Preparation with RD Sharma Class 8 Solutions Chapter 23
FAQs on RD Sharma Class 8 Solutions Chapter 23 - Classification and Tabulation of Data (Ex 23.2) Exercise 23.2
1. How can Vedantu's solutions for RD Sharma Class 8 Maths Ex 23.2 help me solve the problems correctly?
Vedantu's RD Sharma Solutions for Class 8 Maths Exercise 23.2 provide a reliable, step-by-step methodology for every problem. Our experts break down complex questions on data tabulation into simple, easy-to-follow steps, ensuring you understand the correct method for creating frequency distribution tables as per the CBSE 2025-26 curriculum. This helps in building a strong foundation and avoiding common mistakes in exams.
2. What is the first step to solve a problem on data tabulation from Exercise 23.2?
The first and most crucial step is to determine the range of the given data. To do this, you must identify the highest and lowest values in the dataset. The range is calculated by subtracting the lowest value from the highest value. This helps in deciding the number and size of class intervals for your frequency distribution table.
3. How do I construct a frequency distribution table for the questions in this exercise?
To construct a frequency distribution table, follow this correct method:
Step 1: Find the range of the data (Highest value - Lowest value).
Step 2: Decide on the number of classes or class intervals. This should be a manageable number, typically between 5 and 15.
Step 3: Create three columns: 'Class Interval', 'Tally Marks', and 'Frequency'.
Step 4: Go through each data point and mark a tally (a vertical bar |) in the 'Tally Marks' column against the corresponding class interval.
Step 5: Count the tally marks for each class and write the total number in the 'Frequency' column.
4. What are the most common mistakes to avoid when using tally marks for data tabulation in Chapter 23?
When using tally marks, students often make a few common errors. The most frequent mistake is incorrectly grouping the fifth tally mark; remember to strike through the first four marks (||||) to represent a group of five, as this simplifies counting. Another error is losing track and miscounting the data points, leading to an incorrect final frequency. It is best to tick off each data value from the raw list as you assign its tally mark.
5. How do I decide the appropriate class size or width for a frequency distribution table?
Choosing the right class size (or width) is key to creating a meaningful table. While there's no single strict rule, a good approach is to divide the range of the data by the number of classes you want. For instance, if your range is 48 and you want about 5 classes, your class size would be around 48/5 ≈ 9.6. It is standard practice to round this up to a convenient whole number like 10. The goal is to ensure the class intervals cover all data points without being too broad or too narrow.
6. Why is organising raw data into a frequency distribution table considered a better approach for analysis?
Organising raw data into a frequency distribution table is better because it condenses a large, unorganised dataset into a compact and understandable format. Raw data is just a list of numbers, making it difficult to spot trends, patterns, or key characteristics. A frequency table, however, clearly shows how data is distributed across different intervals, allowing for quick identification of the most common (and least common) values, data concentration, and overall data shape. This systematic organisation is the foundation for further statistical analysis and graphical representation like histograms.
