ANSWER KEY class 6 Chapter 4:Data handling & presentation –question bank

 ANSWER KEY class 6 Chapter 4:Data handling & presentation  –question bank

Section A: Multiple Choice Questions (MCQs) [1 Mark Each]

1. b) Data

2. c) 

3. (The standard representation for 5 is four lines with a diagonal strike-through)

4. c) Frequency

5. d) 8 (4 symbols × 2 students/symbol = 8 students)

6. c) Length/Height

7. d) Both (a) and (b)

8. b) 4 (Arranged: 3,3,4,4,4,4,5,5,5. Middle value is the 5th term, which is 4)

9. b) 45 students (4.5 cm × 10 students/cm = 45 students)

10. a) Drawing bars of different widths (Bars must have the same width for a fair comparison)

11. b) Cycle (From the bar graph, the bar for 'Cycle' is the shortest)

12. c) 

13.  II (9 is represented as 5 (~~II~~) + 4 (IIII))

14. c) Range

15. c) Comparing sizes of different categories

16. b) Bar Graph (Best for showing change over time for a limited number of data points)

17. c) The total number of observations

Case-Based (The Sweet Shop):
16. i. c) Gujiya (Highest frequency: 13)
ii. a) 10 (13 - 3 = 10)
iii. a) 38 (6+9+13+3+7 = 38)
iv. b) 4.5 (9 students / 2 students per symbol = 4.5 symbols)

Case-Based (Library Books):
17. i. c) Saturday (Most number of symbols)
ii. c) 15 (3 symbols × 5 books/symbol = 15 books)
iii. b) 10 books (Tuesday: 5 symbols=25 books, Wednesday: 3 symbols=15 books. Difference: 25-15=10)
iv. b) 125 (Mon:4=20, Tue:5=25, Wed:3=15, Thu:2=10, Fri:6=30, Sat:7=35. Total: 20+25+15+10+30+35=135) *Wait, sum is 135, but 135 is not an option. Re-check: 4+5+3+2+6+7=27 symbols. 27 × 5 = 135. The option might be missing, or the symbols might be miscounted from the original image. Based on calculation, answer should be 135.*
18. c) 135° (Angle = (45/120) × 360° = 135°)
19. b) 7.5 (150 people / 20 people per unit = 7.5 units)
20. b) Explain what each symbol represents

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Section B: Assertion (A) and Reason (R)

1. a) Both A and R are true, and R is the correct explanation of A.

2. a) Both A and R are true, and R is the correct explanation of A.

3. a) Both A and R are true, and R is the correct explanation of A.

4. a) Both A and R are true, and R is the correct explanation of A.

5. a) Both A and R are true, and R is the correct explanation of A.

6. b) Both A and R are true, but R is NOT the correct explanation of A. (R is true, but it doesn't explain A; a frequency table is not necessarily more detailed, it's a different form of representation).

7. d) A is false but R is true. (A is false: simple, clear graphs are often better than cluttered infographics).

8. a) Both A and R are true, and R is the correct explanation of A.

9. a) Both A and R are true, and R is the correct explanation of A.

10. a) Both A and R are true, and R is the correct explanation of A.

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Section C: True or False [1 Mark Each]

1. False (Data can be words, like names of fruits, colors, etc.)

2. True

3. False (One symbol can represent multiple objects, as defined by the key)

4. False (A title is essential for understanding what the graph represents)

5. False (A graph with horizontal bars is a bar graph; with vertical bars it's a column graph)

6. True (6 (Jalebi) + 7 (Rasgulla) = 13)

7. False (Scale is 50 people / 5 cm = 10 people per cm)

8. True (5 ~) + 2 (II) = 7)

9. False (The main goal is to make information easier to understand)

10. False (You need the frequencies to determine the height/length of the bars)

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Section D: Short Answer Type-I (2 Marks Each)

1. Data is a collection of facts, such as numbers, words, measurements, observations, or even just descriptions of things.
   Example: The number of students present in class each day this week.

2. Frequency Distribution Table:

   Fruit	Tally Marks	Frequency
   Apple	II	7
   Banana	I	6
   Orange	III	3

3. Range = Highest value - Lowest value = 25 - 10 = 15

4. Based on the provided frequency data:

   • Gujiya: III (for 13)

   • Rasgulla: II (for 7)

   • Students who chose Jalebi: 6

   • Barfi was chosen by 3 students.

5. 350 kites / 10 kites per symbol = 35 symbols. So, you would draw 35 ⚠ symbols.

6. Scale defines how much a unit length or a symbol on a graph represents in real value (e.g., 1 cm = 10 people). It is important because it allows us to represent large numbers in a limited space and helps in interpreting the graph correctly.

7. Pictograph and Bar Graph.

8. A pictograph uses pictures or symbols to represent data, while a bar graph uses bars of uniform width but varying lengths/heights to represent data.

9. Ascending order: 28, 28, 30, 32, 35. Frequency of 28 kg is 2.

10. Bar length = 18 students / 5 students per unit = 3.6 units

Question 11:
A. 7
B. 3
C. 11 (Count of 4s: 4,4,4,4,4,4,4,4 -> 8 students? Wait, let's count from the data: 4 appears 8 times? The data is: 3,3,3, | 4,4,4,4,4,4,4,4, | 5,5,5,5,5,5,5, | 6,6,6,6, | 7. So 4 appears 8 times, 5 appears 7 times. The question might have a typo. Based on the string "4,4,4,4,4,4,4,4" it's 8.)
D. 7 (for size 5) + 4 (for size 6) + 1 (for size 7) = 12 students
E. Arranging data in ascending order groups all identical values together, making it very easy to count the frequency of each value and identify the smallest and largest values.
F. Yes, data can also be arranged in descending order.

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Section E: Short Answer Type-II (3 Marks Each)

1. (Pictograph Example)

   • Title: Number of Cars Sold in a Week

   • Symbol: 🚗 (represents 2 cars)

   • Scale: 1 🚗 = 2 cars

   • Days:

     • Monday: 🚗🚗🚗 (2.5 symbols for 5 cars, or use half symbol)

     • Tuesday: 🚗🚗🚗🚗 (3.5 symbols for 7 cars)

     • Wednesday: 🚗🚗 (2 symbols for 4 cars)

     • Thursday: 🚗🚗🚗🚗🚗 (4.5 symbols for 9 cars)

     • Friday: 🚗🚗🚗🚗🚗🚗 (6 symbols for 12 cars)

     • Saturday: 🚗🚗🚗🚗🚗🚗🚗🚗 (7.5 symbols for 15 cars)

2. (Bar Graph)

   • Title: Students' Favourite Subjects

   • X-axis: Subjects (Maths, Science, English, Hindi, History)

   • Y-axis: Number of Students (with a scale, e.g., 1 cm = 2 students)

   • Draw bars of equal width corresponding to the frequencies: Maths (10), Science (15), English (8), Hindi (12), History (5).

3. (Assuming standard number of symbols per village based on the concept)
   (i) Village with the most □ symbols has the most trees. Likely Village B.
   (ii) Village D has 3.5 symbols. 3.5 × 20 trees = 70 trees.
   (iii) Total symbols: Count all □ for all villages. Suppose total symbols = 15. Then total trees = 15 × 20 = 300 trees.

4. (Based on the common structure of such graphs)
   (i) The bar with 0 height. Likely Class 12.
   (ii) Find the height of the bar for Class VIII and multiply by the scale.
   (iii) Sum the number of absent students from all classes.
   1. In Class 2, 8 students were absent.
   2. Class with the tallest bar. Likely Class 10.
   3. Class with bar height 0. Likely Class 12.

5. (Example)
   Data Collected (Number of family members): 4, 5, 6, 4, 3, 5, 4, 6, 5, 4
   Frequency Distribution Table:

   Family Members	Tally Marks	Frequency
   3	I	1
   4	~~IIII~~	4
   5	~III~~	3
   6	II	2
   Observation: Most students have 4 family members.

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Section F: Long Answer Type (5 Marks Each)

1. (a) Total people surveyed = 30 + 50 + 65 + 45 = 190 people
   (b) Pop (Highest frequency: 65)
   (c) Bar Graph:
   * Title: Favourite Type of Music
   * X-axis: Music Type (Classical, Folk, Pop, Hip-Hop)
   * Y-axis: Number of People (Choose a suitable scale, e.g., 1 cm = 10 people)
   * Draw bars: Classical (30->3cm), Folk (50->5cm), Pop (65->6.5cm), Hip-Hop (45->4.5cm)

2. (Interpretation of Bar Graph)
   (a) The shortest bar represents the least traffic. Likely 6-7 am with ~50 vehicles.
   (b) The tallest bar represents the maximum traffic. Likely 7-8 am with ~400 vehicles.
   (c) Sum the vehicles from bars for 9-10, 10-11, 11-12 am. (e.g., 250 + 200 + 150 = 600 vehicles).
   (d) High traffic at 7-8 am: This is likely the morning rush hour as people travel to work or school.
   *1. Sum of all bars from 6-7 to 11-12. (~50+400+350+250+200+150 = 1400 vehicles).*
   *2. Little traffic at 6-7 am: Very early in the morning, most people are not yet commuting.*
   *3. Heaviest traffic at 7-8 am: Peak commuting time for schools and offices.*
   4. Traffic decreases after 8 am: Most people have reached their destinations by this time.

3. (Activity-Based Answer will vary)

   • Frequency Table Example (if die is fair):

     Number	Tally Marks	Frequency
     1	~~~~	5
     2	~~~~ I	6
     3	~~~~ II	7
     4	IIII	4
     5	II	2
     6	I	1

   (i) Number that appeared the most: 3
   (ii) Number that appeared the least: 6
   (iii) Range: 6 - 1 = 5
   (iv) Numbers with equal frequency: Maybe 1 and 4 both appeared 5 times? (Depends on the actual data)

4. Bar Graph:

   • Title: Insects and Critters in the Tea Garden

   • X-axis: Insect Type (Mites, Caterpillars, Beetles, Butterflies, Grasshoppers)

   • Y-axis: Number Spotted (Scale: 1 cm = 1 insect)

   • Draw bars: Mites (6), Caterpillars (10), Beetles (5), Butterflies (3), Grasshoppers (2)

5. (i) Ascending order: 0, 1, 2, 2, 3, 3, 3, 4, 4, 5
   (ii) Frequency Table:
   | Goals | Tally Marks | Frequency |
   |-------|-----------------|-----------|
   | 0 | I | 1 |
   | 1 | I | 1 |
   | 2 | II | 2 |
   | 3 | III | 3 |
   | 4 | II | 2 |
   | 5 | I | 1 |
   (iii) Range: 5 - 0 = 5
   (iv) Most common number (Mode): 3

6. (Data for the survey is missing from the question. The answer cannot be provided without the data.)

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Section G: Case-Based Questions (4 MCQs each)

CBQ 1: The Tree Plantation Drive
(Answers depend on the specific bar graph, which is not provided. The answers below are based on a standard interpretation of such graphs.)
i. Day with the tallest bar (e.g., Friday)
ii. Sum of Wednesday's and Thursday's values (e.g., 15 + 20 = 35)
iii. Difference between Tuesday's and Saturday's values (e.g., |25 - 10| = 15)
iv. Sum of values for all days (e.g., 10+25+15+20+30+10 = 110)
v. Reasoning: More saplings might be planted on weekdays when the whole class is present, and fewer on weekends. Or, more might be planted on a day when parents volunteered. To verify, one could ask the class monitor or teacher for the reason.

CBQ 2: Girl Students Pictograph
(Answers depend on the specific pictograph, which is not provided. The answers below are based on a standard interpretation of such graphs.)
2.1 Class with the fewest symbols (e.g., b) Class 4)
2.2 (Girls in Class 5 - Girls in Class 6) (e.g., 16 - 10 = b) 6 girls)
2.3 a) One more full symbol will be added (if the scale is 1 symbol = 2 girls)
2.4 Count symbols for Class 7 and multiply by scale (e.g., 6 symbols × 2 girls/symbol = c) 12 girls)

CBQ 3: Favourite Games

1. Tally the data into a frequency distribution table.

2. Frequency Table:

   Game	Tally Marks	Frequency
   Hockey	~~~~ ~~~~ ~~I~~	11
   Kabaddi	~~~~ ~ I	6
   Football	~~	5
   Cricket	~~~~ I	6
   Badminton	II	2
   Satoliya	~~	5
   The most popular game is Hockey.

CBQ 4: Kite Sales

• Symbol: 🪁 = 100 kites

• Pictograph:

  Shopkeeper	Kites	Pictograph
  Chaman	250	🪁🪁½
  Rani	300	🪁🪁🪁
  Rukhsana	100	🪁
  Jasmeet	450	🪁🪁🪁🪁½
  Jetha Lai	250	🪁🪁½
  Poonam Ben	700	🪁🪁🪁🪁🪁🪁🪁

a) 3 symbols (for Rani's 300 kites)
b) Poonam Ben (700 kites, most symbols)
c) Jasmeet (450) purchased more than Chaman (250).
d) Rukhsana is correct. Rani purchased 300 kites. Double is 600. Poonam Ben purchased 700 kites, which is more than 600.

CBQ 5: Library Books
(Answers depend on the specific pictograph, which is not provided. The answers below are based on a standard interpretation.)
a) Day with the fewest symbols (e.g., Thursday)
b) Total symbols × books per symbol (e.g., 24 symbols × 5 books/symbol = 120 books)
c) Day with the most symbols (e.g., Saturday). Possible reason: Students borrow books for the weekend.