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Case Study Questions for Class 8 Maths Chapter 5 Data Handling

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Here we are providing Case Study questions for Class 8 Maths Chapter 5 Data Handling.

Case Study Questions

Related posts, cbse class 8 maths chapter 5 data handling, learning outcomes.

• Circle Graph or Pie Chart
• Chance and Probability

Important Keywords

• Data: Numerical observations collected by an observer is called data (raw data).
• Frequency: The number of times an observation occurs in the given data is called the frequency of the observation.
• Frequency Distribution: A way of presenting data that exhibits the values of the variable and corresponding frequencies is called a frequency distribution.
• Range: The difference between the highest and the lowest values of observation is called range. i.e., Range = Highest observation – Lowest observation
• Class-mark: The mid-point of a class-interval is called class-mark.
• Histogram: Grouped data can be presented using the histogram. A histogram is a type of bar diagram, where the class intervals are shown on the horizontal axis and the height of the bars show the frequency of the class interval. Also, there is no gap between the bars as there is no gap between the class intervals.
• Pie-chart or Pie-diagram: A pie-chart is a pictorial representation of the numerical data by non-intersecting adjacent sectors of the circle such that area of each sector is proportional to the magnitude of the data represented by the sector.
• Probability: Probability is the possibility and impossibility of an event (E).

Important Facts

• Data mostly available to us in an unorganized form is called raw data.
• In order to draw meaningful inferences from any data, we need to organise the data systematically.
• Frequency gives the number of times that a particular entry occurs.
• Raw data can be ‘grouped’ and presented systematically through ‘grouped frequency distribution’.
• Grouped data can be presented using histogram. Histogram is a type of bar diagram, where the class intervals are shown on the horizontal axis and the heights of the bars show the frequency of the class interval. Also, there is no gap between the bars as there is no gap between the class intervals.
• Data can also presented using circle graph or pie chart. A circle graph shows the relationship between a whole and its part.

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• CBSE- Data handling
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Data handling-Sample Questions

• STUDY MATERIAL FOR CBSE CLASS 8 MATH
• Chapter 1 - Algebraic Expressions and Identities
• Chapter 2 - Comparing Quantities
• Chapter 3 - Cubes and Cube Roots
• Chapter 4 - Data handling
• Chapter 5 - Direct and Inverse Proportions
• Chapter 6 - Exponents and Powers
• Chapter 7 - Factorization
• Chapter 8 - Introduction to Graphs
• Chapter 9 - Mensuration
• Chapter 10 - Playing with Numbers
• Chapter 11 - Practical Geometry
• Chapter 12 - Squares and Square Roots
• Chapter 13 - Visualizing Solid Shapes
• Chapter 14 - Linear Equations in One Variable
• Chapter 15 - Rational Numbers
• Chapter 16 - Understanding Quadrilaterals

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Chapter 4 Class 8 Data Handling

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Solutions of all NCERT Questions of Chapter 4 Class 8 Data Handling available free at teachoo. Get answers to all exercise questions, examples of the NCERT Book, as well as get explanation of concepts.

In this chapter, we will

• First revise our concepts about Data and its representation (What is Data, Raw data, Bar Graph, Pictograph, Double Bar Graph)
• We will learn how to make a frequency distribution table
• And how to make a grouped frequency distribution table
• What is a histogram , and how is it different from a bar graph
• How to draw a histogram
• What is a pie chart (also called circle graph), and how to read it
• How to draw a pie chart

Then, we will learn about Probability and how to find probability. We will also see what a deck of playing cards look like.

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• NCERT Solutions for Class 8 Maths Chapter 5 - Data Handling
• NCERT Solutions

NCERT Solutions for Class 8 Maths Chapter 5 Data Handling - Free PDF

NCERT Solutions for class 8 Maths Chapter 7 is provided by Vedantu which is the most promising educational online platform. The solutions are designed by subject-matter experts from Vedantu to improve your mathematical and analytical skills. The solutions are designed in a simple and unique way to give you a better understanding of the topic. All the steps in the solutions are detailed so that it becomes self-explanatory. Reference notes are also provided along with the NCERT Solutions   to give a quick recap of the topic. You can download the pdf format of the solutions from the official website of Vedantu. If you still have conceptual doubts that you can reach out to the teams of teachers available on the website.

NCERT Solutions for Class 8 Maths Chapter 5  deals with data handling. In the previous classes you have studied the fundamental concepts of data handling. In class 8 you will learn some advanced methods of organizing data. First you will revise and strengthen your fundamentals that you studied in earlier grades like ,mean, median and mode. Students will learn how to arrange the data, display the data using bar graphs, and produce a simple pie chart utilising accurate data in chapter 5 for class 8. With the aid of the notes supplied below, you can go through the Class 8 problems from NCERT Answers Chapter 5. I have no doubt that you can understand the material and do well on exam day. Our Master Teachers have put together the NCERT Solutions for Class 8 Science , which are an excellent resource for science students looking for NCERT Solutions.

Access NCERT Solution for Class 8 Maths Chapter 5 – Data Handling

Exercise: 5.1

1. For which of these would you use a histogram to show the data: 

(a) The number of letters for different areas in a postman’s bag. 

(b) The height of competitors in an athletics meet.

(c) The number cassettes produced by \[\text{5}\] companies.

(d) The number of passengers boarding trains from \[\text{7}\text{.00}\] a.m. to \[\text{7}\text{.00}\] p.m. at a station. Give reason for each.

Ans:   Histogram can only be formed, if there is a class interval.

(a) The number of letters for different areas in a postman’s bag doesn’t have class interval, so histogram can’t be used.

(b) The height of competitors in an athletics meet can be divided in into class interval, so histogram is used to show data.

(c) The number cassettes produced by \[\text{5}\] companies do not have class interval; histogram is not used here.

(d) The number of passengers boarding trains from \[\text{7}\text{.00}\] a.m. to \[\text{7}\text{.00}\] p.m. at a station can be divided into class interval. Histogram is used to show data.

So, for option (b) and (d), we would use histogram to show data, because in these cases, data can be divided into class-intervals. 

2. The shoppers who come to a departmental store are marked as: man (M), woman (W), boy (B) or girl (G). The following list gives the shoppers who came during the first hour in the morning.

W W W G B W W M G G M M W W W W G B M W B G G M W W M M W W W M W B W G M W W W W G W M M W M W G W M G W M M B G G W.

Make a frequency distribution table using tally marks. Draw a bar graph to illustrate it.

Ans: The frequency distribution table using tally marks:

(Image will be uploaded soon)

Illustration of data by bar graph:

3. The weekly wages (in `) of \[\text{30}\] workers in a factory are:

\[\text{830}\], \[\text{835}\], \[\text{890}\], \[\text{810}\], \[\text{835}\], \[\text{836}\], \[\text{869}\], \[\text{845}\], \[\text{898}\], \[\text{890}\], \[\text{820}\], \[\text{860}\], \[\text{832}\], \[\text{833}\], \[\text{855}\], \[\text{845}\], \[\text{804}\], \[\text{808}\], \[\text{812}\], \[\text{840}\], \[\text{885}\], \[\text{835}\], \[\text{835}\], \[\text{836}\], \[\text{878}\], \[\text{840}\], \[\text{868}\], \[\text{890}\], \[\text{806}\], \[\text{840}\].

Using tally marks, make a frequency table with intervals as \[\text{800-810}\], \[\text{810-820}\] and so on.

Ans: Representation of data using frequency table using tally marks:

4. Draw a histogram for the frequency table made for the data in Question 3 and Ans the following questions.

(i) How many workers earn ` \[\text{850}\] and more?

(ii) How many workers earn less than ` \[\text{850}\]?

(i) \[10\] workers can earn more than ` \[\text{850}\]. 

(ii) \[20\] workers earn less than ` \[\text{850}\].

5. The number of hours for which students of a particular class watched television during holidays is shown through the given graph.

We draw the histogram for above frequency table:

Ans the following:

(i) For how many hours did the maximum number of students watch T.V.?

(ii) How many students watched TV for less than 4 hours?

(iii) How many students spent more than \[\text{5}\] hours in watching TV?

(i) The maximum number of students i.e., \[32\] watched T.V. for \[4-5\] hours. 

(ii) Number of student watched T.V. for less than \[4\] hours are \[34\].

(iii) Number of student spent more than \[5\] hours in watching T.V. are \[14\].

Exercise: 5.2

1. A survey was made to find the type of music that a certain group of young people liked in a city.

Adjoining pie chart shows the findings of this survey.

From this pie chart, Ans the following:

(i) If \[\text{20}\] people liked classical music, how many young people were surveyed?

(ii) Which type of music is liked by the maximum number of people?

(iii) If a cassette company were to make \[\text{1000}\] CD’s, how many of each type would they make?

(i) Here \[\text{10 }\!\!%\!\!\text{ }\] represents \[\text{100}\] people. 

Therefore \[20%\] represents = \[\dfrac{100\times 20}{10}=200\] people. 

Hence, \[200\] people were surveyed. 

(ii) \[40%\] of people likes light music. So, light music is liked by the maximum number of people.

(iii) Total no. of CD’s to be made by cassette company= \[1000\]

Number of CD’s of classical music = \[\dfrac{10\times 1000}{100}=100\]

Number of CD’s of semi-classical music = \[\dfrac{20\times 1000}{100}=200\]

Number of CD’s of light music = \[\dfrac{40\times 1000}{100}=400\]

Number of CD’s of folk music = \[\dfrac{30\times 1000}{100}=300\]

2. A group of \[\text{360}\]people were asked to vote for their favourite season from the three seasons rainy, winter and summer.

(i) Which season got the most votes?

(ii) Find the central angle of each sector.

(iii) Draw a pie chart to show this information.

(i) Winter season got the greatest number of votes i.e., \[150\].

(ii) Central angle of summer season = \[\dfrac{90{}^\circ \times 360{}^\circ }{360{}^\circ }=90{}^\circ \]

Central angle of rainy season = \[\dfrac{120{}^\circ \times 360{}^\circ }{360{}^\circ }=120{}^\circ \]

Central angle of winter season = \[\dfrac{150{}^\circ \times 360{}^\circ }{360{}^\circ }=150{}^\circ \]

(iii) Pie chart to show the above information:

3. Draw a pie chart showing the following information. The table shows the colours preferred by a group of people. 

Ans : Here, central angle = \[360{}^\circ \] and total number of people = \[36\]

Pie chart showing above information:

4. The adjoining pie chart gives the marks scored in an examination by a student in Hindi, English, Mathematics, Social Science and Science. If the total marks obtained by the students were \[\text{540}\], Ans the following questions:

(i) In which subject did the student score \[\text{105}\] marks?

(Hint: for \[\text{540}\] marks, the central angle = \[\text{360 }\!\!{}^\circ\!\!\text{ }\] . So, for \[\text{105}\] marks, what is the central angle?)

(ii) How many more marks were obtained by the student in Mathematics than in Hindi?

(iii) Examine whether the sum of the marks obtained in Social Science and Mathematics is more than that in Science and Hindi.                        (Hint: Just study the central angles)

i. The subject in which the student scored \[105\] marks in Hindi.

ii. Marks obtained in Mathematics = \[135\]

Marks obtained in Hindi = \[105\]

Difference = \[135-105=30\]

Thus, \[30\] more marks were obtained by the student in Mathematics than in Hindi.

iii. The sum of marks obtained in Social Science and Mathematics =\[97.5+135=232.5\]

iv. The sum of marks obtained in Science and Hindi = \[120+105=225\]

Yes, the sum of the marks in Social Science and Mathematics is more than the marks in Science and Hindi.

5. The number of students in a hostel, speaking different languages is given below. Display the data in a pie chart.

Pie chart for the above given data is as follows:

Exercise: 5.3

1. List the outcomes you can see in these experiments.

a) Spinning a wheel

b) Tossing two coins together

a) There are four letters A, B, C and D in a spinning wheel. So, by spinning the wheel we will get total 4 outcomes.

b) When two coins are tossed together. There will be four possible outcomes: HH, HT, TH, TT.

(H means head and T means tail. HT means head on first coin and tail on second coin and so on.)

2. When a die is thrown, list the outcomes of an event of getting:

(a) a prime number (b) not a prime number

(a) a number greater than \[\text{5}\] (b) a number not greater than \[\text{5}\]

(i) (a) Number of prime number between \[1-6\] are \[2,\text{ }3\]and \[5\]. Outcomes of an event of getting a prime number are \[2,\text{ }3\]and \[5\].

(b)Number of not prime number between \[1-6\] are \[1,\text{ 4}\]and \[6\]. Outcomes of an event of not getting a prime number are \[1,\text{ 4}\]and \[6\].

(ii) (a) Outcomes of an event of getting a number greater than \[5\] is \[6\].

(b) Outcomes of an event of not getting a number greater than \[5\] are \[1,\text{ 2, 3, 4}\]and \[5\].

3. Find the:

a. Probability of the pointer stopping on D in (Question 1 (a)).

b. Probability of getting an ace from a well shuffled deck of \[\text{52}\] playing cards.

c. Probability of getting a red apple. (See figure alongside)

a. In a spinning wheel, there are five pointers A, A, B, C and D i.e., \[5\]outcomes. Pointer stopping at D which is \[1\] outcome.

So, the probability of the pointer stopping on D = \[\dfrac{1}{5}\]

b. In a deck of \[\text{52}\] playing cards, there are \[4\] aces. So, there are \[4\] events of getting an ace.

So, probability of getting an ace = \[\dfrac{4}{52}=\dfrac{1}{13}\]

c. Total number of apples = \[7\]

Number of red apples among all = \[4\]

Probability of getting a red apple = \[\dfrac{4}{7}\]

4. Numbers \[\text{1}\] to \[\text{10}\]are written on ten separate slips (one number on one slip), kept in a box and mixed well. One slip is chosen from the box without looking into it. What is the probability of:

i. getting a number \[\text{6}\].

ii. getting a number less than \[\text{6}\].

iii. getting a number greater than \[\text{6}\].

iv. getting a \[\text{1}\]-digit number.

i. Outcome of getting \[6\] from ten separate slips is \[1\]. Therefore, probability of getting a number \[6\] is \[1\].

ii. Numbers less than \[6\] are \[1,\text{ 2, 3, 4}\] and \[5\] which are five. So, total outcomes are \[5\]. Therefore, the probability of getting a number less than \[6\] is \[\dfrac{5}{10}=\dfrac{1}{2}\].

iii. Numbers greater than \[6\] out of ten that are \[7,\text{ 8, 9, 10}\].  So, there are \[4\]possible outcomes. Therefore, the probability of getting a number greater than \[6\] is \[\dfrac{4}{10}=\dfrac{2}{5}\].

iv. One-digit numbers from \[1-10\] are \[1,2,3,4,5,6,7,\text{ 8, 9, 10}\]. Therefore, the probability of getting a one-digit number is \[\dfrac{9}{10}\].

5. If you have a spinning wheel with \[\text{3}\] green sectors, \[\text{1}\] blue sector and \[\text{1}\] red sector, what is the probability of getting a green sector? What is the probability of getting a none-blue sector?

Ans:  There are total five sectors (\[3+1+1\]). \[3\] sectors are green out of five sectors.

The probability of getting a green sector is \[\dfrac{3}{5}\].

There is only \[1\] blue sector out of five sectors. Non-blue sectors will be \[5-1=4\] sectors. 

The probability of getting a non-blue sector = \[\dfrac{4}{5}\]

6. Find the probability of the events given in Question \[\text{2}\] .

Ans : When a die is thrown, there are total six outcomes, i.e., \[1,2,3,4,5\] and \[6\].

(i) (a) \[2,3,5\] are prime numbers. So, there are \[3\] outcomes out of \[6\].

Therefore, probability of getting a prime number = \[\dfrac{3}{6}=\dfrac{1}{2}\]

(b) \[1,4,6\] are non-prime numbers. So, there are 3 outcomes out of 6.

Therefore, probability of getting a non-prime number = \[\dfrac{3}{6}=\dfrac{1}{2}\]

(ii) (a) Only \[6\] is greater than \[5\]. So, there is only one outcome out of \[6\].

Therefore, probability of getting a number greater than 5 = \[\dfrac{1}{6}\]

(b) Numbers not greater than 5 are \[1,2,3,4\] and \[5\]. So there are \[5\] outcomes out of \[6\].

Therefore, probability of not getting a number greater than 5 = \[\dfrac{1}{6}\]

List of Topics Covered Under NCERT Solutions for Class 8 Maths Chapter 5 - Data Handling

Here are the important topics from the chapter 5 of class 8 Maths - Data Handling

Important Points

Data is the collection of information. 

Data can be pictorially represented by using the symbol.

Information can be displayed and compared using bar graph or pie chart.

Double bar graphs can be used to represent two data at the same time. 

The data which are unorganized is said to be raw data.

Before converting it into a graph or chart, it is necessary to convert it into organized data. 

To minimize the data, can group similar data and keep them in a particular set.  

NCERT Solutions for Class 8 Maths Chapter 5 Data Handling - PDF Download

Numerical Observations that are available to us as unorganized form is called raw data.

We need to organize the data collected systematically in order to draw meaningful inferences.

Each numerical value in data is known as observation. 

Class is a group of variables. The difference between the lower limit and the upper limit of a class is called class size or class width. 

Class mark is a specific point in the middle of the class interval. The lower limit is included in a class interval but upper limit is excluded. 

A collection of observations collected from the direct source is called raw data or primary data.

A collection of observations collected from secondary sources like newspaper, T.V, magazines or the Internet, is called secondary data. 

The difference between the highest and the lowest data values is called the range of the data.

A systematic way of arranging the data in the form of a table is called tabulation of data.

The mean or the arithmetic mean is the representation of some given observations in a collection of data. The average of the arithmetic mean (A.M) is given by: Mean   =   (Sum of all observations/Total number of observations)

The Frequency of the data is the number of times a data value occurs in the set. 

The method of representing the data that exhibits the values of the variable and corresponding frequencies,  is called the frequency distribution. 

Average is a number that represents or expresses the central tendency of a group of observations or data. It is basically the midpoint in a set of data and then dividing the sum of values by their number.

The arithmetic mean is the representation of observations of data.

Arithmetic Mean  = (Sum of all observations/Total number of observations)

The mode is the value of the variable in a set of observations, which occurs most frequently. This is the highest occurring data. This representation of the data is called the mode of the data

In a given data arranged in ascending or descending order of magnitude, the value of the middlemost term is called the median of the data. The median gives us the mid-point of an observation in a given data, which is arranged in ascending or descending order.

Note: In a given data, the values are arranged in ascending or descending order.

i.  the observations are divided equally in the median. 

ii. If the collected data  has an odd number of items, the median is the middle    number.

iii. If the data has an even number of items, the median is the mean of two middle numbers.

A bar graph is a pictorial representation of numbers using bars of uniform width.

Grouped data can be presented using histogram. Histogram is a kind of bar graph, where the class intervals are shown on horizontal axis and heights of the bars show the frequency of the class interval. In histogram, there is no gap between the class intervals.

The collected data can also be presented using a circle graph or pie chart. To demonstrate the relationship between a whole and its parts, we use pie charts. 

In a pie chart, the circle is divided into sectors and the angle of sector = (Value of item/sum of values of all items)x 360°

If you have to find the percentage value of a component in the pie chart then the formula is

((Value of item/sum of values of all items)x 360°) x 100

An experiment is an action that results in some good outcomes. There are some experiments whose outcomes have equal opportunity of occurring and so they are equally likely outcomes. 

Favourable outcomes are the outcomes that ensure the occurrences of an event. 

What happens, which may or may not happen is called chance. For example, when we throw a coin each time the outcome of every throw can be either a head or tail. It is a matter of chance that in one particular throw we get either of these. 

The measure of the chance is the probability of an event.

Probability of an Event = (Number of favourable outcomes/Total number of outcomes of the experiment), 

where we suppose that all outcomes are alike.               

The probability of events P(E) that may occur can lie between 0 and 1. I.e., 0 ≤ P(E) ≤ 1.

An event which is sure to happen is called a sure event. Therefore, P (sure event) = 1.

An event that never happens is called an impossible event. Therefore, P(impossible event) = 0.

Benefit of Using Vedantu’s NCERT Solution

Countless students till today have benefitted from the NCERT Solutions provided by Vedantu. The solutions are designed by very experienced subject matter experts. They have designed the solutions in a very simple way by demonstrating in step wise so that it becomes self-explanatory. Vedantu has provided solutions to every question of the chapter and you can verify the answers with the solutions given.

This will increase your self-assurance and assist you in managing your time well throughout the examinations, which is crucial. You can entirely trust on the NCERT Answers offered by Vedantu if you have any questions about the subject. You should use this site to review your subjects and get higher exam grades. On Vedantu's website, which is open to everyone, you can download the pdf file for free. You can download on any device and practice as per your convenient time. You can carry the pdf anywhere and anytime.

Overview of the Chapter:

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Vedantu is one of the leading  online education portals which gives a platform to the students to learn their subjects in a holistic environment. Our experienced teachers can teach you the shortcuts and tricks to solve the difficult questions. The NCERT Solution for all subjects are prepared by experienced teachers in Vedantu. The solutions are 100% verified and designed as per the latest edition CBSE textbooks. Vedantu also provides assistance for the IIT-JEE , KVPY and NEET examinations. The most significant feature of Vedantu is that it provides live interaction sessions with our faculties on various subjects. Take the right decision to register with Vedantu and shape your career through us.

Conclusion 

NCERT Solutions for Class 8 Maths Chapter 5 - "Data Handling" are an integral part of a student's mathematical journey. This chapter equips students with essential skills in data collection, organisation, and interpretation, which have practical applications across various disciplines. By delving into concepts such as mean, mode, median, and probability, these solutions foster a deeper understanding of statistical measures and probability theory. Moreover, the chapter introduces graphical representations like bar graphs, histograms, and pie charts, enhancing students' ability to visually convey and analyse data. Overall, these solutions not only promote mathematical proficiency but also nurture critical thinking and data literacy, preparing students to make informed decisions in an increasingly data-driven world.

FAQs on NCERT Solutions for Class 8 Maths Chapter 5 - Data Handling

1. What is a histogram?

Histogram is a kind of bar graph, where the class intervals are shown on horizontal axis and heights of the bars show the frequency of the class interval. There are no gaps between the bars in histogram.

2. What are the topics covered in Chapter 5 for Class 8, Data Handling?

The topics that are covered in chapter 5 Data handling are: arranging of data into groups, representation of grouped data through histograms, simple pie charts. This chapter also covers the consolidation and generalization of the chance in events like tossing a coin, dice, etc. relating it to chance in real life events. Random experiments and equally like events linking chances to probability are also covered in the chapter.

3. Why is Vedantu academic excellence?

Vedantu is one of leading online education platforms in the country. The teachers in Vedantu have many years of experience in teaching students. They have prepared NCERT solutions and guides for maths for class 8 after a much extensive research and as per the strict guidelines of CBSE Board. Everything covered in the study guide as per the NCERT syllabus will help students to answer any question in unit tests, half-yearly exams and final exams. Experts and teachers have prepared the solutions in a very simple format so that students can easily understand. Experts have also included reference notes so that students can enhance their general knowledge.

4. Can the pdf version of the NCERT solutions in any device?

The pdf version of the NCERT solutions can be downloaded on any device like mobile phone, ipad, laptop and desktop.

5. What is data in Maths according to Chapter 5 of Class 8 Maths?

The observations in numerical form, which are accessible to us in an unorganised form is known as raw data. For drawing any meaningful inference from this raw data, it needs to be organized systematically after collecting it. When the observations are collected from any direct source it is known as raw or primary data and when these observations are collected from sources, which are secondary like magazines, newspapers,  T.V radio etc, they are known as secondary data. The NCERT Solutions of Chapter 5 of Class 8 Maths has well-written examples that demonstrate data handling concepts. Students will find the themes easy to understand and relate to with the use of appropriate charts and pictures. The NCERT solutions are recommended for reference by the CBSE board, which emphasises their value. These solutions are available at Vedantu’s official site (vedantu.com) and can be downloaded free of cost.

6. What are the types of data handling according to Chapter 5 of Class 8 Maths?

Data handling is the process of collection and representation of data in a manner, which is convenient to interpret by others. To effectively present the collected data in east interpretable form there are many methods;

Cumulative Tables and Graphs

Stem and Leaf Plot

Distribution of frequency 

The most common and widely used method of data handling is the bar graph method as it is the most straightforward, easily interpretable and convenient method.

7. What is data handling as discussed in Chapter 5 of Class 8 Maths?

The process of collecting, storing and representing data in a manner that is very straightforward, convenient to interpret and easy to draw inference from is known as data handling. It helps that a large amount of information gathered from any project can be presented in a manner so that other people can understand with ease in less time. For example, a circular chart of types of species of insects according to their population, a bar graph of a student's marks scored, etc.

8. How data handling will help students in day to day life according to Chapter 5 of Class 8 Maths?

Any circumstance or problem that we need to investigate necessitates the gathering of data, which must then be displayed in such a way that it gives a clear grasp of the problem's details while also analysing whether solutions are possible. The data can be depicted pictorially through a range of various kinds of graphs, such as a pictograph, bar graph, and double bar graph, according to the NCERT solutions for Chapter 5 of Class 8 Maths. When we collect data, it's frequently unstructured or unorganised and makes little sense. To create usable inferences, we need to organise the data in a methodical way. NCERT's solutions Chapter 5 of Class 8 Math begins with an explanation of the concept "frequency," which refers to the number of times a data item appears. A frequency distribution table will be taught to the students.

9. What are the important topics covered and how many questions are there in Chapter 5 Class 8 Maths?

With the use of pertinent frequency distribution tables, bar graphs, double bar graphs, histograms, and pie charts, NCERT Solutions Chapter 5 of Class 8 Maths delves deep into the notion of data processing. In addition, the idea of probability was covered in the chapter's final part. There are 16 problems in NCERT Solutions Class 8 Maths Chapter 5 Data Handling, 10 of which are short-form and 6 of which are long-form. Students will be needed to create relevant charts and graphs in order to comprehend the given data.

NCERT Solutions for Class 8 Maths

Ncert solutions for class 8.

NCERT Solutions for Class 8 Maths Chapter 5 Data Handling

NCERT Solutions for Class 8 Maths Chapter 5 Data Handling are provided below. Our solutions covered each questions of the chapter and explains every concept with a clarified explanation. To score good marks in Class 8 Mathematics examination, it is advised to solve questions provided at the end of each chapter in the NCERT book.

NCERT Solutions for Class 8 Maths Chapter 5 Data Handling are prepared based on Class 8 NCERT syllabus, taking the types of questions asked in the NCERT textbook into consideration. Further, all the CBSE Class 8 Solutions Maths Chapter 5 are in accordance with the latest CBSE guidelines and marking schemes.

Class 8 Maths Chapter 5 Exercise 5.1 Solutions

Class 8 Maths Chapter 5 Exercise 5.2 Solutions

Class 8 Maths Chapter 5 Exercise 5.3 Solutions

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Data Handling Class 8 MCQ Test (Online Available)

Free mcq test, table of content, data handling test - 43.

Duration: 10 Mins

Maximum Marks: 10

Read the following instructions carefully.

1. The test contains 10 total questions.

2. Each question has 4 options out of which only one is correct .

3. You have to finish the test in 10 minutes.

4. You will be awarded 1 mark for each correct answer.

5. You can view your Score & Rank after submitting the test.

6. Check detailed Solution with explanation after submitting the test.

7. Rank is calculated on the basis of Marks Scored & Time

Data Handling Test - 42

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The chapter Data Handling is one of the important chapters in class 8. The highly qualified experts of Selfstudys developed these Data Handling class 8 MCQ to test what students have learnt and also helps them to identify their strengths and weaknesses. 

These MCQ on Data Handling history class 8 are developed as per the latest pattern of CBSE (Central Board of Secondary Education). If a student wants to secure good marks in their exams, then they should attempt Data Handling class 8 MCQ. 

The MCQ on Data Handling history class 8 is created with detailed explanation of concepts which can help students understand the concepts better and also increases their objective knowledge. 

Format of Data Handling Class 8 MCQ 

By regularly practising the MCQ on Data Handling History class 8, the students will get to know about the most common repeated questions. They will also get to know about the HOTS Questions (High Order Thinking Skills). The Data Handling class 8 MCQ also helps the students to do a thorough revision for their final examinations. 

The Data Handling class 8 MCQ is developed as per the question papers of the last 5 years to help the students to give an idea about the most repeated questions and also about the pattern of the examination. 

Steps To Attempt The Data Handling Class 8 MCQ 

If students want to attempt Data Handling class 8 MCQ, they need to follow the following steps: 

• The first step is to go to the official website of selfstudys i.e. selfstudys.com.

• Click on the three lines on the upper left side, and then tap on the ‘CBSE’ Option, scroll down and click on the option stating ‘MCQ Tests’.

• A page will appear in which there will be options for choosing classes. 
• Choose class 8.

• Now, you have to choose the subject and the chapter. 
• Now, you can attempt Data Handling History Class 8 MCQ.

Instructions To Attempt Data Handling Class 8 MCQ 

Before starting the Data Handling class 8 MCQ, it is advisable for all the students to go through the instructions to attempt the Data Handling class 8 MCQ; 

• The total number of questions in the Data Handling class 8 MCQ is 10. 
• Out of 4 options in the MCQ on Data Handling history class 8, only 1 is correct. 
• The duration in the Data Handling history class 8 MCQ will be 10 minutes to ensure time management among the students. 
• For each correct answer, the students will be given 1 mark. 
• After submitting the Data Handling class 8 MCQ, all the students can have a look at the answers with detailed information. 
• On the basis of the marks scored in the Data Handling class 8 MCQ test and time taken by the student to complete the test, the rank will be calculated. 

How To Prepare for The Data Handling Class 8 MCQ? 

All the students should prepare for Data Handling class 8 MCQ in the following way to secure good marks in their examination: 

• Start by memorising the important notes: The first step is to brush up all the important notes to create a strong base for the learning if a student is preparing for Data Handling history class 8 MCQ. Multiple choice questions is one of the most effective methods to test the skills of students and also it helps to know how well prepared a student is for the exam. 
• Make Acronyms: Another effective method which is advisable for all the students is to make acronyms to prepare for Data Handling class 8 MCQ. The procedure for that will be taking the first alphabet of the word and relating it with a word so that it becomes easy for you to remember. 
• Make flashcards: Making flashcards is also an effective way to prepare for the Data Handling class 8 MCQ which can help you to explain and relate key terms and names. Flashcards are a great tool if a student wants to do revision after the completion of their preparation. It also helps to recall all the important concepts which is a very important skill in the case of MCQ tests. 
• Put important information into a song which you like: Take a musical tune that is easy to memorise and replace the words with important dates, names and other important things. 
• Quiz yourself: Develop your own questions after going through the CBSE Class 8 syllabus and important notes. After creating 10 questions, test your knowledge to see how well you know the topic and also to identify your strengths and weaknesses. 

How Regular Practice of Data Handling Class 8 MCQ Can Help Students Improve Their Scores 

The first thing which a student wants to know after completing the preparation of Data Handling history class 8 MCQ, they want to know how well are they actually prepared for the exam

The benefits of Data Handling class 8 MCQ are huge, a student can get to know about their strengths and weaknesses and also the areas where they lack. 

Benefits of The Data Handling Class 8 MCQ 

There are numerous benefits of Data Handling history class 8 MCQ can help students to improve their marks in examinations. Some of them are: 

• Flexible Questioning Technique: Flexible questioning technique is used in the Data Handling class 8 MCQ which can promote effective learning among the students and as MCQ questions are versatile, students can learn them with critical thinking. 
• Time Management: The Data Handling class 8 MCQ helps the students to manage their time effectively. Time management reduces the chance of procrastination which can increase the chances for scoring well in the examination for all the students. As the time duration of the Data Handling class 8 MCQ will only be 10 minutes, it can be helpful for students as they will have more time for other important study materials. 
• Fast: The Data Handling history class 8 MCQ is fast as compared to other modes of exam available. Examples include offline (pen and paper) etc. This can be beneficial for students as they will get the status of their exam preparation fast. 
• Developed by the Subject Matter Experts: These Data Handling class 8 MCQ are developed by the subject matter experts of selfstudys.com who have years of experience in the educational field and are aware of the most common questions which can be asked in examinations. 
• Give the idea of the pattern of the exam: The Data Handling class 8 MCQ gives the idea of the pattern of the exam to the students which can make them confident and also help them to score well in the exam. 
• Improve the skills of the students: The Data Handling history class 8 MCQ can significantly improve critical thinking, management skills and time management skills. 

Hacks to Score Well in the Data Handling class 8 MCQ

If a student want to score well in the Data Handling class 8 MCQ, they can try the following hacks: 

• Read the complete question: It is advisable for students to read the entire question of the MCQ on Data Handling history class 8 completely as it helps them to understand the requirement of the question. Students often feel that they know the answer by looking at the question and without reading the complete question, they choose the most logical answer. This mistake is very common among the students. 
• Answer it in your mind first: Answer the question in your mind after reading the Data Handling history class 8 MCQ without looking at the options. Try to answer it without looking at the options as it will help you to be completely sure about the answer. 
• Attempt the questions you know first: Students are advised to attempt the questions for which they are completely sure that they know the answer whereas if a student doesn’t know the particular answer, they can skip it. By doing this, no unnecessary time will be wasted and time management will be ensured. 
• Make a guess: Students should make a guess while attempting the Data Handling class 8 MCQ because there is no negative marking. So, there is no need to skip any questions. 

How To Select The Correct Answers To The Data Handling History Class 8 MCQ?

• Use the process of elimination: After reading the entire questions and all the four options, students can use the process of elimination for the options for which they are 100% sure that they are incorrect. Even if they know the correct option, students are advised to use the elimination process. 
• “All of the above” and “None of the above”:  While attempting the Data Handling class 8 MCQ, if you see options like “All of the above” and “none of the above”, prefer not to choose them unless you are 100% sure as students think that this is the correct option.
• Find the answers hidden in the Question: A lot of times, the answers are hidden in the given questions so, try to find the answers hidden in Data Handling class 8 MCQ. Try decoding the questions by rereading them as you can find them in the questions itself. 
• True or False Test: Doing a true or false test in Data Handling Maths Class 8 MCQ can be very beneficial as it can be easier for a student to not consider all the false answer options and choose the correct answer.
• Possibility of two correct answers: If in case, two answers look correct with all of the above options while attempting the Class 8 Data Handling of History MCQ, then there is a strong possibility that it is the correct answer option. 

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• RD Sharma Solutions
• Chapter 24 Graphical Representation Of Data As Histograms

RD Sharma Solutions for Class 8 Maths Chapter 24 Data Handling - II (Graphical Representation of Data as Histogram)

In the previous class, we learnt how to draw bar graphs to represent the frequency distribution of ungrouped data. In this chapter, we will learn how to represent a grouped frequency distribution graphically. The most common graphic representation is the histogram. Students can utilise the RD Sharma Solutions for Class 8 for any doubt clearance and can also strengthen their conceptual knowledge. When solutions are practised regularly, students can speed up their problem-solving abilities. The PDF of RD Sharma Solutions Class 8 contains questions from this chapter and can be downloaded easily from the links available below.

Chapter 24 Data Handling – II (Graphical Representation of Data as Histogram) contains one exercise, and the RD Sharma Class 8 Solutions available on this page provide solutions to the questions in this exercise. Now, let us have a look at the concepts discussed in this chapter.

• Graphical method of representing data.
• RD Sharma Solutions for Class 8 Maths Chapter 1 Rational Numbers
• RD Sharma Solutions for Class 8 Maths Chapter 2 Powers
• RD Sharma Solutions for Class 8 Maths Chapter 3 Squares and Square Roots
• RD Sharma Solutions for Class 8 Maths Chapter 4 Cubes and Cube Roots
• RD Sharma Solutions for Class 8 Maths Chapter 5 Playing with Numbers
• RD Sharma Solutions for Class 8 Maths Chapter 6 Algebraic Expressions and Identities
• RD Sharma Solutions for Class 8 Maths Chapter 7 Factorization
• RD Sharma Solutions for Class 8 Maths Chapter 8 Division of Algebraic Expressions
• RD Sharma Solutions for Class 8 Maths Chapter 9 Linear Equations in One Variable
• RD Sharma Solutions for Class 8 Maths Chapter 10 Direct and Inverse Variations
• RD Sharma Solutions for Class 8 Maths Chapter 11 Time and Work
• RD Sharma Solutions for Class 8 Maths Chapter 12 Percentage
• RD Sharma Solutions for Class 8 Maths Chapter 13 Profit, Loss, Discount and Value Added Tax (VAT)
• RD Sharma Solutions for Class 8 Maths Chapter 14 Compound Interest
• RD Sharma Solutions for Class 8 Maths Chapter 15 Understanding Shapes – I (Polygons)
• RD Sharma Solutions for Class 8 Maths Chapter 16 Understanding Shapes – II (Quadrilaterals)
• RD Sharma Solutions for Class 8 Maths Chapter 17 Understanding Shapes – II (Special Types of Quadrilaterals)
• RD Sharma Solutions for Class 8 Maths Chapter 18 Practical Geometry (Constructions)
• RD Sharma Solutions for Class 8 Maths Chapter 19 Visualising Shapes
• RD Sharma Solutions for Class 8 Maths Chapter 20 Mensuration – I (Area of a Trapezium and a Polygon)
• RD Sharma Solutions for Class 8 Maths Chapter 21 Mensuration – II (Volumes and Surface Areas of a Cuboid and a Cube)
• RD Sharma Solutions for Class 8 Maths Chapter 22 Mensuration – III (Surface Area and Volume of a Right Circular Cylinder)
• RD Sharma Solutions for Class 8 Maths Chapter 23 Data Handling – I (Classification and Tabulation of Data)
• RD Sharma Solutions for Class 8 Maths Chapter 24 Data Handling – II (Graphical Representation of Data as Histograms)
• RD Sharma Solutions for Class 8 Maths Chapter 25 Data Handling – III (Pictorial Representation of Data as Pie Charts)
• RD Sharma Solutions for Class 8 Maths Chapter 26 Data Handling – IV (Probability)
• RD Sharma Solutions for Class 8 Maths Chapter 27 Introduction to Graphs

RD Sharma Solutions for Class 8 Maths Chapter 24 Data Handling – II (Graphical Representation of Data as Histogram)

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Access Answers to RD Sharma Class 8 Maths Solutions for Chapter 24 Data Handling – II (Graphical Representation of Data as Histogram)

1. Given below is the frequency distribution of the heights of 50 students in a class:

Draw a histogram representing the above data.

The class limits are represented along the x-axis on a suitable scale, and the frequencies are represented along the y-axis on a suitable scale. Taking class intervals as bases and the corresponding frequencies as heights, the rectangles can be constructed to obtain the histogram of the given frequency distribution, as shown in the figure below:

2. Draw a histogram of the following data:

The class limits are represented along the x-axis, and the frequencies are represented along the y-axis on a suitable scale. Taking class intervals as bases and the corresponding frequencies as heights, the rectangles can be drawn to obtain the histogram of the given frequency distribution. The histogram is shown below:

3. Number of workshops organised by a school in different areas during the last five years are as follows:

Draw a histogram representing the above data:

The class limits are represented along the x-axis, and the frequencies are represented along the y-axis on a suitable scale. Taking class intervals as bases and the corresponding frequencies as heights, the rectangles can be constructed to obtain a histogram for the given frequency. The histogram is shown below:

4. In a hypothetical sample of 20 people, the amounts of money with them were found to be as follows: 114, 108, 100, 98, 101, 109, 117, 119, 126, 131, 136, 143, 156, 168, 182, 195, 207, 219, 235, 118. Draw the histogram of the frequency distribution (taking one of the class intervals as 50-100).

First, prepare the frequency table for the class intervals 50−100, 100−150,…, 200−250, as shown below:

The class limits are represented along the x-axis and the frequencies along the y-axis on a suitable scale. Taking the class intervals as bases and the corresponding frequencies as heights, the rectangles can be drawn to obtain the histogram of the given frequency distribution. The histogram is shown below:

5. Construct a histogram for the following data:

The class limits are represented along the x-axis and the frequencies along the y-axis on a suitable scale. Taking class intervals as bases and corresponding frequencies as heights of the rectangles, the histogram of the given data can be obtained as shown in the figure below:

6. Draw a histogram for the daily earnings of 30 drug stores in the following table:

The class limits are represented along the x-axis and the frequencies along the y-axis on a suitable scale. Taking class intervals as bases and the corresponding frequencies as heights, the rectangles can be drawn to obtain the histogram of the given frequency distribution. The histogram is given below:

7. Draw a histogram to represent the following data:

Taking class intervals as bases and the corresponding frequencies as heights, the rectangles can be constructed to obtain the histogram of the given data. The class intervals are represented along the x-axis and the frequencies along the y-axis on a suitable scale.

The histogram representing the given data is shown below:

(i) The highest rectangle corresponds to the highest number of literate females, which is in the interval of 15−20 years.

(ii) The class intervals are 10−15, 15−20, 20−25, 30−35 and 35−40. Hence, the class width is 5.

(iii) The lowest rectangle corresponds to the lowest frequency, which is 320.

(iv) The class mark is the mid-point of the class interval.

i.e., Class mark = (upper limit + lower limit) / 2

Hence, the class mark of each class is as follows:

(v) The lowest rectangle corresponds to the least number of literate females, which is in the interval of 10−15 years.

(i) From the figure, the highest rectangle corresponds to the largest number of workers. The required interval is Rs. 950−1000. There are 8 workers in this interval.

(ii) The lowest rectangle corresponds to the least number of workers. The required interval is Rs. 900−950. There are 2 workers in this interval.

(iii) The total number of workers is the sum of workers in all the intervals. It can be calculated as follows:

Total workers = 3 + 7 + 5 + 4 + 2 + 8 + 6 + 5 = 40 workers

(iv) The factory intervals are 750−800, 800−850, .. 1050−100. Hence, the factory size is 50.

(i) In the given histogram, the interval with the highest marks is 90−100.

Three students are there in this interval because the height of the rectangle (90−100) is 3 units.

(ii) The class intervals are 10−20, 20−30, …, 90−100. So, the class size is 10.

(i) The eldest (50−55 years) = 1 person

This is because the height of the rectangle with class interval 50−55 as the base is 1 unit.

The youngest (20−25 years) = 2 persons

This is because the height of the rectangle with class interval 20−25 as the base is 2 units.

(ii) The group containing the most number of teachers is 35−40 years. This is because the height of the rectangle with class interval 35−40 as the base is the maximum.

The group containing the least number of teachers is 50−55 years. This is because the height of the rectangle with class interval 50−55 as the base is the minimum.

(iii) Class size = The range between the upper and the lower boundaries of the class.

For example, the size of class 20−25 years is 5.

i.e., Class mark = (upper limit + lower limit)/2

For Class 20-25:

Class mark = (20+25)/2 = 45/2 = 22.5

Similarly, the class marks of the other classes are 27.5, 32.5, 37.5, 42.5, 47.5, and 52.5.

12. The weekly wages (in Rs.) of 30 workers in a factory are given below: 830, 835, 890, 810, 835, 836, 869, 845, 898, 890, 820, 860, 832, 833, 855, 845, 804, 808, 812, 840, 885, 835, 835, 836, 878, 840, 868, 890, 806, 840 Mark a frequency table with intervals as 800-810, 810-820 and so on, using tally marks. Also, draw a histogram and answer the following questions: (i) Which group has the maximum number of workers? (ii) How many workers earn Rs. 850 and more? (iii) How many workers earn less then Rs. 850?

The frequency table with intervals 800−820, 810−820,…890−900 is shown below:

The class limits are represented along the x-axis and the frequencies along the y-axis on a suitable scale. Taking class intervals as bases and the corresponding frequencies as heights, the rectangles can be drawn to obtain the histogram of the given frequency distribution. The histogram is shown below:

(i) The group that has the maximum number of workers is represented as the highest rectangle. It is in the interval 830−840.

(ii) The number of workers who earn Rs. 850 or more can be calculated from the frequency table in the following manner:

1 + 3 + 1 + 1 + 4 = 101 + 3 + 1 + 1 + 4 = 10

(iii) The number of workers who earn less than Rs. 850 can be calculated from the frequency table in the following manner:

3 + 2 + 1 + 9 + 5 = 203 + 2 + 1 + 9 + 5 = 20

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