PROJECT

1
OBJECTIVE
OBSERVING INTERESTING
PATTERNS IN A CRICKET MATCH

To compare the performance of two teams in a 20-20 cricket match.

PROCEDURE
1. Record the number of runs scored by each batsman, the run rate, the number of overs bowled by
each bowler, and the extra runs that each team has scored.
2. Prepare a table that presents the data in grouped format.
3. Prepare histograms, bar graphs, pie charts, etc. for the collected data.

Write the report.

l Objective
l Material required
l Theory

l Procedure

l Observations

l Result

l References: The books or other material which you consulted in preparing this project.

l Acknowledge: The names of the persons, institutes etc. who helped you in completing this project.

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 PROJECT

2
OBJECTIVE
HISTORY OF MATHEMATICS

Study various aspects of Pythagoras theorem.

PROCEDURE
1. Biography of Pythagoras
Born - 569 BC, Samos Greece
Died - 500-475 BC Metapontum Italy
It is well-known that Pythagoras was the First pure mathematician.
He was well educated and interested in mathematics, philosophy, astronomy and music.
Some discoveries of Pythagoras are:
l Constructing various figures of a given area and geometrical algebra.
l The discovery of irrational numbers is attributed by Pythagoras.
l The sum of angles of a triangle is equal to two right angles.
l In a right angled triangle, the square of the hypotenuse is equal to the sum of squares of base and
perpendicular.
l The construction of 5 regular solids (tetrahedron, cube, octahedron, icosahedron, dodecahedron).
l He discovered that earth was sphere in the centre of universe and the planets, starts were spherical
because the sphere was the most perfect solid. He recognized that the morning star was the same
as the evening star (Venus).
2. Pythagoras theorem (statement)
In a right-triangle, the square of the hypotenuse is equal to the sum of the squares of the other two
sides.
C

B A

AC2 = AB2 + BC2

3. Proofs of the theorem or (by cutting and pasting paper/paper folding)
l Draw a right-angled triangle ABC of any measure.
l For example, let us draw a right angled triangle whose hypotenuse is a units, (say 13 cm) and the
two legs are of lengths b units (say 12 cm) and c units, (say 5 cm) respectively.

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 B

a = 13 cm
c = 5 cm

A b = 12 cm C

l Make eight identical copies of right-angled triangle drawn above and name these I, II, III, IV, V, VI,
VII and VIII respectively.

I II III IV

V VI VII VIII

l Draw two identical squares of side b + c.
b+c b+c

b+c b+c b+c b+c

b+c b+c
(X) (Y)

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 l Adjust any four right-angled triangles in one square and the remaining four triangles in other, as
shown in the following diagram.
c b c b

b a a c c c a c

b
c

a b

a a
c b b b

b c c b
(X) (Y)

l What do you observe?

l We observe that:
Since the squares are identical, therefore
Vacant area of square X = Vacant area of square Y.
So, we say area of inner square of square X.
Þ = The total area of two vacant squares of square Y.
Þ a2 = b2 + c2
(Hypotenuse)2 = Sum of the squares of the legs of the right-angled triangle.
l Therefore, we conclude that in a right-angled triangle, the square of the hypotenuse is equal to the
sum of the squares of the legs.
Every day illustrations/applications of Pythagoras theorem.
l Suitcase sizes are given in terms of the diagonal and the height of it. Using them the length of
suitcase can be calculated by Pythagoras theorem.
l To paint a certain area of wall, this theorem can be used to find the length of the ladder if the
height of the wall and distance of base of the ladder are known.
l In a base ball field, if the distance between each base is known then the shortest distance to throw
the ball from first base to third base can be calculate.
4. Pythagorean Triplets of Integers
List of Pythagorean triplets (up to 2 digits)

(3, 4, 5) (5, 12, 13) (7, 24, 25) (8, 15, 17)
(9, 40, 41) (11, 60, 61) (12, 35, 37) (13, 84, 85)
(16, 63, 65) (20, 21, 29) (28, 45, 53) (33, 56, 65)
(36, 77, 85) (39, 80, 89) (48, 55, 73) (65, 72, 97)
How to find?
Every odd number is the l side of Pythagorean triplet.
^l2 - 1h
The m side of Pythagorean triplet is given by 2 .
The n side is m + 1.
Here, l and n are always odd and n is even.

OBJECTIVE
Investigation of various historical aspects of number p.

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PROCEDURE
1. Knowledge about p in Several Ancient Civilizations
Ancient Indian mathematicians such as Aryabhatta and Bhaskaracharya were aware of the value of p.
l Mathematicians have known about p for thousands of years because they have been working with
p circles for the same amount of time. Civilizations as old as the Babylonians have been able to
approximate p to many digits, such as the fraction 25/8 and 256/81. Most historians believe that
ancient Egypitans had no concept of p and that correspondence is a coincidence.
l The first written reference to p dates to 1900 BC. Around 1650 BC the Egyptian Ahmes gave a
value in ther Rhind popyrus. The Babylonians were able to find that the value of p, and it was
circumference by the diameter of a circle.
l Knowledge of the number p passed back into Europe and into the hands of the Herbrews, who
made the number important in a section of the Bible called the Old Testament. After this, the most
common way of trying to find p was to draw a shape of many sides inside any circle and use the
area of the shape to find its value. The Greeks like Anaxagoras of Clazomenae, were also busy with
finding out other properties of the circle, such as how to make squares of circles and squaring the
number p. Since them, many people have been trying to find out more and more exact values of its
value.
2. Approximate Value of p
p is a letter of p Greek alphabet. It is an irrational number, meaning it cannot be written as a fraction
a
b b l , where ‘a’ and ‘b’ are integers. This basically means that the digits of p that are to the right of the
decimal go forever without repeating in a pattern, and that it is impossible to write the exact value of
p as a number. p can only be approximated, or measured to a value that is closed enough for practical
purposes.
Pi (or p) is a mathematical constant. It is the ratio of the distance around a circle to the circle’s
diameter. This produces a number, and that number is always the same. However, the number is
rather strange. The number starts as 3.14592653... and continues without end. Number like this are
called irrational numbers.
The diameter is the longest straight line which can be fitted inside a circle. It passes through the
center of the circle. The distance around a circle is known as the circumference. Even though the
diameter and circumference are different for different circles, the number p remains constant, its
value nenver changess. This is because the relationship between the circumference and diameter is
always the same.
3. Famous Mathematical Problems Featuring p.
Some mathematical problems that feature p are the aera of a circle, circumference of a circle, are
length and the different surface area and volume formulas for a cone, sphere and cylinder. The ratio
between circumference and diameter is given as p.
Circumference of circle = 2pr
Area of circle = pr2
p is used as a term in many of area and volume formulas for different geometric solids such as
Area of sphere = 4pr2
4
Volume of sphere = 3 pr3

SUGGESTED PROJECTS
1. Investigate the history of a topic, mathematical term or mathematicians like Aryabhatta, Bhaskaracharya,
Ramanujan, mathematician from other countries, etc.
2. Collect data on runs scored in each over for a one day international (ODI) cricket match and obtain
frequency distribution between runs and overs. Do this for both the teams. Observe any interesting
feature of the match. Compare it with similar analysis for a few other ODI’s.

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 PROJECT

3
OBJECTIVE
DESIGN A CROSSWORD PUZZLE
WITH MATHEMATICAL TERMS

To design a crossword puzzle with mathematical terms.

PROCEDURE
1. Collect terms generally used in mathematics.
2. Make a square (9 × 9).
3. Write these terms (words) horizontally and vertically connecting them with one or more letters. Give
number to words written horizontally and vertically.
4. Shade the empty blocks.
5. Write hints corresponding to each term/word written horizontally and vertically.
6. Remove the words written in the grid. Your mathematical puzzle is ready.

ILLUSTRATION
l An example of a mathematical crossword puzzle is given in Fig. (i).
1 2

4 9 5 10

6 11

17

7 12

Fig. (i)

HINTS
Across→
(1) Another word for inclination.
(2) 9 + 4 ÷ 4
(3) Abbreviation for positive ratio.
(4) 12 × 10 – 110

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(5) The path taken by a variable point while satisfying given conditions.
(6) The point where x-axis and y-axis meet.
(7) The distance between two end points of a line segment.
(8) Centimeter in short.
Down↓
(1) Height of a triangle.
(2) Part of a circle is called
(3) A closed figure made of several line segment
(9) 10–9
(10) A well defined collection of objects
(11) A two dimensional cut out which when folded gives a solid shape.
(12) Abbreviation of example.
Solution
1 2
A N G L E T E N
3
L P R
4 9 5 10
T E N L O C U S

I A L E

T N Y T
6 11
U O R I G I N
17
D O E
7 12
E L E N G T H
8
C M G

ADDITIONAL PROJECT
1. Design two crossword puzzles using 9 × 9 square grid.
2. Collect sudoku puzzles from news papers, solve them and grade their different levels. Try to investigate
how this different level varies.
Prepare the activity report in following format.
l Objective
l Material required.
l Theory
l Procedure
l Observations
l Result

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 PROJECT

4
CONSTRUCTION OF DIFFERENT
FIGURES WITH THE HELP OF
TANGRAMS
OBJECTIVE
To make a tangram and to form different shapes using its pieces.

MATERIAL REQUIRED
Cardboard, grid paper, scissors, pen/pencil, different colours, geometry box, glue

PROCEDURE
1. Take a cardboard of suitable size and paste a grid paper on it. 1 7
2. Make a square of side, say, 8 units.
3. Draw the line segments as shown in Fig. (i). 2 3
4. Cut it along the doted lines and obtain 7 pieces as shown in Fig. (ii).
4
1 3 5 6
4
2

7 Fig. (i)
5 6

Fig. (ii)

DEMONSTRATION
l The seven pieces obtained in Fig. (ii) are pieces of a tangram.
l These seven pieces may be arranged in different ways to get different shapes as shown in Fig. (iii).

5
1
7

6
3
3
5 2

4 2
6 7
1
4

(a) (b)
Fig. (iii)
Try to make other using these seven pieces.

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OBSERVATIONS
l Number of pieces of the tangram .................................
l Number of triangles is .................................
l Number of parallelograms is .................................
l Number of square is .................................
l Shape in Fig. (iii) (a) looks like a .................................
l Shape in Fig. (iii) (b) looks like a .................................

APPLICATION
1. This acitivity helps in understanding different geometrical shapes.
2. Children may be encouraged to make other shapes/designs using the pieces of tangrams.

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 PROJECT

5
WHAT IS p?
-WORLD'S MOST MYSTERIOUS
NUMBER

The symbol p is the 16th letter of Greek alphabets. In the old Greek texts, p was used to represent the
number 80.
Later on, the letter p was chosen by mathematicians to represent a very important constant value
related to a circle. Specifically p was chosen to represent the ratio of the circumference of a circle to its
diameter.
c
Symbolically p = ,where c represents the circumference and d represents the length of the diameter
d
of the circle. Since the diameter of a circle is twice the radius, d = 2r, where r is the radius.
c
So, p = 2r
Where the symbol p in Mathematics came from?
According to the well-known mathematics historian Florian Cajori (1859-1930), the symbol p was first
used in mathematics by William Oughtred (1575-1660) in 1652 when he referred to the ratio of the
p
circumference of a circle to its diameter as d , where p represented the periphery of a circle and d
represented the diameter.
In 1706, William Jones (1675-1749) published his book Synopsis Palmoriorum Matheseos, in which he
used p to represent the ratio of the circumference of a circle to its diameter. This is believed to have
been the first time p was used as it is defined/used today. Among others, Swiss mathematician Leonhard
Euler also began using p to represent the ratio of circumference of a circle to its diameter.

VALUE OF p
It is said that after a wheel was invented, the circumference was probably measured for the sake of
comparison. Perhaps in the early days, it was important to measure how far a wheel would travel in
one revolution. To measure this distance, it was convenient to measure it by placing the wheel on the
distance being measured showing that its length is slightly more than three times the diameter.
This type of activity repeated with different wheels showed that each time the circumference was just a
bit more than three times as long as the diameter.

d
2
B O P

Fig. 1 AB: Circumference of the Wheel

This showed that the value of p is slightly more than 3. Frequent measurement also showed that the part
1
exceeding three times the diameter was very close to 9 of the diameter.

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In Rhind Papyrus, written by Ahmes-an Egyptian in about 1650 B.C., it is said to have been mentioned
that if a square is drawn with a side whose length is eight-ninths of the diameter of the circle, then the
area of the square so formed and the area of circle would be the same. A B

d 2
d2
Area of circle = p b 2 l = p 4

Area of square ABCD = b 9 d l = 81 d2

8 2 64

pd2 64 2 256
So, 4 = 81 d implies p = 81 = 3.1604938271604938271 D
8d
C
9
This gives a reasonably close approximated value of p.
Fig. 2

ARCHIMEDES CONTRIBUTIONS
Archimedes, born in Syracuse about 287 B.C. gave the following proposition regarding the circle that had
a role in the historical development of the value of p.

1. The ratio of the area of a circle to that of a square with side equal to the circle's diameter is close
to 11:14.
A B

r
O P

D C
2r
Fig. 3
Ruler and measuring type.
pr2 11
= 14
4r2
44 22
i.e., p = 14 = 7
This is again a familiar approximation of p which we often use in the problems related to mensuration.
10
2. The circumference of a circle is less than times of its diameter but more than 3 71 times the diameter,
10 1
i.e., 3 71 < p < 3 7 .
Let us see how Archimedes actually arrived at this conclusion. What he did was to inscribe a regular
polygon (an equilateral triangle, a square, a regular pentagon, a regular hexagon etc.) in a given circle
[see Fig. (4)] and also circumscribe the polygon about the same circle.
In both the cases, the perimeter of the polygon gets closer and closer to the circumference of the
circle.
He then repeated this process with 12 sided regular polygon, 24 sided regular polygon, 48 sided regular
polygon, 96 sided regular polygon, each time getting perimeter closer and closer to circumference of
the circle.

Fig. 4

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 10 1
Archimedes finally concluded that the value of p is more than 3 but less than 3 . We know that
71 7
10
3 = 3.1408450704225352112376053380281690
71
1
and 3 = 3.142857
7
Thus, Archimedes gave the value of p which is consistent with what we know as the value of p today.

CHINESE CONTRIBUTIONS
Liu Hui in 263 also used regular polygons with increasing number of sides to approximate the circle. He
used only inscribed circles while Archimedes used only inscribed circles while Archimedes used both
inscribed and circumscribed circles. Liu’s approximation of p was
3927
1250 = 3.1416
Zu Chongzhi (429-500), a Chinese astronomer and mathematician found that
355
p = 113 = 3. 141592920353982300884
955752212389380530973
451327433628318584070796
460176991150442477876106
1946902654867256637168

CONTRIBUTION BY OTHERS
1. John Wallis (1616-1703), a professor of mathematics at Cambridge and Oxford Universities gave the
following formula for p:
p 2×2 4×4 6×6 2n × 2n
2 = 1 × 3 × 3 × 5 × 5 × 7 ×...× ]2n - 1g ]2n + 1g ×...
4
2. Brouncker (1620-1684) obtained the following value of p :
4 12
= 1+
π 32
2+
52
2+
72
2+
92
2+
2+...
4 12
62832 π
= 1+
3. Aryabhata (499) gave the value of p as 20, 000 = 3.14156 32
2+
4. Brahmagupta (640) gave the value of p as 10 = 3.162277 52
2+
72
5. AI-Khowarizmi (800) gave the value of p as 3.1416. 2+
92
1 2+
6. Babylonian used the value of p as 3 + 8 = 3.125 2+...

7. Yasumasa Kanada and his team at University of Tokyo calculated the value of p to 1.24 trillion decimal
places.
8. French mathematician Francois Viete (1540-1603) calculated p correct to nine decimal places. He
calculated the value of p to be between the numbers 3.1415926535 and 3.1415926537.
4 192
9. S. Ramanujan (1887-1920) calculated the value of p as 92 + 22 = 3.14592652 ... which is correct to
eight decimal places.
10. Leonhard Euler came up with an interesting expression for obtaining the value of p as
2 b - 1lb - 1 lb - 1 lb - 1 l
p = 1 4 1 36 1 64 1 100 ...,

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A p Paradox

Fig. 5
p
In the above figure, perimeter of the semi-circle with diameter AB = 2 (AB)
Sum of the perimeters of smaller semi-circles
pa pb pc pd pe p
= 2 + 2 + 2 + 2 + 2 = 2 (a + b + c + d + e )
This may not ‘appear’ to be true but it is!
Let us now proceed in the following way. Increase the number of smaller semi-circles along the fixed
line segment AB say of 2 units.

A B A B
Fig. 6 Fig. 7

A B A B
Fig. 8 Fig. 9

In the above figures, the sum of the lengths of the perimeters of smaller semicircles "appears" to be
approaching the length of the diameter AB but in fact it is not! because the lengths of the perimeters of
p×2
the smallar semi-circles is 2 = p while length of AB is 2 units. So, both cannot be the same.

CONCLUSION
p can be seen as a number with unusual properties. It has wide variety of applications in real life.

APPLICATION
Value of p is used in finding areas and perimeters of designs related to circles and sector of circles. It
has applications in the construction of racetracks and engineering equipments.

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 GROUP ACTIVITY

1
OBJECTIVE
GRAPH AND PERCENTAGE

To find the percentage of the students in a group of students who write faster with their left/right hand.

Pre-Requisite Knowledge
l Knowledge of plotting the points on graph paper.

l Knowledge of calculating percentage

Procedure
1. Ask the students to take a paper and a pen.

2. Ask each student to write a letter (say ‘a’) or a digit (say ‘2’) for 25 seconds with his/her right hand.
Ask them to count the total number of digits/letters written by them.

3. Repeat the same experiment with left hand for same duration.

4. Each student will record this data in a table shown below.

No. of digits No. of digits

Name of the
No. written by student written by student
student
with right hand with left hand

5. Take the number of digits written by their right hand as ‘x’ and the number of digits written by their
left hand as ‘y’.

6. Plot the co-ordinate (x, y) for every student on the graph paper.

7. Draw the line x = y on the graph paper.

8. From the graph count the number of points which are below the line x = y and the number of points
which are above the line x = y.

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Observations
The students will observe that:
l When the value of x is greater than y it means that student writes faster with his/her right hand.
l When the value of y is greater than x it means that student writes faster with his/her left hand.
l They will also determine percentages for each group.

Learning Outcomes
l Through this activity students are gaining the experience of collecting data, calculating percentage
and plotting graph within a realistic content.
l They will also learn to apply simple mathematical ideas to a practical situation.

Remark
Teachers can give any other realistic situation which can be graphically analysed.

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 GROUP ACTIVITY

2
OBJECTIVE
MEASURE-UP

To help the students establish interesting mathematical relationships by measuring some parts of the
body

Background
In a class, teacher wants to know the personal mathematics (measurement of some parts of the body)
of her students. She makes a group of two students. The class consists of 40 students. So, randomly 20
groups are made. Every member of the group has to perform the activity.

Using the situation given above, some queries can be asked as follows:

1. What is the average height of the students in class IX?

2. What is the average weight of these students?
3. What percent of squared students is there in the class?
4. What is the average shoe size of these students?
5. What is the average neck size of these students?
6. What is the average wrist size of the students?

Procedure
Measurement is taken by both the members of the students in the group using measuring tapes in the
following format

Height =

Out stretched arm length =

Ratio = height / our stretched arm length

Foot =

Palm =

Ratio =

Wrist =

Neck =

Ratio =

Elbow to finger =

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 Head span =

Ratio =

Weight is taken

Weight =

Height =

Ratio =

Weight of the students is only taken on school weighing machine.

Observations
l Number of squared students in the class ...............................
Number of rectangled students in the class ...............................
l Average height = ...................
Average weight = ...................
Average foot size = ...................
Average neck size = ...................
Average wrist size = ...................
l Students will make a chart for their class as follows:

Height Foot size Weight Neck Size Wrist Size

Below Above Below Above Below Above Below Above Below Above
average average average average average average average average average average

% % % % % % % % % %

l Students will plot the graph of the following:

1. height vs weight
2. foot vs palm
3. neck vs wrist
l Students will find the average ratios of the following:
1. Height : Weight
2. Height : Out stretched arm length
3. Foot : Palm
Every student will write his/her observation of the data they have collected and analysed.

They should also conclude some results from the graphs they have obtained.

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Learning Outcomes
l The students will gain the experience of obtaining the data of their personal physical structure.
l This would encourage them to see what are standard measurements and how much deviated they
are from it.
l They will also apply all the mathematical concepts that they are learning in their school statistics.
l This helps them to learn mathematics in a realistic way. (how much they are closer to the standard
measurement)

Remark
Squared person → Squared person is a person whose measurement of stretched arm length and height
is same.
Rectangled person → Rectangled person is a person whose measurement of stretched arm length and
height is not same.

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