Give one example of a situation in which $(i)$ the mean is an appropriate measure of central tendency.
(N/A) The mean is an appropriate measure of central tendency when the data set does not contain extreme outliers and the values are relatively close to each other.
$(i)$ Consider the following example: The heights of the members of a family are $154.9 \text{ cm}, 162.8 \text{ cm}, 170.6 \text{ cm}, 158.8 \text{ cm}, 163.3 \text{ cm}, 166.8 \text{ cm}, 160.2 \text{ cm}$.
In this case,it can be observed that the observations in the given data are close to each other and there are no extreme values. Therefore,the mean is an appropriate measure of central tendency.
$(i)$ Consider the following example: The heights of the members of a family are $154.9 \text{ cm}, 162.8 \text{ cm}, 170.6 \text{ cm}, 158.8 \text{ cm}, 163.3 \text{ cm}, 166.8 \text{ cm}, 160.2 \text{ cm}$.
In this case,it can be observed that the observations in the given data are close to each other and there are no extreme values. Therefore,the mean is an appropriate measure of central tendency.
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The following data on the number of girls (to the nearest ten) per thousand boys in different sections of Indian society is given below.
Section Number of girls per thousand boys Scheduled Caste $(SC)$ $940$ Scheduled Tribe $(ST)$ $970$ Non $SC/ST$ $920$ Backward districts $950$ Non-backward districts $920$ Rural $930$ Urban $910$
$(i)$ Represent the information above by a bar graph.
$(ii)$ In the classroom,discuss what conclusions can be arrived at from the graph.
| Section | Number of girls per thousand boys |
| Scheduled Caste $(SC)$ | $940$ |
| Scheduled Tribe $(ST)$ | $970$ |
| Non $SC/ST$ | $920$ |
| Backward districts | $950$ |
| Non-backward districts | $920$ |
| Rural | $930$ |
| Urban | $910$ |
$(i)$ Represent the information above by a bar graph.
$(ii)$ In the classroom,discuss what conclusions can be arrived at from the graph.
Medium
View SolutionConsider the marks obtained (out of $100$ marks) by $30$ students of Class $IX$ of a school:
$\begin{array}{*{20}{c}}
{10}&{20}&{36}&{92}&{95}&{40}&{50}&{56}&{60}&{70} \\
{92}&{88}&{80}&{70}&{72}&{70}&{36}&{40}&{36}&{40} \\
{92}&{40}&{50}&{50}&{56}&{60}&{70}&{60}&{60}&{88}
\end{array}$
$\begin{array}{*{20}{c}}
{10}&{20}&{36}&{92}&{95}&{40}&{50}&{56}&{60}&{70} \\
{92}&{88}&{80}&{70}&{72}&{70}&{36}&{40}&{36}&{40} \\
{92}&{40}&{50}&{50}&{56}&{60}&{70}&{60}&{60}&{88}
\end{array}$
Medium
View SolutionThe following number of goals were scored by a team in a series of $10$ matches:
$2, 3, 4, 5, 0, 1, 3, 3, 4, 3$
Find the mean,median,and mode of these scores.
$2, 3, 4, 5, 0, 1, 3, 3, 4, 3$
Find the mean,median,and mode of these scores.
Medium
View SolutionClassify the data you can collect from your day-to-day life as primary or secondary data.
In our day-to-day life,we can collect the following data:
$1.$ Number of females per $1000$ males in various states of our country.
$2.$ Weights of students of our class.
$3.$ Production of wheat in the last $10$ years in our country.
$4.$ Number of plants in our locality.
$5.$ Rainfall in our city in the last $10$ years.
In our day-to-day life,we can collect the following data:
$1.$ Number of females per $1000$ males in various states of our country.
$2.$ Weights of students of our class.
$3.$ Production of wheat in the last $10$ years in our country.
$4.$ Number of plants in our locality.
$5.$ Rainfall in our city in the last $10$ years.
Medium
View SolutionConsider the marks,out of $100$,obtained by $51$ students of a class in a test,given in the table below. Draw a frequency polygon corresponding to this frequency distribution table.
Marks Number of students $0-10$ $5$ $10-20$ $10$ $20-30$ $4$ $30-40$ $6$ $40-50$ $7$ $50-60$ $3$ $60-70$ $2$ $70-80$ $2$ $80-90$ $3$ $90-100$ $9$ Total $51$
| Marks | Number of students |
| $0-10$ | $5$ |
| $10-20$ | $10$ |
| $20-30$ | $4$ |
| $30-40$ | $6$ |
| $40-50$ | $7$ |
| $50-60$ | $3$ |
| $60-70$ | $2$ |
| $70-80$ | $2$ |
| $80-90$ | $3$ |
| $90-100$ | $9$ |
| Total | $51$ |
Medium
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