Data Through Pictures

Given: A table showing the number of children watching TV for different durations.

Children who watch TV for more than half an hour includes those who watch for 1 hour, 1½ hours, 2 hours, and more than 2 hours.

Since the actual filled values in the table are not visible in the OCR, we note the method:

$$\text{Answer} = \text{(No. of children watching 1 hr)} + \text{(1½ hr)} + \text{(2 hrs)} + \text{(more than 2 hrs)}$$

Add the number of children from all rows except the '½ hour' row to get the answer.

Note: The exact numbers depend on the data filled in the table (not visible in the image). Apply the above method to the given table.

Children who watch TV for less than two hours includes those who watch for ½ hour, 1 hour, and 1½ hours.

$$\text{Answer} = \text{(No. of children watching ½ hr)} + \text{(1 hr)} + \text{(1½ hr)}$$

Add the number of children from the first three rows of the table.

Note: Apply this method to the actual numbers given in your table.

Look at the last row of the table — 'More than 2 hours' — and read the number of children recorded there.

That number is the answer.

Note: Fill in the blank using the value from the 'More than 2 hours' row of your table.

Compare the number of children in the '2 hours' row with the number in the '½ hour' row.

- If the number for '2 hours' > number for '½ hour', the statement is True.
- If the number for '2 hours' $\leq$ number for '½ hour', the statement is False.

Note: Apply this comparison to the actual values in your table to determine True or False.

Given: In the pictograph, each icon (picture) represents 5 items. Scale: 1 icon = 5 items.

Method:
$$\text{Number of toys} = \text{Number of icons in the Toys row} \times 5$$

Count the number of icons shown in the 'Toys' row of the pictograph and multiply by 5.

Note: Since the image is not fully visible, apply the formula above to the number of icons shown in your textbook's pictograph.

Given: Scale: 1 icon = 5 items.

$$\text{Number of board games} = \text{Number of icons in the Board Games row} \times 5$$

Count the icons in the 'Board games' row and multiply by 5.

Note: Apply this to the actual pictograph in your textbook.

Given: Scale: 1 icon = 5 items.

$$\text{Total play items} = (\text{Number of toys}) + (\text{Number of board games}) + (\text{Number of sports items})$$

Step 1: Find the number of each item by multiplying the icons in each row by 5.

Step 2: Add all three values.

$$\text{Total} = (\text{Toys icons} \times 5) + (\text{Board games icons} \times 5) + (\text{Sports items icons} \times 5)$$

Note: Apply this formula to the actual icon counts in your textbook's pictograph.

Given: Scale: 1 icon = 3 two-wheelers.

From the pictograph:
- Monday: Count the icons and multiply by 3.
- Wednesday: Count the icons and multiply by 3.
- Friday: Count the icons and multiply by 3.

From the OCR representation, Friday appears to have the most icons.

$$\textbf{Answer: Friday}$$

Friday had the most two-wheelers passing Deepti's house.

Given: Scale: 1 icon = 3 two-wheelers.

From the pictograph (counting icons from OCR):
- Monday: 7 icons $\Rightarrow 7 \times 3 = 21$ two-wheelers
- Wednesday: 4 icons $\Rightarrow 4 \times 3 = 12$ two-wheelers (approximately, based on OCR)
- Friday: 8 icons $\Rightarrow 8 \times 3 = 24$ two-wheelers

$$\text{Total} = 21 + 12 + 24 = 57 \text{ two-wheelers}$$

Note: Count the exact icons from your textbook's pictograph and apply the same method. The answer may vary based on exact icon count.

Given: Scale: 1 icon = 3 two-wheelers.

$$\text{Fewer two-wheelers} = \text{Two-wheelers on Monday} - \text{Two-wheelers on Wednesday}$$

Using values from Question 2:
$$= 21 - 12 = 9 \text{ two-wheelers}$$

9 fewer two-wheelers were seen on Wednesday than on Monday.

Note: Use the exact icon counts from your textbook for the precise answer.

Given: Scale: 1 icon = 3 two-wheelers.

$$\text{More two-wheelers} = \text{Two-wheelers on Friday} - \text{Two-wheelers on Wednesday}$$

Using values from Question 2:
$$= 24 - 12 = 12 \text{ two-wheelers}$$

12 more two-wheelers were seen on Friday than on Wednesday.

Note: Use the exact icon counts from your textbook for the precise answer.

Given data (approximate):
- Monday: 21 two-wheelers
- Wednesday: 12 two-wheelers
- Friday: 24 two-wheelers

New Scale chosen: 1 icon = 6 two-wheelers

$$\text{Monday: } \frac{21}{6} = 3\frac{1}{2} \text{ icons}$$
$$\text{Wednesday: } \frac{12}{6} = 2 \text{ icons}$$
$$\text{Friday: } \frac{24}{6} = 4 \text{ icons}$$

Pictograph (to be drawn in notebook):

| Day | Number of Two-wheelers (1 icon = 6 two-wheelers) |
|---|---|
| Monday | 🛵🛵🛵½ |
| Wednesday | 🛵🛵 |
| Friday | 🛵🛵🛵🛵 |

A half icon represents 3 two-wheelers (half of 6).

Draw this pictograph neatly in your notebook with the scale clearly mentioned.

Given:
- Raman's table shows: Time spent sleeping = 8 boxes = 8 hours (since 1 box = 1 hour).
- Sheela's bar graph: Read the bar for 'Sleeping' from her graph.

From Raman's table: Sleeping = 8 hours.

Compare with Sheela's bar graph value for sleeping.

If Sheela's sleeping bar shows less than 8 hours, then Raman spends more time sleeping.

Note: Read Sheela's bar graph from your textbook and compare. Based on typical data in this chapter, Raman spends more time sleeping (8 hours).

Given:
- Raman's table: Time in school = 5 boxes = 5 hours.
- Sheela's bar graph: Read the bar for 'School'.

Compare the two values. The one with the higher value spends more hours in school.

Note: Read Sheela's bar for school from your textbook and compare with Raman's 5 hours to determine the answer.

Given:
- Raman's table: Time spent studying = 2 boxes = 2 hours.
- Sheela's bar graph: Read the bar for 'Studying'.

$$\text{Difference} = \text{Sheela's study hours} - \text{Raman's study hours}$$
$$= \text{Sheela's study hours} - 2$$

Note: Read Sheela's study hours from the bar graph in your textbook and subtract 2 to get the answer.

Given: Compare each activity's time for Raman and Sheela.

Raman's activities and hours:
- Sleeping: 8 hours
- School: 5 hours
- Studying: 2 hours
- Eating and playing: 5 hours (but labelled as 'eating and playing')
- Other activities: 1 hour

Compare each with Sheela's corresponding bar in the bar graph.

If any activity shows the same bar height (same number of hours) for both, that is the answer.

Note: Read Sheela's bar graph carefully from your textbook and match with Raman's values to find the common activity.

Answer: This is an open-ended question based on observation.

A balanced routine includes adequate time for sleeping, studying, playing, eating, and other activities.

Example Answer:
Sheela's routine appears more balanced because she distributes her time more evenly among studying, playing, eating, and other activities, while Raman spends a large portion of time sleeping (8 hours) and relatively less time on other activities.

Note: Your answer may vary. Justify your choice by comparing the hours spent on each activity by both Raman and Sheela using the data from the table and bar graph.

Given: A bar graph showing the lengths of index fingers of different students.

Look at the bar graph and identify the bar with the greatest height (longest bar).

The name corresponding to the tallest bar is the person with the longest index finger.

Answer: _______ (Fill in the name from your bar graph.)

Given: A bar graph showing index finger lengths.

Read the value on the y-axis (length in cm) corresponding to the tallest bar.

Answer: _______ cm (Fill in the value from your bar graph.)

Given: A bar graph showing index finger lengths.

Look at the bar with the smallest height (shortest bar) and read its value on the y-axis.

Answer: _______ cm (Fill in the value from your bar graph.)

Given: A bar graph showing index finger lengths.

The shortest bar corresponds to the person with the smallest index finger.

Read the name on the x-axis below the shortest bar.

Answer: _______ (Fill in the name from your bar graph.)

Given: A bar graph showing food wastage (in kg) for different food items over weekdays.

Look at the bar graph and identify the bar with the greatest height.

The food item corresponding to the tallest bar had the highest wastage.

Answer: _______ (Read from the bar graph in your textbook.)

Note: Based on typical school data, rice or dal tends to be wasted the most. Read the exact answer from your textbook's graph.

Given: A bar graph showing food wastage for different food items.

Look at the bar graph and identify the bar with the smallest height.

The food item corresponding to the shortest bar had the least wastage.

Answer: _______ (Read from the bar graph in your textbook.)

Given: A bar graph showing food wastage in kg for each food item.

$$\text{Total food wastage} = \text{Sum of wastage of all food items}$$

Step 1: Read the value (in kg) for each food item from the bar graph.

Step 2: Add all the values.

$$\text{Total} = \text{Item 1 (kg)} + \text{Item 2 (kg)} + \text{Item 3 (kg)} + \ldots$$

Answer: _______ kg (Calculate using the values from your textbook's bar graph.)

Given:
- 1 kg of food waste can feed 3 children.
- Total food wasted = T kg (from Question 3).

Formula:
$$\text{Number of children fed} = \text{Total food wasted (kg)} \times 3$$

$$= T \times 3$$

Answer: Multiply your answer from Question 3 by 3 to get the number of children who could have been fed.

Given: A bar graph showing food wastage on different weekdays.

Compare the bars for different days:
- The day with a shorter bar had less wastage.
- The day with a taller bar had more wastage.

Answer: _______ day had less food wastage than _______ day.

(Fill in by comparing the bars in your textbook's bar graph. For example: 'Monday day had less food wastage than Friday day.')

Given: Data from the current week's bar graph showing food wastage.

Answer: Yes, we can predict.

The food item that had the highest wastage this week is likely to be wasted the most next week as well, assuming the same eating habits and preferences of the students.

From the bar graph, the food item with the tallest bar (highest wastage) this week is the predicted answer.

Answer: _______ is likely to be wasted the most next week.

(Fill in the food item with the highest bar from your textbook's graph.)

Reason: Past data is a good indicator of future trends when conditions remain the same.