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Chapter 12 of 12
NCERT Solutions

Statistics

Madhya Pradesh Board · Class 9 · Mathematics

NCERT Solutions for Statistics — Madhya Pradesh Board Class 9 Mathematics.

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Exercise 12.1

1A survey conducted by an organisation for the cause of illness and death among the women between the ages 15–44 (in years) worldwide, found the following figures (in %):

| S.No. | Causes | Female fatality rate (%) |
|---|---|---|
| 1. | Reproductive health conditions | 31.8 |
| 2. | Neuropsychiatric conditions | 25.4 |
| 3. | Injuries | 12.4 |
| 4. | Cardiovascular conditions | 4.3 |
| 5. | Respiratory conditions | 4.1 |
| 6. | Other causes | 22.0 |

(i) Represent the information given above graphically.
(ii) Which condition is the major cause of women's ill health and death worldwide?
(iii) Try to find out, with the help of your teacher, any two factors which play a major role in the cause in (ii) above being the major cause.
Show solution
Given: Data on causes of illness and death among women aged 15–44 worldwide.

(i) Graphical Representation (Bar Graph):

We draw a bar graph with the causes on the X-axis and the female fatality rate (%) on the Y-axis.

- Take a suitable scale on the Y-axis, e.g., 1 unit = 5%.
- Draw bars of equal width for each cause with heights proportional to the fatality rate:

| Cause | Height of bar |
|---|---|
| Reproductive health conditions | 31.8 |
| Neuropsychiatric conditions | 25.4 |
| Injuries | 12.4 |
| Cardiovascular conditions | 4.3 |
| Respiratory conditions | 4.1 |
| Other causes | 22.0 |

All bars are drawn with equal width and gaps between them. The bar for "Reproductive health conditions" is the tallest.

(ii) Major cause:

From the bar graph (and the table), Reproductive health conditions is the major cause of women's ill health and death worldwide, with the highest fatality rate of 31.8%.

(iii) Two factors responsible:

Two major factors that play a role in reproductive health conditions being the leading cause are:
1. Lack of proper medical facilities and healthcare during pregnancy and childbirth, especially in developing countries.
2. Poor nutrition and lack of awareness about reproductive health among women, leading to complications.

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2The following data on the number of girls (to the nearest ten) per thousand boys in different sections of Indian society is given below.

| Section | Number of girls per thousand boys |
|---|---|
| Scheduled Caste (SC) | 940 |
| Scheduled Tribe (ST) | 970 |
| Non SC/ST | 920 |
| Backward districts | 950 |
| Non-backward districts | 920 |
| Rural | 930 |
| Urban | 910 |

(i) Represent the information above by a bar graph.
(ii) In the classroom discuss what conclusions can be arrived at from the graph.
Show solution
Given: Number of girls per thousand boys in different sections of Indian society.

(i) Bar Graph:

- X-axis: Different sections of society.
- Y-axis: Number of girls per thousand boys.
- Scale on Y-axis: Start from 900 (using a broken axis or kink) with intervals of 10, up to 980.
- Draw bars of equal width for each section:

| Section | Bar height |
|---|---|
| SC | 940 |
| ST | 970 |
| Non SC/ST | 920 |
| Backward districts | 950 |
| Non-backward districts | 920 |
| Rural | 930 |
| Urban | 910 |

The bar for ST is the tallest and the bar for Urban is the shortest.

(ii) Conclusions from the graph:

1. The Scheduled Tribe (ST) section has the highest number of girls per thousand boys (970), which is closest to equality.
2. The Urban section has the lowest number of girls per thousand boys (910), indicating a more skewed sex ratio in urban areas, possibly due to female foeticide or preference for male children.
3. Overall, in every section, the number of girls per thousand boys is less than 1000, indicating a gender imbalance across all sections of Indian society.
4. Backward districts have a better ratio (950) than non-backward districts (920), which is a noteworthy observation.

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3Given below are the seats won by different political parties in the polling outcome of a state assembly elections:

| Political Party | A | B | C | D | E | F |
|---|---|---|---|---|---|---|
| Seats Won | 75 | 55 | 37 | 29 | 10 | 37 |

(i) Draw a bar graph to represent the polling results.
(ii) Which political party won the maximum number of seats?
Show solution
Given: Seats won by political parties A, B, C, D, E, F.

(i) Bar Graph:

- X-axis: Political parties (A, B, C, D, E, F).
- Y-axis: Number of seats won.
- Scale: 1 unit = 10 seats.
- Draw bars of equal width with heights:

| Party | Seats (Bar height) |
|---|---|
| A | 75 |
| B | 55 |
| C | 37 |
| D | 29 |
| E | 10 |
| F | 37 |

Leave equal gaps between bars. The bar for Party A is the tallest.

(ii) Party with maximum seats:

Political Party A won the maximum number of seats, i.e., 75 seats.

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4The length of 40 leaves of a plant are measured correct to one millimetre, and the obtained data is represented in the following table:

| Length (in mm) | Number of leaves |
|---|---|
| 118 - 126 | 3 |
| 127 - 135 | 5 |
| 136 - 144 | 9 |
| 145 - 153 | 12 |
| 154 - 162 | 5 |
| 163 - 171 | 4 |
| 172 - 180 | 2 |

(i) Draw a histogram to represent the given data. [Hint: First make the class intervals continuous]
(ii) Is there any other suitable graphical representation for the same data?
(iii) Is it correct to conclude that the maximum number of leaves are 153 mm long? Why?
Show solution
Given: Length of 40 leaves with class intervals that are not continuous.

Step 1: Make class intervals continuous.

The given class intervals are discontinuous (there is a gap of 1 between consecutive classes, e.g., 126 and 127). To make them continuous, subtract 0.5 from the lower limit and add 0.5 to the upper limit of each class:

| Length (in mm) — Continuous | Number of leaves |
|---|---|
| 117.5 – 126.5 | 3 |
| 126.5 – 135.5 | 5 |
| 135.5 – 144.5 | 9 |
| 144.5 – 153.5 | 12 |
| 153.5 – 162.5 | 5 |
| 162.5 – 171.5 | 4 |
| 171.5 – 180.5 | 2 |

(i) Histogram:

- X-axis: Length of leaves (in mm) with continuous class intervals.
- Y-axis: Number of leaves.
- Scale: 1 unit = 2 leaves (or suitable scale).
- Draw adjacent rectangles (no gaps) with:
- Class width = 9 mm for each interval.
- Heights equal to the respective frequencies: 3, 5, 9, 12, 5, 4, 2.

The tallest bar corresponds to the class interval 144.5 – 153.5 with frequency 12.

(ii) Other suitable graphical representation:

Yes, a Frequency Polygon is another suitable graphical representation for the same data, since the data is continuous and grouped.

(iii) Is it correct to say maximum leaves are 153 mm long?

No, it is not correct. The class interval 144.5 – 153.5 has the maximum frequency (12), which means the maximum number of leaves have lengths between 144.5 mm and 153.5 mm. We cannot pinpoint that all 12 leaves are exactly 153 mm long. The data only tells us the class interval, not the exact length of each leaf.

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5The following table gives the life times of 400 neon lamps:

| Life time (in hours) | Number of lamps |
|---|---|
| 300 - 400 | 14 |
| 400 - 500 | 56 |
| 500 - 600 | 60 |
| 600 - 700 | 86 |
| 700 - 800 | 74 |
| 800 - 900 | 62 |
| 900 - 1000 | 48 |

(i) Represent the given information with the help of a histogram.
(ii) How many lamps have a life time of more than 700 hours?
Show solution
Given: Life times of 400 neon lamps.

(i) Histogram:

- X-axis: Life time of lamps (in hours). Class intervals are already continuous.
- Y-axis: Number of lamps.
- Scale: 1 unit = 10 lamps (or suitable scale).
- Draw adjacent rectangles with no gaps:

| Class Interval | Frequency (Height of bar) |
|---|---|
| 300 – 400 | 14 |
| 400 – 500 | 56 |
| 500 – 600 | 60 |
| 600 – 700 | 86 |
| 700 – 800 | 74 |
| 800 – 900 | 62 |
| 900 – 1000 | 48 |

Each bar has width = 100 hours. The tallest bar is for 600–700 hours.

(ii) Number of lamps with life time more than 700 hours:

Lamps with life time more than 700 hours belong to the intervals: 700–800, 800–900, and 900–1000.

Number of lamps=74+62+48=184\text{Number of lamps} = 74 + 62 + 48 = \mathbf{184}

184 lamps have a life time of more than 700 hours.

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6The following table gives the distribution of students of two sections according to the marks obtained by them:

| Section A | | Section B | |
|---|---|---|---|
| Marks | Frequency | Marks | Frequency |
| 0 - 10 | 3 | 0 - 10 | 5 |
| 10 - 20 | 9 | 10 - 20 | 19 |
| 20 - 30 | 17 | 20 - 30 | 15 |
| 30 - 40 | 12 | 30 - 40 | 10 |
| 40 - 50 | 9 | 40 - 50 | 1 |

Represent the marks of the students of both the sections on the same graph by two frequency polygons. From the two polygons compare the performance of the two sections.
7The runs scored by two teams A and B on the first 60 balls in a cricket match are given below:

| Number of balls | Team A | Team B |
|---|---|---|
| 1 - 6 | 2 | 5 |
| 7 - 12 | 1 | 6 |
| 13 - 18 | 8 | 2 |
| 19 - 24 | 9 | 10 |
| 25 - 30 | 4 | 5 |
| 31 - 36 | 5 | 6 |
| 37 - 42 | 6 | 3 |
| 43 - 48 | 10 | 4 |
| 49 - 54 | 6 | 8 |
| 55 - 60 | 2 | 10 |

Represent the data of both the teams on the same graph by frequency polygons. [Hint: First make the class intervals continuous.]
8A random survey of the number of children of various age groups playing in a park was found as follows:

| Age (in years) | Number of children |
|---|---|
| 1 - 2 | 5 |
| 2 - 3 | 3 |
| 3 - 5 | 6 |
| 5 - 7 | 12 |
| 7 - 10 | 9 |
| 10 - 15 | 10 |
| 15 - 17 | 4 |

Draw a histogram to represent the data above.
9100 surnames were randomly picked up from a local telephone directory and a frequency distribution of the number of letters in the English alphabet in the surnames was found as follows:

| Number of letters | Number of surnames |
|---|---|
| 1 - 4 | 6 |
| 4 - 6 | 30 |
| 6 - 8 | 44 |
| 8 - 12 | 16 |
| 12 - 20 | 4 |

(i) Draw a histogram to depict the given information.
(ii) Write the class interval in which the maximum number of surnames lie.

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Frequently Asked Questions

What are the important topics in Statistics for Madhya Pradesh Board Class 9 Mathematics?
Statistics covers several key topics that are frequently asked in Madhya Pradesh Board Class 9 board exams. Focus on the core concepts listed on this page and practise related questions to build confidence.
How to score full marks in Statistics — Madhya Pradesh Board Class 9 Mathematics?
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