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161 150 154 165 168 161 154 162 150 151

162 164 171 165 158 154 156 172 160 170

153 159 161 170 162 165 166 168 165 164

154 152 153 156 158 162 160 161 173 166

161 159 162 167 168 159 158 153 154 159

i) Represent the data given above by a grouped frequency distribution table, taking the class intervals as 160 - 165, 165 - 170, etc.

ii) What can you conclude about their heights from the table?

Answer :

i) A grouped frequency distribution table has to be constructed taking class intervals
160 -165, 165 - 170, etc. by observing the data given above, the required table can be
constructed as follows.

Height (in cm) | Number of students (frequency) |

150 - 155 | 12 |

155 - 160 | 9 |

160 - 165 | 14 |

165 - 170 | 10 |

170 - 175 | 5 |

Total | 50 |

ii) It can be concluded that more than 50% of the students are shorter than 165.

- The blood groups of 30 students of Class VIII are recorded as follows: A, B, O, O, AB, O, A, O, B, A, O, B, A, O, O, A, AB, O, A, A, O, O, AB, B, A, O, B, A, B, O. Represent this data in the form of a frequency distribution table. Which is the most common, and which is the rarest, blood group among these students?
- The distance (in km) of 40 engineers from their residence to their place of work were found as follows: 5 3 10 20 25 11 13 7 12 31 19 10 12 17 18 11 32 16 2 7 7 9 7 8 3 5 12 15 18 3 12 14 2 9 6 15 15 7 6 12 Construct a grouped frequency distribution table with class size 5 for the data given above taking the first interval as 0-5 (5 not included). What main features do you observe from this tabular representation?
- The relative humidity (in %) of a certain city for a month of 30 days was as follows: 98.1 98.6 99.2 90.3 86.5 95.3 92.9 96.3 94.2 95.1 89.2 92.3 97.1 93.5 92.7 95.1 97.2 93.3 95.2 97.3 96.2 92.1 84.9 90.2 95.7 98.3 97.3 96.1 92.1 89i) Construct a grouped frequency distribution table with classes 84 - 86, 86 - 88, etc.ii) Which month or season do you think this data is about?iii) What is the range of this data?
- A study was conducted to find out the concentration of sulphur dioxide in the air in parts per million (ppm) of a certain city. The data obtained for 30 days is as follows: 0.03 0.08 0.08 0.09 0.04 0.17 0.16 0.05 0.02 0.06 0.18 0.20 0.11 0.08 0.12 0.13 0.22 0.07 0.08 0.01 0.10 0.06 0.09 0.18 0.11 0.07 0.05 0.07 0.01 0.04i) Make a grouped frequency distribution table for this data with class intervals as 0.00 - 0.04, 0.04 - 0.08, and so on.ii) For how many days, was the concentration of sulphur dioxide more than 0.11 parts per million?
- Three coins were tossed 30 times simultaneously. Each time the number of heads occurring was noted down as follows: 0 1 2 2 1 2 3 1 3 0 1 3 1 1 2 2 0 1 2 1 3 0 0 1 1 2 3 2 2 0 Prepare a frequency distribution table for the data given above.
- The value of ? upto 50 decimal places is given below: 3.14159265358979323846264338327950288419716939937510i) Make a frequency distribution of the digits from 0 to 9 after the decimal point.ii) What are the most and the least frequently occurring digits?
- Thirty children were asked about the number of hours they watched TV programmes in the previous week. The results were found as follows: 1 6 2 3 5 12 5 8 4 8 10 3 4 12 2 8 15 1 17 6 3 2 8 5 9 6 8 7 14 12i) Make a grouped frequency distribution table for this data, taking class width 5 and one of the class intervals as 5 - 10.ii) How many children watched television for 15 or more hours a week?
- A company manufactures car batteries of particular type. The lives of 4 sch batteries were recorded as follows. 2.6 3.0 3.7 3.2 2.2 4.1 3.5 4.5 3.5 2.3 3.2 3.4 3.8 3.2 4.6 3.7 2.5 4.4 3.4 3.3 2.9 3.0 4.3 2.8 3.5 3.2 3.9 3.2 3.2 3.1 3.7 3.4 4.6 3.8 3.2 2.6 3.5 4.2 2.9 3.6Construct a grouped frequency distribution table for this data, using class intervals of size 0.5 starting from the interval 2 - 2.5.

- NCERT solutions for class 9 maths chapter 1 Number Systems
- NCERT solutions for class 9 maths chapter 2 Polynomials
- NCERT solutions for class 9 maths chapter 3 Coordinate geometry
- NCERT solutions for class 9 maths chapter 4 Linear equations in two variables
- NCERT solutions for class 9 maths chapter 5 Introduction to Euclidean Geometry
- NCERT solutions for class 9 maths chapter 6 Lines and Angles
- NCERT solutions for class 9 maths chapter 7 Triangles
- NCERT solutions for class 9 maths chapter 8 Quadrilaterals
- NCERT solutions for class 9 maths chapter 9 Areas of parallelograms and triangles
- NCERT solutions for class 9 maths chapter 10 Circles
- NCERT solutions for class 9 maths chapter 11 Constructions
- NCERT solutions for class 9 maths chapter 12 Heron's Formula
- NCERT solutions for class 9 maths chapter 13 Surface areas and volumes
- NCERT solutions for class 9 maths chapter 14 Statistics
- NCERT solutions for class 9 maths chapter 15 Probability

- NCERT solutions for class 9 science chapter 1 Matter in our Surroundings
- NCERT solutions for class 9 science chapter 2 Is Matter Around Us Pure
- NCERT solutions for class 9 science chapter 3 Atoms and Molecules
- NCERT solutions for class 9 science chapter 4 Structure of the Atom
- NCERT solutions for class 9 science chapter 5 The Fundamental Unit of Life
- NCERT solutions for class 9 science chapter 6 Tissues and Fundamental unit of life
- NCERT solutions for class 9 science chapter 7 Diversity in Living Organisms
- NCERT solutions for class 9 science chapter 8 Motion
- NCERT solutions for class 9 science chapter 9 Force and Laws of Motion
- NCERT solutions for class 9 science chapter 10 Gravitation
- NCERT solutions for class 9 science chapter 11 Work and Energy
- NCERT solutions for class 9 science chapter 12 sound
- NCERT solutions for class 9 science chapter 13 Why do We Fall Ill
- NCERT solutions for class 9 science chapter 14 Natural Resources
- NCERT solutions for class 9 science chapter 15 Improvement in Food Resources