals: that
the opposite angles are supplementary. This means they always add up to 180°,
which is an important rule in geometry.
OBSERVATION
o What to Do:
▪ Use a protractor to measure the angles you created in your quadrilateral.
▪ Record the measurements as follows:
▪ ∠1 = ▪ ∠3 =
................ ................
▪ ∠2 = ▪ ∠4 =
................ ................
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2. Calculate the Sums of Opposite Angles
o What to Do:
▪ Add the measurements of the opposite angles:
▪ ∠1 + ∠3 = ..........
▪ ∠2 + ∠4 = ..........
3. State the Conclusion
o What to Do:
▪ Based on your measurements, complete the statement:
▪ Therefore, the sum of each pair of the opposite angles of a cyclic
quadrilateral is ...............
HOW THIS APPLIES

• Understanding cyclic quadrilaterals prepares students for more complex geometric
concepts, such as the properties of circles and other polygon types.
• Mastering angle relationships enhances critical thinking and problem-solving abilities,
enabling students to tackle a variety of mathematical challenges effectively.
• Knowledge of angles and geometric properties can be applied in fields like architecture,
engineering, and design, helping students understand practical uses of mathematics.
• Working with shapes and angles improves spatial reasoning skills, which are essential
for tasks involving navigation, mapping, and understanding physical spaces.
• Familiarity with geometry concepts, including cyclic quadrilaterals, equips students for
math sections in standardized tests, improving their academic performance.
• Engaging with geometric proofs and properties fosters logical reasoning skills, which
are beneficial not only in math but also in everyday decision-making and analysis.
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25
The goal of this experiment is to construct a model using congruent

trapeziums placed on a hardboard base to explore geometric properties
and relationships, particularly how the arrangement of shapes affects
their overall dimensions and characteristics.
WHAT YOU’LL NEED:

• Hardboard
• Thermocol
• Colored glazed
papers
• Adhesive
• Scissors
IN THIS ACTIVITY
We are exploring the properties of trapeziums, which are four-sided shapes with at least one
pair of parallel sides. Understanding these shapes is essential in geometry, as they help illustrate
concepts such as area, perimeter, and symmetry. By working with congruent trapeziums—
meaning both shapes are identical in size and shape—we can directly observe how their
arrangement affects the overall structure.
Using a hardboard as the base provides a stable surface to assemble our model. The choice of
hardboard is practical, as it allows for easy handling and ensures the trapeziums remain
securely in place. Cutting the trapeziums to specific dimensions (with parallel sides of lengths
"a" and "b") helps to create a controlled environment for examining geometric relationships.
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PROCEDURE
1. Take a piece of hardboard for the base of the model.
o Rationale: The hardboard acts as a sturdy foundation. It provides a flat and
stable surface to build your model on, making it easier to work with.
2. Cut two congruent trapeziums of parallel sides a and b units.
o Rationale: Cutting two congruent trapeziums ensures that both shapes are
identical in size and shape. This helps you study how these shapes interact with
each other. The parallel sides, labeled "a" and "b," are crucial for maintaining
the properties of the trapezium.
o Steps to Cut:
▪ Measure and mark the lengths of sides "a" and "b" on a piece of material
(like cardboard).
▪ Use a ruler to connect the marked points, forming two trapeziums.
▪ Carefully cut along the lines to create the shapes.
3. Place them on the hardboard as shown below.
o Rationale: Arranging the trapeziums on the hardboard helps you visualize their
geometric relationships and how they fit together. This step allows you to
explore the concept of shape arrangement and symmetry.
o Steps to Arrange:
▪ Position the two trapeziums on the hardboard according to your design.
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▪ Ensure that they are aligned properly and that their bases are flat against
the hardboard.
DEMONSTRATION
1. Figure formed by the two trapeziums is a parallelogram ABCD.
o Rationale: When you place the two congruent trapeziums together, they form a
parallelogram. A parallelogram has opposite sides that are equal and parallel,
making it a key shape in geometry.
2. Side AB of the parallelogram = (a + b) units and its corresponding altitude = h units.
o Rationale: The length of side AB is the sum of the lengths of the two parallel
sides of the trapeziums, which are "a" and "b." The height (or altitude) "h" is
the perpendicular distance between these parallel sides. This information helps
in calculating the area of the parallelogram.
3. Area of each trapezium:
o Formula:
𝟏
Area of trapezium = × (a+b) × h
𝟐
o Rationale: The area of a trapezium can be derived from the area of the
parallelogram. Since the trapezium can be thought of as part of the
parallelogram, we take the average of the two parallel sides (a and b) and
multiply by the height (h) to find the area. This formula shows how the area is
related to the shape's dimensions.
o Simplified Explanation:
▪ The area is calculated by taking the sum of the lengths of the parallel
sides (a + b), dividing by 2, and then multiplying by the height (h). This
gives you the area in square units.
OBSERVATION
1. Understanding the Shapes
• Trapezium: A shape with one pair of parallel sides.
• Parallelogram: A shape with opposite sides that are equal and parallel.
• Lengths of parallel sides of the trapezium:
Fill in the lengths:

o Side 1 = …………….
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o Side 2 =…………….
• Length of altitude of the parallelogram:
Fill in the length:

o Altitude = …………….
3. Area of the Parallelogram

• Formula: The area of a parallelogram is found using this formula:
Area = base × height
• Area of the parallelogram:
Fill in the calculated area:

o Area = …………….
4. Area of the Trapezium
• Formula: The area of a trapezium can be found using this formula:
Area = (Sum of parallel sides) × altitude
1. Sum of parallel sides:
o This means you will add the lengths of the two parallel sides.
o Calculation: ……………. + ……………. = ……………. (fill this in)
2. Multiply by the altitude:
o Now, take the sum of the parallel sides and multiply it by the altitude of the
trapezium.
o If the altitude is the same as the one for the parallelogram, fill it in:
o Area of the trapezium = (Sum of ………………. sides) × ……………..
HOW THIS APPLIES

• Understanding trapeziums and parallelograms helps students calculate areas of
irregular fields, which can be useful in agriculture and land management.
• This knowledge is essential for deriving the formula for the area of a triangle in
coordinate geometry, reinforcing students' understanding of geometric relationships.
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• Learning to work with different shapes enhances critical thinking and analytical skills,
which are valuable in everyday decision-making and various professions.
• Mastering these concepts lays the groundwork for more complex mathematical
concepts in subjects like calculus and physics, enabling students to tackle higher-level
challenges with confidence.
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26
The goal of this experiment is to construct a cube using six identical

squares of side length “a” and to explore the relationship between the
side length and the cube's surface area by folding and joining the squares
together.
WHAT YOU’LL NEED:

• Cardboard
• Ruler
• Cutter
• Cellotape
• Sketch pen or pencil
IN THIS ACTIVITY
We explore the geometric properties of a cube, one of the most fundamental shapes in
mathematics and geometry. A cube is a three-dimensional object with six equal square faces,
twelve edges, and eight vertices. Understanding the cube is essential because it forms the basis
for many real-world objects, from dice to boxes.
The concept of surface area is crucial in this activity. Surface area refers to the total area of all
the surfaces of a three-dimensional object. For a cube, the surface area can be calculated using
the formula 6a2, where a is the length of one side. This formula indicates that the surface area
is directly related to the square of the side length, highlighting how changes in size affect the
overall area.
This hands-on activity not only reinforces the theoretical understanding of a cube but also
engages participants in practical geometry. By creating six identical squares and assembling
them into a cube, learners can visually and physically grasp how the individual components
come together to form a three-dimensional shape.
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PROCEDURE
1. Create Six Identical Squares
• Materials Needed: Cardboard, ruler, cutter, cellotape, sketch pen or pencil.
• Measure and Cut: Use the ruler to measure and mark squares on the cardboard, each
with a side length of a units.
• Cut Out Squares: Carefully use the cutter to cut out the six squares along the marked
lines.
Rationale: Creating identical squares ensures that each face of the cube will be uniform, which
is essential for the cube to have equal sides.
2. Join the Squares
• Arrange the Squares: Lay out the six squares as shown below, aligning them in a cross
shape, with one square in the center and others attached to each side.
• Use Cellotape: Apply cellotape to the edges where the squares meet to securely attach
them.
Rationale: Joining the squares in this manner provides a base structure that will fold into a
cube, ensuring stability and ease during the next steps.
3. Fold Along Dotted Markings
• Identify Dotted Lines: Look for the dotted lines on the squares that indicate where to
fold.
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• Make the Folds: Carefully fold each square along the dotted markings, bringing the
squares together to form the sides of the cube.
Rationale: Folding along the marked lines transforms the flat squares into a three-dimensional
shape, completing the construction of the cube.
DEMONSTRATION
1. Area of One Face of the Cube
o Identify the Face: Each face of the cube you just made is a square, and each side
of that square measures aaa units.
o Calculate the Area: The area of a square is found using the formula:
Area = side × side = a × a = a2

o Result: So, the area of one face of the cube is a2 square units.
Rationale: Understanding the area of one face helps in determining the total surface area of the
cube, as all faces are identical.
2. Total Surface Area of the Cube
o Count the Faces: A cube has 6 faces, and since all of them are the same size, we
can use the area of one face to find the total surface area.
o Calculate Total Surface Area: Multiply the area of one face by the number of faces:
Total Surface Area = 6 × Area of one face = 6 × a2 = 6a2
Rationale: By multiplying the area of one face by the total number of faces, we get the entire
surface area of the cube, showing how size affects the total space exposed on the cube’s surface.
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OBSERVATION
1. Measure the Length of Side a
o Length of Side aaa: Measure one side of the cube using a ruler.
Length of side a =
2. Calculate the Area of One Square (One Face)
o Formula for Area: The area of one square face is calculated as follows:
Area of one square = a2 =
3. Sum of the Areas of All the Squares
o List the Areas: Since there are six identical square faces, write down the area of
each face:
▪ Face 1: a2 = ▪ Face 4: a2 =
▪ Face 2: a2 = ▪ Face 5: a2 =
▪ Face 3: a2 = ▪ Face 6: a2 =
o Calculate Total: Add all the areas together:
Sum of areas = ………………………………………………………………………….
4. Determine the Surface Area of the Cube
o Final Calculation: Since there are 6 faces, we can summarize the total surface
area:
Surface Area of the Cube = 6a2 =………………………
HOW THIS APPLIES

• Understanding the surface area of cubes helps students estimate the materials needed
for making cubical boxes, essential for packing and shipping products efficiently.
• This knowledge fosters spatial reasoning, allowing students to visualize and manipulate
three-dimensional shapes, which is crucial in fields like architecture and engineering.
• Grasping basic geometric concepts like surface area lays the groundwork for more
complex mathematical topics, such as volume calculations and calculus.
• Students learn to apply mathematical principles to real-world situations, enhancing
their problem-solving skills and making math more relatable and engaging.
• Skills in geometry and measurement are valuable in various careers, from design and
manufacturing to logistics and construction, preparing students for future job
opportunities.
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27
The goal of this experiment is to create a cuboid by cutting and

assembling six identical rectangles of specified dimensions,
demonstrating the principles of geometry and spatial understanding
through hands-on construction and manipulation of 3D shapes.
WHAT YOU’LL NEED:

• Cardboard
• Cellotape
• Cutter
• Ruler
• Sketch pen/pencil
IN THIS ACTIVITY
We explore the concept of geometric shapes and their three-dimensional representations. A
cuboid, which is a 3D shape with six rectangular faces, serves as a fundamental example in
geometry. Understanding how to construct a cuboid from flat shapes helps reinforce concepts
such as surface area, volume, and the relationship between 2D and 3D objects.
The process begins by creating three pairs of identical rectangles with specific dimensions.
These rectangles represent the faces of the cuboid. By arranging them into a flat layout known
as a net, we can visualize how these 2D shapes fold together to form the 3D cuboid. Each pair
of rectangles corresponds to the cuboid’s dimensions, showcasing how length, width, and
height come together in physical space.
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PROCEDURE
1. Prepare the Rectangles
o Cut out two identical rectangles of dimensions a units × b units.
o Cut out two identical rectangles of dimensions b units × c units.
o Cut out two identical rectangles of dimensions c units × a units.
o Rationale:
These dimensions represent the three dimensions of the cuboid: length (a),
width (b), and height (c). Having pairs of each shape ensures that the cuboid
will have matching opposite faces.
2. Arrange the Rectangles
o Lay out the six rectangles to form a net for the cuboid.
o Rationale: A net is a 2D representation that shows how the 3D shape will be

formed. Arranging them correctly ensures that when folded, the rectangles will
come together to create the cuboid without gaps.
3. Fold and Assemble the Cuboid
o Fold each rectangle along the dotted markings.
o Use cello-tape to secure the edges where the rectangles meet.
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o Rationale: Folding along the markings allows the rectangles to connect
properly, creating the cuboid’s structure. The tape holds everything together,
making the cuboid stable and complete.
DEMONSTRATION
1. Area of Each Rectangle
o For the rectangle with dimensions a units × b units:
▪ Area = ab square units.
o For the rectangle with dimensions b units × c units:
▪ Area = bc square units.
o For the rectangle with dimensions c units × a units:
▪ Area = ca square units.
o Rationale: The area is calculated by multiplying the length by the width. Each
rectangle represents one of the faces of the cuboid, and knowing their areas
helps us understand the space they cover.
2. Surface Area of the Cuboid
o To find the total surface area of the cuboid, we add the areas of all six faces:
▪ Surface Area = (2 × ab + 2 × bc + 2 × ca) square units.
o This can be simplified to:
▪ Surface Area = 2 (ab + bc + ca) square units.
o Rationale: Each pair of rectangles (two of each dimension) contributes to the
total surface area. Multiplying by 2 accounts for the two identical faces for each
rectangle. The surface area gives us the total area that covers the outside of the
cuboid.
OBSERVATION
1. Record the Dimensions
▪ a = .....................
▪ b = .....................
▪ c = .....................
2. Calculate the Areas of Each Rectangle
o Calculate:
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▪ ab = .....................
▪ bc = .....................
▪ ca = .....................
3. Calculate the Double Areas
o Find:
▪ 2ab = .....................
▪ 2bc = .....................
▪ 2ca = .....................
4. Sum of Areas of All Six Rectangles
o Add the areas:
▪ Sum of areas of all the six rectangles = ..............
5. Calculate the Surface Area of the Cuboid
o Therefore, surface area of the cuboid:
Surface area = 2 (ab + bc + ca)
HOW THIS APPLIES

• Understanding the surface area of cuboids helps students estimate materials needed for
creating items like boxes, almirahs, and packaging, making this knowledge directly
applicable to everyday tasks.
• Learning about areas and surface areas strengthens foundational geometry skills, which
are essential for higher-level mathematics and various fields like architecture and
engineering.
• Engaging with real-world measurements and calculations enhances students' problem-
solving abilities, teaching them to analyze and tackle practical challenges effectively.
• This knowledge encourages critical thinking as students learn to visualize and
manipulate shapes, fostering spatial awareness that is beneficial in many careers.
• The concepts of geometry connect with other subjects, such as science (in
understanding volumes) and economics (in calculating costs), highlighting the
interdisciplinary nature of math in real life.
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28
The goal of this experiment is to demonstrate how a sector of a circle can

be transformed into a cone, helping to visualize the relationship between
two-dimensional and three-dimensional shapes.
WHAT YOU’LL NEED:

• Wooden hardboard
• Acrylic sheets
• Cellotape
• Glazed papers
• Sketch pens
• White paper
• Nails
• Marker
IN THIS ACTIVITY
We explore how a sector of a circle can be transformed into a cone, a fundamental shape in
geometry. This process helps illustrate key mathematical concepts, such as the relationship
between circles and cones, and gives us insight into the properties of three-dimensional shapes.
A sector of a circle is essentially a "slice" of the circle, defined by two radii and the arc between
them. When you cut a sector from a circle and bring the two radii together, you create a cone.
The curved edge of the sector becomes the circular base of the cone, while the height of the
cone is determined by the distance between the apex (the tip of the cone) and the base.
Understanding this transformation is important not only in geometry but also in real-world
applications. For example, this concept is crucial in manufacturing, where materials often need
to be shaped into cones for items like party hats, funnels, and packaging.
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PROCEDURE
1. Prepare the Base
o Take a wooden hardboard of a convenient size.
o Paste a white paper on it.
▪ Rationale: The hardboard provides a stable base for your project, and
the white paper creates a clean surface for better visibility and
presentation.
2. Cut Out a Circle
o Cut out a circle of radius l from an acrylic sheet.
▪ Rationale: Using an acrylic sheet ensures durability, and the radius l will
determine the size of your cone’s base.
3. Cut Out a Sector
o Cut out a sector of angle q degrees from the circle.
▪ Rationale: The angle q determines how wide the sector is, which directly
affects the size and shape of the cone you will form.
4. Form the Cone
o Bring together both the radii of the sector to form a cone.
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o Paste the ends together using cellotape.
o Fix the cone onto the hardboard.
▪ Rationale: By joining the radii, you create the cone shape. The cellotape
holds it securely, and fixing it to the hardboard ensures it remains stable
for viewing and demonstration.
DEMONSTRATION
1. Identify the Slant Height
o Slant height of the cone = radius of the circle = l.
▪ Rationale: The slant height l is important because it describes the
distance from the tip of the cone down to the edge of its base, and it is
equal to the radius of the original circle from which the sector was cut.
2. Determine the Radius of the Base
o Radius of the base of the cone = r
▪ Rationale: The radius r is essential for calculating the dimensions of the
cone's base and affects both its appearance and volume.
3. Calculate the Circumference of the Base
o Circumference of the base of the cone = Arc length of the sector = 2πr
▪ Rationale: The circumference gives us the total distance around the base
of the cone. Since the arc length from the sector forms this base, they
are equal, emphasizing the connection between the two shapes.
4. Relate Curved Surface Area to the Sector
o Curved surface area of the cone = Area of the sector
Circumference of the circle
o Arc length = Area of the circle = × 2π
2π
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o Therefore:
1
Curved Surface Area = 2 lr (where l is the slant height)
▪ Rationale: This formula shows that the curved surface area of the cone
is derived from the relationship between the arc length and the area of
the original circle. It highlights how the sector’s area directly contributes
to the surface area of the formed cone.
OBSERVATION
1. Measure the Slant Height and Radius
o The slant height l of the cone = __________________________
o The radius r of the cone = __________________________
2. Calculate the Arc Length
o Arc length l = __________________________
3. Calculate the Area of the Sector
o Area of the sector = __________________________
4. Calculate the Curved Surface Area of the Cone
o Curved surface area of the cone = __________________________
o Therefore, curved surface area of the cone = Area of the sector.
HOW THIS APPLIES

• Students can apply their knowledge to estimate materials needed for real-life objects,
like conical tents or party hats.
• Understanding cone geometry enhances critical thinking and problem-solving abilities,
as students learn to apply formulas to various scenarios.
• This knowledge aids in creative projects, enabling students to design and create objects
like ice cream cones and costumes accurately.
• Students gain skills in estimating costs and materials, which is essential for budgeting
in DIY projects or small businesses.
• A solid grasp of geometry can inspire interest in fields like engineering, architecture,
and design, where these principles are foundational.
• Learning about cones improves spatial reasoning, helping students visualize and
manipulate three-dimensional objects in their environment.
• Mastery of these concepts sets the groundwork for more complex mathematical topics,
such as calculus and trigonometry, making future learning more accessible.
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29
The goal of this experiment is to investigate the relationships between

the volumes of a hollow hemisphere, a right circular cone, and a right
circular cylinder, all with equal radius and height.
WHAT YOU’LL NEED:

• Cardboard
• Acrylic sheet
• Cutter
• Hollow ball
• Adhesive
• Marker
• Sand or salt
IN THIS ACTIVITY
Understanding the volumes of different three-dimensional shapes helps us appreciate their
properties and relationships. This activity focuses on a hollow ball, a cone, and a cylinder—all
with the same radius and height. Each shape has unique formulas for calculating volume: the
2 1
volume of a hemisphere (half a sphere) is given by 3πr3, the volume of a cone is 3πr2h, and the
volume of a cylinder is πr2h. By exploring these shapes practically, we can visualize how their
volumes compare and gain a deeper understanding of geometric concepts.
The primary concept behind this activity is to create models of these shapes to directly observe
and compare their volumes. By cutting a hollow ball into two hemispheres, we can see how it
relates to the cone and cylinder that we construct. Making the cone from an acrylic sheet and
the cylinder from cardboard allows for a hands-on approach, fostering engagement and making
the learning process more tangible. The relationships between these shapes not only illustrate
the formulas but also reveal the mathematical principles that govern volume.
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PROCEDURE
1. Cutting the Hollow Ball
• Step 1: Take a hollow ball with a radius of aaa units.
o This ball represents a full sphere, but for our activity, we’ll only use half of it.
• Step 2: Carefully cut the ball into two equal halves.

o Purpose: This creates two hemispheres, which allows us to examine how their
volume compares to the cone and cylinder we will create later.
2. Making the Cone
• Step 1: Cut a sector from an acrylic sheet.
o Ensure that the sector has a radius of a and a height of a.
• Step 2: Shape the sector into a cone.

o Assembly: After cutting, roll the sector into a cone shape and attach the edges.
• Step 3: Place the cone on a piece of cardboard.
o Purpose: This visualizes how the cone’s volume relates to the other shapes.
3. Constructing the Cylinder
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• Step 1: Cut a rectangular sheet of cardboard.
o Make sure the rectangle is sized to form a cylinder with a radius of a and height
of a.
• Step 2: Roll the rectangular sheet to form the cylinder.

o Assembly: Stick the edges together securely.
• Step 3: Stick the cylinder onto the cardboard.
o Purpose: This provides a clear comparison to the cone and the hemispheres.
DEMONSTRATION
1. Comparing Volumes with Sand
• Step 1: Fill the cone with sand (or salt).
o Use the cone you created earlier to measure its volume.
• Step 2: Pour the sand from the cone into the hemisphere.
o Repeat this: Do this twice until the hemisphere is completely filled.
• Since the hemisphere is fully filled after pouring from the cone twice, we can say:
Volume of cone × 2 = Volume of hemisphere
o Therefore, the volume of the cone is equal to the volume of the hemisphere.
2. Comparing Cone and Cylinder
• Step 1: Fill the cone again with sand (or salt).
o Make sure it’s filled to the top.
• Step 2: Pour the sand from the cone into the cylinder.
o Repeat this: Do this three times until the cylinder is completely filled.
• Conclusion: Since the cylinder is fully filled after pouring from the cone three times,
we can say:
Volume of cone × 3 = Volume of cylinder
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o Therefore, the volume of the cone is one-third the volume of the cylinder.
3. Ratio of Volumes
• Summary of Findings:
o From the previous steps, we can now state the relationship between the volumes
of the three shapes:
▪ Volume of cone : Volume of hemisphere : Volume of cylinder
=1:2:3
• Understanding the Ratio:
o This ratio shows that:
▪ The volume of the cone is 1 part.
▪ The volume of the hemisphere is 2 parts.
▪ The volume of the cylinder is 3 parts.
OBSERVATION
1. Dimensions of the Cone
o Radius of cone = Height of the cone = .......................
2. Comparing Cone and Hemisphere
o Volume of cone
1
= Volume of.......................
2
3. Comparing Cone and Cylinder

o Volume of cone
1
= Volume of.......................
3
4. Ratios of Volumes
o Volume of cone : Volume of hemisphere
= ................. : .......................
o Volume of cone : Volume of cylinder
= ................. : .......................
o Volume of cone : Volume of hemisphere : Volume of cylinder
= ................. : ....................... : .......................
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HOW THIS APPLIES
• This relationship helps students derive the formulas for the volume of a cone and a
hemisphere/sphere using the volume of a cylinder, deepening their mathematical
understanding.
• Knowledge of volume relationships can be applied in designing and manufacturing
packages, ensuring efficient use of materials for containers in various shapes like cones,
hemispheres, and cylinders.
• Understanding geometric relationships fosters critical thinking, allowing students to
approach real-world problems with confidence and creativity.
• This knowledge bridges mathematics with fields such as engineering, architecture, and
environmental science, illustrating the relevance of math in diverse careers.
• these volume relationships lays a strong foundation for more complex topics in
mathematics, such as calculus and three-dimensional geometry, preparing students for
future studies.
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30
The goal of this experiment is to derive the formula for the curved surface
area of a right circular cylinder by physically constructing a cylinder
using a rectangular chart paper.
WHAT YOU’LL NEED:

• Coloured chart
paper
• Cellotape
• Ruler
IN THIS ACTIVITY
We explore the geometric shape known as a right circular cylinder. A cylinder has two
circular bases and a curved surface that connects these bases. The curved surface area is an
important aspect of the cylinder, representing the area that covers the side of the shape.
Understanding how to calculate this area is not only fundamental in geometry but also
applicable in various real-world scenarios, such as packaging, engineering, and architecture.
To derive the formula for the curved surface area of a right circular cylinder, we start with a
rectangular sheet of chart paper. When we fold this paper along its breadth, we create the
cylindrical shape by joining the ends together with cellotape. The length of the paper becomes
the height (h) of the cylinder, while the breadth corresponds to the circumference (C) of the
circular base. This hands-on approach allows us to visualize the dimensions and understand
how they relate to the curved surface area.
PROCEDURE
1. Take a Rectangular Chart Paper
o Use a piece of chart paper that measures length l units and breadth b units.
o This rectangle will serve as the base for creating our cylinder.
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Rationale: Starting with a rectangular piece helps students understand the relationship between
the rectangle and the cylinder, emphasizing how flat shapes can transform into three-
dimensional objects.
2. Fold the Paper
o Carefully fold the chart paper along its breadth (the shorter side, b).
o Ensure the edges align evenly as you fold.
Rationale: Folding the paper introduces the concept of curvature and highlights how the flat
surface can be manipulated to create the cylindrical shape. It engages students in a physical
activity that reinforces their understanding of geometric transformation.
3. Join the Ends
o Once folded, bring the two ends of the paper together to form a cylindrical shape.
o Use cellotape to secure the ends in place, ensuring the shape stays intact.
o You will now have a cylinder.
Rationale: By taping the ends together, students learn the importance of securing shapes in
geometry. This final step not only solidifies their understanding of a cylinder’s structure but
also prepares them for further calculations related to its dimensions.
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DEMONSTRATION
1. Length of the Rectangular Paper
o Length l = Circumference of the base of the cylinder
o This means l = 2πr, where r is the radius of the cylinder.
Rationale: The length of the chart paper, when folded, represents the circular base's
circumference. This helps students connect linear dimensions with circular properties,
illustrating how they relate to the cylinder’s shape.
2. Breadth of the Rectangular Paper
o Breadth b = Height h of the cylinder.
Rationale: The breadth of the paper becomes the vertical height of the cylinder. This step
emphasizes that the dimensions of the original rectangle directly translate to the cylinder’s
dimensions, reinforcing spatial understanding.
3. Curved Surface Area of the Cylinder
o The curved surface area is equal to the area of the rectangle:
Curved Surface Area = l × b
o This can also be expressed as 2πr × h = 2πrh square units.
Rationale: This formula shows how the area of the rectangle formed by the folded paper
represents the curved surface area of the cylinder. It connects geometry and algebra,
demonstrating how different shapes can be measured and compared. Understanding this
formula enables students to calculate the surface area in practical applications, such as design
and manufacturing.
OBSERVATION
1. Measurements of the Chart Paper
o Length l:
▪ On actual measurement: l = ....................
o Breadth b:
▪ On actual measurement: b = .....................
2. Connecting Length and Circumference
o Circumference of the base:
▪ We know 2πr = l.
▪ On actual measurement: 2πr = l =....................
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o Height of the cylinder:
▪ Since h = b:
▪ On actual measurement: h = b =....................
3. Calculating the Area
o Area of the rectangular paper:
▪ The formula is Area = l × b.
▪ Area of the rectangular paper = l × b = .........................
4. Curved Surface Area of the Cylinder
o Therefore, the curved surface area of the cylinder is given by:
▪ Curved surface area = 2πrh.
HOW THIS APPLIES

• Understanding the curved surface area of cylinders helps students calculate the material
needed for making various cylindrical objects, like powder tins and oil tanks.
• Knowledge of cylinder dimensions is crucial in industries that manufacture containers,
enabling students to appreciate the real-world applications of their studies.
• Engaging with these concepts enhances critical thinking and problem-solving skills,
which are valuable in everyday situations and various careers.
• This foundational knowledge prepares students for more complex mathematical
concepts, such as volume and surface area calculations in three-dimensional geometry.
• Students can explore careers in design and engineering, where understanding the
properties of shapes is essential for creating functional and efficient products.
• learning about the material requirements for cylindrical containers, students can
consider sustainability and resource management in manufacturing.
• This knowledge bridges mathematics with fields like physics, engineering, and
environmental science, highlighting the interconnectedness of different areas of study.
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31
The goal of this experiment is to derive the surface area of a sphere by

using a spherical ball, string, and circles drawn on a thick sheet of paper.
The objective is to measure the length of the string wrapped around the
ball, which represents the sphere's surface area, and to fill circles with
this string to visually demonstrate the relationship between the length of
the string and the surface area of the sphere.
WHAT YOU’LL NEED:

• Ball
• Cardboard/Wooden
strips
• Thick sheet of paper
• Ruler
• Cutter
• String
• Measuring tape
• Adhesive
IN THIS ACTIVITY
We explore the relationship between the dimensions of a sphere and its surface area, a
fundamental concept in geometry. A sphere is a perfectly symmetrical three-dimensional
shape, defined as the set of points that are all equidistant from a central point. The key
measurement we start with is the diameter, denoted as d, which is the longest distance across
𝑑
the sphere. From this diameter, we can determine the radius r (where r = 2 ), an essential value
for calculating the surface area.
The surface area of a sphere is given by the formula A = 4πr2. This means that if we can
effectively measure the length of the string that wraps around the ball, we can connect this
physical measurement to the abstract formula. By winding the string around the ball, we create
a tangible representation of the surface area, transforming an abstract mathematical concept
into something we can physically manipulate and understand.
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This hands-on activity is highly relevant for several reasons. First, it engages learners in
practical application of geometric principles, helping to reinforce their understanding of how
formulas relate to real-world objects. By measuring the string's length and filling in circles
drawn on paper, participants visually and physically grasp how the surface area of a sphere can
be represented.
PROCEDURE
1. Find the Diameter of the Ball
o Take a spherical ball and place it between two vertical boards (or wooden
strips).
o This setup helps you measure the widest part of the ball.
o Denote the diameter as d.
Rationale: The diameter is the longest distance across the sphere, which is key to
understanding its size.
2. Prepare the Ball for Wrapping

o Mark the topmost part of the ball with a small dot.
o Fix a pin at this point to act as a starting point for wrapping.
Rationale: The pin will help keep track of where you begin and end the string
wrap, ensuring consistency.
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3. Wrap the Ball with String
o Using the pin as support, wrap the string around the ball in a spiral manner.
o Make sure the string covers the entire surface of the ball without leaving any
gaps.
Rationale: This step helps create a complete outline of the sphere’s surface,
which is essential for measuring its area.
4. Measure the Length of the String
o Once the ball is completely wrapped, mark where you started and where you
finished on the string.
o Measure the length between these two marks and denote it as l.
o Carefully unwind the string from the ball.
Rationale: This measurement l represents the total length of string needed to

cover the sphere, linking it to the surface area.
5. Draw Circles on Paper
o Take a thick sheet of paper and draw 4 circles, each with a radius equal to r
𝑑
(where r = 2 ).
Rationale: Drawing circles helps visualize how the string’s length relates to the
area of a flat surface.
6. Fill the Circles with String
o Start filling each circle with the string that you wrapped around the ball, one by
one.
Rationale: This step illustrates how the total length of string can be used to
represent the surface area of the sphere, making the concept more tangible and
relatable.
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DEMONSTRATION
1. Defining the Length of String for a Circle
o Let the length of string that covers a circle with radius r be denoted as a.
Rationale: This sets a baseline measurement for understanding how string
relates to area.
2. Using the String for Circles
o The string that completely covered the surface of the ball is now used to fill four
circles.
o Each of these circles has the same radius r as the ball.
Rationale: By using the same radius, we create a direct comparison between the
sphere and the circles.
3. Connecting Length of String to Area
o Since the string has been used entirely, we can say:
▪ Length of string needed to cover a sphere of radius r = 4 × length of
string needed to cover one circle.
▪ This can be written as:
l = 4a
Rationale: This equation shows how the total length of string for the sphere is equal to the
combined lengths for four circles.
4. Calculating Surface Area
o The area of a circle with radius r is given by the formula Area = πr2
o Thus, the total area covered by the four circles is:
Total Area = 4 × πr2
o Therefore, we can say:
Surface Area of Sphere = 4πr2
Rationale: This formula connects the length of the string to the surface area of the
sphere, demonstrating that they are related through the geometry of the circles.
OBSERVATION
1. Diameter of the Spherical Ball
o Diameter d of the spherical ball = _______________ units
Rationale: The diameter helps determine the size of the sphere.
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2. Calculate the Radius
o Radius r = _______________ units
3. Length of String Used to Cover the Ball
o Length l of string used to cover the ball = _______________ units
Rationale: This measurement shows how much string is needed to cover the
entire surface area of the sphere.
4. Length of String Used to Cover One Circle
o Length a of string used to cover one circle = _______________ units
Rationale: This helps us relate the length of the string to the area of the circles.
5. Connecting Lengths of String
o l = 4 × ……………………………………………………………………
Rationale: This shows that the total length of string for the sphere is equal to the
combined lengths of four circles.
6. Calculating Surface Area of the Sphere
o Surface area of a sphere of radius r = 4 × Area of a circle of radius __________
= 4πr2
Tips for Measurement
• Measure diameter of ball carefully.
• Wrap the ball completely so that no space is left uncovered.
• Thinner the string, more is the accuracy.
HOW THIS APPLIES

• Understanding the surface area of spheres helps students calculate materials needed for
real-world tasks, such as painting, repairing, or constructing spherical and
hemispherical objects.
• Engaging with geometric concepts strengthens students' ability to approach complex
problems methodically, fostering critical thinking and analytical skills.
• This knowledge allows students to relate mathematical principles to everyday
situations, making math feel more relevant and applicable to their lives.
• Mastery of surface area concepts lays the groundwork for more advanced studies in
geometry, calculus, and physics, expanding their academic and career opportunities.
• Successfully applying these concepts to real-world problems builds confidence in
students’ mathematical abilities, encouraging them to tackle more challenging topics in
the future.
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32
The goal of this experiment is to analyze and visualize collected data,

such as the weights of students in a class, by creating frequency
distribution tables and histograms. The objective is to compare
histograms with classes of equal widths and those with varying widths,
using graph paper and basic materials to illustrate how different class
intervals affect data representation.
WHAT YOU’LL NEED:

• Graph paper
• Geometry box
• Sketch pens
• Scissors
• Adhesive
• Cardboard
IN THIS ACTIVITY
We aim to explore the concept of data visualization through histograms, which are graphical
representations of frequency distributions. When we collect data from our everyday lives, such
as the weights of students in a class, it helps us understand patterns, trends, and variations
within that data. A frequency distribution table organizes this data into classes or intervals,
allowing us to see how many observations fall into each category.
There are two primary approaches to creating histograms: using classes of equal widths and
classes of varying widths. In the first case, equal widths provide a straightforward way to
compare frequencies, making it easy to visualize and interpret the data. Each class is of the
same size, which helps maintain consistency. In contrast, varying widths can better represent
certain datasets, particularly when the data distribution is uneven. This approach allows for a
more nuanced understanding of data by emphasizing intervals that may contain more
significant variations.
150
PROCEDURE
Steps for Creating Histograms
1. Collect Data
o Gather information from everyday life, like the weights of students in a class.
o This helps in understanding how data is distributed in a real-world context.
2. Create a Frequency Distribution Table
o Organize the collected data into classes (intervals) to see how many weights fall
into each category.
o This table will form the basis for your histogram.
Case I: Classes of Equal Widths
• Objective: Draw histograms with equal-width classes.
Case II: Classes of Varying Widths
• Note on Calculation: For varying widths, use the formula:
d − f = 2(a−b)
• Class Intervals:
o Class a-b: width x o Class c-d: width x
o Class b-c: width x o Class d-f: width 2x
• Frequency Table:
o Frequency f1, f2, f3, f4
o Modified frequency f1, f2, f3, 4F= 2f ′
Steps to Draw the Histogram
3. Prepare the Graph Paper
o Take a piece of graph paper (20 cm × 20 cm) and paste it onto a piece of
cardboard.
o This gives a sturdy base for your work.
4. Draw the Axes
o Use your geometry box to draw two perpendicular lines on the graph paper:
▪ The horizontal line is the X-axis.
▪ The vertical line is the Y-axis.
5. Label the Axes
o Mark the classes (intervals) along the X-axis.
o Mark the frequencies along the Y-axis.
151
o Ensure the spacing is equal for clarity.
6. Draw Rectangles for Equal Widths
o For intervals (a−b), (b−c), (c−d), (d−e), (e−f)
▪ Draw rectangles with equal widths.
▪ The heights of the rectangles should correspond to the frequencies f1, f2,
f3, f4, and f5
7. Draw Rectangles for Varying Widths
o For intervals (a−b), (b−c), (c−d), (d−f):
▪ Draw rectangles where the heights correspond to the frequencies f1, f2, f3
and F′.
▪ This representation will differ based on your chosen class widths.
DEMONSTRATION
1. Choose Numerical Values
o Select different numerical values for the classes: a, b, c, d, e, and f.
o These values can represent any measurable data, such as weight, height, or
scores.
152
2. Draw Histograms
o For Equal Widths:
▪ Use the selected values to create classes of equal width.
▪ This means each interval (like a−b, b−c, c−d, etc.) will be the same
size.
▪ Plot the frequencies on the Y-axis to create rectangles that represent how
many values fall into each class.
o For Varying Widths:
▪ With the same numerical values, you can also create classes of varying
widths.
▪ This means some intervals will be larger than others based on the
distribution of your data.
▪ Again, plot the frequencies on the Y-axis, but now the rectangles will
have different widths, reflecting the class sizes.
OBSERVATION
Case I: Classes of Equal Widths
1. Identify the Intervals
o The intervals are used to group your data.
o Fill in the values for the intervals below:
▪ a-b = .................
▪ b-c = .................
▪ c-d = .................
▪ d-e = .................
▪ e-f = .................
2. Record the Frequencies
o Frequencies tell you how many data points fall into each interval.
o Fill in the frequencies below:
▪ f₁ = .................
▪ f₂ = .................
▪ f₃ = .................
▪ f₄ = .................
▪ f₅ = .................
153
Case II: Classes of Varying Widths
1. Identify the Intervals
o The intervals are still important for organizing data, but here they can vary in
size.
o Fill in the values for the intervals below:
▪ a-b = .................
▪ b-c = .................
▪ c-d = .................
▪ d-f = .................
2. Record the Frequencies
o Just like before, note how many data points fall into each interval:
▪ f₁ = .................
▪ f₂ = .................
▪ f₃ = .................
▪ f₄ = .................
▪ 4F = 2f' = .................
HOW THIS APPLIES

• Understanding how to create and interpret histograms enhances students' ability to
analyze large datasets, making them more adept at drawing conclusions from data in
various real-world contexts.
• Histograms allow students to present complex information in a concise, visual format,
helping them communicate findings effectively in both academic and professional
settings.
• Learning to work with histograms fosters critical thinking and problem-solving skills,
as students must determine how to group data meaningfully and analyze the results.
• Mastering histograms lays the groundwork for more advanced statistical concepts,
enabling students to tackle more complex mathematical problems and data analyses in
their future studies.
• Histograms are used in presenting large data in a concise form pictorially, making them
essential in fields like business, healthcare, and social sciences, where data-driven
decisions are crucial.
154
33
The goal of this experiment is to investigate the experimental probability

of each digit (0-9) appearing in the unit's place of telephone numbers
selected from a random page of a telephone directory.
WHAT YOU’LL NEED:

• Telephone directory
• Notebook
• Pen
• Ruler
IN THIS ACTIVITY
W explore the concept of experimental probability, which involves collecting data from real-
world situations to determine the likelihood of specific outcomes. Probability is a measure of
how likely an event is to occur, and it can be expressed as a fraction or percentage. The more
data we collect, the more accurate our probability calculations become.
Using a telephone directory allows us to engage with a familiar and accessible dataset.
Telephone numbers consist of various digits, and the last digit, or the unit's place, can be any
number from 0 to 9. By selecting a random page from the directory, we aim to gather a sample
that represents a larger population of telephone numbers. This randomness is crucial, as it helps
ensure that our findings are not biased by specific patterns in the directory.
The relevance of this activity extends beyond just counting numbers. Understanding how often
each digit appears in the unit's place can provide insights into patterns that may exist within
telephone numbers. For instance, businesses might choose specific digits for marketing
purposes, or certain regions may have preferences for particular digits. By preparing a
frequency distribution table, we can visually represent the occurrence of each digit, making it
easier to analyze the data.
155
PROCEDURE
1. Take a telephone directory and select a page at random.
o Rationale: Randomly selecting a page ensures that our sample is unbiased. This
means we have a fair chance of representing different telephone numbers
without favoring any specific set.
2. Count the number of telephone numbers on the selected page. Let it be ‘N’.
o Rationale: By counting the total numbers on the page, we establish our sample
size, which is important for calculating probabilities later. This number, ‘N’,
represents how many outcomes we have to analyze.
3. Unit place of a telephone number can be occupied by any one of the digits 0, 1, ..., 9.
o Rationale: The last digit (unit place) of each telephone number is important
because we’re interested in how often each digit (0-9) appears. This is our focus
for probability analysis.
4. Prepare a frequency distribution table for the digits at unit’s place using tally marks.
o Rationale: A frequency distribution table organizes the data clearly. Using tally
marks helps us easily count and visualize how many times each digit appears as
the last digit in the telephone numbers.
5. Write the frequency of each of the digits 0, 1, 2, ...8, 9 from the table.
o Rationale: After tallying the digits, we write down the actual numbers
(frequencies) for each digit. This gives us a clear summary of our findings and
shows how many times each digit occurred in the unit place.
6. Find the probability of each digit using the formula for experimental probability.
o Rationale: To find the probability of each digit appearing in the unit place, we
use the formula:
𝐅𝐫𝐞𝐪𝐮𝐞𝐧𝐜𝐲 𝐨𝐟 𝐭𝐡𝐞 𝐝𝐢𝐠𝐢𝐭

Probability =
𝐍
o This calculation helps us understand the likelihood of each digit occurring based
on our sample, allowing us to draw conclusions about the data.
156
DEMONSTRATION
1. Prepare a frequency distribution table (using tally marks) for digits 0, 1, ..., 8, 9.
Digit Tally Marks Frequency (n)
2. Note down the frequency of each digit (0, 1, 2, 3,..., 9) from the table.
o Details: After completing the tally marks, write down how many times each
digit appears:
▪ Digits occur respectively as n0, n1, n2, n3, ..., n9.
o Rationale: Recording these frequencies gives us the specific counts we need for
calculating probabilities.
3. Calculate the probability of each digit considering it as an event ‘E’ using the formula:
Number of trials in which the event occurred
P(E) = Total number of trials
o Application: Here, each digit is an event (like event ‘0’ for digit 0).
157
o Rationale: This formula helps us determine how likely it is for each digit to
appear based on our collected data.
4. Therefore, the respective experimental probability of occurrence of 0, 1, 2, ..., 9 is given
by: n0
𝐧𝟎 𝐧𝟏 𝐧𝟐 𝐧𝟗
P(0) = , P(1) = , P(2) = …….., P(9) =
𝑵 𝑵 𝑵 𝑵
o Where N is the total number of telephone numbers counted.

o Rationale: This step shows how to calculate the experimental probability for
each digit. By dividing the frequency of each digit by the total count NNN, we
obtain the probability of that digit occurring.
By following these steps, you can effectively organize your data and calculate the probabilities
for the unit digits of telephone numbers, making the process clear and manageable!
OBSERVATION
1. Total number of telephone numbers on a page (N):
o Rationale: This number represents the total samples you are analyzing, which
is essential for calculating probabilities.
o Fill in:
o N = ........................ n5 = ........................
n0 = ........................ n6 = ........................
n1 = ........................ n7 = ........................
n2 = ........................ n8 = ........................
n3 = ........................ n9 = ........................
n4 = ........................
2. Therefore, the experimental probability of occurrence of each digit is calculated as

follows:
o Experimental probability of 𝐧𝟏
occurrence of 0: P(1) = = ……………..
𝑵
𝐧𝟎
P(0) = = Experimental probability of
𝑵 o
…………….. occurrence of 2:
o Experimental probability of 𝐧𝟐
occurrence of 1: P(2) = = ……………..
𝑵
158
o Experimental probability of 𝐧𝟔
occurrence of 3: P(6) = = ……………..
𝑵
𝐧𝟑 Experimental probability of
P(3) = = …………….. o
occurrence of 7:
𝑵
o Experimental probability of 𝐧𝟕
occurrence of 4: P(7) = = ……………..
𝑵
𝐧𝟒 Experimental probability of
P(4) = = …………….. o
occurrence of 8:
𝑵
o Experimental probability of 𝐧𝟖
occurrence of 5: P(8) = = ……………..
𝑵
𝐧𝟓
P(5) = = …………….. Experimental probability of
𝑵 o
occurrence of 9:
o Experimental probability of
occurrence of 6: 𝐧𝟗
P(9) = = ……………..
𝑵
HOW THIS APPLIES

• Understanding experimental probability equips students with skills to analyze real-
world situations, such as predicting outcomes in various fields like finance, insurance,
and meteorology.
• Students learn to make informed decisions based on data analysis, which is essential
for professions such as insurance underwriting, where companies use probability to
determine premium tables.
• Knowledge of experimental probability helps students understand how meteorological
departments predict weather patterns, enhancing their ability to interpret forecasts and
understand climate changes.
• Students gain insight into how probabilities influence stock market predictions,
enabling them to grasp the risks and potential returns of investments, which is vital for
personal finance management.
• The process of collecting data and calculating probabilities fosters critical thinking and
analytical skills, essential for problem-solving in both academic and real-life contexts.
159
34
The goal of this experiment is to calculate the experimental probability

of each outcome when rolling a die, by engaging students in
collaborative data collection.
WHAT YOU’LL NEED:

• Die
• Notebook
• Pen
IN THIS ACTIVITY
We explore the concept of experimental probability, which helps us understand how likely
certain outcomes are based on actual trials. Probability measures how likely an event is to
occur, expressed as a number between 0 and 1, where 0 means the event will never happen and
1 means it will definitely happen. When we roll a standard six-sided die, we have six possible
outcomes: 1, 2, 3, 4, 5, and 6. Theoretical probability suggests that each number should appear
1
about equally over many rolls, with a probability of 6 for each outcome.
PROCEDURE
1. Divide the Whole Class into Groups
o Action: Split the class into ten groups, labeled G1, G2, G3, ..., G10.
o Rationale: Grouping encourages teamwork and makes the activity more
interactive. It allows for diverse input and makes it easier to collect data, as each
group will conduct their own trials.
160
2. Rolling the Die
o Action: Each group rolls a die 100 times and records the results. They should
note how many times they get each number: 1, 2, 3, 4, 5, and 6.
o Rationale: This hands-on activity helps students engage with the concept of
probability. By rolling the die multiple times, they gather enough data to analyze
patterns and outcomes.
3. Counting Outcomes
o Action: After rolling, each group counts how many times each number
appeared.
▪ Denote:
▪ Count of 1s = ▪ Count of 4s =
a d
b e
c f
o Rationale: This counting process allows students to organize their data clearly.
By using letters a, b, c, d, e, and f, it simplifies the comparison of results and
makes calculations easier.
4. Calculating Experimental Probability
o Action: Use the formula to find the probability of each outcome E:
Number of times an outcome occurred
P(E) =
Total number of trials
o Rationale: This step connects the results of their rolls to the concept of
probability. By applying the formula, students see how often each number
appeared relative to the total rolls (600 rolls across all groups). This helps them
understand the concept of likelihood and how it may vary from theoretical
expectations.
DEMONSTRATION
1. Understanding Total Trials
• Action: Each of the 10 groups rolls a die 100 times.
o Calculation:
▪ Total number of trials = 10 groups × 100 rolls/group=1000 trials.
• Rationale: Knowing the total number of trials (1000) helps students understand the
scale of their experiment. It shows that they have a solid data set to analyze, making
their results more reliable.
161
2. Counting Outcomes for Probability
• Action: Count how many times each number appeared across all rolls.
o Denote:
▪ Total number of ▪ Total number of
times 1 appeared = a times 4 appeared = d
times 2 appeared = b times 5 appeared = e
times 3 appeared = c times 6 appeared = f
• Rationale: This step allows students to focus on specific outcomes. By assigning letters
a, b, c, d, e, and f, they simplify the process of calculating probabilities and make it
easier to keep track of results.
3. Calculating Experimental Probabilities
• Action: Use the counts to find the experimental probabilities for each outcome.
o Formulas:
𝑎 𝑑
▪ For 1: P(1) = ▪ For 4: P(4) =
1000 1000
𝑏 𝑒
▪ For 2: P(2) = ▪ For 5: P(5) =
1000 1000
𝑐 𝑓
▪ For 3: P(3) = ▪ For 6: P(6) =
1000 1000
• Rationale: This calculation connects their observations to the concept of probability.
By dividing the count of each outcome by the total trials (1000), students can see the
likelihood of each number appearing. This step emphasizes how real-world data can
inform our understanding of probabilities, reinforcing the lesson that probabilities can
vary based on actual results.
OBSERVATION
1. Understanding Total Trials
o Action: Each of the 10 groups rolls a die 100 times.
2. Calculating Experimental Probabilities
o Action: Use the counts to find the experimental probabilities for each outcome.
3. Fill in the Results
o Action: Students will complete the following table with their results from the
experiment:
162
Number of times a number comes up on a die
Group Total
1 2 3 4 5 6
G1
G2
G3
G4
G5
G6
G7
G8
G9
G10
TOTAL 1000
HOW THIS APPLIES

• Understanding probability helps students make informed decisions based on data,
which is crucial in everyday life, from financial choices to risk assessment.
• The process of analyzing outcomes fosters critical thinking, enabling students to
evaluate situations, weigh options, and anticipate possible consequences.
• As students learn to interpret probabilities, they become more comfortable with data
analysis, a skill increasingly valued in many careers, including science, business, and
technology.
• The concept of probability is used by several statistical institutions to estimate and
predict the next action based on available data, demonstrating its relevance in fields like
finance, healthcare, and public policy.
• A solid understanding of probability serves as a foundation for more advanced
mathematical topics, such as statistics, calculus, and even machine learning, preparing
students for future academic and career pursuits.
163
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1

The goal of constructing a square-root spiral is to see how numbers grow

WHAT YOU’LL NEED:

3. Draw a Perpendicular Line:

o Rationale: The theoretical value of AC should be close to √2 Write the

• The theoretical value of AD should be close to √3

• The theoretical value of AF should be close to √5

HOW THIS APPLIES

The goal of this experiment is to create a simple device to help visualize

WHAT YOU’LL NEED:

• Screw with nut

3. Measure and Represent √2:

4. Measure and Represent √3:

5. Measure and Represent √𝑎:

▪ Rationale: Adjusting the perpendicular strip to √𝑎 − 1 set up the correct

2. Measure and Record √𝑎:

HOW THIS APPLIES

The goal of this activity is to verify algebraic identities by using

WHAT YOU’LL NEED:

Total Area = a2 + b2 + 2ab

HOW THIS APPLIES

The goal of this activity is to verify algebraic identities by using

WHAT YOU’LL NEED:

Cut Out a Smaller Square EBHI

Cut Out a Rectangle GDCJ

Cut Out Another Rectangle IFJH

Arrange the Cut Outs

The goal of this activity is to verify algebraic identities by using

WHAT YOU’LL NEED:

HOW THIS APPLIES

The goal of constructing a square-root spiral is to see how numbers grow

WHAT YOU’LL NEED:

Cut Another Square from Colored Paper:

Cut a Third Square from Colored Paper:

Cut Rectangles from Colored Paper:

HOW THIS APPLIES

The goal of this experiment is to construct various geometric shapes

WHAT YOU’LL NEED:

• Assemble the cubes:

Volume = side × side × side

(a+b)3 = a3 + b3 + 3a2b + 3ab2

(a+b)3 = a3 + b3 + 3a2b + 3ab2

HOW THIS APPLIES

The goal of this experiment is to construct geometric shapes using acrylic

WHAT YOU’LL NEED:

o Plan the Arrangement:

HOW THIS APPLIES

The goal of this experiment is to construct cubes and cuboids from

WHAT YOU’LL NEED:

The goal of this experiment is to engage students in hands-on learning

WHAT YOU’LL NEED:

• Rationale: By constructing a different cuboid, students see how changing one

HOW THIS APPLIES

The goal of this experiment is to identify and determine the coordinates

WHAT YOU’LL NEED:

Point Abscissa Ordinate Quadrant Coordinates

HOW THIS APPLIES