Value Based Questions: Statistics

# Class 9 Maths Chapter 13 Question Answers - Statistics

VALUE BASED QUESTIONS

Q1. The following table gives the percentage distribution of female students in various schools of rural areas of various states and UTs of India who are getting freeship.

 Percentage of female students getting freeship 15 -25 25 - 35 35 - 45 45 - 55 55 - 65 65 - 75 75 - 85 Number of states/UT 6 11 7 4 4 2 1

(i) Find the mean percentage of female students getting freeship.
(ii) Which mathematical concept is used in the above problem?
(iii) By giving freeship to girls/women students, which value is depicted by various states and UTs?

Sol. (i) We find xi (class marks) of each class and put them in the following table :

 Percentage of female students Number of states/UTs fi xi 15 - 25 6 20 25 - 35 11 30 35 - 45 7 40 45 - 55 4 50 55 - 65 4 60 65 - 75 2 70 75 - 85 1 80

Here, we take a = 50, h = 10 and di = xi – 50

Putting di and ui in the following table :

∵ From the table, we have :

⇒       [Using direct method]

OR

Using the step deviation method, we get

Thus, required percentage of women students = 39.71
(ii) Statistics.
(iii) Promoting women education.

The document Class 9 Maths Chapter 13 Question Answers - Statistics is a part of the Class 10 Course Mathematics (Maths) Class 10.
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## Mathematics (Maths) Class 10

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## FAQs on Class 9 Maths Chapter 13 Question Answers - Statistics

 1. What is the importance of value-based questions in a statistics class?
Ans. Value-based questions in a statistics class are important as they help students develop critical thinking skills, ethical reasoning, and decision-making abilities. These questions prompt students to consider the real-world implications of statistical analysis and understand how statistics can be used to make informed decisions.
 2. How can value-based questions enhance the learning experience in a statistics class?
Ans. Value-based questions enhance the learning experience in a statistics class by promoting deeper understanding and application of statistical concepts. These questions encourage students to think beyond the numbers and consider the ethical and social implications of statistical analysis, making the learning process more meaningful and relevant.
 3. Can you provide an example of a value-based question in a statistics class?
Ans. Example value-based question: "A pharmaceutical company conducted a clinical trial on a new medication and found statistically significant positive results. However, they also discovered potential side effects that could affect some patients' health. As a statistician, how would you balance the positive outcomes with the potential risks in your analysis and reporting?"
 4. How do value-based questions contribute to students' development of ethical reasoning skills in a statistics class?
Ans. Value-based questions in a statistics class require students to consider ethical dilemmas and make informed decisions. By engaging with these questions, students develop their ethical reasoning skills, learning to navigate complex statistical scenarios with integrity and responsibility. This helps them become more ethically conscious statisticians in their future professional endeavors.
 5. What role do value-based questions play in preparing students for real-world applications of statistics?
Ans. Value-based questions in a statistics class prepare students for real-world applications by challenging them to think critically about the implications of statistical analysis. By considering the societal, economic, and ethical factors involved, students learn to apply statistical concepts in a more holistic and responsible manner. This prepares them to make informed decisions and effectively communicate statistical findings in real-world scenarios.

## Mathematics (Maths) Class 10

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