NCERT Solutions Class 6 Maths Chapter 9

NCERT Solutions for Class 6 Maths Chapter 9 – Data Handling

The topic of data handling is introduced in Chapter 9 of NCERT Class 6 Maths. Students learn about data handling, organisation, and management in this chapter. Chapter 9 of Class 6 Maths starts with an overview of data and how it is used in everyday life with a few real-life examples. Following that, it gradually introduces key ideas like data recording, organisation, and so on. Students will also learn more about pictographs, their meaning, and the process of drawing one. In this chapter, they also encounter a variety of bar graphs. 

Each answer in the NCERT Solutions provided by Extramarks is detailed enough to clear your doubts about any question in Chapter 9 Class 6 Maths. The NCERT Solutions for Class 6 Maths Chapter 9 will help you prepare for future annual exams as well as competitive exams such as JEE Main, NEET, and others.

NCERT Solutions for Class 6 Maths Chapter 9 – Data Handling

Access NCERT Solutions for Class 6 Chapter 9 – Data Handling

NCERT Solutions Class 6 Maths Other Related Chapters

NCERT Solutions Class 6 Maths Chapter-wise List
Chapter 1 – Knowing Our Numbers
Chapter 2 – Whole Numbers
Chapter 3 – Playing with Numbers
Chapter 4 – Basic Geometrical Ideas
Chapter 5 – Understanding Elementary Shapes
Chapter 6 – Integers
Chapter 7 – Fractions
Chapter 8 – Decimals
Chapter 10 – Mensuration
Chapter 11 – Algebra
Chapter 12 – Ratio and Proportion
Chapter 13 – Symmetry
Chapter 14 – Practical Geometry

NCERT Class 6 Maths Chapter 9 

Chapter 9 Data Handling teaches students some important concepts around data handling including recording data, organising data, and visualising data.

A list of the topics covered in this chapter is shown below:

Introduction
Recording Data
Organisation of Data
Pictograph
Interpretation of a Pictograph
Drawing a Pictograph
Bar Graph

A Quick Overview of the Chapter

  • Without a clear standard, processing a large volume of data is impossible. Data is collected for reference and analysis. 
  • A bar graph or a pie chart can be used to visually show the arranged data.
  • A bar graph can be used to visually compare two or more similar sets of data.
  • Pictographs can also be used to depict symbols.
  • The value of one unit in the bar graph can be scaled to meet the needs.

NCERT Solutions For Class 6 Maths Chapter 9 Data Handling – Topic – Wise Discussion

There are seven sub-topics in NCERT Maths Class 6 Chapter 9. Here’s a short brief of the data Handling topics:

  1. Introduction

The chapter on Data Handling for Class 6 begins with an overview of data and its practical uses.

  1. Recording Data

Students will learn about the several methods for recording data in this section.

These methods have been explained with the help of an example such as – a class picnic is underway, and the teacher requests everyone’s name and favourite fruit. The data is acquired in two ways, one of which appears to be more controllable than the other.

Students learn about the complications of randomly obtaining data from this example in Data Handling Class 6.

  1. Organisation of Data

In this subsection, students are taught the organisation of data. Organisation of data is important as it eases the process of data recording. This section demonstrates data organisation using the queue from the previous example. 

  1. Pictograph

Pictograph is a visual depiction of data that aids in data identification. The idea of pictograph is introduced in this section with a representation of a bookcase. This visual representation allows students to rapidly determine the number of books.

  1. Interpretation of Pictograph

Students learn how to interpret data efficiently. In this section, there are a number of instances of data visualisation. It is then followed by questions that students must answer using the pictogram as a guide. 

  1. Drawing a Pictograph

The idea of drawing a pictograph is introduced in  Class 6 Maths Data Handling. Even if drawing a pictograph is not difficult, some drawings that represent numerous units can be difficult to draw. As a result, students can choose from a variety of symbols for this purpose. This section also contains a number of examples and exercises that help students understand key concepts.

  1. A Bar Graph

While pictographs are a viable solution, expressing data with them can be time consuming. In this case, bar graphs could be a good option. Students learn about this strategy and how it might save time in this section of Class 6th Maths Chapter 9. There are two more subsections beneath this.

  • Interpretation of bar graph.
  • Drawing a bar graph.

Improve Exam Preparations with NCERT Solutions

Here’s how NCERT Solutions for Class 6 Maths Chapter 9 assist students in improving their exam preparations:

  • NCERT Solutions are written in simple language to help students understand the material.
  • They follow the CBSE guidelines and assist students in keeping track of their preparations.
  • These study resources are accurate and error-free because they are created by subject experts.
  • These NCERT solutions provide in-depth explanation of answers without the requirement for a reference book.

Class 6 Maths Chapter 9 NCERT Solutions can be accessed anytime and anywhere. Students can get answers to Class 6 Maths Data Handling from Extramarks, India’s largest e-learning platform’s official website.

NCERT Solutions for Class 6 Maths Chapter 9 Exercises

Chapter 9 – Data Handling Exercises
Exercise 9.1
7 Questions & Solutions
Exercise 9.2
2 Questions & Solutions
Exercise 9.3
3 Questions & Solutions
Exercise 9.4
4 Questions & Solutions

Q.1 The bar graph given alongside shows the amount of wheat purchased by government during the year 1998-2002. Read the bar graph and write down your observations.

In which year was

(a) the wheat production maximum?

(b) the wheat production minimum?

Ans-

(a) The wheat production was maximum in the year 2002.

(b) The wheat production was minimum in the year 1998.

Q.2 Observe this bar graph which is showing the sale of shirts in a readymade shop from Monday to Saturday.

Now answer the following questions:

(a) What information does the above bar graph give?

(b) What is the scale chosen on the horizontal line representing number of shirts?

(c) On which day were the maximum number of shirts sold? How many shirts were sold on that day?

(d) On which day were the minimum number of shirts sold?

(e) How many shirts were sold on Thursday?

Ans-

(a) The bar graph shows the number of shirts sold from Monday to Saturday.

(b) The scale chosen on the horizontal line representing number of shirts is:
1 unit length = 5 shirts

(c) Maximum number of shirts were sold on Saturday. 60 shirts were sold on that day.

(d) Minimum number of shirts were sold on Tuesday.

(e) 35 shirts were sold on Thursday.

Q.3 Observe this bar graph which shows the marks obtained by Aziz in half-yearly examination in different subjects. Answer the given questions.

(a) What information does the bar graph give?

(b) Name the subject in which Aziz scored maximum marks.

(c) Name the subject in which he has scored minimum marks.

(d) State the name of the subjects and marks obtained in each of them.

Ans-

(a) The graph gives the information of marks in different subjects obtained by Aziz in half yearly examination.

(b) Aziz scored maximum marks in Hindi.

(c) Aziz scored minimum marks in social studies.

(d) The marks obtained by Aziz in different subjects are as follows:

Hindi – 80
English – 60
Maths – 70
Science – 50
Social studies – 40.

Q.4 In a Maths test, the following marks were obtained by 40 students. Arrange these marks in a table using tally marks.

8 1 3 7 6 5 5 4 4 2

4 9 5 3 7 1 6 5 2 7

7 3 8 4 2 8 9 5 8 6

7 4 5 6 9 6 4 4 6 6

(a) Find how many students obtained marks equal to or more than 7.

(b) How many students obtained marks below 4?

Ans-

Arranged data in a table as given below:

Marks Tally Marks Number of Students
1 || MathType@MTEF@5@5@+=feaaguart1ev2aaatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8wrps0lbbf9q8WrFfeuY=Hhcba9y8qqasFr0xc9YqFj0dXdbba91qpepGe9FjuP0=is0dXdbba9pGe9xq=Jbba9suk9fr=xfr=xfrpeWZqaaeaabaGaaiaacaqabeaadaabauaaaOqaaiaacYhacaGG8baaaa@3F45@ 2
2 ||| MathType@MTEF@5@5@+=feaaguart1ev2aaatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8wrps0lbbf9q8WrFfeuY=Hhcba9y8qqasFr0xc9YqFj0dXdbba91qpepGe9FjuP0=is0dXdbba9pGe9xq=Jbba9suk9fr=xfr=xfrpeWZqaaeaabaGaaiaacaqabeaadaabauaaaOqaaiaacYhacaGG8bGaaiiFaaaa@4045@ 3
3 ||| MathType@MTEF@5@5@+=feaaguart1ev2aaatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8wrps0lbbf9q8WrFfeuY=Hhcba9y8qqasFr0xc9YqFj0dXdbba91qpepGe9FjuP0=is0dXdbba9pGe9xq=Jbba9suk9fr=xfr=xfrpeWZqaaeaabaGaaiaacaqabeaadaabauaaaOqaaiaacYhacaGG8bGaaiiFaaaa@4045@ 3
4 |||| || MathType@MTEF@5@5@+=feaaguart1ev2aqatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8MrFz0xbbf9q8WrFfeuY=Hhbbf9v8qqaqFr0xc9pk0xbba9q8WqFfea0=yr0RYxir=Jbba9q8aq0=yq=He9q8qqQ8frFve9Fve9Ff0dmeaabaqaaiaacaGaaeqabaWaaqaafaaakeaadaajeaqaaiaacYhacaGG8bGaaiiFaiaacYhaaaGaaiiFaiaacYhaaaa@3F39@ 7
5 |||| | MathType@MTEF@5@5@+=feaaguart1ev2aqatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8MrFz0xbbf9q8WrFfeuY=Hhbbf9v8qqaqFr0xc9pk0xbba9q8WqFfea0=yr0RYxir=Jbba9q8aq0=yq=He9q8qqQ8frFve9Fve9Ff0dmeaabaqaaiaacaGaaeqabaWaaqaafaaakeaadaajeaqaaiaacYhacaGG8bGaaiiFaiaacYhaaaGaaiiFaaaa@3E39@ 6
6 |||| || MathType@MTEF@5@5@+=feaaguart1ev2aqatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8MrFz0xbbf9q8WrFfeuY=Hhbbf9v8qqaqFr0xc9pk0xbba9q8WqFfea0=yr0RYxir=Jbba9q8aq0=yq=He9q8qqQ8frFve9Fve9Ff0dmeaabaqaaiaacaGaaeqabaWaaqaafaaakeaadaajeaqaaiaacYhacaGG8bGaaiiFaiaacYhaaaGaaiiFaiaacYhaaaa@3F39@ 7
7 |||| MathType@MTEF@5@5@+=feaaguart1ev2aqatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8MrFz0xbbf9q8WrFfeuY=Hhbbf9v8qqaqFr0xc9pk0xbba9q8WqFfea0=yr0RYxir=Jbba9q8aq0=yq=He9q8qqQ8frFve9Fve9Ff0dmeaabaqaaiaacaGaaeqabaWaaqaafaaakeaadaajeaqaaiaacYhacaGG8bGaaiiFaiaacYhaaaaaaa@3D39@ 5
8 |||| MathType@MTEF@5@5@+=feaaguart1ev2aaatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8wrps0lbbf9q8WrFfeuY=Hhcba9y8qqasFr0xc9YqFj0dXdbba91qpepGe9FjuP0=is0dXdbba9pGe9xq=Jbba9suk9fr=xfr=xfrpeWZqaaeaabaGaaiaacaqabeaadaabauaaaOqaaiaacYhacaGG8bGaaiiFaiaacYhaaaa@4145@ 4
9 ||| MathType@MTEF@5@5@+=feaaguart1ev2aaatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8wrps0lbbf9q8WrFfeuY=Hhcba9y8qqasFr0xc9YqFj0dXdbba91qpepGe9FjuP0=is0dXdbba9pGe9xq=Jbba9suk9fr=xfr=xfrpeWZqaaeaabaGaaiaacaqabeaadaabauaaaOqaaiaacYhacaGG8bGaaiiFaaaa@4045@ 3

(a) 12 students obtained marks equal to or more than 7.

(b) 8 students obtained marks below 4.

Q.5 Following is the choice of sweets of 30 students of Class VI.

Ladoo, Barfi, Ladoo, Jalebi, Ladoo,
Rasgulla, Jalebi, Ladoo, Barfi, Rasgulla,
Ladoo, Jalebi, Jalebi, Rasgulla, Ladoo,
Rasgulla, Jalebi, Ladoo, Rasgulla, Ladoo,
Ladoo, Barfi, Rasgulla, Rasgulla, Jalebi,
Rasgulla, Ladoo, Rasgulla, Jalebi, Ladoo.

(a) Arrange the names of sweets in a table using tally marks.

(b) Which sweet is preferred by most of the students?

Ans-

(a)

Sweets Tally Marks Number of Students
Ladoo ||||    ||||   | MathType@MTEF@5@5@+=feaaguart1ev2aqatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8MrFz0xbbf9q8WrFfeuY=Hhbbf9v8qqaqFr0xc9pk0xbba9q8WqFfea0=yr0RYxir=Jbba9q8aq0=yq=He9q8qqQ8frFve9Fve9Ff0dmeaabaqaaiaacaGaaeqabaWaaqaafaaakeaadaajeaqaaiaacYhacaGG8bGaaiiFaiaacYhaaaGaaGPaVlaaykW7daajeaqaaiaacYhacaGG8bGaaiiFaiaacYhaaaGaaGPaVlaaykW7caGG8baaaa@4891@ 11
Barfi ||| MathType@MTEF@5@5@+=feaaguart1ev2aaatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8wrps0lbbf9q8WrFfeuY=Hhcba9y8qqasFr0xc9YqFj0dXdbba91qpepGe9FjuP0=is0dXdbba9pGe9xq=Jbba9suk9fr=xfr=xfrpeWZqaaeaabaGaaiaacaqabeaadaabauaaaOqaaiaacYhacaGG8bGaaiiFaaaa@4045@ 3
Jalebi ||||  || MathType@MTEF@5@5@+=feaaguart1ev2aqatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8MrFz0xbbf9q8WrFfeuY=Hhbbf9v8qqaqFr0xc9pk0xbba9q8WqFfea0=yr0RYxir=Jbba9q8aq0=yq=He9q8qqQ8frFve9Fve9Ff0dmeaabaqaaiaacaGaaeqabaWaaqaafaaakeaadaajeaqaaiaacYhacaGG8bGaaiiFaiaacYhaaaGaaGPaVlaacYhacaGG8baaaa@40C4@ 7
Rasgulla ||||  |||| MathType@MTEF@5@5@+=feaaguart1ev2aqatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8MrFz0xbbf9q8WrFfeuY=Hhbbf9v8qqaqFr0xc9pk0xbba9q8WqFfea0=yr0RYxir=Jbba9q8aq0=yq=He9q8qqQ8frFve9Fve9Ff0dmeaabaqaaiaacaGaaeqabaWaaqaafaaakeaadaajeaqaaiaacYhacaGG8bGaaiiFaiaacYhaaaGaaGPaVlaacYhacaGG8bGaaiiFaiaacYhaaaa@42C4@ 9
30

(b) Ladoo is preferred by most of the students.

Catherine threw a dice 40 times and noted the number appearing each time as shown below:
1 3 5 6 6 3 5 4 1 6 2 5 3 4 6 1 5 5 6 1 1 2 2 3
5 2 4 5 5 6 5 1 6 2 3 5 2 4 1 5
Q.6 Make a table and enter the data using tally marks. Find the number that appeared.
(a) The minimum number of times
(b) The maximum number of times
(c) Find those numbers that appear an equal number of times.

Ans-

Numbers Tally Marks Number of times
1 |||||| 7
2 |||| | MathType@MTEF@5@5@+=feaaguart1ev2aqatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8MrFz0xbbf9q8WrFfeuY=Hhbbf9v8qqaqFr0xc9pk0xbba9q8WqFfea0=yr0RYxir=Jbba9q8aq0=yq=He9q8qqQ8frFve9Fve9Ff0dmeaabaqaaiaacaGaaeqabaWaaqaafaaakeaadaajeaqaaiaacYhacaGG8bGaaiiFaiaacYhaaaGaaiiFaaaa@3E39@ 6
3 |||| MathType@MTEF@5@5@+=feaaguart1ev2aqatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8MrFz0xbbf9q8WrFfeuY=Hhbbf9v8qqaqFr0xc9pk0xbba9q8WqFfea0=yr0RYxir=Jbba9q8aq0=yq=He9q8qqQ8frFve9Fve9Ff0dmeaabaqaaiaacaGaaeqabaWaaqaafaaakeaadaajeaqaaiaacYhacaGG8bGaaiiFaiaacYhaaaaaaa@3D39@ 5
4 |||| MathType@MTEF@5@5@+=feaaguart1ev2aaatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8wrps0lbbf9q8WrFfeuY=Hhcba9y8qqasFr0xc9YqFj0dXdbba91qpepGe9FjuP0=is0dXdbba9pGe9xq=Jbba9suk9fr=xfr=xfrpeWZqaaeaabaGaaiaacaqabeaadaabauaaaOqaaiaacYhacaGG8bGaaiiFaiaacYhaaaa@4145@ 4
5 |||| |||| | MathType@MTEF@5@5@+=feaaguart1ev2aqatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8MrFz0xbbf9q8WrFfeuY=Hhbbf9v8qqaqFr0xc9pk0xbba9q8WqFfea0=yr0RYxir=Jbba9q8aq0=yq=He9q8qqQ8frFve9Fve9Ff0dmeaabaqaaiaacaGaaeqabaWaaqaafaaakeaadaajeaqaaiaacYhacaGG8bGaaiiFaiaacYhaaaWaaqcbaeaacaGG8bGaaiiFaiaacYhacaGG8baaaiaacYhaaaa@4265@ 11
6 |||| || MathType@MTEF@5@5@+=feaaguart1ev2aqatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaerbuLwBLnhiov2DGi1BTfMBaebbnrfifHhDYfgasaacH8MrFz0xbbf9q8WrFfeuY=Hhbbf9v8qqaqFr0xc9pk0xbba9q8WqFfea0=yr0RYxir=Jbba9q8aq0=yq=He9q8qqQ8frFve9Fve9Ff0dmeaabaqaaiaacaGaaeqabaWaaqaafaaakeaadaajeaqaaiaacYhacaGG8bGaaiiFaiaacYhaaaGaaiiFaiaacYhaaaa@3F39@ 7

(a) The number that appeared the minimum number of times is 4.
(b) The number that appeared the maximum number of times is 5.
(c) 1 and 6 both appeared 7 times.

Q.7 Following pictograph shows the number of tractors in five villages.

Villages Number of tractors = 1 Tractor
Village A
Village B
Village C
Village D
Village E

Observe the pictograph and answer the following questions.

(i) Which village has the minimum number of tractors?

(ii) Which village has the maximum number of tractors?

(iii) How many more tractors village C has as compared to village B?

(iv) What is the total number of tractors in all the five villages?

Ans-

(i) Village D has minimum number of tractors.

(ii) Village C has maximum number of tractors.

(iii) Village C has 8 tractors and village B has 5 tractors. So, village C has 3 more tractors as compared to village B.

(iv) Total number of tractors in 5 villages
= 6 + 5 + 8 + 3 + 6
= 28

Q.8 The number of girl students in each class of a co-educational middle school is depicted by the pictograph:

Classes Number of girl students Description: http://images.colourbox.com/thumb_COLOURBOX1961543.jpg -4 Girls
I Description: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpg
II Description: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpg
III Description: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpg
IV Description: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpg
V Description: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpg
VI Description: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpg
VII Description: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpgDescription: http://images.colourbox.com/thumb_COLOURBOX1961543.jpg
VIII Description: http://images.colourbox.com/thumb_COLOURBOX1961543.jpg

Observe this pictograph and answer the following questions:
(a) Which class has the minimum number of girl students?
(b) Is the number of girls in Class VI less than the number of girls in Class V?
(c) How many girls are there in Class VII?

Ans-

(a) Class VIII has minimum number of girl students i.e., 6 girls.
(b) No, the number of girls in class VI is not less than the number of girls in class V.
(c) Number of girls in class VII is 12.

Q.9 The sale of electric bulbs on different days of a week is shown below:

Days Number of electric bulbs = 2 bulbs
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

Observe the pictograph and answer the following questions:

(a) How many bulbs were sold on Friday?

(b) On which day were the maximum number of bulbs sold?

(c) On which of the days same number of bulbs were sold?

(d) On which of the days minimum number of bulbs were sold?

(e) If one big carton can hold 9 bulbs. How many cartons were needed in the given week?

Ans-

From the given pictograph, we can conclude the following:
(a) Number of bulbs sold on Friday is 14.

(b) Maximum number of bulbs was sold on Sunday.

(c) Same number of bulbs were sold on Wednesday and Saturday.

(d) Minimum number of bulbs was sold on Wednesday and Saturday.

(e) Number of bulbs sold on Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday are 12, 16, 8, 10, 14, 8 and 18 respectively. The total number of bulbs sold in the given week is 86.

Number of cartons needed in the given week =

869=9.5

Therefore, 9 cartons were needed in the given week.

Q.10 In a village six fruit merchants sold the following number of fruit baskets in a particular season:

Name of fruit merchants Number of fruit baskets = 100 fruit baskets
Rahim
Lakhanpal
Anwar
Martin
Ranjit Singh
Joseph

Observe this pictograph and answer the following questions :
(a) Which merchant sold the maximum number of baskets?

(b) How many fruit baskets were sold by Anwar?

(c) The merchants who have sold 600 or more number of baskets are planning to buy a godown for the next season. Can you name them?

Ans-

(a) Martin sold maximum number of baskets
i.e., 950.

(b) Anwar sold baskets = 7

×

100
= 700
(c) The names of the merchants are Anwar, Martin and Ranjit Singh.

Total number of animals in five villages are as follows:
Village A: 80 Village B: 120
Village C: 90 Village D: 40
Village E: 60
Q.11 Prepare a pictograph of these animals using one symbol

⊗

to represent 10 animals and answer the following questions :
(a) How many symbols represent animals of village E?
(b) Which village has the maximum number of animals?
(c) Which village has more animals: village A or village C?

Ans-

Pictograph is as follows:

Villages = 10 animals
Village A
Village B
Village C
Village D
Village E

(a) Six symbols represent animals of village E.
(b) Village B has the maximum number of animals.
(c) Village C has more animals than village A.

Q.12 Total number of students of a school in different years is shown in the following table.

Years Number of students
1996 400
1998 535
2000 472
2002 600
2004 623

A. Prepare a pictograph of students using one symbol to represent 100 students and answer the following questions:

(a) How many symbols represent total number of students in the year 2002?

(b) How many symbols represent total number of students for the year 1998?

B. Prepare another pictograph of students using any other symbol each representing 50 students. Which pictograph do you find more informative?

Ans-

A. The required pictograph of students is given below:

Years = 100 students
1996
1998
2000
2002
2004

(a) 6 symbols represent total number of students in the year 2002.

(b) 5 complete and 1 incomplete symbols represent total number of students for the
year 1998.

B. The required pictograph of students is given below:

Years = 50 students
1996
1998
2000
2002
2004

Pictograph B is more informative.

Q.13 A survey of 120 school students was done to find which activity they prefer to do in their free time.

Preferred activity Number of students
Playing 45
Reading story books 30
Watching TV 20
Listening to music 10
Painting 15

Draw a bar graph to illustrate the above data taking scale of 1 unit length = 5 students.
Which activity is preferred by most of the students other than playing?

Ans-


Reading story books is preferred by most of the students other than playing.

The number of Maths books sold by a shopkeeper on six consecutive days is shown below:

Days Number of books sold
Sunday 65
Monday 40
Tuesday 30
Wednesday 50
Thursday 20
Friday 70

Q.14 Draw a bar graph to represent the above information choosing the scale of your choice.

Ans-

The required bar graph is given below:

Q.15 Following table shows the number of bicycles manufactured in a factory during the years 1998 to 2002. Illustrate this data using a bar graph. Choose a scale of your choice.

Years Number of bicycles manufactured
1998 800
1999 600
2000 900
2001 1100
2002 1200

(a) In which year were the maximum number of bicycles manufactured?
(b) In which year were the minimum number of bicycles manufactured?

Ans-


(a) In 2002, the maximum number of bicycles were manufactured.
(b) In 1999, the minimum number of bicycles were manufactured.

Q.16 Number of persons in various age groups in a town is given in the following table.

Age-group

(in years)

 Number of persons
1 – 14 2 lakhs
15 – 29 1 lakh 60 thousands
30 – 44 1 lakh 20 thousands
45 – 59 1 lakh 20 thousands
60 – 74 80 thousands
75 and above 40 thousands

Draw a bar graph to represent the above
information and answer the following
questions.
(take 1 unit length = 20 thousands)

(a) Which two age groups have same
population?

(b) All persons in the age group of 60 and
above are called senior citizens. How
many senior citizens are there in the
town?

Ans-

(a) Two age groups which have same population are 30 – 44 and 45 – 59.

(b) 1, 20,000 senior citizens are there in the town.

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FAQs (Frequently Asked Questions)

Chapter 9 requires a lot of practise to reduce conceptual errors because it contains topics that are difficult for students to understand. A good score is not difficult to achieve with regular reading of the chapter and practise of the textbook questions.

This chapter is divided into seven sections. It begins with a brief overview of the subject before moving on to the ideas of data recording and organisation. It goes on to explain the concept of a pictograph, how to use it, and how to gain information from it. Following that, students will learn about bar graphs and how they can aid in the faster and more accurate identification of data. They also understand how to efficiently draw a bar graph after reading this chapter.

Chapter 9 of Class 6 is about Data Handling. It is the process of gathering information and organising it in a way that is easy to comprehend.

Raw data can be organised in a variety of ways. If the information is presented in numerical form, students can arrange the numbers in ascending order to make it easier to comprehend. Bar graphs, line graphs, pie charts, and stem and leaf plots can all be used to depict the data.

Data can be found in two different formats: qualitative and quantitative. Learning about various data ideas is part of data handling. Students will learn about bar graphs, line graphs, stem and leaf plots, histograms, and pie charts, and much more.