## Ncert Solutions for Class 6 Maths Chapter 9 Data Handling Exercise 9.1:-

**Exercise 9.1**Ā Class 6 maths NCERT solutions Chapter 9 Data Handling pdf download:-

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### Ncert Solution for Class 6 Maths Chapter 8 Decimals Exercise 9.1 Tips:-

**Introduction**

You must have observed your teacher recording the attendance of students in

your class everyday, or recording marks obtained by you after every test or

examination. Similarly, you must have also seen a cricket score board. Two

score boards have been illustrated here :

You know that in a game of cricket the information recorded is not simply

about who won and who lost. In the score board, you will also find some

equally important information about the game. For instance, you may find

out the time taken and number of balls faced by the highest run-scorer.

Name of the bowlers Overs Maiden overs Runs given Wickets taken

A 10 2 40 3

B 10 1 30 2

C 10 2 20 1

D 10 1 50 4

Name of the batsmen Runs Balls faced Time (in min.)

E 45 62 75

F 55 70 81

G 37 53 67

H 22 41 55

Similarly, in your day to day life, you must have seen several kinds of tables

consisting of numbers, figures, names etc.

These tables provide āDataā. A data is a collection of numbers gathered to

give some information.

9.2 Recording Data

Let us take an example of a class which is preparing to go for a picnic. The

teacher asked the students to give their choice of fruits out of banana, apple,

orange or guava. Uma is asked to prepare the list. She prepared a list of all the

children and wrote the choice of fruit against each name. This list would help

the teacher to distribute fruits according to the choice.

Raghav ā Banana Bhawana ā Apple

Preeti ā Apple Manoj ā Banana

Amar ā Guava Donald ā Apple

Fatima ā Orange Maria ā Banana

Amita ā Apple Uma ā Orange

Raman ā Banana Akhtar ā Guava

Radha ā Orange Ritu ā Apple

Farida ā Guava Salma ā Banana

Anuradha ā Banana Kavita ā Guava

Rati ā Banana Javed ā Banana

If the teacher wants to know the number of bananas required

for the class, she has to read the names in the list one by one

and count the total number of bananas required. To know the

number of apples, guavas and oranges seperately she has to

repeat the same process for each of these fruits. How tedious

and time consuming it is! It might become more tedious if the

list has, say, 50 students.

So, Uma writes only the names of these fruits one by one

like, banana, apple, guava, orange, apple, banana, orange, guava,

banana, banana, apple, banana, apple, banana, orange, guava,

apple, banana, guava, banana.

Do you think this makes the teacherās work easier? She

still has to count the fruits in the list one by one as she did

earlier.

Salma has another idea. She makes four squares on the floor.

Every square is kept for fruit of one kind only. She asks the

students to put one pebble in the square which matches their

choices. i.e. a student opting for banana will put a pebble in the

square marked for banana and so on.

By counting the pebbles in each square, Salma can quickly tell

the number of each kind of fruit required. She can get the required

information quickly by systematically placing the pebbles in

different squares.

Try to perform this activity for 40 students and with names of any four fruits.

Instead of pebbles you can also use bottle caps or some other token.