DATA HANDLING

.:---- 85
14. Probability of an event

Number of outcomes that makes an event h h

• Data Handlin
= .
Total number of outcomes of the expenment
outcomes are equally likely.
15. One or more outcomes of an experiment make an event.
w en t e

Learn and Remember 16. Chances and probability are related to real life.
1. All these data which are mostly available to us in a 17. Each outcome of an experiment or a collection of outcomes
make an event.
unorganised form is called raw data.
18. When an experiment provides you quick result, is called a
2. In order to draw meaningful inferences from any given data,
we need to organise these data systematically. random experiment. For example, when you toss a coin
and ask your friend to make a call. Can you control the result
3. Bars have equal width with no gaps in between.
of the toss? Can you get a head if you want one or a tail if you
4. The range is divided in equal intervals of (years, days or any want that? No, that is not possible. Such an experiment is
numbers).
called a random experiment.
5. The graphical representation of data in Bar forms having
equal width in between is called Histogram.
6. A bar graph showing two sets of data simultaneously is called TEXTBOOK QUESTIONS SOLVED
double bar graph. It is helpful for the comparision of the data EXERCISE 5.1 (Page -76-77)
of two events.
7. Frequency is the total number of the repeated data occurring Q1. For which of these would you use a histogram to show
in a particular entry. the data?
8. Raw data can be 'grouped' and presented systematically (a) The number of letters for different areas in a
through 'grouped frequency distribution'. postman's bag.
(b) The height of competitors in an athletics meet.
9. Grouped data can be represented using Histogram. It is a
type of bar diagram, where the class intervals are shown on (c) The number of cassettes produced by 5 companies.
the horizontal axis and the heights of the bars. Show the (d) The number of passengers boarding trains from
frequency of the class interval. Also, there is no gap between 7:00 a.m, to 7:00 p.m, at a station.
bars and there is no gap between the class intervals. Give reasons for each.
10. When data is represented using circle graph anda circle graph Sol. As we know histogram is a graphical representation of data,
shows the relationship between a whole and its-parts, is called if data represented in manner of class-interval.
a pie chart. (a) For case (b) and case (d). In all these cases data can be
11. There are certain experiments whose outcomes have an equal divided into class intervals. So we use histogram.
chance of Occurrence. For example, a group of competitors having different
heights in an athletics meet.
12. A randc,» experiment is one whose outcome can not be
predicted exactly in advance. (d) The number of passengers boarding trains in an interval
of one hour at a station.
13. Outcomes of an experiment are equally likely if each has the
same chance of occurring. Q2. The shoppers who come to a departmental store are
marked as: man (M), woman (W), boy (B) or girl (G).
The following list gives the shoppers who came during
the first hour in the morning.
86 MATHEMATiCS-VIII
DATA HANDLING
.::.--- 87
WWWGBWWMGGMMWWWWGBMWBGGM
WWMMWWWMWBWGMWWWWGWMMWM Class Intervals Tally Marks Frequency
WGWMGWMMBGGW. 800-810 3
III
Make a frequency distribution table using tally marks. 810-820 II 2
Draw a bar graph to illustrate it. 820-830 1
I
Sol. We tabulate the data in frequency distribution table: 830-840 IHIIIII 9
Shopper Tally Marks Number of shoppers
840-850 IlIl 5
850-860 I 1
W IHJ IHJ IHJ IHJ IHJ III 28 860-870 III 3
M IHIIHIIHI 15 870-880 I 1
B IlIl 5 880-890 I 1
G 890-900 1111 4
IHJ IHJ II 12
Total Total 30
60
Now, to illustrate the data by drawing bar-graph: Q4. Draw a histogram for the frequency table made for the
data in Question 3, and answer the following questions.
(i) Which group has the maximum number of
workers?
(ii) How many workers earn ~ 850 and more?
(iii) How many workers earn less than ~ 850?

•...•.....
~-!

~- "
i)~..·.·.-
...
!i ~.c/lf;•. ~ ••;;".
,;1;1
10-'-'" t:

. ~1Irr :ittL
g,c'
:1.':

00f1b'1

~i

Q3. The weekly wages (in ~ ) of 30 workers !D a factory are.

830,835,890,810,835,836,869,845,898,890,820,860,
832,833,855,845,804,808,812,840,885,835,835,836,
878,840,868,890,806,840.
Using tally ma rt.s make a frequency table with
intervals as 800-·310,810-820 and so on.
Sol. We represented the data by frequency distribution table
using tally marks:
88 MATHEMATics-VIII DATA HANDLING 89
Sol. (i) 830-840 group has the maximum number of workers.
EXERCISE 5.2 (Page -82-83)
(ii) 10 workers earn more than ~ 850.
(iii) 20 workers earn less than ~ 850. Q1. A survey was made to find the type of music that a
Q5. The number of hours for which students of a particular certain group of young people liked in a city.
class watched television during holidays is shown Adjoining pie chart shows the findings of this survey.
through the given graph.
From this pie chart answer the following:
We draw the histogram for above frequency table:
Answer the following. (i) If 20 people liked classical
music, how many young
(i) For how many hours did the maximum number of
students watch T.V.? people were surveyed?
(ii) How many students watched TV for less than 4 (ii) Which type of music is
hours? liked by the maximum
(iii) How many students spent more than 5 hours in number of people?
watching TV? (iii) If a cassette company were
to make 1000 CD's, how
many of each type would
they make?
Sol. (i) 10%represents 100 people.
100x 20
Therefore 20% represents = 10 = 200 people

Hence, 200 people were surveyed.

(ii) Light music is liked by the maximum number of people.

... ) CD' s 0f classi

(iu C assica
I mUSIC
. = 10x 1000
100 = 100

CD' s 0f semi . CIassica

. ImUSIC
. = 20x 1000 = 200
100

. . 4Oxl000
CD's of light mUSIC = 100 = 400

. 30xlOOO
CD's of folk mUSIC = 100 = 300.
Q2. A group of 360 people were asked to vote for their
Sol. (i) The maximum number of students watched T.Y.for 4-5 favourite season from the three seasons rainy, winter
hours. and summer.
(ii) 34 students watched TV for less than 4 hours. Which season got the most votes?
(i)
(iii) 14 students spent more than 5 hours in watching Tv. Find the central angle of each sector.
(ii)
(iii) Draw a pie chart to show this information.
90

Season
MATHEMATiCS-VIII
--
DATA HANDLING

Sol. We have to find the proportion of each sector. For example,

91

No. of votes
18 1 9 1

,
Summer Blue is 36 = "2 ; Green is 36 = 4" and so on. Use this to
~~ 90
find the corresponding angles.

Rainy 120 Colours I Number I In fraction I Central angles

of people
• I , I I I

18 1
f. I I I I

Winter 150
Blue 18
36 = "2 .! x 360° = 180°
2
~
9 1
Sol. (i) Winter season got the most votes. Green 9
36 =4 .! x 360° = 90°
4
(ii) Central angle of summer season = 90 x 360° = 900 6 1
Red 6
36 = "6 .! x 360° = 60°
6
Central angle of rainy season 120x360°
= = 120° 3 1
360 Yellow 3
36 = 12
~ x 360° = 30°
150x360° 12
Central angle of winter season = = 150°
360

Summer
season
90°

(iii)

Q4. The adjoining pie chart gives the marks scored in an

examination by a student in Hindi, English,
Q3. Draw a pie chart showing the following information. Mathematics, Social Science and Science. If the total
The table shows the colours preferred by a group of marks obtained by the students were 540, answer the
people. - following question:
Colours (i) In which subject did the
Number of people
student score 105 marks?
Blue 18 (Hint: for 540 marks, the
Green 9 central angle = 360°. So,
Red 6 for 105 marks, what is the
Yellow 3 central angle?)
Total 36
92

(ii) How many more marks were obtained by the

MATHEMATiCS-VIII
-
DATA HANDLING

Q5. The number of students in a hostel, speaking different

93

student in Mathematics than in Hindi? languages is given below.

(iii) Examine whether the sum of the marks obtained Display the data in a pie chart.
in Social Science and Mathematics is more than .--Language Hindi English Marathi
that in Science and Hindi. Tamil Bengali Total
(Hint. Just study the central angles). Number of 40 12 9 7
Sol.
4 72
Students
Subject Central angle Marks obtained
Sol.
90° Language Number of In Central
Mathematics 90° 3600 x 540 = 135° students fraction angles

65° 40 5
S. Science Hindi 40 -=- ~ x 360° = 200°
65° 3600 x 540 = 97.5° 72 9 9
12
Science 80° 80° 540 = 1200
English 12 -
72
--1 .!. x 360° = 60°
3600 x 6 6
9
Hindi 70°
70° Marathi 9 - --1 .!. x 360° = 45°
- 3600 x 540 = 105° 72 8 8
7 7
English 55°
55° Tamil 7 --- 2.. x 360° = 35°
3600 x 540 = 82.5° 72 12 72
4 1
(i) The student scored 105 marks in Hindi. Bengali 4 ---
72 18
~
18
x 360° = 20°
(ii) Marks obtained in Mathematics = 135.
Marks obtained in Hindi = 105. Total 72
Difference = 135 - 105 = 30. Pie chart at above given data.
Thus, 30 more marks were obtained by the student in
mathematics than in Hindi.
(iii) The sum ofthe marks in Social Science and Mathematics
= 97.5 + 135 = 232.5
The sum of the marks in Science and Hindi = 120 + 105
= 225
Yes, the sum of the marks in Social Science and
Mathematics is more than that in Science and Hindi.
94 DATA HANDLING 95
::..---

EXERCISE 5.3 (Page-87) Sol. (a) In a spinning wheel, there are five
pointersA,A, B, C, D. So, there are
Q1. List the outcomes you can see in these experiments. five outcomes. Pointer stops at D
(a) Spinning a wheel (b) Tossing two coins together which is one outcome.
So, the probability of the pointer
. D 1
stoppmg on = 5".
(b) There are four ace in a deck of 52 playing cards. So, there
are four events of getting an ace.

So, probability of getting an ace = 5~ = 1~ .

Sol. (a) There are four letters A, B, C and D in a spinning wheel.
(c) Total number of apples = 7
So, there are four outcomes. Number of red apples = 4
(b) When two coins are tossed together. There are four
possible outcomes HH, HT, TH, TT.
(Here HT means head on first coin and tail on the second
Probability of getting red apple = *.
Q4. Numbers 1 to 10 are written on ten separate slips (one
coin and so on.)
number on one slip), kept in a box and mixed well. One
Q2. When a die is thrown, list the outcomes of an event of
slip is chosen from the box without looking into it. What
getting is the probability of.
(i) (a) a prime number
(i) getting a number 6?
(b) not a prime number.
(ii) getting a number less than 6?
(ii) (a) a number greater than 5
(iii) getting a number greater than 6?
(b) a number not greater than 5.
(iv) getting a J-digit number?
Sol. When a die is thrown there are six outcomes that are 1,2,3, Sol. (i) Outcome of getting a number 6 from ten separate slips
4,5 and 6. is one.
(i) (a) Outcomes of event of getting a prime number are 2, 3
and 5. Therefore, probability of getting a number 6 = 1~.
(b) Outcomes of event of not getting a prime number are
(ii) Numbers less than 6 are 1, 2, 3, 4 and 5 which are five.
1,4 and 6.
So, there are five outcomes.
(ii)(a) Outcomes of event of getting a number greater than 5 Therefore, probability of getting a number less than 6 =
is 6.
5 1
(b) Outcomes of event of not getting a number greater
10 = 2:.
than 5 are 1, 2, 3, 4 and 5.
(iii) Number greater than 6 out of ten that are 7, 8, 9, 10.
Q3. Find the. There are four possible outcomes.
(a) Probability of the pointer
stopping on D in (Question 1-(a»?
@@@ Therefore, probability of getting a number greater than
4 2
(b) Probability of getting an ace from
a well shuffled deck of 52 playing
®@® (iv)
6= -
10 5
=-

One digit numbers are 1,2,3,4,5,6,7,8,9 out often.

cards? @
(c) Probability of getting a red apple. Therefore, probability of getting a J-digit number = 1~.
(See figure alongside)
96 MATHEMATICS-V

Q5. If you have a spinning wheel with 3 green sectors,

blue sector and 1 red sector, what is the probability
getting a green sector? What is the probability
getting a non blue sector?
Sol. There are five sectors. Three sectors are green out of fiv
sectors.

Therefore, probability of getting a green sector = ~.

There is one blue sector out of five sectors.
Non-blue sectors = 5 - 1 = 4 sectors

Therefore, probability of getting a non-blue sector = ~.

Q6. Find the probabilities of the events given in Question
Sol. When a die is thrown there are six outcomes i.e., 1, 2, 3, 4,
and 6.
(i) (a) 2, 3, 5 are prime numbers which are 3 outcome
out of6.

Therefore, probability of getting a prime number = ~

1
= 2"'
(b) 1, 4, 6 are not prime numbers. There are 3 outcome
out of6.
Therefore, probability of not getting a prime numbe
3 1
="6 = 2"'
(ii)(a) Only 6 is greater than 5.
There is one outcome out of 6.
Therefore, probability of getting a number greate
1
than5=-.
6
(b) Numbers not greater than 5 are 1,2, 3,4 and 5. There is
5 outcomes out of 6.
Therefore, probability of not getting a number greater
5
than 5 = -.
6
CJ