The data reveals that 10 students wear shoe size 5, making it a common size. Additionally, 7 students wear shoe sizes larger than 4: six wear size 6, and one wears size 7. Organizing the shoe size data in ascending order simplifies such calculations by grouping the same sizes together. This systematRead more
The data reveals that 10 students wear shoe size 5, making it a common size. Additionally, 7 students wear shoe sizes larger than 4: six wear size 6, and one wears size 7. Organizing the shoe size data in ascending order simplifies such calculations by grouping the same sizes together. This systematic arrangement makes it easier to count specific sizes and understand the distribution of sizes in the class, providing clear insights for analysis.
The data table shows which tree appears the most and the least based on their recorded frequencies. Counting the occurrences reveals the tree found in the greatest number is the most common, while the one with the lowest count is the least observed. For example, if "Neem" is recorded 10 times and "PRead more
The data table shows which tree appears the most and the least based on their recorded frequencies. Counting the occurrences reveals the tree found in the greatest number is the most common, while the one with the lowest count is the least observed. For example, if “Neem” is recorded 10 times and “Peepal” only once, Neem is the most common, and Peepal is the least frequent. This analysis highlights diversity and abundance in the environment.
Start by selecting a news article and identifying the target letters ('c', 'e', 'i', 'r', 'x'). Read the text carefully and count each occurrence of these letters using tally marks for simplicity. Total the tallies for each letter, then organize the results in a table format. Compare the frequenciesRead more
Start by selecting a news article and identifying the target letters (‘c’, ‘e’, ‘i’, ‘r’, ‘x’). Read the text carefully and count each occurrence of these letters using tally marks for simplicity. Total the tallies for each letter, then organize the results in a table format. Compare the frequencies and arrange the letters in ascending order of occurrence for analysis. This process ensures accuracy and a clear understanding of letter distributions in the text.
Pictographs simplify data interpretation by using pictures or symbols to represent frequencies. Each symbol stands for a fixed value, enabling users to quickly compare different categories without detailed calculations. For example, in a pictograph of travel modes, one glance reveals the most or leaRead more
Pictographs simplify data interpretation by using pictures or symbols to represent frequencies. Each symbol stands for a fixed value, enabling users to quickly compare different categories without detailed calculations. For example, in a pictograph of travel modes, one glance reveals the most or least popular mode. This visual approach is especially useful for younger learners or large datasets, making data insights accessible and engaging while reducing the cognitive load required for numerical analysis.
To calculate the total vehicles between 6 am and noon, sum up the values from the bar graph: 6–7 am: 150 cars 7–8 am: 1200 cars 8–9 am: 1000 cars 9–10 am: 800 cars 10–11 am: 600 cars 11–12 pm: 500 cars Adding these values gives 4250 cars. This cumulative approach, supported by the bar graph, provideRead more
To calculate the total vehicles between 6 am and noon, sum up the values from the bar graph:
6–7 am: 150 cars
7–8 am: 1200 cars
8–9 am: 1000 cars
9–10 am: 800 cars
10–11 am: 600 cars
11–12 pm: 500 cars
Adding these values gives 4250 cars. This cumulative approach, supported by the bar graph, provides an accurate overview of traffic patterns during this time interval, helping in traffic management and analysis.
How many students wear shoe size 5? How many wear sizes larger than 4?
The data reveals that 10 students wear shoe size 5, making it a common size. Additionally, 7 students wear shoe sizes larger than 4: six wear size 6, and one wears size 7. Organizing the shoe size data in ascending order simplifies such calculations by grouping the same sizes together. This systematRead more
The data reveals that 10 students wear shoe size 5, making it a common size. Additionally, 7 students wear shoe sizes larger than 4: six wear size 6, and one wears size 7. Organizing the shoe size data in ascending order simplifies such calculations by grouping the same sizes together. This systematic arrangement makes it easier to count specific sizes and understand the distribution of sizes in the class, providing clear insights for analysis.
For more NCERT Solutions for Class 6 Math Chapter 4 Data Handling and Presentation Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-4/
Which tree is found in the greatest and smallest numbers?
The data table shows which tree appears the most and the least based on their recorded frequencies. Counting the occurrences reveals the tree found in the greatest number is the most common, while the one with the lowest count is the least observed. For example, if "Neem" is recorded 10 times and "PRead more
The data table shows which tree appears the most and the least based on their recorded frequencies. Counting the occurrences reveals the tree found in the greatest number is the most common, while the one with the lowest count is the least observed. For example, if “Neem” is recorded 10 times and “Peepal” only once, Neem is the most common, and Peepal is the least frequent. This analysis highlights diversity and abundance in the environment.
For more NCERT Solutions for Class 6 Math Chapter 4 Data Handling and Presentation Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-4/
Write the process followed to count letters in a news article.
Start by selecting a news article and identifying the target letters ('c', 'e', 'i', 'r', 'x'). Read the text carefully and count each occurrence of these letters using tally marks for simplicity. Total the tallies for each letter, then organize the results in a table format. Compare the frequenciesRead more
Start by selecting a news article and identifying the target letters (‘c’, ‘e’, ‘i’, ‘r’, ‘x’). Read the text carefully and count each occurrence of these letters using tally marks for simplicity. Total the tallies for each letter, then organize the results in a table format. Compare the frequencies and arrange the letters in ascending order of occurrence for analysis. This process ensures accuracy and a clear understanding of letter distributions in the text.
For more NCERT Solutions for Class 6 Math Chapter 4 Data Handling and Presentation Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-4/
How does the pictograph help answer questions quickly?
Pictographs simplify data interpretation by using pictures or symbols to represent frequencies. Each symbol stands for a fixed value, enabling users to quickly compare different categories without detailed calculations. For example, in a pictograph of travel modes, one glance reveals the most or leaRead more
Pictographs simplify data interpretation by using pictures or symbols to represent frequencies. Each symbol stands for a fixed value, enabling users to quickly compare different categories without detailed calculations. For example, in a pictograph of travel modes, one glance reveals the most or least popular mode. This visual approach is especially useful for younger learners or large datasets, making data insights accessible and engaging while reducing the cognitive load required for numerical analysis.
For more NCERT Solutions for Class 6 Math Chapter 4 Data Handling and Presentation Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-4/
How many cars passed through the crossing between 6 am and noon?
To calculate the total vehicles between 6 am and noon, sum up the values from the bar graph: 6–7 am: 150 cars 7–8 am: 1200 cars 8–9 am: 1000 cars 9–10 am: 800 cars 10–11 am: 600 cars 11–12 pm: 500 cars Adding these values gives 4250 cars. This cumulative approach, supported by the bar graph, provideRead more
To calculate the total vehicles between 6 am and noon, sum up the values from the bar graph:
6–7 am: 150 cars
7–8 am: 1200 cars
8–9 am: 1000 cars
9–10 am: 800 cars
10–11 am: 600 cars
11–12 pm: 500 cars
Adding these values gives 4250 cars. This cumulative approach, supported by the bar graph, provides an accurate overview of traffic patterns during this time interval, helping in traffic management and analysis.
For more NCERT Solutions for Class 6 Math Chapter 4 Data Handling and Presentation Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-4/