---
title: "NCERT Solutions Class 6 Maths Ch 4 Data Handling and Presentation"
url: https://www.swavid.com/maths/class/6/chapter/data-handling-and-presentation/ncert-solutions
dateModified: 2026-10-07T14:49:17+00:00
---

# NCERT Solutions Class 6 Maths Ch 4 Data Handling and Presentation

This chapter's questions cover data collection, organisation using tally marks and frequency tables, and visual representation through pictographs and bar graphs. Students interpret data, analyze graphical representations, and explore aesthetic considerations in data presentation.

Free PDF (19 pages): https://www.swavid.com/api/seo/pdf/ncert/maths/class-6/swavid-ncert-solutions-class-6-maths-chapter-4-data-handling-and-presentation-dec9bd63aa.pdf

## Figure it Out

### Question 1

*3 marks · Short answer*

What would you do to find the most popular game among Naresh’s and Navya’s classmates?

**Solution**

1. Collect the favourite games chosen by each student in the class.
2. Arrange and organize the given data in a table using tally marks.
3. Count the frequency for each game to find which one is the most popular.

**Answer:** Arrange and organize the given data in a table or frequency distribution table.

> Common mistake: Trying to find the most popular game directly from a raw, unorganized list of responses.

### Question 2

*2 marks · Very short answer*

What is the most popular game in their class?

**Solution**

1. Count the number of students who like each game from the given list in the textbook.
2. Hockey has the highest frequency of 8.

**Answer:** Hockey (frequency – 8)

> Common mistake: Miscounting the tally or frequency of the games.

### Question 3

*Activity*

Try to find out the most popular game among your classmates.

**Solution**

1. Ask each classmate in the class about their favourite game and record their responses.
2. Organize the responses in a table using tally marks and find the frequency to determine the most popular game.

**Answer:** Activity to be performed in the classroom by collecting data from classmates.

### Question 4

*3 marks · Short answer*

Pari wants to respond to the questions given below. Put a tick ($\checkmark$) for the questions where she needs to carry out data collection and put a cross ($\times$) for the questions where she doesn’t need to collect data. Discuss your answers in the classroom.
a. What is the most popular TV show among her classmates?
b. When did India get independence?
c. How much water is getting wasted in her locality?
d. What is the capital of India?

**Part a**

1. This requires gathering information from classmates by asking them about their favourite TV show.

Answer a: Tick (\checkmark)

**Part b**

1. This is a historical fact and does not require collecting new data.

Answer b: Cross (\times)

**Part c**

1. This requires measuring and collecting data about water wastage in her locality.

Answer c: Tick (\checkmark)

**Part d**

1. This is a known geographical fact and does not require data collection.

Answer d: Cross (\times)

**Answer:** Tick for a and c, cross for b and d.

> Common mistake: Confusing general facts and history with situations that require current data collection.

## Figure it Out

### Question 1

*3 marks · Short answer*

Complete the table to help Shri Nilesh to purchase the correct numbers of sweets:
a. How many students chose jalebi?
b. Barfi was chosen by [blank] students?
c. How many students chose gujiya?
d. Rasgulla was chosen by [blank] students?
e. How many students chose gulab jamun?

**Part a**

1. Count the tally marks for Jalebi which are given as $|||| \; |$.
2. This gives a total of $5 + 1 = 6$ students.

Answer a: 6

**Part b**

1. Count the tally marks for Barfi which are given as $|||$.
2. This gives a total of 3 students.

Answer b: 3

**Part c**

1. Count the tally marks for Gujiya which are given as $|||| \; |||| \; |||$.
2. This gives a total of $5 + 5 + 3 = 13$ students.

Answer c: 13

**Part d**

1. Count the tally marks for Rasgulla which are given as $|||| \; ||$.
2. This gives a total of $5 + 2 = 7$ students.

Answer d: 7

**Part e**

1. Count the tally marks for Gulab jamun which are given as $|||| \; ||||$.
2. This gives a total of $5 + 4 = 9$ students.

Answer e: 9

**Answer:** The completed number of students for Jalebi is 6, Barfi is 3, Gujiya is 13, Rasgulla is 7, and Gulab jamun is 9.

> Common mistake: Miscounting the grouped tally marks of 5 represented by four vertical lines crossed by a diagonal line.

### Question 2

*3 marks · Short answer*

Is the above table sufficient to distribute each type of sweet to the correct student? Explain. If it is not sufficient, what is the alternative?

**Solution**

1. State whether the table is sufficient for distribution: No.
2. Explain the reason: The table shows only the total number of students who chose a particular sweet, but it does not show which sweet was chosen by a specific student.
3. State the alternative: Students should be categorized according to their choice of sweet with their names listed under each category.

**Answer:** No, the table is not sufficient because it only shows counts and not individual choices. The alternative is to list students under each sweet category.

> Common mistake: Confusing a frequency table with a list matching individual students to their preferences.

## Figure it Out

### Question 1

*3 marks · Case-based*

Help her to figure out the following:
a. The largest shoe size in the class is _________.
b. The smallest shoe size in the class is _________.
c. There are _________ students who wear shoe size 5.
d. There are _________ students who wear shoe sizes larger than 4.

**Part a**

1. Look at the data arranged in ascending order: 3, 3, 3, 4, 4, 4, 4, 4, 4, 4, 4, 4, 5, 5, 5, 5, 5, 5, 5, 5, 5, 5, 6, 6, 6, 6, 7.
2. The largest shoe size at the end of the ordered list is 7.

Answer a: 7

**Part b**

1. Look at the data arranged in ascending order.
2. The smallest shoe size at the beginning of the ordered list is 3.

Answer b: 3

**Part c**

1. Count the number of times shoe size 5 appears in the ordered list.
2. Shoe size 5 appears 10 times.

Answer c: 10

**Part d**

1. Count the number of shoe sizes that are strictly greater than 4, which are sizes 5, 6, and 7.
2. There are 10 students with size 5, 4 students with size 6, and 1 student with size 7, making a total of 15 students.

Answer d: 15

**Answer:** Largest size is 7, smallest is 3, 10 students wear size 5, and 15 students wear sizes larger than 4.

> Common mistake: Miscounting the frequencies from the arranged list.

### Question 2

*3 marks · Short answer*

How did arranging the data in ascending order help to answer these questions?

**Solution**

1. Arranging the data in ascending order organises the raw observations sequentially from smallest to largest.
2. This makes it easy to spot the minimum and maximum values at a glance.
3. It also helps to count frequencies of identical values quickly without missing any item.

**Answer:** Ordered data is helpful because the frequency of any data is easy to count and the given information can be used easily.

> Common mistake: Stating only that it looks neat without explaining how it helps in counting or finding extremes.

### Question 3

*3 marks · Short answer*

Are there other ways to arrange the data?

**Solution**

1. Raw data can be arranged in various ways depending on the requirement.
2. One common alternative method is to organise the data using a frequency distribution table with tally marks.
3. Data can also be represented visually using pictographs or bar graphs.

**Answer:** Yes, the data can be arranged in a frequency table, pictograph, or bar graph.

> Common mistake: Mentioning only graphs and forgetting tabular organisation.

### Question 4

*Activity*

Write the names of a few trees you see around you. When you observe a tree on the way from your home to school (or while walking from one place to another place), record the data and fill in the following table:
a. Which tree was found in the greatest number?
b. Which tree was found in the smallest number?
c. Were there any two trees found in the same numbers?

**Solution**

1. Observe trees on the way from home to school and record counts in a table.
2. Identify which tree has the maximum frequency and which has the minimum frequency.
3. Compare frequencies to check if any two trees have the same count.

**Answer:** Activity-based observational task.

### Question 5

*Activity*

Take a blank piece of paper and paste any small news item from a newspaper. Each student may use a different article. Now, prepare a table on the piece of paper as given below. Count the number of each of the letters ‘c’, ‘e’, ‘i’, ‘r’, and ‘x’ in the words of the news article, and fill in the table.
a. The letter found the most number of times is ________.
b. The letter found the least number of times is ________.
c. List the five letters ‘c’, ‘e’, ‘i’, ‘r’, ‘x’ in ascending order of frequency. Now, compare the order of your list with that of your classmates. Is your order the same or nearly the same as theirs? (Almost everyone is likely to get the order ‘x, c, r, i, e’.) Why do you think this is the case?
d. Write the process you followed to complete this task.
e. Discuss with your friends the processes they followed.
f. If you do this task with another news item, what process would you follow?

**Solution**

1. Paste a news item and prepare a table for letters c, e, i, r, and x.
2. Count the occurrences of each letter carefully across the words of the article.
3. Arrange the frequencies in ascending order and compare results.

**Answer:** Activity-based counting task.

## Figure it Out

### Question 1

*3 marks · Short answer*

The following pictograph shows the number of books borrowed by students, in a week, from the library of Middle School, Ginnori:
a. On which day were the minimum number of books borrowed?
b. What was the total number of books borrowed during the week?
c. On which day were the maximum number of books borrowed? What may be the possible reason?

**Part a**

1. Observe the pictograph in the textbook (Fig. 4.1) for the number of book symbols on each day.
2. Thursday has the least number of book symbols.

Answer a: Thursday

**Part b**

1. Count the total number of book symbols across all days in the week, where each symbol represents 1 book.
2. The total number of books borrowed is $2 + 5 + 2 + 1 + 3 + 11 = 24$.

Answer b: 24

**Part c**

1. Identify the day with the maximum number of book symbols, which is Saturday.
2. Since Sunday is a holiday, students may borrow books on Saturday to read over the weekend.

Answer c: Saturday. One of the reasons could be that Sunday being a holiday, students can read the borrowed books on Sunday.

**Answer:** Minimum on Thursday, total 24 books, maximum on Saturday

> Common mistake: Miscounting the symbols for Saturday or forgetting to sum all days for the total.

### Question 2

*3 marks · Short answer*

Magan Bhai sells kites at Jamnagar. Six shopkeepers from nearby villages come to purchase kites from him. The number of kites he sold to these six shopkeepers are given below—
Prepare a pictograph using the symbol to represent 100 kites.
Answer the following questions:
a. How many symbols represent the kites that Rani purchased?
b. Who purchased the maximum number of kites?
c. Who purchased more kites, Jasmeet or Chaman?
d. Rukhsana says Poonam Ben purchased more than double the number of kites that Rani purchased. Is she correct? Why?

**Part a**

1. The number of kites Rani purchased is $300$.
2. Since each symbol represents $100$ kites, the number of symbols is $300 \div 100 = 3$.

Answer a: 3 symbols

**Part b**

1. Compare the number of kites sold to each shopkeeper: Chaman ($250$), Rani ($300$), Rukhsana ($100$), Jasmeet ($450$), Jetha Lal ($250$), Poonam Ben ($700$).
2. Poonam Ben has the highest number of kites.

Answer b: Poonam Ben

**Part c**

1. Compare the kites purchased by Jasmeet ($450$) and Chaman ($250$).
2. Since $450 > 250$, Jasmeet purchased more kites.

Answer c: Jasmeet

**Part d**

1. Find the number of kites Rani purchased, which is $300$, and double it: $2 \times 300 = 600$.
2. Add another $100$ to get Poonam Ben's total: $600 + 100 = 700$.
3. Since $700 > 600$, Poonam Ben purchased more than double the number of kites that Rani purchased.

Answer d: Yes. Number of kites purchased by Poonam Ben = $700 = 2 \times 300 + 100$

**Answer:** Rani: 3 symbols, Maximum: Poonam Ben, Jasmeet, Yes

> Common mistake: Confusing the number of symbols with the actual number of kites in calculations.

## Figure it Out

### Question 1

*3 marks · Short answer*

How many total cars passed through the crossing between 6 a.m. and noon?

**Solution**

1. Read the number of vehicles passing through the crossing for each hour from 6 a.m. to noon from the bar graph in the textbook (Fig. 4.3): 6-7 a.m. is 150, 7-8 a.m. is 1200, 8-9 a.m. is 1000, 9-10 a.m. is 800, 10-11 a.m. is 700, and 11 a.m.-12 noon is 600.
2. Add the number of vehicles for all the hours: $150 + 1200 + 1000 + 800 + 700 + 600 = 4450$.
3. State the total number of cars that passed through the crossing as $4450$ cars.

**Answer:** $4450$ cars

> Common mistake: Forgetting to include one of the time intervals or misreading the height of a bar.

### Question 2

*3 marks · Short answer*

Why do you think so little traffic occurred during the hour of 6–7 a.m., as compared to the other hours from 7 a.m.–noon?

**Solution**

1. Very little traffic occurred during 6-7 a.m. because it is early morning before offices, schools, and markets open.
2. Most people are still at home, so fewer vehicles are on the road compared to later hours.
3. Thus, the traffic volume is at its minimum during this hour.

**Answer:** It is early morning before offices, schools, and markets open.

> Common mistake: Writing random guesses without relating to daily routines like school or office timings.

### Question 3

*3 marks · Short answer*

Why do you think the traffic was the heaviest between 7–8 a.m.?

**Solution**

1. Traffic was heaviest between 7-8 a.m. because it is the peak morning rush hour.
2. People commute to their offices, schools, and workplaces during this time.
3. This simultaneous movement causes the highest volume of vehicles on the road.

**Answer:** It is the peak morning rush hour when people travel to offices and schools.

> Common mistake: Failing to mention rush hour or morning commuting times.

### Question 4

*3 marks · Short answer*

Why do you think the traffic was lesser and lesser each hour after 8 a.m. all the way until noon?

**Solution**

1. After 8 a.m., the morning rush hour gradually subsides as most people have already reached their workplaces and schools.
2. As the morning progresses towards noon, fewer people are starting new trips.
3. Consequently, the number of vehicles passing through the crossing decreases each hour.

**Answer:** The morning rush hour gradually ends as people reach their destinations.

> Common mistake: Assuming traffic increases continuously throughout the day.

## Figure it Out

### Question 1

*3 marks · Short answer*

Samantha visited a tea garden, and collected data of the insects and critters she saw there. Here is the data she collected:
Help her prepare a bar graph representing this data.

**Solution**

1. Draw two perpendicular lines, one horizontal and one vertical, on a graph paper.
2. Along the horizontal line, mark the names of the insects (Mites, Caterpillars, Beetles, Butterflies, Grasshoppers) with equal spacing and uniform bar widths.
3. Choose a scale along the vertical line such as 1 unit length = 1 insect, and mark the numbers from 0 to 10.
4. Draw bars of heights corresponding to the frequencies: Mites (6), Caterpillars (10), Beetles (5), Butterflies (3), and Grasshoppers (2).

**Answer:** Bar graph prepared with insect names on the horizontal axis and frequencies on the vertical axis.

> Common mistake: Failing to maintain uniform width and equal spacing between the bars.

### Question 2

*3 marks · Short answer*

Pooja collected data on the number of tickets sold at the Bhopal railway station for a few different cities of Madhya Pradesh over a two-hour period.
She used this data and prepared a bar graph on the board to discuss the data with her students, but someone erased a portion of the graph.
a. Write the number of tickets sold for Vidisha above the bar.
b. Write the number of tickets sold for Jabalpur above the bar.
c. The bar for Vidisha is 6 unit lengths and the bar for Jabalpur is 5 unit lengths. What is the scale for this graph?
d. Draw the correct bar for Sagar.
e. Add the scale of the bar graph by placing the correct numbers on the vertical axis.
f. Are the bars for Seoni and Indore correct in this graph? If not, draw the correct bar(s).

**Part a**

1. Look at the given data table for Vidisha where the number of tickets is 24.

Answer a: 24

**Part b**

1. Look at the given data table for Jabalpur where the number of tickets is 20.

Answer b: 20

**Part c**

1. Given that Vidisha has 24 tickets and its bar height is 6 unit lengths, divide 24 by 6 to find the value of 1 unit length.

Answer c: 1 unit length = 4 tickets

**Part d**

1. Sagar has 16 tickets, so its bar height must be $16 \div 4 = 4$ units.

Answer d: Bar of height 4 units drawn for Sagar.

**Answer:** Completed bar graph with all city tickets and vertical scale marked correctly.

> Common mistake: Dividing the frequency incorrectly by the number of units when finding the scale.

### Question 3

*3 marks · Short answer*

Chinu listed the various means of transport that passed across the road in front of his house from 9 a.m. to 10 a.m.:
a. Prepare a frequency distribution table for the data.
b. Which means of transport was used the most?
c. If you were there to collect this data, how could you do it? Write the steps or process.

**Part a**

1. Count each means of transport from the given raw list and record using tally marks.
2. Bike: 13, Car: 6, Bicycle: 8, Auto Rickshaw: 8, Scooter: 9, Bus: 4, Bullock Cart: 2.

Answer a: Frequency table showing Bike (13), Car (6), Bicycle (8), Auto Rickshaw (8), Scooter (9), Bus (4), and Bullock Cart (2).

**Part b**

1. Compare the frequencies of all means of transport in the table to find the highest value.

Answer b: Bike

**Part c**

1. Prepare a table with two columns, one for means of transport and another for tally marks.
2. List each vehicle as it passes across the road and mark a tally sign.

Answer c: Create a two-column table and use tally marks to record passing vehicles.

**Answer:** Frequency distribution table prepared and most used transport identified as Bike.

> Common mistake: Miss-counting items in a long raw list of observations.

### Question 4

*Activity*

Roll a die 30 times and record the number you obtain each time. Prepare a frequency distribution table using tally marks. Find the number that appeared:
a. The minimum number of times.
b. The maximum number of times.
c. Find numbers that appeared an equal number of times.

**Solution**

1. Roll a die 30 times and note down the numbers 1 to 6 obtained each time.
2. Make a frequency distribution table with columns for Number, Tally Marks, and Frequency.
3. Count the tallies to find the minimum and maximum frequency numbers.

**Answer:** Frequency distribution table of die rolls with minimum and maximum frequency numbers identified.

### Question 5

*3 marks · Short answer*

Faiz prepared a frequency distribution table of data on the number of wickets taken by Jaspreet Bumrah in his last 30 matches:
a. What information is this table giving?
b. What may be the title of this table?
c. What caught your attention in this table?
d. In how many matches has Bumrah taken 4 wickets?
e. Mayank says, “If we want to know the total number of wickets he has taken in his last 30 matches, we have to add the numbers 0, 1, 2, 3 …, up to 7.” Can Mayank get the total number of wickets taken in this way? Why?
f. How would you correctly figure out the total number of wickets taken by Bumrah in his last 30 matches, using this table?

**Part a**

1. Read the column headings of the given table.

Answer a: It gives information about the number of wickets taken by Jaspreet Bumrah in different numbers of matches.

**Part b**

1. Summarize the context of the table.

Answer b: Wickets Taken by Jaspreet Bumrah in Last 30 Matches

**Part c**

1. Observe the extreme values in the table.

Answer c: In only 1 match, 7 wickets were taken.

**Part d**

1. Locate 4 wickets in the Wickets Taken column and check the corresponding number of matches.

Answer d: 3 matches

**Answer:** Total wickets taken calculated as 90 using products of wickets and number of matches.

> Common mistake: Adding up the values in the wickets column instead of multiplying each wicket value by its corresponding frequency.

### Question 6

*3 marks · Short answer*

The following pictograph shows the number of tractors in five different villages.
Observe the pictograph and answer the following questions—
a. Which village has the smallest number of tractors?
b. Which village has the most tractors?
c. How many more tractors does Village C have than Village B?
d. Komal says, “Village D has half the number of tractors as Village E.” Is she right?

**Part a**

1. Count the tractor symbols for each village from the pictograph where each symbol represents 1 tractor.

Answer a: Village D

**Part b**

1. Identify the row with the maximum number of tractor symbols.

Answer b: Village C

**Part c**

1. Count the tractors in Village C and Village B and find their difference.

Answer c: 3 tractors

**Part d**

1. Compare the number of tractors in Village D and Village E.

Answer d: Yes, Village D has 3 tractors and Village E has 6 tractors, so D has half the number of tractors as Village E.

**Answer:** Village D has the smallest number of tractors, Village C has the most, Village C has 3 more than Village B, and Komal is right.

> Common mistake: Miscounting symbols when rows have many items.

### Question 7

*3 marks · Short answer*

The number of girl students in each class of a school is depicted by the pictograph:
Observe this pictograph and answer the following questions:
a. Which class has the least number of girl students?
b. What is the difference between the number of girls in Classes 5 and 6?
c. If two more girls were admitted in Class 2, how would the graph change?
d. How many girls are there in Class 7?

**Part a**

1. Observe the pictograph in the textbook (Fig. 4.7) where each symbol represents 4 girls.
2. Class 8 has the least number of symbols (half symbol), meaning the least number of girl students.

Answer a: Class 8

**Part b**

1. Class 5 has 2 symbols, which means $2 \times 4 = 8$ girls.
2. Class 6 has $3.5$ symbols, which means $3.5 \times 4 = 14$ girls.
3. The difference between the number of girls in Classes 5 and 6 is $14 - 8 = 6$.

Answer b: 6

**Part c**

1. Class 2 currently has 3.5 symbols, representing $3.5 \times 4 = 14$ girls.
2. Adding 2 more girls makes a total of $14 + 2 = 16$ girls.
3. Since $16 \div 4 = 4$, the graph for Class 2 will show 4 full symbols instead of 3 full and 1 half symbol.

Answer c: The last half symbol will be converted into a full symbol.

**Part d**

1. Class 7 has 3 symbols in the pictograph.
2. Each symbol represents 4 girls.
3. Total number of girls in Class 7 = $3 \times 4 = 12$.

Answer d: 12

**Answer:** Refer to the sub-parts for the answers.

> Common mistake: Forgetting to multiply the number of symbols by the scale value of 4.

### Question 8

*3 marks · Short answer*

Mudhol Hounds (a type of breed of Indian dogs) are largely found in North Karnataka’s Bagalkote and Vijaypura districts. The government took an initiative to protect this breed by providing support to those who adopted these dogs. Due to this initiative, the number of these dogs increased. The number of Mudhol dogs in six villages of Karnataka are as follows—
Village A : 18, Village B : 36, Village C : 12, Village D : 48, Village E : 18, Village F : 24
Prepare a pictograph and answer the following questions:
a. What will be a useful scale or key to draw this pictograph?
b. How many symbols will you use to represent the dogs in Village B?
c. Kamini said that the number of these dogs in Village B and Village D together will be more than the number of these dogs in the other 4 villages. Is she right? Give reasons for your response.

**Part a**

1. Examine the given numbers of Mudhol dogs: 18, 36, 12, 48, 18, 24.
2. All these numbers are multiples of 6.

Answer a: Scale is 1 symbol = 6 dogs

**Part b**

1. Village B has 36 dogs.
2. Using a scale where 1 symbol represents 6 dogs, divide 36 by 6.

Answer b: 6 symbols

**Part c**

1. Calculate the total number of dogs in Village B and Village D: $36 + 48 = 84$.
2. Calculate the total number of dogs in the other four villages (A, C, E, F): $18 + 12 + 18 + 24 = 72$.
3. Compare the two totals: $84 > 72$, so Kamini is right.

Answer c: Yes, Kamini is right because the sum for Village B and D is 84, which is greater than 72.

**Answer:** Refer to the sub-parts for the answers.

> Common mistake: Choosing an inconvenient scale that does not divide evenly into the given data values.

### Question 9

*3 marks · Short answer*

A survey of 120 school students was conducted to find out which activity they preferred to do in their free time:
Draw a bar graph to illustrate the above data taking the scale of 1 unit length = 5 students. Which activity is preferred by most students other than playing?

**Solution**

1. Draw two perpendicular lines: a horizontal line for preferred activities and a vertical line for the number of students.
2. Mark the activities with equal spacing along the horizontal line and set the scale along the vertical line as 1 unit length = 5 students.
3. Draw bars of heights corresponding to the given frequencies: Playing = 45 (9 units), Reading story books = 30 (6 units), Watching TV = 20 (4 units), Listening to music = 10 (2 units), Painting = 15 (3 units).
4. Compare the heights of the bars for activities other than playing to find the maximum.

**Answer:** Reading story books

> Common mistake: Including 'Playing' when looking for the most preferred activity other than playing.

### Question 10

*3 marks · Short answer*

Students and teachers of a primary school decided to plant tree saplings in the school campus and in the surrounding village during the first week of July. Details of the saplings they planted are as follows—
a. The total number of saplings planted on Wednesday and Thursday is ___________
b. The total number of saplings planted during the whole week is ___________
c. The greatest number of saplings were planted on ___________ and the least number of saplings were planted on ___________. Why do you think that is the case? Why were more saplings planted on certain days of the week and less on others? Can you think of possible explanations or reasons? How could you try and figure out whether your explanations are correct?

**Part a**

1. From the bar graph in the textbook (Fig. 4.10), read the number of saplings planted on Wednesday (30) and Thursday (40).
2. Add the two values: $30 + 40 = 70$.

Answer a: 70

**Part b**

1. Read the heights of the bars for all days: Monday = 55, Tuesday = 40, Wednesday = 30, Thursday = 40, Friday = 50, Saturday = 60, Sunday = 40.
2. Sum the values: $55 + 40 + 30 + 40 + 50 + 60 + 40 = 310$.

Answer b: 310

**Part c**

1. Identify the tallest bar which corresponds to Saturday (60) and the shortest bar which corresponds to Wednesday (30).
2. Give possible explanations for the variation, such as the day of the week influencing student attendance or weather conditions during the rainy season.

Answer c: Saturday, Wednesday. The variation may be due to the weekend or weather conditions.

**Answer:** Refer to the sub-parts for the answers.

> Common mistake: Misreading the height of the bars for Wednesday or Saturday from the graph.

### Question 11

*3 marks · Short answer*

The number of tigers in India went down drastically between 1900 and 1970. Project Tiger was launched in 1973 to track and protect the tigers in India. Starting in 2006, the exact number of tigers in India was tracked. Shagufta and Divya looked up information about the number of tigers in India between 2006 and 2022 in four-year intervals. They prepared a frequency table for this data and a bar graph to present this data, but there are a few mistakes in the graph. Can you find those mistakes and fix them?

**Solution**

1. Examine the given frequency table for tiger populations: 2006 (1400), 2010 (1700), 2014 (2200), 2018 (3000), 2022 (3700).
2. Compare the table values with the bar lengths shown in the graph.
3. Observe that the heights or lengths of the bars corresponding to the years 2006, 2010, 2014, and 2018 do not correctly match their respective frequencies according to the scale.
4. Redraw or adjust the bars so that their lengths accurately represent the given numbers against the horizontal axis.

**Answer:** There are mistakes in the bars of 2006, 2010, 2014, and 2018, which need to be corrected to match the table values.

> Common mistake: Checking only one bar and missing the errors in the other misdrawn bars.

## Figure it Out

### Question 1

*3 marks · Short answer*

If you wanted to visually represent the data of the heights of the tallest persons in each class in your school, would you use a graph with vertical bars or horizontal bars? Why?

**Solution**

1. Heights are measured upwards from the ground.
2. A vertical bar graph or column graph is more intuitive and visually appealing for representing vertical heights.
3. Therefore, we would use a graph with vertical bars.

**Answer:** Vertical bars, because heights are measured upwards from the ground and are best represented by vertical columns.

> Common mistake: Choosing horizontal bars without considering that heights grow vertically upwards from the ground.

### Question 2

*3 marks · Short answer*

If you were making a table of the longest rivers on each continent and their lengths, would you prefer to use a bar graph with vertical bars or with horizontal bars? Why? Try finding out this information, and then make the corresponding table and bar graph! Which continents have the longest rivers?

**Solution**

1. Lengths of rivers are horizontal features spread across land.
2. A bar graph with horizontal bars is more useful and intuitive for representing horizontal lengths.
3. Therefore, we would prefer to use a horizontal bar graph.

**Answer:** Horizontal bars, because the length of a river is a horizontal feature and can be easily compared using horizontal lengths.

> Common mistake: Using vertical bars for horizontal distances or lengths without noting the directional nature of the feature.

## Frequently asked questions

### How many questions are there in Chapter 4 Data Handling and Presentation of the new Class 6 Maths book?

The chapter contains a total of 30 questions spread across multiple 'Figure it Out' sections in the new NCERT book for the 2026-27 session. You can access step-by-step solutions for all these questions in SwaVid's free PDF available on this page only.

### Which topics are covered in the Class 6 Maths Chapter 4 questions?

The questions cover important topics such as collecting and organising data, tally marks, frequency distribution tables, pictographs, and drawing or interpreting bar graphs. SwaVid provides detailed explanations for each of these concepts to help students prepare thoroughly.

### What are the hardest question types in this chapter and how should we approach them?

Questions involving constructing bar graphs, identifying errors in given bar graphs, and interpreting complex frequency distribution tables are usually found to be the most challenging. To approach them correctly, students should carefully verify scale values and tally marks before drawing or analyzing the data.

### How can I write answers for full marks in Class 6 Maths Data Handling?

To score full marks, always write clear headings, show your tally mark calculations step by step, and label the axes properly when drawing pictographs or bar graphs. Following the structured solutions in SwaVid's free PDF on this page will help you master this presentation format.

### Is the free PDF for NCERT Solutions of Class 6 Maths Chapter 4 available here?

Yes, SwaVid's complete and reliable free PDF containing solutions for all questions in the new NCERT syllabus is available right on this page. These answers are designed according to the latest 2026-27 academic session guidelines.

## Related pages

- [Class 6 Maths chapters](https://www.swavid.com/maths/class/6)

Solutions written by SwaVid, a personal AI tutor for Class 6 to 10 Maths and Science. Practise this chapter free: https://www.swavid.com/start/student