Class 9 — Mathematics (NCERT)

Statistics: Frequency Distributions and Graphical Representation

Class 9

  • ✓By the end of this lesson students will be able to understand the meaning of data, frequency, and frequency distribution.
  • ✓By the end of this lesson students will be able to construct ungrouped and grouped frequency distribution tables.
  • ✓By the end of this lesson students will be able to represent data graphically using bar graphs for discrete data.
  • ✓By the end of this lesson students will be able to represent data graphically using histograms for continuous data.
  • ✓By the end of this lesson students will be able to represent data graphically using frequency polygons.

Key concepts

Data

Data refers to a collection of facts, such as numbers, words, measurements, observations, or even just descriptions of things. When collected in its original form, it is called raw data. Data can be broadly classified into two types:\n1. Primary Data: Data collected by the investigator himself for a definite purpose or inquiry.\n2. Secondary Data: Data collected by someone else and used by the investigator for his purpose.

Frequency

The frequency of an observation is the number of times that particular observation occurs in a given set of data. For example, if the number '5' appears 7 times in a data set, then the frequency of '5' is 7.

Frequency Distribution

A frequency distribution is a tabular summary of data showing the frequency of each value or class interval. It helps in organising raw data into a more meaningful form.\n\n1. Ungrouped Frequency Distribution: When the number of observations is small and the range of data is not very wide, we can prepare an ungrouped frequency distribution table. Each distinct observation is listed, and its frequency is recorded.\n\n2. Grouped Frequency Distribution: When the number of observations is large and the range of data is wide, it is convenient to group the data into class intervals. This is called a grouped frequency distribution.\n * Class Interval: The range of values in each group (e.g., 0-10, 10-20).\n * Class Size (or Class Width): The difference between the upper and lower class limits of a class interval. For example, for the interval 10-20, the class size is 20 - 10 = 10.\n * Lower Class Limit: The smallest value in a class interval.\n * Upper Class Limit: The largest value in a class interval.\n * Class Mark (or Mid-point): The mid-point of a class interval. It is calculated as (Lower Class Limit + Upper Class Limit) / 2.

Class Mark = (Lower Class Limit + Upper Class Limit) / 2
Bar Graphs

A bar graph is a pictorial representation of data in which bars of uniform width are drawn with equal spacing between them on one axis (usually the x-axis) and the heights of the bars represent the frequency of the respective observations on the other axis (usually the y-axis). Bar graphs are generally used for discrete data or categorical data.

Histograms

A histogram is a graphical representation of a grouped frequency distribution with continuous classes. In a histogram, the class intervals are taken on the x-axis and their corresponding frequencies on the y-axis. Rectangles are constructed with bases as the class intervals and heights proportional to the frequencies. There are no gaps between adjacent bars in a histogram because the data is continuous.\n\nFor unequal class widths, the height of the rectangle is adjusted by calculating the 'frequency density' for each class. Frequency density = Frequency / Class Width. The area of each rectangle is then proportional to the frequency.

Frequency Density = Frequency / Class Width (for unequal class widths)
Frequency Polygons

A frequency polygon is another way of representing a frequency distribution graphically. It can be drawn in two ways:\n1. By joining the mid-points of the tops of the adjacent rectangles of a histogram with line segments.\n2. By plotting the class marks against the frequencies and then joining these points with line segments. To make it a closed figure, the mid-points of the immediately lower and higher hypothetical class intervals (with zero frequency) are also included and connected to the first and last plotted points, respectively.

Key facts to remember

  • 1Data is a collection of facts, which can be primary (collected by investigator) or secondary (collected by others).
  • 2Frequency is the number of times an observation occurs.
  • 3Frequency distribution organises raw data into tables, either ungrouped (for discrete values) or grouped (for class intervals).
  • 4Class Mark = (Lower Class Limit + Upper Class Limit) / 2.
  • 5Bar graphs use separate bars for discrete or categorical data, with heights proportional to frequency.
  • 6Histograms use adjacent bars for continuous grouped data, with heights proportional to frequency (or frequency density for unequal class widths).
  • 7Frequency polygons are formed by joining class marks plotted against frequencies, often closed by extending to hypothetical zero-frequency classes.

Worked examples

Example 1

The marks obtained by 20 students in a mathematics test (out of 10) are given below:\n6, 8, 5, 7, 6, 8, 5, 9, 7, 6, 5, 8, 7, 6, 9, 5, 7, 8, 6, 7\nConstruct an ungrouped frequency distribution table for this data.

IStep 1: List all the distinct marks obtained by the students.
IIStep 2: Use tally marks to count the occurrence of each mark.
IIIStep 3: Write down the frequency (count) for each mark.
IVStep 4: Construct the frequency distribution table.

Answer

| Marks (x) | Tally Marks | Frequency (f) |\n|-----------|-------------|---------------|\n| 5 | |||| | 4 |\n| 6 | |||| | | 5 |\n| 7 | |||| | | 5 |\n| 8 | |||| | 4 |\n| 9 | || | 2 |\n| **Total** | | **20** |

Always check that the sum of frequencies equals the total number of observations.

Example 2

The heights (in cm) of 30 students of Class 9 are given below:\n155, 158, 150, 161, 160, 152, 153, 157, 159, 162, 156, 154, 151, 163, 155, 158, 150, 161, 160, 152, 153, 157, 159, 162, 156, 154, 151, 163, 155, 158\nConstruct a grouped frequency distribution table with class intervals 150-155, 155-160, etc., and then draw a histogram for the data.

IStep 1: Identify the minimum and maximum values in the data. Min = 150, Max = 163.
IIStep 2: Define the class intervals as 150-155, 155-160, 160-165. Note that 155 is included in 155-160, not 150-155 (exclusive classes).
IIIStep 3: Tally the observations for each class interval and find the frequency.
IVStep 4: Construct the grouped frequency distribution table.
VStep 5: Draw the histogram:\n a. Mark class intervals on the x-axis (horizontal axis).\n b. Mark frequencies on the y-axis (vertical axis).\n c. Choose an appropriate scale for both axes.\n d. Draw rectangles with bases as class intervals and heights corresponding to their frequencies. Ensure there are no gaps between the bars.

Answer

Grouped Frequency Distribution Table:\n| Class Interval (Height in cm) | Tally Marks | Frequency |\n|-------------------------------|-------------|-----------|\n| 150-155 | |||| |||| | 9 |\n| 155-160 | |||| |||| ||| 13 |\n| 160-165 | |||| || | 8 |\n| **Total** | | **30** |\n\n(A visual representation of the histogram would be drawn here. The x-axis would be labelled 'Height (cm)' with intervals 150, 155, 160, 165. The y-axis would be labelled 'Number of Students (Frequency)' with an appropriate scale. Bars would be drawn from 150-155 with height 9, from 155-160 with height 13, and from 160-165 with height 8, with no gaps between them.)

Remember to use exclusive class intervals for histograms (e.g., 150-155 means 150 to less than 155). The upper limit of one class is the lower limit of the next.

Example 3

Using the grouped frequency distribution table from the previous example (heights of 30 students), draw a frequency polygon.

IStep 1: Calculate the class mark for each class interval.
IIStep 2: Plot the class marks on the x-axis and their corresponding frequencies on the y-axis.
IIIStep 3: Join the plotted points with line segments.
IVStep 4: To make it a closed figure, assume hypothetical class intervals with zero frequency at each end. For 150-155, the previous class would be 145-150 (class mark 147.5). For 160-165, the next class would be 165-170 (class mark 167.5). Plot these points (147.5, 0) and (167.5, 0) and connect them to the first and last actual plotted points, respectively.

Answer

Class Marks:\n| Class Interval | Class Mark | Frequency |\n|----------------|------------|-----------|\n| 150-155 | 152.5 | 9 |\n| 155-160 | 157.5 | 13 |\n| 160-165 | 162.5 | 8 |\n\nHypothetical Class Marks for closure:\n| Class Interval | Class Mark | Frequency |\n|----------------|------------|-----------|\n| 145-150 | 147.5 | 0 |\n| 165-170 | 167.5 | 0 |\n\n(A visual representation of the frequency polygon would be drawn here. Points (147.5, 0), (152.5, 9), (157.5, 13), (162.5, 8), (167.5, 0) would be plotted and connected by straight line segments. The x-axis would be labelled 'Class Mark (Height in cm)' and the y-axis 'Frequency'.)

A frequency polygon can also be drawn by first drawing a histogram and then joining the mid-points of the tops of the adjacent bars.

Common mistakes

  • ✗Using a bar graph for continuous data instead of a histogram, leading to gaps between bars where there should be none.
  • ✗Incorrectly calculating class marks, especially for grouped data.
  • ✗Not labelling the axes of graphs or forgetting to include a title, making the graph difficult to interpret.
  • ✗Including the upper class limit in two consecutive class intervals (e.g., 0-10 and 10-20, where 10 is counted in both). Always use exclusive intervals for continuous data.
  • ✗Not closing the frequency polygon by extending it to the x-axis at the mid-points of the adjacent hypothetical zero-frequency classes.

Exam tips

  • ★Read the question carefully to determine whether an ungrouped or grouped frequency distribution is required, and which type of graph (bar graph, histogram, or frequency polygon) is appropriate.
  • ★Always label the axes of your graphs clearly with the quantity represented and its units. Provide a suitable title for the graph.
  • ★Choose an appropriate scale for both the x-axis and y-axis to ensure the graph is clear and covers the entire range of data effectively.
  • ★Use a sharp pencil and a ruler for drawing graphs to ensure neatness and accuracy. For histograms, ensure there are no gaps between the bars for continuous data.

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