28 Data Representation and

Interpretation
By studying this lesson you will be able to;
²² construct an ungrouped frequency distribution from given raw data,
²² find the mode, median and mean of data in the form of an ungrouped frequency
distribution,
²² construct a grouped frequency distribution from given raw data,
²² identify the modal class and median class from a grouped frequency distribution.

In Grade 8 you learnt how to find the mode, median and mean of given raw data.
Do the following review exercise to recall what was learnt.
Review Exercise
1. The ages of the members of a school cricket team (rounded off to the nearest
year) are given below.

15, 14, 15, 14, 14, 19, 17, 18, 17, 16, 18
For the above set of data, find the following.
i. The range
ii. The mode
iii. The median
iv. The mean

2. Data collected by a certain weather station on the highest temperature (in degrees
Celsius) recorded during each day of the first two weeks of a certain month is
given below.
26, 28, 28, 29, 27, 28, 29, 30, 31, 28, 30, 31, 32, 27
For the above set of data, find the following.
i. The range
ii. The mode
iii. The median
iv. The mean

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For free distribution.
 28.1 Ungrouped frequency distribution
To extract the information we require from a given set of raw data, we need to first
organize the data in a suitable way. For example, to find a representative value
such as the median of a set of raw data, the data needs to be arranged in ascending
or descending order.

When there are only a few values, they can easily be arranged in ascending or
descending order. However when the number of data is large, arranging them
in order and extracting information is not that easy. In such instances it is more
appropriate to use tables.

Let us consider such an instance.

The marks obtained in a test by the students of a certain class are given below.

42, 70, 68, 68, 56, 62, 74, 74. 74, 56, 62, 85, 91, 91, 74, 74, 56, 68, 68, 68, 74

This information can be tabulated as follows.

Note: This table can be easily and accurately constructed by using tally marks.

Marks Tally Marks Number of

Students
(Frequency)

42 / 1
56 /// 3
62 // 2
68 //// 5
70 / 1
74 //// / 6
85 / 1
91 // 2

The frequencies are shown in the third column of this table.

Let us first consider what is meant by frequency.
94
For free distribution.
In the above data set, the value 42 occurs once, the value 56 occurs three time, etc.
The frequency of a value is the number of times that value occurs in the data set.
Accordingly, if we consider the above data set,
the frequency of 42 is 1,
the frequency of 56 is 3,
the frequency of 62 is 2, etc.

An ungrouped frequency distribution is a table containing the values of a data set

and their respective frequencies.
The following is an ungrouped frequency distribution prepared using the above
data set.

Marks Number of
Students
(Frequency)

42 1
56 3
62 2
68 5
70 1
74 6
85 1
91 2
The mode of the data in an ungrouped frequency distribution
You have learnt in Grade 8 that the mode of a data set is the value that is repeated
the most in that data set. The largest value in the frequency column of the above
table is 6. The value corresponding to the frequency 6 is 74. Therefore the mode of
the above data set is 74.
The median of the data in an ungrouped frequency distribution
You have learnt that the median of a data set is the value that occurs in the middle
when the data is arranged in ascending or descending order.

There are 21 data in the above example. Therefore, when the data is arranged in
ascending or descending order, the value that occurs in the middle is the 11th value.
Now we need to find out what the 11th value is.
95
For free distribution.
Let us consider how this is done.
Observe from the above table that,
the 1st value is 42,
the 2nd value is 56,
the 3rd value is also 56,
'
'
'
the 6th value is 62.

Accordingly, the 11th value can be found by considering the sums of the values in
the frequency column as shown below.

Let us write the sums of the values in the frequency column by the side of the
frequency table.

Marks Frequency Sum of the frequencies

42 1 1
56 3 3+1 = 4
62 2 2+3+1 = 6
68 5 5 + 2 + 3 + 1 = 11
70 1
74 6
85 1
91 2
21

It can easily be seen by considering the sums of the frequencies in the frequency
column that the value in the 11th position is 68.
When there is a large number of data, arranging it in ascending or descending order
and identifying the middle value may not be very easy. The following method can
be used to identify the middle position (the position of the median).

Note: When the total number of data is an odd number, the middle position is
obtained from number of data + 1 '
2
The number of data in the above data set = 21
When the data is arranged in ascending order,
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For free distribution.
 21 + 1
the position where the median is located =
2
= 11
The value in the 11th position is 68. Therefore, the median of the data set is 68; that
is, the median of the marks is 68.

The mean of the data in an ungrouped frequency distribution

You have learnt in Grade 8 that to find the mean of a data set, the sum of all the data
values needs to be divided by the number of data values.
Let us see how the mean of the data in an ungrouped frequency distribution is found
by considering the above example.

As indicated previously, the value 42 occurs once, the value 56 occurs 3 times, etc.
To find the mean, the sum of all the values has to be found.
Let us use a table of the following form to find this sum.

Marks Frequency
f fx
42 1 42 × 1 = 42
56 3 56× 3 = 168
62 2 62 × 2 = 124
68 5 68 × 5 = 340
70 1 70 × 1 = 70
74 6 74 × 6 = 444
85 1 85 × 1 = 85
91 2 91 × 2 = 182
21 1455
The sum of the data values = 1455
1455
The mean of the data set =
21
= 69.29
≈ 69 (rounding off to the nearest whole number)
∴the mean of the marks that the students obtained is 69 to the nearest whole
number.
97
For free distribution.
Example 1
The masses of 36 grade 3 students of a primary school are given below.
(Mass in kilogrammes)
27 25 20 23 21 26 20 23 21 22 24 25
26 24 23 23 26 24 26 20 24 22 24 25
26 22 23 26 22 24 23 25 24 21 27 27

i. Find the range of the above set of data.

ii. Construct an ungrouped frequency distribution using the above
information.
iii. For the above data set, find the following using the frequency distribution.
(a) Mode
(b) Median
(c) Mean

i. The largest value of the data set = 27

The smallest value of the data set = 20
∴ the range of the data set = 27− 20
=7

ii.
Mass Frequency
x (Kg) f Sum of the
frequencies
20 3 3
21 3 6
22 4 10
23 6 16
24 7 23
25 4 27
26 6 33
27 3 36

iii. a.The mode of the data set = 24 kg

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For free distribution.
There are 36 values in this data set. Since 36 is an even number, when this data set
is arranged in ascending or descending order, we obtain two middle values. In such
a case, the median of the data set is the average of the middle two values.
Let us first find the positions of the middle two values.

Note: When the total number of data is even, the positions of the middle two values
are obtained from number of data and number of data + 1'
2 2

36 36
b. The positions of the middle two values = and +1
2 2
= 18 and 19
Therefore the middle two values are in the 18th and 19th positions.

The value in the 18th position = 24

The value in the 19th position = 24

24 + 24
∴ the median of the data set =
2
48
=
2
= 24 kg

c.
Mass Frequency
x (Kg) f f ×x

20 3 60
21 3 63
22 4 88
23 6 138
24 7 168
25 4 100
26 6 156
27 3 81
Sum of the data values 36 854
99
For free distribution.
 Sum of the data values = 854
Number of data values = 36
854 kg
∴mean of the data set =
36
= 23.72 kg (to the nearest second decimal place)
Exercise 28.1
1. The data collected at a certain weather station on the highest temperature (in
degrees Celsius) recorded on each day of the month of December in the year
2016 is given below.
28 26 28 28 29 30 28 26 27 27
28 26 25 24 24 25 25 26 27 28
28 27 26 28 27 28 29 30 28 27 27
i. What is the range of this data set?
ii. Construct an ungrouped frequency distribution to find the mode, median and
mean of the data set.
iii. Find the mode of the data set using the above constructed frequency
distribution.
iv. Find the median of the above set of temperatures.
v. Find the mean of the above set of temperatures.

2. In a certain market, bags containing lime of mass 100 g each are available for
sale. The number of limes in each bag is given below.
5 3 4 6 2 3 4 5 3 4 6 5 3 4
4 2 4 3 5 3 3 4 2 5 3 2 4 3
i. What is the range of this data set?
ii. Construct an ungrouped frequency distribution using this data.
iii. Find the mode of the data set.
iv. Find the median of the data set.
v. Find the mean number of limes in a bag (to the nearest whole number).

3. Information on the number of units of electricity consumed daily during a certain

period by a certain business establishment is given in the following ungrouped
frequency distribution.

Number of units of electricity 8 9 10 11 12 13 14

consumed in a day
Number of days 3 5 8 6 4 3 1
100
For free distribution.
 i. What is the range of the above data set?
ii. Find the mode of the above data set.
iii. Find the median of the above data set.
iv. Find the mean number of units of electricity consumed per day during the
period in which the data was collected.

4. An ungrouped frequency distribution prepared with the information collected

on the number of patients who received treatment in the Out Patient Department
of a certain hospital each day during a certain period is given below.

Number of patients who

received treatment during 29 30 31 32 33 34 35
a day
Number of days 2 4 6 8 12 6 2

i. Find the range of this data set.

ii. Find the following for this data set.

a. Mode
b. Median
c. Mean

28.2 Grouped frequency distributions

In this section we will identify what a grouped frequency distribution is, the need
for grouped frequency distributions and how they are constructed.

To do this, let us consider the following example.

The marks obtained by a group of students in a certain test is given below.

21 26 28 32 34
36 36 38 39 39
39 40 41 41 41
41 42 45 48 48
52 53 56 66 68
70 75 80 81 83

The highest mark obtained is 83 and the lowest mark obtained is 21.
Therefore the range = 83 – 21 = 62.

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For free distribution.
Since the range is large and there are many distinct data values, if we try to prepare
an ungrouped frequency distribution, we will end up with a fairly long table. In
such instances we consider the range of the data set and prepare a table of intervals
such that each data value belongs to exactly one of the intervals. These intervals
are called class intervals. A frequency distribution prepared using class intervals is
called a grouped frequency distribution.

The following is an example of a grouped frequency distribution.

Class Interval Frequency
10 - 19 3
20 - 29 6
30 - 39 5
40 - 49 2

This distribution has four class intervals.

Any data value which is equal to one of 10, 11, 12, 13, 14, 15, 16, 17, 18 and 19
belongs to the class interval 10 – 19.

Since there are 10 values in the class interval 10 – 19, the class size (or class
width) is considered to be 10. The class sizes of the other class intervals are defined
similarly.

The frequency corresponding to the class interval 10 – 19 is 3. This means that the
data set has only 3 values belonging to this class interval.

Now let us consider how a grouped frequency distribution is prepared.

When preparing a grouped frequency distribution, we need to first decide on either

the size of the class intervals or the number of class intervals we want to have.

When we have decided on the size of the class intervals, the number of class
intervals can be obtained as follows.

• Find the range of the data set.

• Divide the range by the size of a class interval.
• The number of class intervals is the nearest whole number greater or equal to
the above obtained value.

102
For free distribution.
Consider the following example which was discussed earlier.

The marks obtained by a group of 30 students in a certain test are given below.

21 26 28 32 34 36 36 38 39 39
39 40 41 41 41 41 42 45 48 48
52 53 56 66 68 70 75 80 81 83
Suppose we want to separate this data set into class intervals of size 10.
Let us first find the number of class intervals.
The largest value of this data set = 83
The smallest value of this data set = 21
The range = 83 – 21
= 62
Since we want the size of the class intervals to be 10,
62
the number of class intervals = 10

= 6.2
7 (when rounded off to the nearest whole number
greater than the obtained value)
Accordingly, if we take the class size to be 10, we obtain a grouped frequency
distribution with 7 class intervals.

Since the smallest value in the data set is 21, let us prepare the frequency distribution
starting with the value 20. The first class interval will then consist of the ten integers
20, 21, 22, 23, 24, 25, 26, 27, 28 and 29. The next class interval will consist of the
next 10 integers and so on.
Accordingly, we obtain the following class intervals.

20 - 29
30 - 39
40 - 49
50 - 59
60 - 69
70 - 79
80 - 89
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For free distribution.
Note: Although we commenced the first class interval from 20, we could have
started with the value 21 too (or some other suitable value). If we started
with 21, the class intervals would have been 21 – 30, 31 – 40, 41 – 50, etc.

Now, let us find the number of values that fall into each class interval by using tally
marks.

Class Interval Tally Marks Frequency

(Marks)
20 - 29 /// 3
30 - 39 //// /// 8
40 - 49 //// //// 9
50 - 59 /// 3
60 - 69 // 2
70 - 79 // 2
80 - 89 /// 3

Note: It is not necessary to include the tally marks column in a frequency

distribution.

When we have decided on the number of class intervals, we can find the size of the
class intervals (class size) as follows.

• Find the range of the data set by subtracting the smallest value of the data set
from the largest value.
• Divide the range by the number of class intervals. (In general, the number of
class intervals is taken to be less than 10.)
• Round off the value that is obtained to the nearest whole number greater or
equal to it and take this value to be the size of the class intervals.

Let us consider how to construct a grouped frequency distribution with 5 class

intervals using the above data set. Let us first find the size of the class intervals.

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For free distribution.
 The largest value of this data set = 83
The smallest value of this data set = 21
The range = 83 – 21
= 62

Since we require 5 class intervals,

the size of each class interval = 62

5
= 12.4
13 (nearest whole number greater than the obtained
value)

Accordingly, we prepare a grouped frequency distribution with 5 class intervals of

size 13.

Class Interval Frequency

20 - 32 4
33 - 45 14
46 - 58 5
59 - 71 3
72 - 84 4

As shown above, we can construct grouped frequency distributions according to

our requirements, based on the given data set.

Consider the first grouped frequency distribution we constructed. We took 20 - 29

as the first class interval, 30 – 39 as the second class interval, etc. We were able to
do this because there were no values between 29 and 30 or between 39 and 40, etc.
Observe that this feature is seen in the second grouped frequency distribution we
constructed too.
However, if we have a data set consisting of values which are lengths or times or
masses, it is necessary to start the second class interval with the value that the first
class interval ends, to start the third class interval with the value that the second
class interval ends, and so on.
105
For free distribution.
Let us now consider such an example.

The masses of 20 students in a class are given below to the nearest kilogramme.

31 31 31 32 32
32 32 33 33 34
34 34 35 36 36
38 39 39 40 41
Let us construct a grouped frequency distribution with 4 class intervals of size 3
each.

Let us take the first class interval as 30 – 33, the next class interval as 33 – 36, etc.

30 - 33
33 - 36
36 - 39
39 - 42
Here, the second class interval commences with the same value that the first class
interval ends. The reason is because the data set consists of masses and masses
need not be integral values. For example, we may have students whose masses are
33.2 kg, 33.5 kg, 33.8 kg, etc., which are between 33 kg and 34 kg, or 36.5 kg,
36.9 kg, etc., which are between 36 kg and 37 kg etc. Therefore, in such situations,
each class interval needs to commence with the same value that the previous class
interval ends (except for the first class interval).
Here, the first class interval ends with 33 and the second class interval commences
with the same value 33. A question arises as to which class interval the value 33
belongs. The value 33 can be taken to belong to either one of these two intervals.
However, it is important to state the convention that is being used.
In this lesson we will consider the class intervals to be as follows.

Here,
the values greater than 30 but less than or equal to 33 belong to the class interval
30 -33,
the values greater than 33 but less than or equal to 36 belong to the class interval
33 – 36,
the values greater than 36 but less than or equal to 39 belong to the class interval
36 – 39, and
the values greater than 39 but less than or equal to 42 belong to the class interval
39 – 42.
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For free distribution.
The grouped frequency distribution prepared according to this convention is given
below.

Class Interval Frequency

30 - 33 9
33 - 36 6
36 - 39 3
39 - 42 2

Note: When constructing a grouped frequency distribution, it should be

remembered that the class intervals need to be selected by taking the
nature of the data into consideration.

Exercise 28.2
1. The data collected by an electricity metre reader on the electricity consumption
of each of the households in a certain housing scheme during the month of
January 2017 is given below.
63 68 75 54 56 58 85
90 73 63 76 62 69 78
50 74 64 58 88 85 72
71 53 82 68 73 67 75
74 67 69 62 66 74 70
84 72 69 59 67 78 72
Construct a grouped frequency distribution using the above data.

2. The marks obtained in a mathematics test by a group of Grade 9 students of a

certain school are given below.

34 27 45 12 63 35 54 29
42 68 73 54 26 11 63 54
33 69 62 38 53 48 63 61
60 44 67 61 79 65 47

107
For free distribution.
 i. Find,
(a) the highest mark obtained by a student
(b) the lowest mark obtained by a student.

ii. Find the range of the data set.

iii. For the above data set, construct a grouped frequency distribution with 7 class
intervals.

3. The heights (in centimetres) of the Grade 4 students of a certain primary school
are given below. Construct a suitable grouped frequency distribution.

124 124 138 125 122 129 122 128 131 127 125 120 125
120 121 125 120 132 127 124 126 130 125 131 122 130
129 128 125 122 133 138 125 123 126 125 135 126 132

28.3 Finding the modal class and median class from a grouped
frequency distribution

We learnt how to construct a grouped frequency distribution in the previous section.

Now let us consider how the modal class and the median class can be found from a
grouped frequency distribution.

When we are given a grouped frequency distribution, we will not be able to identify
the mode and the median as the raw data is not available to us. In such situations
we consider the modal class and the median class.
The modal class is the class interval with the highest frequency. The median class
is the class interval to which the median belongs.

Example 1
A grouped frequency distribution prepared with the marks obtained by a group of
students in a certain test is given below.
From this distribution, find
i. the modal class
ii. the median class.

108
For free distribution.
 Marks Frequency Sum of the frequencies
10 - 20 3 3
21 - 30 4 7
31 - 40 6 13
41 - 50 7 20
51 - 60 11 31
61 - 70 4 35

i. Since the highest frequency is 11, the modal class is 51 – 60.

ii. The position of the median of the data set = 35 + 1

2
= 18
The median class is the class interval to which the 18th value belongs. Therefore,
the median class is 41 - 50.

Example 2
A grouped frequency distribution prepared using the ages of the employees of a
certain establishment is given below.
Find,
i. the modal class
ii. the median class.
Age Frequency Sum of the frequencies
20 - 27 3 3
27 - 34 5 8
34 - 41 11 19
41 - 58 6 25
48 - 55 3 28

i. The highest frequency = 11

∴ the modal class = 34 − 41

ii. 28 28
The positions of the middle two values =
2 and 2 + 1
= 14 and 15
109
For free distribution.
 The class interval that contains the 14th value = 34 − 41
The class interval that contains the 15th value = 34 − 41
∴ the median class 34 - 41'
Exercise 28.3
1. The number of sweep tickets sold each day during the month of March of year
2016 by a certain sweep ticket seller is given below.
380 390 379 402 370 385 397 386 377 405
400 381 390 375 392 384 391 385 387 395
390 393 373 386 378 395 379 396 395 391
373
i. What is the maximum number of sweep tickets that were sold on a day during
this period?
ii. What is the minimum number of sweep tickets that were sold on a day during
this period?
iii. Find the range of this data set.
iv. Construct a grouped frequency distribution of class size 6.
v. Using the table,
a. find the modal class
b. find the median class.

2. The number of books loaned by a school library during 30 days of the first term
of the year 2016 is given below.

27 20 33 37 40 25 15 29 33 32
29 32 25 36 16 35 37 28 34 27
41 36 40 28 27 23 32 33 24 38
i. What is the range of this data set?
ii. Using this data set, construct a grouped frequency distribution consisting of
the class intervals 15 – 19, 20 – 24, etc., of class size 5.
iii. Using the table, find the number of days in which 30 or more books have been
loaned.
iv. How many days are there in which more than 25 but less than 30 books were
loaned?
v. What is the modal class?
vi. To which interval does the median of the number of books loaned each day
during this period belong?

110
For free distribution.
Miscellaneous Exercise
1. The ungrouped frequency distribution given below has been prepared with the
information collected on the number of coconuts that were plucked from each
coconut tree in an estate, during a certain season.

Number of Frequency
coconuts
8 3
10 5
12 8
13 7
14 5
15 2

i. Find the mode of the data set.

ii. Find the median of the data set.
iii. Find the mean number of coconuts plucked from a tree in this estate.

2. The circumferences (in centimetres) of a pile of rubber tree trunks that were
purchased to cut planks are given below.

95 112 118 86 103 102 94 98 80 97

87 105 85 103 95 106 98 94 110 102
103 105 90 110 96 100 89 104 98 114
106 98 98 112 86 105 97 107 96 92
115
i. Prepare a grouped frequency distribution consisting of 8 class intervals.
ii. Find the modal class from this distribution.
iii. Find the median class.

111
For free distribution.
 Revision Exercise – Third term.
Part – I

1. Represent all the solutions of x − 3 < − 1 on a number line.

2. What is the inequality represented on the number line.

–4 –3 –2 –1 0 1 2 3

ε
3.
Children below 13 boys (M)
years of age (S)

In the Venn diagram drawn to illustrate the information on the grade 9 students
of a certain school, shade the region which represents the girls who are below
13 years of age and express it in terms of S and M.
ε

4. c Write the elements in B based on the information

9 A
d
B
in the Venn diagram.
6
e g
f

D L C
10 cm
5. 18 cm In the parellelogram ABCD,
BC = 20 cm, BL = 10 cm and
m

M
DM = 18 cm. Calculate the perimeter
20 c

of ABCD.
A B

6. A number is picked randomly from a set of 20 identical cards numbered 1 to 20.

What is a probability of drawing a triangular number?

7. Let A denote the set of the letters of the word “numbers”. If a letter is drawn
randomly from this set, what is the probability of it being “m”?

112
For free distribution.
8. Find the value of x based on the information in the figure.

x 110
o

o
50

9. In a certain regular polygon, an interior angle is 150o more than an exterior

angle. Find the number of sides it has.

10. Simplify x + 1 − 3x − 2 '

2 6
11. Simplify a + 1 − 4 − 2a '
a−3 a−3
N

12.
B

A 140o

According to the information in the given figure, find

(i) the bearing of B from A

(ii) the bearing of A from B.

13. A scale diagram is drawn to the scale of 1: 50 000. If the direct distance between
the two cities A and B is 8 km, what is the length of the line segment in the scale
diagram that represents this distance?

14. If the mean of the collection of data 12, 8, x, 5, 10 is 10, find the median.
113
For free distribution.
 Revision Exercise – Third Term
Part - II

1. (A) Fill in the blanks in the following, by using either the symbol or based

∩
on the information in the given Venn diagram.
ε
5
i. 4 Q ii. 7 Q 2
Q
iii. P ε iv. P Q 1 4
v. P∩Q P 8 P
7 6
9 3
(B) i. Write n(P')'
ii. How may subsets does Q' have? Write four of these subsets.
(C) ε = {counting numbers from 1 to 20}
A = {multiples of 3 from 1 to 20}
B = {multiples of 2 from 1 to 20}

i. List out the elements in the above three sets.

ii. Represent the above sets in a suitable manner in a Venn diagram.
iii. Write the elements of the sets given below using the set (ii) above.

a. A b. B c. A∩B d. A B e. A' f. B'

∩

2. The number of milk packets that were sold in a canteen of a certain school
during 50 days is given below.

31 34 38 40 44 43 45 47 45 50
53 52 58 55 54 53 61 63 65 66
66 68 64 63 66 67 62 63 66 70
71 73 74 75 76 72 73 72 74 81
82 82 82 83 83 84 8 85 92 96
i. Write the range of the data.
ii. By taking the class intervals as 30-40, 40-50, 50-60 etc., construct a
grouped frequency distribution using all the above data.
iii. Find the modal class and the median class using the above frequency
distribution.

114
For free distribution.
3. (a) calculate the areas of the figures given below.

(i) (ii) G > F

<<
10 cm 3.5 cm E D 10 cm

<<
6 cm

<<
<<
A 7 cm B > C
10 cm
15 cm
4. ^1& An interior angle of a certain regular polygon is 100o more than an exterior
angle.
i. Calculate the magnitude of an exterior angle
ii. Calculate the number of sides the polygon has.
^2& The ratio of an interior angleto an exterior angle of a regular polygon is 3:1.
Find the sum of the interior angles
^3& The sum of the exterior angles of a regular polygon is five times the sum of
the interior angles. Find the number of sides the polygon has.
^4& Four interior angles of a certain polygon are 160o, 140o, 130o and 110o
respectively. The exterior angles corresponding to the remaining interior
angles are 30o each. Calculate the number of sides the polygon has.

^5& A certain creation is made up of square, a regular hexagon and a regular

pentagon connected together as shown below. Calculate the values of the
angles x, y, m, and n.(Thanuja, x is not placed properly.)

n n
m

x
y
y
^6& ABCDE is a regular pentagon.
D

x x C
i. Find the value of a vertex angle of the regular
E
pentagon.
ii. Find the value of x.
A B iii. Show that the straight lines EC is parallel to AB.
iv. Find the value of t.
t

115
For free distribution.
5. A. i. Solve the inequality x – 1 < – 3 ; and represent the set of solutions on a
number line.
ii. solve the inequality 2x > – 2 ; and represent all the silutions on a number
3
line.

B. A container of capacity 10 l has 3 l of water in it. If another x litres of water

is poured into it, the volume of water in the container satisfiesthe inequality
3 + x ≤10. Solve this inequality and find the maximum volume of water that
can be poured into the container.
C. Simplify.

i. m + 1 – 1 + 2m + 3m + 2
3 2 4

ii. a + 5 – 2 – a + a a+ 3
a+3 3+a

6. A. The location of three points A, B and C on a horizontal ground is shown in

the sketch given below.

C
N
75 m i. Find the bearing of B from A.
70x ii. Find the bearing of A from B.
N 50
x
A 85 m iii. Find the bearing of A from C.
20x
40 m
B

B. A water tank in a school located to the left of a straight road running from
North to South is observed on a bearing of 230o from the point A which is
located on the straight road. The same tank is observed from the point B which
is 140 m to the South of point A, on a bearing of 300o

i. Draw a sketch depicting the above information.

ii. Draw a scale diagram by using a suitable scale and find the distance from
the water tankto the points A and B.
iii. Find the minimum distance from the road to the water tank.
116
For free distribution.
7. The information on the number of customers that came to a certain bank on
several days is given below.

The number of customers 65 66 67 68 69 70 71 72

Number of days 2 5 8 10 12 8 6 4

i. Find the range of the above data.

ii. Find the mode and the median of the data.
iii. Prepare a suitable table to find the mean of the above distribution.

117
For free distribution.
 Glossary

Algebraic fractions ùÔh Nd. ml;rufzpjg; gpd;dk;

Bearing È.xYh jpirNfhs;

Circle jD;a;h tl;lk;

Class Intervals mka;s m%dka;r tFg;ghapilfs;
Clockwise olaIsKdj¾; tyQ;Rop
Common Denominator fmdÿ yrh nghJg; gFjp
Compass ud,sudj jpirawpfUtp
Compliment of sets l=,l wkqmQrlh epug;gpj; njhil

Data o;a; juT

Denominator yrh gFjp
Disjoint sets úhqla; l=,l %l;lw;w njhilfs;
Distance ÿr J}uk;

E
Equal iudk fõ rkd;
Equal sets iul=,l rk njhilfs;
Equivalent fractions ;=,H Nd. rktYg; gpd;dk;
Equivalent sets ;=,H l=,l rktYj; njhilfs;
Equally likely outcomes iufia NjH m%;sM, rkkha; epfoj;jf;f
Event isoaêh epfo;r;rp
Exterior angle ndysr fldaKh Gwf;Nfhzk;

Finite sets mßñ; l=,l KbTs;s njhilfs;

Frequency distribution ixLHd; jHdma;sh kPbwd; guk;gy;
118
 G
Greater than úYd, fõ ngupJ
Grouping iuQykh $l;lkhf;fy;

Hexagon Ivi%h mWNfhzp

Horizontal Plane ;sria;,h fpilj;jsk;

I
Inequality wiudk;d rkdpyp
Infinite sets wmßñ; l=,l Kbtpy; njhilfs;
Interior angle wNHka;r fldaKh mff;Nfhzk;
Intersection of sets l=,l fþokh njhil ,ilntl;L

Less than l=vd fõ rpwpJ

Least commom multiple l=vd u fmdÿ .=Kdldrh nghJ klqF; fSs ;rpwpJ
Location msysàu mikT

Numerator ,jh njhFjp

O
Out come m%;sM,h NgW

Parallelogram iudka;rdi%h ,izfuk;

Pentagon mxpdi%h Iq;Nfhzp

Quadrilateral p;=ri%h ehw;gf;fy;

119
 R
Random experiments wyUq mÍlaIK vOkhw;Wg; gupNrhjid
Rectilinear closed plane ir, f¾Çh ixjD; Neu;Nfhl;Lj;
Regular polygons iúê nyq wi% xOq;fhd gy;Nfhzp

Sample space ksheÈ wjldYh khjpup ntsp

Sub sets Wml=,l cgnjhilfs;

Trapezium ;%mSishu ruptfk;

Triangle ;%sfldaKh Kf;Nfhzp

Union of sets l=,l fï,h njhil xd;wpg;G

120
 Lesson Sequence
Contents Numbers of Periods
First term
1. Number Patterns 03
2. Binary Numbers 03
3. Fractions 05
4. Percentages 06
5. Algebraic Expressions 05
6. Factors of the Algebraic Expressions 05
7. Axioms 04
8. Angles related to straight lines and parallel lines 07
9. Liquid Measurements 03

Second term
10. Direct proportions 06
11. Calculator 02
12. Indices 03
13. Round off and Scientific Notation 05
14. Loci and Constructions 09
15. Equations 06
16. Angles of a triangle 09
17. Formulae 02
18. Circumference of circle 05
19. Pythagoras relation 04
20. Graphs 04

Third term
21. Inequalities 03
21. Sets 07
23. Area 05
24. Probability 05
25. Angles of polygons 05
26. Algebraic fractions 03
27. Scale diagrams 08
28. Data representation and interpretation 10

121