case study questions from statistics class 9

Class 9 Maths Case Study Questions Chapter 14 Statistics

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Case study Questions in Class 9 Mathematics Chapter 14  are very important to solve for your exam. Class 9 Maths Chapter 14 Case Study Questions have been prepared for the latest exam pattern. You can check your knowledge by solving  Class 9 Maths Case Study Questions  Chapter 14 Statistics

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In CBSE Class 9 Maths Paper, Students will have to answer some questions based on Assertion and Reason. There will be a few questions based on case studies and passage-based as well. In that, a paragraph will be given, and then the MCQ questions based on it will be asked.

Statistics Case Study Questions With Answers

Here, we have provided case-based/passage-based questions for Class 9 Maths Chapter 14 Statistics

Case Study/Passage-Based Questions

Case Study 1: The Class teacher of Class X prepares the result analysis of a student. She compares the marks of a student obtained in Class IX (2018-19) and Class X (2019-20) using the double bar graph as shown below:

(i) In which subject has the performance improved the most? (a) Maths (b) Social Science (c) Science (d) English

Ans: (a) Maths

(ii) In which subject has the performance deteriorated? (a) Maths (b) Social Science (c) Science (d) English

Ans: (d) English

(iii) In which subject is the performance at par? (a) Hindi (b) Maths (c) Science (d) English

Ans: (a) Hindi

(iv) What is the difference in Maths Subject? (a) 5 (b) 30 (c) 0 (d) 10

(v) What is the percentage of marks obtained by a student in Class X (2019-20)? (a) 60% (b) 55% (c) 54% (d) 65%

Ans: (b) 55%

Case Study 2: A Mathematics teacher asks students to collect marks of Mathematics in Half yearly exams. She instructed all the students to prepare a frequency distribution table using the data collected. Ram collected the following marks (out of 50) obtained in Mathematics by 60 students of Class IX 21, 10, 30, 22, 33, 5, 37, 12, 25, 42, 15, 39, 26, 32, 18, 27, 28, 19, 29, 35, 31, 24, 36, 18, 20, 38, 22, 44, 16, 24, 10, 27, 39, 28, 49, 29, 32, 23, 31, 21, 34, 22, 23, 36, 24, 36, 33, 47, 48, 50, 39, 20, 7, 16, 36, 45, 47, 30, 22, 17.

(i) How many students scored more than 20 but less than 30? (a) 20 (b) 21 (c) 22 (d) 23

(ii) How many students scored less than 20 marks? (a) 10 (b) 11 (c) 12 (d) 14

(iii) How many students scored more than 60% marks? (a) 20 (b) 25 (c) 26 (d) 27

(iv) What is the class size of the classes? (a) 10 (b) 5 (c) 15 (d) 20

(v) What is the class mark of the class interval 30 – 40? (a) 30 (b) 35 (c) 40 (d) 70

Case Study 3:

Anil is a Mathematics teacher in Hyderabad. After Periodic test 3, he asks students to collect the Mathematics marks of all the students of Class IX- A, B, and C. A student is able to collect marks from some students. Rekha scored least mark 6 in the class and Ram scored the highest mark 59 in the class. He prepares the frequency distribution table using the collected marks and draws Histogram using the table as shown in the adjoining figure.

(a) What is the width of the class? (i) 10 (ii) 15 (iii) 5 (iv) none of these

(b) What is the total number of students in the Histogram? (i) 50 (ii) 60 (iii) 65 (iv) none of these

(c) How many students scored 50% and above marks? (i) 19 (ii) 26 (iii) 27 (iv) none of these

(d) How many students scored less than 50% marks? (i) 19 (ii) 26 (iii) 27 (iv) none of these

(e) What is the range of the collected marks? (i) 60 (ii) 59 (iii) 53 (iv) none of these

Hope the information shed above regarding Case Study and Passage Based Questions for Class 9 Mathematics Chapter 14 Statistics with Answers Pdf free download has been useful to an extent. If you have any other queries about CBSE Class 9 Maths Statistics Case Study and Passage Based Questions with Answers, feel free to comment below so that we can revert back to us at the earliest possible By Team Study Rate

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CBSE Case Study Questions for Class 9 Maths Statistics Free PDF

Mere Bacchon, you must practice the CBSE Case Study Questions Class 9 Maths Statistics  in order to fully complete your preparation . They are very very important from exam point of view. These tricky Case Study Based Questions can act as a villain in your heroic exams!

I have made sure the questions (along with the solutions) prepare you fully for the upcoming exams. To download the latest CBSE Case Study Questions , just click ‘ Download PDF ’.

CBSE Case Study Questions for Class 9 Maths Statistics PDF

Checkout our case study questions for other chapters.

• Chapter 11 Constructions Case Study Questions
• Chapter 12 Heron’s Formula Case Study Questions
• Chapter 13 Surface Areas and Volumes Case Study Questions
• Chapter 15 Probability Case Study Questions

How should I study for my upcoming exams?

First, learn to sit for at least 2 hours at a stretch

Solve every question of NCERT by hand, without looking at the solution.

Solve NCERT Exemplar (if available)

Sit through chapter wise FULLY INVIGILATED TESTS

Practice MCQ Questions (Very Important)

Practice Assertion Reason & Case Study Based Questions

Sit through FULLY INVIGILATED TESTS involving MCQs. Assertion reason & Case Study Based Questions

After Completing everything mentioned above, Sit for atleast 6 full syllabus TESTS.

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CBSE Class 9th Maths 2023 : 30 Most Important Case Study Questions with Answers; Download PDF

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CBSE Class 9 Maths exam 2022-23 will have a set of questions based on case studies in the form of MCQs. CBSE Class 9 Maths Question Bank on Case Studies given in this article can be very helpful in understanding the new format of questions.

Each question has five sub-questions, each followed by four options and one correct answer. Students can easily download these questions in PDF format and refer to them for exam preparation.

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CBSE Class 9 Mathematics Case Study Questions

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If you’re looking for a comprehensive and reliable study resource and case study questions for class 9 CBSE, myCBSEguide is the perfect door to enter. With over 10,000 study notes, solved sample papers and practice questions, it’s got everything you need to ace your exams. Plus, it’s updated regularly to keep you aligned with the latest CBSE syllabus . So why wait? Start your journey to success with myCBSEguide today!

Significance of Mathematics in Class 9

Mathematics is an important subject for students of all ages. It helps students to develop problem-solving and critical-thinking skills, and to think logically and creatively. In addition, mathematics is essential for understanding and using many other subjects, such as science, engineering, and finance.

CBSE Class 9 is an important year for students, as it is the foundation year for the Class 10 board exams. In Class 9, students learn many important concepts in mathematics that will help them to succeed in their board exams and in their future studies. Therefore, it is essential for students to understand and master the concepts taught in Class 9 Mathematics .

Case studies in Class 9 Mathematics

A case study in mathematics is a detailed analysis of a particular mathematical problem or situation. Case studies are often used to examine the relationship between theory and practice, and to explore the connections between different areas of mathematics. Often, a case study will focus on a single problem or situation and will use a variety of methods to examine it. These methods may include algebraic, geometric, and/or statistical analysis.

Example of Case study questions in Class 9 Mathematics

The Central Board of Secondary Education (CBSE) has included case study questions in the Class 9 Mathematics paper. This means that Class 9 Mathematics students will have to solve questions based on real-life scenarios. This is a departure from the usual theoretical questions that are asked in Class 9 Mathematics exams.

The following are some examples of case study questions from Class 9 Mathematics:

Class 9 Mathematics Case study question 1

There is a square park ABCD in the middle of Saket colony in Delhi. Four children Deepak, Ashok, Arjun and Deepa went to play with their balls. The colour of the ball of Ashok, Deepak,  Arjun and Deepa are red, blue, yellow and green respectively. All four children roll their ball from centre point O in the direction of   XOY, X’OY, X’OY’ and XOY’ . Their balls stopped as shown in the above image.

Answer the following questions:

Answer Key:

Class 9 Mathematics Case study question 2

• Now he told Raju to draw another line CD as in the figure
• The teacher told Ajay to mark  ∠ AOD  as 2z
• Suraj was told to mark  ∠ AOC as 4y
• Clive Made and angle  ∠ COE = 60°
• Peter marked  ∠ BOE and  ∠ BOD as y and x respectively

Now answer the following questions:

• 2y + z = 90°
• 2y + z = 180°
• 4y + 2z = 120°
• (a) 2y + z = 90°

Class 9 Mathematics Case study question 3

• (a) 31.6 m²
• (c) 513.3 m³
• (b) 422.4 m²

Class 9 Mathematics Case study question 4

How to Answer Class 9 Mathematics Case study questions

To crack case study questions, Class 9 Mathematics students need to apply their mathematical knowledge to real-life situations. They should first read the question carefully and identify the key information. They should then identify the relevant mathematical concepts that can be applied to solve the question. Once they have done this, they can start solving the Class 9 Mathematics case study question.

Students need to be careful while solving the Class 9 Mathematics case study questions. They should not make any assumptions and should always check their answers. If they are stuck on a question, they should take a break and come back to it later. With some practice, the Class 9 Mathematics students will be able to crack case study questions with ease.

Class 9 Mathematics Curriculum at Glance

At the secondary level, the curriculum focuses on improving students’ ability to use Mathematics to solve real-world problems and to study the subject as a separate discipline. Students are expected to learn how to solve issues using algebraic approaches and how to apply their understanding of simple trigonometry to height and distance problems. Experimenting with numbers and geometric forms, making hypotheses, and validating them with more observations are all part of Math learning at this level.

The suggested curriculum covers number systems, algebra, geometry, trigonometry, mensuration, statistics, graphing, and coordinate geometry, among other topics. Math should be taught through activities that include the use of concrete materials, models, patterns, charts, photographs, posters, and other visual aids.

CBSE Class 9 Mathematics (Code No. 041)

Class 9 Mathematics question paper design

The CBSE Class 9 mathematics question paper design is intended to measure students’ grasp of the subject’s fundamental ideas. The paper will put their problem-solving and analytical skills to the test. Class 9 mathematics students are advised to go through the question paper pattern thoroughly before they start preparing for their examinations. This will help them understand the paper better and enable them to score maximum marks. Refer to the given Class 9 Mathematics question paper design.

QUESTION PAPER DESIGN (CLASS 9 MATHEMATICS)

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Class 9 is an important milestone in a student’s life. It is the last year of high school and the last chance to score well in the CBSE board exams. myCBSEguide is the perfect platform for students to get started on their preparations for Class 9 Mathematics. myCBSEguide provides comprehensive study material for all subjects, including practice questions, sample papers, case study questions and mock tests. It also offers tips and tricks on how to score well in exams. myCBSEguide is the perfect door to enter for class 9 CBSE preparations.

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14 thoughts on “CBSE Class 9 Mathematics Case Study Questions”

This method is not easy for me

aarti and rashika are two classmates. due to exams approaching in some days both decided to study together. during revision hour both find difficulties and they solved each other’s problems. aarti explains simplification of 2+ ?2 by rationalising the denominator and rashika explains 4+ ?2 simplification of (v10-?5)(v10+ ?5) by using the identity (a – b)(a+b). based on above information, answer the following questions: 1) what is the rationalising factor of the denominator of 2+ ?2 a) 2-?2 b) 2?2 c) 2+ ?2 by rationalising the denominator of aarti got the answer d) a) 4+3?2 b) 3+?2 c) 3-?2 4+ ?2 2+ ?2 d) 2-?3 the identity applied to solve (?10-?5) (v10+ ?5) is a) (a+b)(a – b) = (a – b)² c) (a – b)(a+b) = a² – b² d) (a-b)(a+b)=2(a² + b²) ii) b) (a+b)(a – b) = (a + b

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All questions was easy but search ? hard questions. These questions was not comparable with cbse. It was totally wastage of time.

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CBSE Class 9 Maths Case Study Questions PDF Download

Download Class 9 Maths Case Study Questions to prepare for the upcoming CBSE Class 9 Exams 2023-24. These Case Study and Passage Based questions are published by the experts of CBSE Experts for the students of CBSE Class 9 so that they can score 100% in Exams.

Case study questions play a pivotal role in enhancing students’ problem-solving skills. By presenting real-life scenarios, these questions encourage students to think beyond textbook formulas and apply mathematical concepts to practical situations. This approach not only strengthens their understanding of mathematical concepts but also develops their analytical thinking abilities.

Table of Contents

CBSE Class 9th MATHS: Chapterwise Case Study Questions

Inboard exams, students will find the questions based on assertion and reasoning. Also, there will be a few questions based on case studies. In that, a paragraph will be given, and then the MCQ questions based on it will be asked. For Class 9 Maths Case Study Questions, there would be 5 case-based sub-part questions, wherein a student has to attempt 4 sub-part questions.

Chapterwise Case Study Questions of Class 9 Maths

• Case Study Questions for Chapter 1 Number System
• Case Study Questions for Chapter 2 Polynomials
• Case Study Questions for Chapter 3 Coordinate Geometry
• Case Study Questions for Chapter 4 Linear Equations in Two Variables
• Case Study Questions for Chapter 5 Introduction to Euclid’s Geometry
• Case Study Questions for Chapter 6 Lines and Angles
• Case Study Questions for Chapter 7 Triangles
• Case Study Questions for Chapter 8 Quadrilaterals
• Case Study Questions for Chapter 9 Areas of Parallelograms and Triangles
• Case Study Questions for Chapter 10 Circles
• Case Study Questions for Chapter 11 Constructions
• Case Study Questions for Chapter 12 Heron’s Formula
• Case Study Questions for Chapter 13 Surface Area and Volumes
• Case Study Questions for Chapter 14 Statistics
• Case Study Questions for Chapter 15 Probability

Checkout: Class 9 Science Case Study Questions

And for mathematical calculations, tap Math Calculators which are freely proposed to make use of by calculator-online.net

The above  Class 9 Maths Case Study Question s will help you to boost your scores as Case Study questions have been coming in your examinations. These CBSE Class 9 Maths Case Study Questions have been developed by experienced teachers of cbseexpert.com for the benefit of Class 10 students.

Class 9 Maths Syllabus 2023-24

UNIT I: NUMBER SYSTEMS

1. REAL NUMBERS (18 Periods)

1. Review of representation of natural numbers, integers, and rational numbers on the number line. Rational numbers as recurring/ terminating decimals. Operations on real numbers.

2. Examples of non-recurring/non-terminating decimals. Existence of non-rational numbers (irrational numbers) such as √2, √3 and their representation on the number line. Explaining that every real number is represented by a unique point on the number line and conversely, viz. every point on the number line represents a unique real number.

3. Definition of nth root of a real number.

4. Rationalization (with precise meaning) of real numbers of the type

(and their combinations) where x and y are natural number and a and b are integers.

5. Recall of laws of exponents with integral powers. Rational exponents with positive real bases (to be done by particular cases, allowing learner to arrive at the general laws.)

UNIT II: ALGEBRA

1. POLYNOMIALS (26 Periods)

Definition of a polynomial in one variable, with examples and counter examples. Coefficients of a polynomial, terms of a polynomial and zero polynomial. Degree of a polynomial. Constant, linear, quadratic and cubic polynomials. Monomials, binomials, trinomials. Factors and multiples. Zeros of a polynomial. Motivate and State the Remainder Theorem with examples. Statement and proof of the Factor Theorem. Factorization of ax2 + bx + c, a ≠ 0 where a, b and c are real numbers, and of cubic polynomials using the Factor Theorem. Recall of algebraic expressions and identities. Verification of identities:

RELATED STORIES

and their use in factorization of polynomials.

2. LINEAR EQUATIONS IN TWO VARIABLES (16 Periods)

Recall of linear equations in one variable. Introduction to the equation in two variables. Focus on linear equations of the type ax + by + c=0.Explain that a linear equation in two variables has infinitely many solutions and justify their being written as ordered pairs of real numbers, plotting them and showing that they lie on a line.

UNIT III: COORDINATE GEOMETRY COORDINATE GEOMETRY (7 Periods)

The Cartesian plane, coordinates of a point, names and terms associated with the coordinate plane, notations.

UNIT IV: GEOMETRY

1. INTRODUCTION TO EUCLID’S GEOMETRY (7 Periods)

History – Geometry in India and Euclid’s geometry. Euclid’s method of formalizing observed phenomenon into rigorous Mathematics with definitions, common/obvious notions, axioms/postulates and theorems. The five postulates of Euclid. Showing the relationship between axiom and theorem, for example: (Axiom)

1. Given two distinct points, there exists one and only one line through them. (Theorem)

2. (Prove) Two distinct lines cannot have more than one point in common.

2. LINES AND ANGLES (15 Periods)

1. (Motivate) If a ray stands on a line, then the sum of the two adjacent angles so formed is 180O and the converse.

2. (Prove) If two lines intersect, vertically opposite angles are equal.

3. (Motivate) Lines which are parallel to a given line are parallel.

3. TRIANGLES (22 Periods)

1. (Motivate) Two triangles are congruent if any two sides and the included angle of one triangle is equal to any two sides and the included angle of the other triangle (SAS Congruence).

2. (Prove) Two triangles are congruent if any two angles and the included side of one triangle is equal to any two angles and the included side of the other triangle (ASA Congruence).

3. (Motivate) Two triangles are congruent if the three sides of one triangle are equal to three sides of the other triangle (SSS Congruence).

4. (Motivate) Two right triangles are congruent if the hypotenuse and a side of one triangle are equal (respectively) to the hypotenuse and a side of the other triangle. (RHS Congruence)

5. (Prove) The angles opposite to equal sides of a triangle are equal.

6. (Motivate) The sides opposite to equal angles of a triangle are equal.

4. QUADRILATERALS (13 Periods)

1. (Prove) The diagonal divides a parallelogram into two congruent triangles.

2. (Motivate) In a parallelogram opposite sides are equal, and conversely.

3. (Motivate) In a parallelogram opposite angles are equal, and conversely.

4. (Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides is parallel and equal.

5. (Motivate) In a parallelogram, the diagonals bisect each other and conversely.

6. (Motivate) In a triangle, the line segment joining the mid points of any two sides is parallel to the third side and in half of it and (motivate) its converse.

5. CIRCLES (17 Periods)

1. (Prove) Equal chords of a circle subtend equal angles at the center and (motivate) its converse.

2. (Motivate) The perpendicular from the center of a circle to a chord bisects the chord and conversely, the line drawn through the center of a circle to bisect a chord is perpendicular to the chord.

3. (Motivate) Equal chords of a circle (or of congruent circles) are equidistant from the center (or their respective centers) and conversely.

4. (Prove) The angle subtended by an arc at the center is double the angle subtended by it at any point on the remaining part of the circle.

5. (Motivate) Angles in the same segment of a circle are equal.

6. (Motivate) If a line segment joining two points subtends equal angle at two other points lying on the same side of the line containing the segment, the four points lie on a circle.

7. (Motivate) The sum of either of the pair of the opposite angles of a cyclic quadrilateral is 180° and its converse.

UNIT V: MENSURATION 1.

1. AREAS (5 Periods)

Area of a triangle using Heron’s formula (without proof)

2. SURFACE AREAS AND VOLUMES (17 Periods)

Surface areas and volumes of spheres (including hemispheres) and right circular cones.

UNIT VI: STATISTICS & PROBABILITY

STATISTICS (15 Periods)

 Bar graphs, histograms (with varying base lengths), and frequency polygons.

To crack case study questions, Class 9 Mathematics students need to apply their mathematical knowledge to real-life situations. They should first read the question carefully and identify the key information. They should then identify the relevant mathematical concepts that can be applied to solve the question. Once they have done this, they can start solving the Class 9 Mathematics case study question.

Benefits of Practicing CBSE Class 9 Maths Case Study Questions

Regular practice of CBSE Class 9 Maths case study questions offers several benefits to students. Some of the key advantages include:

• Deeper Understanding : Case study questions foster a deeper understanding of mathematical concepts by connecting them to real-world scenarios. This improves retention and comprehension.
• Practical Application : Students learn to apply mathematical concepts to practical situations, preparing them for real-life problem-solving beyond the classroom.
• Critical Thinking : Case study questions require students to think critically, analyze data, and devise appropriate solutions. This nurtures their critical thinking abilities, which are valuable in various academic and professional domains.
• Exam Readiness : By practicing case study questions, students become familiar with the question format and gain confidence in their problem-solving abilities. This enhances their readiness for CBSE Class 9 Maths exams.
• Holistic Development: Solving case study questions cultivates not only mathematical skills but also essential life skills like analytical thinking, decision-making, and effective communication.

Tips to Solve CBSE Class 9 Maths Case Study Questions Effectively

Solving case study questions can be challenging, but with the right approach, you can excel. Here are some tips to enhance your problem-solving skills:

• Read the case study thoroughly and understand the problem statement before attempting to solve it.
• Identify the relevant data and extract the necessary information for your solution.
• Break down complex problems into smaller, manageable parts to simplify the solution process.
• Apply the appropriate mathematical concepts and formulas, ensuring a solid understanding of their principles.
• Clearly communicate your solution approach, including the steps followed, calculations made, and reasoning behind your choices.
• Practice regularly to familiarize yourself with different types of case study questions and enhance your problem-solving speed.Class 9 Maths Case Study Questions

Remember, solving case study questions is not just about finding the correct answer but also about demonstrating a logical and systematic approach. Now, let’s explore some resources that can aid your preparation for CBSE Class 9 Maths case study questions.

Q1. Are case study questions included in the Class 9 Maths Case Study Questions syllabus?

Yes, case study questions are an integral part of the CBSE Class 9 Maths syllabus. They are designed to enhance problem-solving skills and encourage the application of mathematical concepts to real-life scenarios.

Q2. How can solving case study questions benefit students ?

Solving case study questions enhances students’ problem-solving skills, analytical thinking, and decision-making abilities. It also bridges the gap between theoretical knowledge and practical application, making mathematics more relevant and engaging.

Q3. How do case study questions help in exam preparation?

Case study questions help in exam preparation by familiarizing students with the question format, improving analytical thinking skills, and developing a systematic approach to problem-solving. Regular practice of case study questions enhances exam readiness and boosts confidence in solving such questions.

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CBSE Class 9 Maths Extra Questions: Chapter 14 - Statistics (with Answers)

Extra questions for cbse class 9 maths chapter 14 statistics provided here are very important for the preparations of the class 9 maths exam. all the questions are provided with answers..

Get here extra questions (with answers) for CBSE Class 9 Maths Chapter 14 - Statistics. These questions are quite helpful to brush up all important concepts and thus make preparations for the exam in a better way. Therefore, students must try to solve each question in order to increase their chances of scoring high in the CBSE Class 9 Maths Exam 2020-21.

CBSE Class 9 Maths Extra Questions for Chapter 14 - Statistics :

1. What do you mean by primary and secondary data?

Primary data means the information was collected by an investigator herself or himself with a definite objective in her or his mind. It is also named as the 'first-hand information'.

Secondary data is the information gathered from a source which already had the information stored. It is also termed as ‘second-hand information’.

2. Find the range of the data given below that represents the marks obtained by students of a class.

55   36   95   73   60   42   25  78  75   62

Hint: The difference of the highest and the lowest values in the data is called the range of the data.

3. What is the mean value of a set of observations?

The mean (or average) of a number of observations is the sum of the values of all the observations divided by the total number of observations.

4. How do we calculate the median of given data?

The median is the middle number in a data set when the numbers are listed in either ascending or descending order. It can be calculated as follows:

5. What is the mode of a given set of data?

The mode is that value of the observation which occurs most frequently, i.e., an observation with the maximum frequency is called the mode.

Also Check:

NCERT Book for Class 9 Maths

NCERT Solutions for Class 9 Maths

6. The mean of 6 observations is 20. On removing one number from the given set, the mean of the remaining numbers becomes 16. Find the value of the removed number?

The value of the removed number = 40

7. The mean of a given set of observations is 30. If each observation is increased by 3, find the mean of the new observations.

The mean of the new observations = 90

Hint: On increasing each number by x, the mean of the new numbers becomes x times.

8. The mean of 21 observations is 32. If the mean of first 11 and last 11 observations is 23 and 28, then find the 11th observation.

The 11th observation = 111

Hint: (21 × 32) = [(11 × 23) + (11 × 28)] − 11th number

9. Find the median of the following numbers:

3, 4, 5, 6, 9, 8, 8, 11, 4

Median of given numbers = 6

Hint: The number of terms is odd so the median will be the middle term.

10. Find the mode of the following numbers:

9, 4, 17, 23, 4, 9, 11, 4, 17, 4, 23, 17, 7, 4, 11

Mode of given numbers = 4

Extra Questions for CBSE Class 9 Maths - All Chapters

Students must go through the latest CBSE Syllabus for Class 9 Maths so that they can prepare according to the contents prescribed by the board.

Also check:

CBSE Class 9 Maths Important Questions and Answers

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Class 9th Maths - Statistics Case Study Questions and Answers 2022 - 2023

QB365 provides a detailed and simple solution for every Possible Case Study Questions in Class 9th Maths Subject - Statistics, CBSE. It will help Students to get more practice questions, Students can Practice these question papers in addition to score best marks.

QB365 - Question Bank Software

Statistics case study questions with answer key.

9th Standard CBSE

Final Semester - June 2015

Mathematics

(ii) In which subject has the performance deteriorated?

(iii) In which subject is the performance at par?

(iv) What is the difference in Maths Subject?

(v) What is the percentage of marks obtained by a student in Class X (2019-20)?

(ii) How many students scored less than 20 marks?

(iii) How many students scored more than 60% marks?

(iv) What is the class size of the classes?

(v) What is the class mark of the class interval 30 – 40?

Based on the information, answer the following questions: (a) The class interval with highest frequency is :

(b) What is the width of the class?

(c) How many students of the height 150 cm and below are there?

(d) How many students of the height 145 cm and above are there?

(e) How many students of the height more than 145 cm but less than 155 are there?

(a) The class interval with highest frequency is: 

(b) Which age group was affected the least?

(c) Which are group was affected the most?

(d) How many patients of the age 45 years and above were admitted?

(e) How many patients of the age 35 years and less were admitted?

(b) What is the total number of students in Histogram?

(c)  How many students scored 50% and above marks?

(d) How many students scored less than 50% marks?

(e)  What is the range of the collected marks?

*****************************************

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• Mathematics /

Statistics Class 9

• Updated on  
• Oct 8, 2021

Statistics is an important chapter for class 9 NCERT Maths . You must have studied concepts like mean, average, frequency and graphs in previous classes as well, Statistics class 9 is an extension of these concepts. The chapter explains its true meaning and draws light on some real-life implementation of Statistics. This blog has all the essential details and study notes to get full marks in Statistics class 9 . 

This Blog Includes:

What is statistics, what is data, ungrouped frequency distribution table, grouped frequency distribution table, modified table, graphical representation of data , measures of central tendencies, statistics class 9 ncert pdf, statistics class 9 ppt, answers , statistics class 9 important questions & answers.

Statistics is a branch of mathematics that deals with collecting, organising, and interpreting data. It has become useful in all branches of knowledge. Predictions and estimates are usually made with the help of Statistics. To understand the meaning of Statistics, you need to understand all its factors. Data is one of the most important elements of Statistics class 9. Let us understand its meaning in the next section.

A piece of information in the form of facts or figures collected for a specific purpose is known as data. It is of the following types:

• Primary data – When the statistical investigator collects the information for the first time with a definite purpose in mind, it is known as primary data.
• Secondary data – When the data is obtained from a third party or a source that already contains the data, it is known as secondary data.
• Raw Data – Let us consider the marks obtained by 12 students in a physics test as given below 25, 67,35,78,32, 78,72, 69, 98,51,89, 40 Data in the above-mentioned form is known as Raw Data.
• Range – The difference between the lowest and the highest values in data is known as the range of the data.  Range= Highest value – Lowest Value

Frequency Distribution Table

In Statistics class 9, a frequency distribution is a list, table (i.e.: frequency table) or graph (i.e.: bar plot or histogram) that displays the frequency of various outcomes in a sample. Each entry in the table contains the frequency or count of the occurrences of values within a particular group or interval. They are of two types:

Let us observe the marks scored by 30 class 8 students in a surprise English test 

36, 80,92,95, 10,20, 40, 50, 56, 60, 70,80

88, 92, 70,80, 70,72, 40,36, 40,36,80

92,80, 80, 40, 50,50, 56, 60, 70, 60,60, 88

To make this data more understandable we write it in a table, as given below:

• Such a table is called an Ungrouped Frequency Distribution Table. We can even use tally marks for preparing such tables. 

Let us consider the following example of data collection. 100 plants each were planted in 100 schools during Van Mahotsava Annual Event Tree plantation drive. After one month, the number of plants that survived was recorded as:

95 67 28 32 65 65 69 33 98 96 76 42 32 38 42 40 40 69 95 92 75 83 76 83 85 62 37 65 63 42 89 65 73 81 49 52 64 76 83 92 93 68 52 79 81 83 59 82 75 82 86 90 44 62 31 36 38 42 39 83 87 56 58 23 35 76 83 85 30 68 69 83 86 43 45 39 83 75 66 83 92 75 89 66 91 27 88 89 93 42 53 69 90 55 66 49 52 83 34 36

The above data can be condensed in a tabular form as follows:

Note: We reduce such a vast amount of data into groups to represent it. These groups are referred to as classes such as 20-29, 30-39 and so on. The lowest number in a class is known as the lower class limit, while the highest number is known as the upper-class limit, as in 20-29, where 20 is a lower class limit and 29 is an upper-class limit. The class interval is the difference between the lower and upper-class limits. The midpoint of a class is referred to as the class mark. Thus,

Also Read: Surface Area And Volume Class 10 Maths

There are gaps in the frequency distribution table between the top and lower limits of two successive classes. So, we need to divide the intervals so that the upper and lower limits of consecutive intervals are the same. To do this, we find the difference between a class’s upper limit and the lower limit of its succeeding class, then add half of this difference to each of the upper limits and subtract the same from each of the lower limits.

For example, consider two consecutive classes 11-15 and 16-20.

Then, difference = 16 – 15 = 1

Half of the difference = ½ = 0.5

So, the new class interval formed are:

• 11-15 is now 10.5-15.5 
• 16-20 is now 15.5-20.5

This is the easiest way of data representation for statistics class 9 . The total numerical value of data can be visualised in the form of graphs. Various types of graphs can be used to represent data. Some of them are given below.

• Bar graph – These graphs use rectangular bars to represent data. It is the simplest and most widely used method. The width and space between the bars should be the same. The height of the bars is adjusted according to the numerical value that they represent.
• Histogram – It is similar to a bar graph but is used only for continuous class intervals. There are no gaps between the rectangular bars. Hence, it looks like a solid figure. Each bar area is directly proportional to the frequency of the variable, whereas the width is equal to the class interval.

• Frequency polygon – If the midpoints of the bars in a histogram are joined together by a line, it represents a frequency polygon. A frequency polygon can be drawn with or without a histogram. The midpoint of the first and the last bar is joined to the x-axis.

Also Read: Application of Statistics

To make the collection of data usage, there are three measures of central tendency –

• Mean – It is calculated by dividing the sum of the observations by the total number of observations. It is represented by the symbol x bar.
• Median – It is the mid-value of the observations that divide the observations into two equal parts. The formula is different for odd and even numbers of observations. Another method of finding the median is by arranging the values in ascending order, and then the value that comes in the middle is the median.
• Mode – The mode is that value among the observations, which occurs most frequently in the data. The number that has the maximum value is the mode. For example, in the given observations 21, 34, 55, 65, 78, 76, 21, 34, 21, 21, 54, 64, 87, 21. 21 is the mode as it appears most frequently.

Also Read: Class 9 Polynomials

Statistics Class 9 Important MCQs

• The number of times particular items occur in a class interval is called its:

B. Frequency

C. Cumulative frequency

• The range of the data 25.7, 16.3, 2.8, 21.7, 24.3, 22.7, 24.9 is:
• If the class marks in a frequency distribution are 19.2, 26.5, 33.5, 40.5, then the class corresponding to the classmark 33.5 is:
• There are 50 numbers. Each number is subtracted from 53 and the mean of the numbers so obtained is found to be –3.5. The mean of the given numbers is:
• If the mean of the observations: x , x + 3, x + 5, x + 7, x + 10 is 9, the mean of the last three observations is:

A. 10 ⅓ 

B. 10 ⅔ 

C. 11 ⅓ 

D. 11 ⅔ 

• The mean of five numbers is 30. If one number is excluded, their mean becomes 28. The excluded number is:
• A grouped frequency distribution table with classes of equal sizes using;63-72 (72 included) as one of the class is constructed for the following data:

30, 32, 45, 54, 74, 78, 108, 112, 66, 76, 88,

40, 14, 20, 15, 35, 44, 66, 75, 84, 95, 96,

102, 110, 88, 74, 112, 14, 34, 44

The number of classes in the distribution will be:

• Let m be the mid-point and l be the upper-class limit of a class in a continuous frequency distribution. The lower class limit of the class is:
• The width of each of the five continuous classes in a frequency distribution is 5 and the lower class limit of the lowest class is 10. The upper class-limit of the highest class is:
•  Parvati obtained 16, 14, 18 and 20 marks (out of 25) in English in weekly tests in the month of Jan. 2000. The mean marks of Parvati is:

The three examples of data that we get in our day to day life are: Electricity bills of the past year Number of girls in our hockey team Number of students appearing for board exam from our school

Number of family members per 10 rooms – 2,4,3,3,1,0,2,4,1,5 Therefore, we get,  Mean = (2+4+3+3+1+0+2+4+1+5)/10 Mean = 25/10 = 2.5

Number of coupons issed in a week: 105,216,322,167,273,405, 346 Mean= sum of observation/total number of observations  Mean= 105+216+322+167+273+405+346/7 = 1834/7 = 262

First, let us arrange the data in ascending order – 44, 45,49,50,52,55,60 n= 7 Median= (n+1)/ 2 observations = (7+1) / 2 = (8/2) observation = 4th observation = 50 kg

Mean = sum of observations / total number of observations  13= (y + y+1+y+4+y+6+y+8+y+5)/ 6 13= (6y+24)/ 6 13*6 = 6y + 24 13*6 – 24 = 6y 13*6 – 6*4 = 6y 6(13-4) = 6y Y = 9

Mean of 36 notice = 12 Total of 36 notices = 36x 12 = 432 Correct sum of 36 noticess = 432 – 74 + 47 = 405  Correct mean of 36  notices = 405/36 = 11.25

Since the mean of 20 observations is 17 Sum of 20 observations = 17 x 20 = 340 New sum of 20 observations = 340-40 +12 = 312 New Mean = 312/20 = 15.6

Statistics is an essential branch of mathematics used in almost every field. Hence, statistics class 9 is an important chapter for the students. Hope these study notes made the entire process of understanding the topic better for you. Reach out to Leverage Edu experts in case of any career or course-related query.

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• Class 9 Maths MCQs
• Chapter 14 Statistics Mcq

Class 9 Maths Chapter 14 Statistics MCQs

Class 9 Maths Chapter 14 Statistics MCQs are provided here with solutions. All the questions are prepared as per the latest exam pattern. The multiple-choice questions provided here, online, are based on the CBSE syllabus (2022-2023) and the latest NCERT curriculum. Students are suggested to practise these chapter-wise questions and prepare for the final exams to score well. Also, check Important Questions for Class 9 Maths .

Download the below PDF to get more MCQs on Class 9 Maths Chapter 14 Statistics.

Class 9 Maths Chapter 14 Statistics MCQs – Download PDF

MCQ Questions on  Class 9 Maths Chapter 14 Statistics

Students of 9th Standard can solve the MCQs on Statistics and select the correct option.

1) The ratio of the sum of observations and the total number of observations is called:

d. Central tendency

2) The mean of x+2, x+3, x+4 and x-2 is:

b. (2x+7)/4

c. (3x+7)/4

d. (4x+7)/4

Explanation: Mean = (x+2+x+3+x+4+x-2)/4 = (4x+7)/4

3) The median of the data: 4, 6, 8, 9, 11 is

4) The median of the data: 155, 160, 145, 149, 150, 147, 152, 144, 148 is

Explanation: First arrange the data in ascending order.

144 145 147 148 149 150 152 155 160

Since, the number of observations here is odd, therefore,

Median = (n+1)/2 th = (9+1)/2 = 10/2 = 5th number = 149

5) The median of the data: 17, 2, 7, 27, 15, 5, 14, 8, 10, 24, 48, 10, 8, 7, 18, 28 is:

Explanation: Arrange the given data in ascending order:

2, 5, 7, 7, 8, 8, 10, 10, 14, 15, 17, 18, 24, 27, 28, 48

Since, the number of observations givere here is even, hence,

Median will be average of two middle terms.

n/2th = 16/2 = 8th term

(n/2 +1)th = (16/2 + 1)th = 9th term

Median = (10+14)/2 = 12

6) The mode of the given data: 4, 6, 5, 9, 3, 2, 7, 7, 6, 5, 4, 9, 10, 10, 3, 4, 7, 6, 9, 9 is;

Explanation: First arrange the data in order:

2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6, 7, 7, 7, 9, 9, 9, 9, 10, 10

Hence, mode = 9

7) The value which appears very frequently in a data is called:

8) The collection of information, collected for a purpose is called:

9) The mean of the data 2, 3, 4, 5, 0, 1, 3, 3, 4, 3 is

Explanation: Mean = (2+3+4+5+0+1+3+3+4+3)/10 = 28/10 = 2.8

10) Which of the following is not a measure of central tendency?

a. Standard deviation

11) Find the range of the following data: 25, 18, 20, 22, 16, 6, 17, 15, 12, 30, 32, 10, 19, 8, 11, 20.

Explanation: Range = Maximum value – Minimum value

Range = 32-6 = 26.

12) What is the class mark of the class interval 90-120?

Explanation: Class mark = (upper limit + lower limit)/2

Class mark = (120+90)/2

Class mark = 105

13) In the class intervals 10-20, 20-30, 20 is included in which interval?

c. Both the intervals

d. None of the intervals

Explanation: In the class intervals 10-20, 20-30, 20 is included in the interval 20-30, because the number is always included in the lower limit of the class interval.

14) Find the class width for the grouped frequency distribution of the class intervals 1-20, 21-40, 41-60, ..

Explanation: Class width is the same as the class size. The class size of the given intervals 1-20, 21-40, 41-60,.. is 20.

15) The arithmetic mean of the first 5 natural numbers is

Explanation: Arithmetic mean = (1+2+3+4+5)/5 

Arithmetic mean = 15/5 = 3

16) Find the value of x, if the arithmetic mean of 4, 5, 6, 7, 8 and x is 7.

Explanation: (4+5+6+7+8+x)/6 = 7

4+5+6+7+8+x = 7(6)

4+5+6+7+8+x = 42

x = 42-30 = 12

17) Find the mode of the following data: 15, 14, 19, 20, 14, 15, 16, 14, 15, 18, 14, 19, 15, 17, 15.

Explanation: The mode of the data 15, 14, 19, 20, 14, 15, 16, 14, 15, 18, 14, 19, 15, 17, 15 is 15, because the number 15 is repeated 5 times.

18) If each data in the observation is increased by 5, then the mean 

a. Remains the same

b. Increased by 5

c. Decreased by 5

d. None of the above

Explanation: If each data in the observation is increased by 5, then the mean is also increased by 5 because the mean is the average of the given values.

19) The difference between the maximum and minimum values of the given observation is called 

b. Class interval

c. Classmark

Explanation: The difference between the maximum and minimum values of the given observation is called range.

20) Find the maximum value if the range is 38 and the minimum value is 82.

Explanation: We know that Range = Maximum value – Minimum value.

Let the unknown value, (i.e) Maximum value be x.

Now, substitute the values, 

38 = x – 82

Therefore, the maximum value is 120.

Related Articles for Class 9

• Statistics For Class 9
• Maths Formulas for Class 9
• Important Questions For Class 9 Maths Chapter 14- Statistics
• Class 9 Maths Chapter 15 Probability MCQs
• CBSE Class 9 Maths Examination 2018: Important 3 marks questions
• Statistics Questions

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