SRI

SRIMATHI SUNDARAVALLI MEMORIAL SCHOOL

CHENNAI

CHAPTER 5 – DATA HANDLING

CLASS: VIII

DATE: 25.08.2021

Notes:

▪ Data is a collected information. Data mostly available in an

unorganised manner is called raw data.

▪ Raw data can be grouped and presented systematically through

grouped frequency distribution table.

▪ Frequency gives the number of times that a particular entry occurs.

▪ In the Frequency table we have class interval, tally marks and

frequency.

▪ In the class interval 0-10, 0 is called the lower – class limit and 10
is called the upper class limit.

▪ The difference between lower and upper class limit should be same
and it is called width or size of the class interval.

▪ Histogram is a type of bar diagram. Also there is no gap between

the bars as there is no gap between the class intervals.

▪ A Circle graph shows the relationship between a whole and its part.
The whole circle is divided into sectors and size of each sector is
proportional to activity (or) information which it represents.

1
 EXERCISE: 5.1

1. For which of these would you use a histogram to show the data? Give
reasons for each.

(i) The number of letters for different areas in a postman’s bag.

Ans:
The number of areas cannot be represented in class-intervals. So, we
cannot use the histogram to show the data.

(ii) The height of competitors in athletics meet.

Ans:
Height of competitors can be divided into intervals. So, we can use
histogram here.
For example:

(iii) The number of cassettes produced by 5 companies.

Ans:
Companies cannot be divided into intervals. So, we cannot use
histogram here.

(iv) The number of passengers boarding trains from 7 a.m. to 7 p.m. at a

station.
Ans:
Time for boarding the train can be divided into intervals. So, we can
use histogram here.

2
For example:

2. 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.

WWWGBWWMGGMMWWWWGBMWBGGMWWM
MWWWMWBWGMWWWWGWMMWWMWGWMG
WMMBGGW

Make a frequency distribution table using tally marks. Draw a bar graph to
illustrate it.

Ans:
Frequency distribution table using tally marks.

3
BAR GRAPH:

4
3. The weekly wages (in ₹) of 30 workers in 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 marks make a frequency table with intervals as 800-810, 810-
820 and so on.

Ans:
A frequency distribution table by using marks for the above data is as
follows

5
4. Draw a histogram for the frequency table made for the data in
Question 3, and answer the following questions:

HISTOGRAM:

(i) Which group has the maximum number of workers?

Ans: 830 - 840

(ii) How many workers earn ₹ 850 and more?

Ans: 10 workers

(iii) How many workers earn less than ₹ 850?

Ans: 20 workers

6
HOMEWORK

Exercise: 5.1, Question no: 5

Exercise: 5.2

Central Angle:
The total angle at centre of a circle is 360˚. The central
angle of the sectors will be a fraction of 360˚.

1. A survey was made to find the type of music that a certain group of
young people liked in a city. The adjoining pie chart shows the findings of
this survey.

From this pie chart answer the following:

(i) If 20 people liked classical music, how many young people were
surveyed?

Ans:

Given that 20 people like classical music and it is 10% of total number.

Let x be the total number of people surveyed

7
 10% of x = 20

𝟏𝟎
× x = 20
𝟏𝟎𝟎

𝟐𝟎 × 𝟏𝟎𝟎
x= = 200
𝟏𝟎

thus, 200 young people were surveyed.

(ii) Which type of music is liked by the maximum number of people?

Ans:

Light music is liked by maximum number of people.

(iii) If a cassette company were to make 1000 CDs. How many of each
type would they make?

Ans:

Given, total number of CD’s = 1000

Classical = 10% of 1000

𝟏𝟎
= × 1000
𝟏𝟎𝟎

= 100 CD’s

Semi classical = 20% of 1000

𝟐𝟎
= × 1000
𝟏𝟎𝟎

= 200 CD’s

Folk = 30% of 1000

𝟑𝟎
= × 1000
𝟏𝟎𝟎

= 300 CD’s

8
 Light music = 40% of 1000

𝟒𝟎
= × 100
𝟏𝟎𝟎

= 400 CD’s

2. A group of 360 people were asked to vote for their favourite season
from the three seasons rainy, winter and summer.

(i) Which season got the most votes

Ans: Winter season got the most votes, i.e., 150

(ii) Find the central angle of each sector.

9
(iii) Draw a pie chart to show this information.

Pie chart

3. Draw a pie chart showing the following information. The table shows
the colours preferred by a group of people.

10
Ans: Table to find the central angle of each sector

Pie chart:

11
4. The following pie chart gives the marks scored in an examination by a
student in Hindi, English, Mathematics, Social Science and Science. If the
total marks obtained by the students were 540, answer the following
questions.

Ans:

(i) In which subject did the student score 105 marks?

Ans: The student scored 105 marks in Hindi

(ii) How many more marks were obtained by the student in Mathematics
than in Hindi?

Ans: Marks scored:

12
 In Maths = 135

In Hindi = 105

Difference = 135 – 105

= 30

Hence 30 marks were obtained in Maths more than in Hindi.

(iii) Examine whether the sum of the marks obtained in Social Science

and Mathematics is more than that in Science and Hindi.

Ans:

Sum of Maths and social marks = 135 + 97.5 = 232.5

Sum of science and Hindi marks = 120 + 105 = 225

Yes, the sum of Maths and social marks is more than that of science and
Hindi.

5. The number of students in a hostel, speaking different languages is

given below. Display the data in a pie chart.

Ans:

13
PIECHART:

14
 Exercise: 5.3

1. List the outcomes you can see in these experiments.

(a) Spinning a wheel

Ans: The outcomes are A, B, C and D.

(b) Tossing two coins together

Ans: The outcomes are HH, TT, HT and TH.

3. (a) Find the Probability of the pointer stopping on D in (Question 1-

(a))?

Ans: Possible outcomes = {A, B, C, D}

Number of outcomes that make an event = 1

Total number of outcomes = 4

Probability of the pointer stopping on D is

𝐍𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐭𝐡𝐚𝐭 𝐦𝐚𝐤𝐞 𝐚𝐧 𝐞𝐯𝐞𝐧𝐭

=
𝐓𝐨𝐭𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐨𝐟 𝐭𝐡𝐞 𝐞𝐱𝐩𝐞𝐫𝐢𝐦𝐞𝐧𝐭

𝟏
=
𝟒

(b) Probability of getting an ace from a well-shuffled deck of 52 playing

cards?

Ans:

Number of outcomes that make an event = 4

15
 Total number of outcomes = 52

Probability of getting an ace from well shuffled deck of 52 cards

𝐍𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐭𝐡𝐚𝐭 𝐦𝐚𝐤𝐞 𝐚𝐧 𝐞𝐯𝐞𝐧𝐭

=
𝐓𝐨𝐭𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐨𝐟 𝐭𝐡𝐞 𝐞𝐱𝐩𝐞𝐫𝐢𝐦𝐞𝐧𝐭

𝟒 𝟏
= =
𝟓𝟐 𝟏𝟑

(c) Probability of a getting red apple, (see figure below)

Ans:

Possible outcomes = {G, R, R, R, G, R, G}

Number of outcomes that make an event = 4

Total number of outcomes = 7

Probability of getting red apple is

𝐍𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐭𝐡𝐚𝐭 𝐦𝐚𝐤𝐞 𝐚𝐧 𝐞𝐯𝐞𝐧𝐭

=
𝐓𝐨𝐭𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐨𝐟 𝐭𝐡𝐞 𝐞𝐱𝐩𝐞𝐫𝐢𝐦𝐞𝐧𝐭

𝟒
=
𝟕

4. Numbers 1 to 10 are written on ten separate slips (one number on one

slip), kept in a box and mixed well. One slip is chosen from the box
without looking into it. What is the probability of

16
(i) getting a number 6?

Ans:

Possible outcomes = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}

Total number of outcomes = 10

Outcomes of the event = {6}

Number of outcomes that make an event = 1

Probability of getting a number 6

𝐍𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐭𝐡𝐚𝐭 𝐦𝐚𝐤𝐞 𝐚𝐧 𝐞𝐯𝐞𝐧𝐭

=
𝐓𝐨𝐭𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐨𝐟 𝐭𝐡𝐞 𝐞𝐱𝐩𝐞𝐫𝐢𝐦𝐞𝐧𝐭

𝟏
=
𝟏𝟎

(ii) getting a number less than 6?

Ans:

Outcomes of the event = {1, 2, 3, 4, 5}

Number of outcomes that make an event = 5

Probability of getting a number less than 6

𝐍𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐭𝐡𝐚𝐭 𝐦𝐚𝐤𝐞 𝐚𝐧 𝐞𝐯𝐞𝐧𝐭

=
𝐓𝐨𝐭𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐨𝐟 𝐭𝐡𝐞 𝐞𝐱𝐩𝐞𝐫𝐢𝐦𝐞𝐧𝐭

𝟓 𝟏
= =
𝟏𝟎 𝟐

(iii) getting a number greater than 6?

Ans:

Outcomes of the event = {7, 8, 9, 10}

Number of outcomes that make an event = 4

Probability of getting a number greater than 6

17
 𝐍𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐭𝐡𝐚𝐭 𝐦𝐚𝐤𝐞 𝐚𝐧 𝐞𝐯𝐞𝐧𝐭
=
𝐓𝐨𝐭𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐨𝐟 𝐭𝐡𝐞 𝐞𝐱𝐩𝐞𝐫𝐢𝐦𝐞𝐧𝐭

𝟒 𝟐
= =
𝟏𝟎 𝟓

(iv) getting a 1-digit number?

Ans:

Outcomes of the event = {1, 2, 3, 4, 5, 6, 7, 8, 9}

Number of outcomes that make an event = 9

Probability of getting a 1-digit number

𝐍𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐭𝐡𝐚𝐭 𝐦𝐚𝐤𝐞 𝐚𝐧 𝐞𝐯𝐞𝐧𝐭 𝟗

= =
𝐓𝐨𝐭𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐨𝐟 𝐭𝐡𝐞 𝐞𝐱𝐩𝐞𝐫𝐢𝐦𝐞𝐧𝐭 𝟏𝟎

__________________________________________________________

5. If you have a spinning wheel with 3 green sectors, 1 blue sector and 1
red sector, what is the probability of getting a green sector? What is the
probability of getting a non-blue sector?

Ans:

Possible outcomes = {3 green sectors, 1 blue sector, 1 red sector}

Total number of outcomes = 5

(i) The probability of getting a green sector,

Outcomes of the event = {3 green sectors}

Number of outcomes that make an event = 3

Probability of getting a green sector,

𝐍𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐭𝐡𝐚𝐭 𝐦𝐚𝐤𝐞 𝐚𝐧 𝐞𝐯𝐞𝐧𝐭

=
𝐓𝐨𝐭𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐨𝐟 𝐭𝐡𝐞 𝐞𝐱𝐩𝐞𝐫𝐢𝐦𝐞𝐧𝐭

𝟑
=
𝟓

18
(ii) The probability of getting a non-blue sector

Outcomes of the event = {3 green sectors, 1 red sector}

Number of outcomes that make an event = 4

Probability of getting a green sector,

𝐍𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐭𝐡𝐚𝐭 𝐦𝐚𝐤𝐞 𝐚𝐧 𝐞𝐯𝐞𝐧𝐭

=
𝐓𝐨𝐭𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐨𝐟 𝐭𝐡𝐞 𝐞𝐱𝐩𝐞𝐫𝐢𝐦𝐞𝐧𝐭

𝟒
=
𝟓

6. Find the probabilities of the events given in Question 2.

Ans:

Possible outcomes = {1, 2, 3, 4, 5, 6}

Total number of outcomes = 6

(i) (a) Probability of getting a prime number

Ans:

Outcomes of the event = {2, 3, 5}

Number of outcomes that make an event = 3

Probability of getting a prime number,

𝐍𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐭𝐡𝐚𝐭 𝐦𝐚𝐤𝐞 𝐚𝐧 𝐞𝐯𝐞𝐧𝐭

=
𝐓𝐨𝐭𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐨𝐟 𝐭𝐡𝐞 𝐞𝐱𝐩𝐞𝐫𝐢𝐦𝐞𝐧𝐭

𝟑 𝟏
= =
𝟔 𝟐

(b) Probability of getting a non-prime number

Ans:

Outcomes of the event = {1, 4, 6}

Number of outcomes that make an event = 3

19
 Probability of getting a non - prime number,

𝐍𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐭𝐡𝐚𝐭 𝐦𝐚𝐤𝐞 𝐚𝐧 𝐞𝐯𝐞𝐧𝐭

=
𝐓𝐨𝐭𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐨𝐟 𝐭𝐡𝐞 𝐞𝐱𝐩𝐞𝐫𝐢𝐦𝐞𝐧𝐭

𝟑 𝟏
= =
𝟔 𝟐

(ii) (a) Probability of getting a number greater than 5

Ans:

Outcomes of the event = {6}

Number of outcomes that make an event = 1

Probability of getting a number greater than 5

𝐍𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐭𝐡𝐚𝐭 𝐦𝐚𝐤𝐞 𝐚𝐧 𝐞𝐯𝐞𝐧𝐭

=
𝐓𝐨𝐭𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐨𝐟 𝐭𝐡𝐞 𝐞𝐱𝐩𝐞𝐫𝐢𝐦𝐞𝐧𝐭

𝟏
=
𝟔

(b) Probability of a number not greater than 5

Ans:

Outcomes of the event = {1, 2, 3, 4, 5}

Number of outcomes that make an event = 5

Probability of a number not greater than 5

𝐍𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐭𝐡𝐚𝐭 𝐦𝐚𝐤𝐞 𝐚𝐧 𝐞𝐯𝐞𝐧𝐭 𝟓

= =
𝐓𝐨𝐭𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐨𝐮𝐭𝐜𝐨𝐦𝐞𝐬 𝐨𝐟 𝐭𝐡𝐞 𝐞𝐱𝐩𝐞𝐫𝐢𝐦𝐞𝐧𝐭 𝟔

Home work: Exercise: 5.3; Question no: 2

*************

20
 CHAPTER 16: PLAYING WITH NUMBERS

Numbers can be written in the general form.

The general form of a 2- digit number “ab” is 10 × a + 1 × b
(i.e.) 10a + b.
Similarly the general form of a 3-digit number is “abc” is
100 × a + 10 × b + 1 × c.

NOTE: While doing puzzles, we follow the following two rules.

• Each letter in the puzzle must stand for just one digit and each
digit must be represented by just one letter.
• The first digit of a number cannot be zero.

___________________________________________________________________________

EXERCISE 16.1

1. Find the values of the letters in each of the following and give
reasons for the steps involved.

Question No. 2

Solution:

Since A takes the value 5, B and C takes the values 4 and 1.

21
Hence A = 5, B = 4 and C = 1

Question No. 5

Solution:

Since B takes the value 0, A and C takes the value 5 and 1.

5 0
×3
_____
150
_____
Hence A = 5, B = 0 and C = 1
___________________________________________________________________________

Question No. 7

Solution:

Since B takes the value 4, A takes the value 7.

7 4
× 6
_____
444
_____

22
Hence A = 7 and B = 4
Question No. 8

Solution:

Since B takes the value 9, A takes the value 7.

71
+ 19
______
90
______

Hence A = 7 and B = 9

___________________________________________________________________

Question No. 9

Solution:

Since B takes the value 7, A takes the value 4.

2 4 7
+ 4 7 1
_________
7 1 8
_________
Hence A = 4 and B = 7
___________________________________________________________________________

23
Question No. 10

Solution:

Since A takes the value 8, B takes the value 1

1 2 8
+ 6 8 1
_________
8 0 9
_________
Hence A = 8 and B = 1
__________________________________________________________________________________

Tests of Divisibility:

Divisibility by 2:

If the one’s digit of the given number is 0, 2, 4, 6 or 8, then the given

number is divisible by 2.

Divisibility by 3:

If the sum of the digits of the given number is divisible by 3, then the
given number is divisible by 3.

Divisibility by 5:

If the one’s digit of the given number is 5 or 0, then the given number
is divisible by 5.

Divisibility by 9:

If the sum of the digits of the number is divisible by 9, then the given
number is divisible by 9.

Divisibility by 10: If the one’s digit of the given number is 0, then the
given number is divisible by 10.

24
 EXERCISE 16.2

2. If 31z5 is a multiple of 9, where z is a digit, what is the value of z?

You will find that there are two answers for the last problem. Why is
this so?

Solution:

Sum of the digits of 31z5 = 3 + 1 + z + 5

=9+z

Since the sum of the digits should be divisible by 9

∴9+z=9

z=9–9=0

z=0

Also, 9 + z = 18

z = 18 – 9 = 9

z=9

∴ The value of z is 9 or 0.

Hence, we get two values of z because sum of digits is 9 + z and z is a

digit, so it can take two values.

_________________________________________________________________________

2. If 24x is a multiple of 3, where x is a digit, what is the value of x?

(Since 24x is a multiple of 3, its sum of digits 6 + x is a multiple of 3;
so 6 + x is one of these numbers: 0, 3, 6, 9, 12, 15, 18… But since x
is a digit, it can only be that 6 + x = 6 or 9 or 12 or 15. Therefore,
x = 0 or 3 or 6 or 9. Thus, x can have any of four different values.)

Solution:

Sum of the digits = 2 + 4 + x

=6+x

25
Since the sum of the digits should be divisible by 3,

∴6+x=6

x=6–6=0

x=0

6+x=9

x=9–6=3

x=3

6 + x = 12

x = 12 – 6 = 6

x=6

6 + x = 15

x = 15 – 6 = 9

x=9

∴ The values of x is 0, 3, 6 or 9.

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HOMEWORK

EXERCISE 16.1

1, 3, 4, 6

EXERCISE 16.2

1, 4

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