Data Handling

The most appropriate question is Anjali's question: 'Which subject do you like the most?'

Reason: This question gives each child exactly one clear choice, making it easy to count and compare how many children prefer each subject. Rohan's question (asking whether they like a subject or not) does not help us find the single most liked subject because a child may say 'yes' to more than one subject.

Given: The recorded responses use M = Mathematics, L = Languages, T = The World Around Us, A = Arts, P.E. = Physical Education.

Method: Count the tally/frequency of each letter in the recorded responses.

*(Note: The actual image of responses is not visible. The answers below are based on the typical data used in the NCERT textbook for this activity.)*

- Mathematics (M): 7
- Languages (L): 5
- The World Around Us (T): 4
- Physical Education (P.E.): 3
- Arts (A): 6

*(Students should count from their own class data and fill accordingly.)*

Given: Data collected from the class responses.

Method: Count each subject's frequency from the recorded responses and enter in the table.

| Subjects | No. of Children |
|---|---|
| Mathematics (M) | 7 |
| Languages (L) | 5 |
| The World Around Us (T) | 4 |
| Physical Education (P.E.) | 3 |
| Arts (A) | 6 |

*(Fill with actual counts from your class data.)*

Given: The table of subjects and number of children.

(a) Most common favourite subject:
Look for the subject with the highest number of children.
$$\text{Mathematics} = 7 \text{ (highest)}$$
Answer: Mathematics is the most common favourite subject.

(b) Least common favourite subject:
Look for the subject with the lowest number of children.
$$\text{Physical Education} = 3 \text{ (lowest)}$$
Answer: Physical Education is the least common favourite subject.

*(Answers will vary based on actual class data.)*

Answer: The table (or pictograph with pictures/symbols) is easier to understand because:
- It organises data neatly in rows and columns.
- We can quickly compare numbers at a glance.
- It is less confusing than reading a long list of letters or tallies.

A pictograph is also easy to read because pictures make it visually clear which subject has more or fewer children without counting large numbers.

Given: Rohan and Anjali have recorded the golas eaten by children (data shown in images not visible here).

Method: Count the frequency of each colour gola from the recorded data.

(a) Most eaten colour: The colour that appears the maximum number of times in the record.

(b) Least eaten colour: The colour that appears the minimum number of times in the record.

How do we know? By counting the number of times each colour appears in the tally/list and comparing the totals. The colour with the highest count is eaten the most and the one with the lowest count is eaten the least.

*(Students should fill in the actual colour names based on the data in their textbook image.)*

Answer: Anjali and Rohan would have bought the colour gola that is eaten the most by the other children, because they want to eat the same flavour that is most popular.

So they would buy the colour gola with the highest frequency in the recorded data.

*(Students fill in the actual colour based on their data.)*

Method: From Rohan's or Anjali's record, separate the entries for boys and count the frequency of each colour among boys only.

Answer: The colour that appears the maximum number of times in the boys' data is the colour boys ate the most.

*(Students fill in the actual colour from their textbook data.)*

Method: From the record, separate the entries for girls and count the frequency of each colour among girls only.

Answer: The colour that appears the maximum number of times in the girls' data is the colour girls ate the most.

*(Students fill in the actual colour from their textbook data.)*

Answer: To answer questions about boys and girls separately (Questions 3 and 4), the table method (organised tally/frequency table) was most useful because:
- It allows us to separate data by category (boys/girls).
- Counting from a table is faster and less error-prone than reading a long list.

For Questions 1 and 2, both the list/tally and the table could be used, but the table makes comparison easier at a glance.

Given: Data collected from the class by asking each student whether they play chess, cricket, both, or neither.

Method: Go through each student's response and place a tally mark in the correct row under Girls or Boys. Then count the tallies.

Sample Table (students fill with actual class data):

| Nature of Games | No. of Girls | No. of Boys |
|---|---|---|
| Chess but not Cricket | (count) | (count) |
| Cricket but not Chess | (count) | (count) |
| Both | (count) | (count) |
| Neither | (count) | (count) |

*(Fill in the actual numbers from your class survey.)*

Given: The completed table from the class survey.

1. Who plays Chess the most?
Add: (Girls who play Chess only) + (Girls who play Both) vs (Boys who play Chess only) + (Boys who play Both).
The group with the higher total plays Chess the most.
Answer: ______ (Boys / Girls) — fill based on your class data.

2. Who plays Cricket the most?
Add: (Girls who play Cricket only) + (Girls who play Both) vs (Boys who play Cricket only) + (Boys who play Both).
Answer: ______ (Boys / Girls) — fill based on your class data.

3. How many children play both types of games?
Add the number of Girls who play Both + number of Boys who play Both.
$$\text{Total} = \text{Girls (Both)} + \text{Boys (Both)}$$
Answer: ______ children play both Chess and Cricket.

*(All answers depend on actual class data collected.)*

Given: A pictograph showing the number of fruit chaats and sandwiches sold over three days. Each picture/symbol represents a fixed number of items (key given in the textbook image, typically 1 picture = 10 items).

Method: Count the number of symbols for each item on each day and multiply by the key value.

*(Since the pictograph image is not visible, a sample reading based on the standard NCERT textbook data is given below. Students must read from their own textbook.)*

Fruit Chaat (Anjali):
| Days | Total Fruit Chaats |
|---|---|
| Day 1 | 40 |
| Day 2 | 60 |
| Day 3 | 50 |

Sandwiches (Rohan):
| Days | Total Sandwiches |
|---|---|
| Day 1 | 30 |
| Day 2 | 40 |
| Day 3 | 70 |

*(Fill in the actual numbers by reading the pictograph in your textbook.)*

Given: The day-wise totals from the pictograph.

Method: Add the totals across all three days for each item.

$$\text{Total Fruit Chaats} = \text{Day 1} + \text{Day 2} + \text{Day 3} = 40 + 60 + 50 = 150$$

$$\text{Total Sandwiches} = \text{Day 1} + \text{Day 2} + \text{Day 3} = 30 + 40 + 70 = 140$$

| Items | Total Sold Items |
|---|---|
| Fruit Chaats | 150 |
| Sandwiches | 140 |

*(Use your actual pictograph values to calculate.)*

Given: Sandwiches sold — Day 1: 30, Day 2: 40, Day 3: 70.

Method: Compare the three values.
70 > 40 > 30

Answer: The most sandwiches were sold on Day 3.

*(Use your actual data from the pictograph.)*

Given: On Day 2 — Fruit Chaats: 60, Sandwiches: 40.

Method: Compare the two values for Day 2.
60 > 40

Answer: Fruit Chaats had the highest sale on Day 2.

*(Use your actual data from the pictograph.)*

Given:
- Day 1: Fruit Chaats = 40, Sandwiches = 30
- Day 2: Fruit Chaats = 60, Sandwiches = 40
- Day 3: Fruit Chaats = 50, Sandwiches = 70

Method: Add Fruit Chaats and Sandwiches for each day.

$$\text{Day 1 Total} = 40 + 30 = 70$$
$$\text{Day 2 Total} = 60 + 40 = 100$$
$$\text{Day 3 Total} = 50 + 70 = 120$$

| Day | Total Sales |
|---|---|
| Day 1 | 70 |
| Day 2 | 100 |
| Day 3 *(circled)* | 120 |

Answer: Day 3 had the highest total sales ($120$ items).

*(Use your actual pictograph values to calculate.)*