This guide is a comprehensive compilation of Creative Questions (CQs)

based
exclusively on Chapter Eleven: Information and Data (Exercise 11) of
the Class 7
Mathematics curriculum.

The questions are organized by category and type. For each category and
type,
four progressive difficulty levels (Easy, Medium, Hard, and Extremely
Advanced)
are provided, complete with fully worked, step-by-step solutions
following the
NCTB pattern.

Table of Contents

- Category 1: Data Classification, Range, and Frequency Distribution

Tables
- Type A: Small Class Intervals and Direct Sorting
- CQ 1 (Easy) | CQ 2 (Medium) | CQ 3 (Hard) | CQ 4 (Extremely
Advanced)
- Type B: Advanced Frequency Tables with Larger Datasets
- CQ 5 (Easy) | CQ 6 (Medium) | CQ 7 (Hard) | CQ 8 (Extremely
Advanced)
 - Category 2: Drawing Histograms and Finding the Mode
- Type A: Drawing Histograms from Pre-Tabulated Data
- CQ 9 (Easy) | CQ 10 (Medium) | CQ 11 (Hard) | CQ 12
(Extremely
Advanced)
- Type B: From Raw Data to Histograms and Graphical Modes
- CQ 13 (Easy) | CQ 14 (Medium) | CQ 15 (Hard) | CQ 16
(Extremely
Advanced)

Category 1: Data Classification, Range, and Frequency Distribution

Tables

Type A: Small Class Intervals and Direct Sorting

CQ 1 (Easy)

Stem: The number of family members of 15 families in an area are:

3, 4, 5, 3, 2, 6, 5, 4, 3, 7, 6, 5, 3, 4, 5

- (a) Find the range of the given data using the textbook formula. [2]
- (b) Arrange the data in ascending order. [4]
- (c) Prepare a frequency distribution table with a class interval of 2,
 starting the first class at 2. [4]

Solution:

(a) \text{Lowest number} = 2, \quad \text{Highest number} = 7

According to the
formula: \text{Range} = (\text{Highest number} - \text{Lowest
number}) + 1
\text{Range} = (7 - 2) + 1 = 6

(b) Arranging the given 15 numbers in ascending order:

2, 3, 3, 3, 3, 4, 4, 4, 5, 5, 5, 5, 6, 6, 7

(c) We take the class interval as 2.

\text{Number of classes} = \frac{\text{Range}}{\text{Class interval}}
= \frac{6}{2} = 3 \text{ classes}
Starting from 2, the classes of interval 2 are: 2-3, 4-5, and 6-7.

\begin{array}{|c|c|c|} \hline \textbf{Class of Family Members} & \

textbf{Tally Marks} & \textbf{Frequency (No. of families)} \\ \hline 2 -
3 & \text{I H} & 5 \\ 4 - 5 & \text{I H II} & 7 \\ 6 - 7 & \text{III} &
3 \\ \hline \textbf{Total} & & \textbf{15} \\ \hline \end{array}

CQ 2 (Medium)
Stem: The marks obtained by 20 students of Class VII in a Mathematics
test are:
50, 60, 52, 42, 32, 35, 36, 45, 40, 48, 47, 46, 48, 43, 49, 50, 56, 58, 55,
60

- (a) What is the difference between primary and secondary data? Give
an
example of each. [2]
- (b) Determine the range of the marks and find the number of classes if
the
class interval is 5. [4]
- (c) Prepare a frequency distribution table taking 5 as class interval. [4]

Solution:

(a)

- Primary Data: Data collected directly from the source by the

researcher as
per their need. It is highly dependable and reliable.
- Example: Marks obtained by students in a mathematics test
collected
directly from the class register.
 - Secondary Data: Data collected from indirect sources or compiled by
another
organization. It is comparatively less reliable.
- Example: Temperature data of world cities collected from a
weather
website or newspaper.

(b) \text{Lowest number} = 32, \quad \text{Highest number} = 60

\text{Range} = (\text{Highest number} - \text{Lowest number}) + 1
\text{Range} = (60 - 32) + 1 = 29 Given class interval = 5.
\text{Number of classes} = \frac{\text{Range}}{\text{Class interval}}
= \frac{29}{5} = 5.8 \approx 6 \text{ classes (subsequent integer
considered)}

(c) Let us start the classes from 31 with an interval of 5.

\begin{array}{|c|c|c|} \hline \textbf{Classes of Marks} & \textbf{Tally

Marks} & \textbf{Frequency (No. of students)} \\ \hline 31 - 35 & \
text{II} & 2 \\ 36 - 40 & \text{II} & 2 \\ 41 - 45 & \text{III} & 3 \\ 46 -
50 & \text{I H II} & 7 \\ 51 - 55 & \text{II} & 2 \\ 56 - 60 & \text{IIII}
& 4 \\ \hline \textbf{Total} & & \textbf{20} \\ \hline \end{array}

CQ 3 (Hard)
Stem: The hourly wages (in Taka) of 25 workers in a factory are:
35, 40, 45, 50, 30, 25, 20, 35, 40, 45, 50, 30, 25, 40, 35, 45, 50, 30, 35,
40, 45, 25, 30, 35, 40

- (a) Explain what is meant by organized and unorganized data. [2]

- (b) Arrange the wage data in ascending order and find the median of
the
dataset. [4]
- (c) Construct a frequency distribution table with a class interval of 5,
starting the first class from 20. [4]

Solution:

(a)

- Unorganized Data: Data put in a disordered way without any

arrangement in
order of value.
- Organized Data: Data arranged in an orderly manner, such as in
ascending or
descending order of values, which makes it easy to analyze.

(b) Arranging the 25 wages in ascending order:

20, 25, 25, 25, 30, 30, 30, 30, 35, 35, 35, 35, 35, 40, 40, 40, 40, 40, 45,
45, 45, 45, 50, 50, 50
Since the total number of data points N = 25 is an odd number, the
median is:
\text{Median} = \left(\frac{N + 1}{2}\right)\text{-th term} = \left(\
frac{25 + 1}{2}\right)\text{-th term} = 13\text{-th term}
Counting to the 13th term in the sorted array, we find:
\text{Median} = 35 \text{ Taka}

(c) \text{Lowest number} = 20, \quad \text{Highest number} = 50

\text{Range} = (50 - 20) + 1 = 31 With a class interval of 5:
\text{Number of classes} = \frac{31}{5} = 6.2 \approx 7 \text{ classes}
Starting
from 20, the classes are:

\begin{array}{|c|c|c|} \hline \textbf{Classes of Hourly Wages} & \

textbf{Tally Marks} & \textbf{Frequency (No. of workers)} \\ \hline 20
- 24 & \text{I} & 1 \\ 25 - 29 & \text{III} & 3 \\ 30 - 34 & \text{IIII} &
4 \\ 35 - 39 & \text{I H} & 5 \\ 40 - 44 & \text{I H} & 5 \\ 45 - 49 & \
text{IIII} & 4 \\ 50 - 54 & \text{III} & 3 \\ \hline \textbf{Total} & & \
textbf{25} \\ \hline \end{array}

CQ 4 (Extremely Advanced)
Stem: Consider the following fraction-based dataset of study hours of
some
students in a week:
3.5, 4.0, 5.5, 3.5, 2.0, 6.0, 5.5, 4.0, 3.5, 7.0, 6.0, 5.5, 3.5, 4.0, 5.0

- (a) Find the range of the study hours. [2]

- (b) Multiply each data point by 2 to convert them into integers.
Arrange
this new dataset in ascending order and determine its mean. [4]
- (c) Prepare a frequency distribution table of the converted integer
dataset
with a class interval of 3, starting from the minimum value. [4]

Solution:

(a) \text{Lowest number} = 2.0, \quad \text{Highest number} = 7.0

\text{Range} = (7.0 - 2.0) + 1 = 6.0 \text{ hours}

(b) Multiplying each of the 15 data points by 2:

7, 8, 11, 7, 4, 12, 11, 8, 7, 14, 12, 11, 7, 8, 10 Arranging in ascending
order:
4, 7, 7, 7, 7, 8, 8, 8, 10, 11, 11, 11, 12, 12, 14 Calculating the mean of
this
converted data: \text{Sum} = 4 + 7(4) + 8(3) + 10 + 11(3) + 12(2) + 14
\text{Sum} = 4 + 28 + 24 + 10 + 33 + 24 + 14 = 137
\text{Mean} = \frac{\text{Sum}}{N} = \frac{137}{15} \approx 9.13

(c) For the integer dataset:

\text{Lowest number} = 4, \quad \text{Highest number} = 14
\text{Range} = (14 - 4) + 1 = 11 Given class interval = 3.
\text{Number of classes} = \frac{11}{3} = 3.67 \approx 4 \
text{ classes}
Starting from 4, the frequency table is:

\begin{array}{|c|c|c|} \hline \textbf{Classes of Study Hours} & \

textbf{Tally Marks} & \textbf{Frequency} \\ \hline 4 - 6 & \text{I} &
1 \\ 7 - 9 & \text{I H II} & 7 \\ 10 - 12 & \text{I H I} & 6 \\ 13 - 15 & \
text{I} & 1 \\ \hline \textbf{Total} & & \textbf{15} \\ \hline \end{array}

Type B: Advanced Frequency Tables with Larger Datasets

CQ 5 (Easy)

Stem: The monthly sales of 30 retail shops (in thousand Taka) are:
140, 150, 133, 149, 141, 138, 162, 158, 162, 140, 150, 144, 136, 147,
146, 150, 143, 148, 150, 160, 140, 146, 159, 143, 145, 152, 157, 159,
132, 161
 - (a) Identify the minimum and maximum sales in the dataset. [2]
- (b) Calculate the range and the number of classes if the class interval
is
taken as 5. [4]
- (c) Construct a frequency distribution table with a class interval of 5,
starting the first class from 131. [4]

Solution:

(a) From the given data:

\text{Minimum sales (Lowest number)} = 132 \text{ thousand Taka}
\text{Maximum sales (Highest number)} = 162 \text{ thousand Taka}

(b) Using the formula:

\text{Range} = (\text{Highest number} - \text{Lowest number}) + 1
\text{Range} = (162 - 132) + 1 = 31 Since the class interval is 5:
\text{Number of classes} = \frac{\text{Range}}{\text{Class interval}}
= \frac{31}{5} = 6.2 \approx 7 \text{ classes}

(c) We construct the table with 7 classes of interval 5, beginning at 131.

\begin{array}{|c|c|c|} \hline \textbf{Classes of Sales (Thousand Tk)} & \
textbf{Tally Marks} & \textbf{Frequency (No. of shops)} \\ \hline 131 -
135 & \text{II} & 2 \\ 136 - 140 & \text{I H} & 5 \\ 141 - 145 & \text{I
H} & 5 \\ 146 - 150 & \text{I H IIII} & 9 \\ 151 - 155 & \text{I} & 1 \\
156 - 160 & \text{I H} & 5 \\ 161 - 165 & \text{III} & 3 \\ \hline \
textbf{Total} & & \textbf{30} \\ \hline \end{array}

CQ 6 (Medium)

Stem: The weights (in kg) of 30 students of class VIII are:

40, 55, 42, 42, 45, 50, 50, 56, 50, 45, 42, 43, 47, 43, 50, 46, 45, 42, 43,
44, 52, 44, 45, 44, 45, 40, 44, 50, 40, 40

- (a) Classify this data as primary or secondary, and explain your

reasoning.
[2]
- (b) Arrange the weight data in ascending order. [4]
- (c) Create a frequency distribution table taking 4 as the class interval,
starting the first class from 40. [4]

Solution:

(a) The given data is Primary Data because it represents the actual
weights of
students collected directly from the class (the primary source). Such data
is
collected firsthand and is highly dependable.

(b) Arranging the 30 weight values in ascending order:

40, 40, 40, 40, 40, 42, 42, 42, 42, 43, 43, 43, 44, 44, 44, 44, 45, 45, 45,
45, 45, 46, 47, 50, 50, 50, 50, 50, 52, 55

(c)
\text{Lowest weight} = 40\text{ kg}, \quad \text{Highest weight} = 55\
text{ kg}
\text{Range} = (55 - 40) + 1 = 16 Given class interval = 4.
\text{Number of classes} = \frac{16}{4} = 4 \text{ classes} Starting
from 40,
the classes are: 40-43, 44-47, 48-51, and 52-55.

\begin{array}{|c|c|c|} \hline \textbf{Classes of Weights (kg)} & \

textbf{Tally Marks} & \textbf{Frequency (No. of students)} \\ \hline 40
- 43 & \text{I H I H II} & 12 \\ 44 - 47 & \text{I H I H I} & 11 \\ 48 - 51
& \text{I H} & 5 \\ 52 - 55 & \text{II} & 2 \\ \hline \textbf{Total} & & \
textbf{30} \\ \hline \end{array}

CQ 7 (Hard)
Stem: The marks obtained in mathematics by 40 students of Class VII
are:
50, 84, 73, 56, 97, 90, 82, 83, 41, 92, 42, 55, 62, 63, 96, 41, 71, 77, 78,
48, 46, 33, 44, 61, 66, 62, 63, 64, 53, 60, 72, 67, 83, 85, 68, 69, 45, 59,
71, 75

- (a) Find the highest and lowest marks in this dataset. [2]
- (b) Calculate the range and the number of classes if the class interval
is 10. [4]
- (c) Construct a frequency distribution table with a class interval of 10,
starting the first class from 31. [4]

Solution:

(a) From the given dataset: \text{Lowest marks} = 33 \text{Highest

marks} = 97

(b) Using the formula:

\text{Range} = (\text{Highest marks} - \text{Lowest marks}) + 1
\text{Range} = (97 - 33) + 1 = 65 Given class interval = 10.
\text{Number of classes} = \frac{\text{Range}}{\text{Class interval}}
= \frac{65}{10} = 6.5 \approx 7 \text{ classes (subsequent integer)}
(c) We prepare a frequency distribution table with 7 classes starting at
31:

\begin{array}{|c|c|c|} \hline \textbf{Classes of Marks} & \textbf{Tally

Marks} & \textbf{Frequency (No. of students)} \\ \hline 31 - 40 & \
text{I} & 1 \\ 41 - 50 & \text{IIII IIII} & 8 \\ 51 - 60 & \text{I H} & 5 \\
61 - 70 & \text{I H I H} & 10 \\ 71 - 80 & \text{I H II} & 7 \\ 81 - 90
& \text{I H I} & 6 \\ 91 - 100 & \text{III} & 3 \\ \hline \textbf{Total} &
& \textbf{40} \\ \hline \end{array}

CQ 8 (Extremely Advanced)

Stem: The monthly electricity bills (in Taka) of 50 families in a village

are
recorded. The range of this dataset is 350. The lowest bill recorded is
450
Taka.

- (a) Calculate the highest bill in the dataset using the range formula.
[2]
- (b) If the data is classified into 8 equal classes, find the class interval
(rounded up to the nearest integer). Write down the first class interval.
[4]
- (c) If the frequencies of the first 7 classes are 4, 6, 12, 10, 8, 5, and 3
 respectively, find the frequency of the 8th class. Represent the
complete
frequency distribution table. [4]

Solution:

(a) Given: \text{Range} = 350, \quad \text{Lowest bill} = 450 \

text{ Taka} Using
the formula: \text{Range} = (\text{Highest bill} - \text{Lowest bill}) +
1
350 = (\text{Highest bill} - 450) + 1 350 = \text{Highest bill} - 449
\text{Highest bill} = 350 + 449 = 799 \text{ Taka}

(b) \text{Range} = 350 \text{Number of classes} = 8

\text{Exact Class Interval} = \frac{\text{Range}}{\text{Number of
classes}} = \frac{350}{8} = 43.75
Rounding up to the nearest integer, we take the class interval as 44. The
first
class starts at 450:
\text{Upper limit of 1st class} = \text{Lowest bill} + \text{Class
interval} - 1 = 450 + 44 - 1 = 493
So, the first class interval is 450 - 493.

(c) \text{Total number of families } (N) = 50

\text{Sum of frequencies of first 7 classes} = 4 + 6 + 12 + 10 + 8 + 5 + 3
= 48
\text{Frequency of 8th class} = 50 - 48 = 2 Using the class interval of
44, the
complete frequency table is:

\begin{array}{|c|c|} \hline \textbf{Classes of Electricity Bills (Taka)}

& \textbf{Frequency (No. of families)} \\ \hline 450 - 493 & 4 \\ 494 -
537 & 6 \\ 538 - 581 & 12 \\ 582 - 625 & 10 \\ 626 - 669 & 8 \\ 670 - 713
& 5 \\ 714 - 757 & 3 \\ 758 - 801 & 2 \\ \hline \textbf{Total} & \
textbf{50} \\ \hline \end{array}

Category 2: Drawing Histograms and Finding the Mode

Type A: Drawing Histograms from Pre-Tabulated Data

CQ 9 (Easy)

Stem: The frequency distribution table of weights (in kg) of 60 students

is
given below:
\begin{array}{|c|c|c|c|c|c|} \hline \textbf{Class interval} & 40-45 & 45-
50 & 50-55 & 55-60 & 60-65 \\ \hline \textbf{Frequency} & 8 & 15 &
25 & 10 & 2 \\ \hline \end{array}
 - (a) Define "frequency histogram". [2]
- (b) Describe the scale along the x-axis and y-axis to draw the
histogram of
this data. [4]
- (c) Explain the step-by-step method to draw the histogram, and state
why a
broken line is used along the x-axis. [4]

Solution:

(a) A frequency histogram is a graphical diagram of a frequency

distribution
table where the class intervals are taken along the x-axis as bases and the
frequencies are taken along the y-axis to draw continuous adjacent
rectangles.

(b) To draw the histogram on graph paper:

- Along x-axis: Class intervals are taken. We take 1 small square of the
graph
paper as 1 unit of class interval. The classes start at 40 and end at 65.
- Along y-axis: Frequencies are taken. We take 1 small square of the
graph
paper as 1 unit of frequency. The maximum frequency is 25.
(c) Steps for drawing:

1. Draw two perpendicular axes, OX (horizontal) and OY (vertical), on

graph
paper.
2. Mark the class boundaries 40, 45, 50, 55, 60, 65 along the x-axis.
3. Draw adjacent rectangles for each class interval. The height of each
rectangle corresponds to its frequency (e.g., 8 units high for 40-45, 15
units high for 45-50, etc.).
4. Use of broken line: Since the class intervals on the x-axis start from
40
instead of 0, the broken segments (or zig-zag lines) from the origin O
up
to 40 are used to represent that the previous units from 0 to 40 are
omitted.

CQ 10 (Medium)

Stem: The hourly wages (in Taka) of some workers in an enterprise are
pre-tabulated:
\begin{array}{|c|c|c|c|c|c|} \hline \textbf{Class interval} & 11-20 & 21-
30 & 31-40 & 41-50 & 51-60 \\ \hline \textbf{Frequency} & 10 & 20 &
35 & 20 & 15 \\ \hline \end{array}

- (a) Identify the class interval with the highest frequency and state
what
this class is called. [2]
- (b) Describe the coordinate axis setup and explain how you would
construct
the histogram. [4]
- (c) Find the midpoint of the modal class of the wage data. [4]

Solution:

(a) The class interval with the highest frequency (35) is 31-40. This class
is
called the modal class (or mode class).

(b) Axis Setup:

- Let the horizontal axis be the x-axis, representing the continuous class
intervals (11-60).
- Let the vertical axis be the y-axis, representing the frequency (0-35).
 - Along the x-axis, let 1 small square equal 1 unit of class interval.
Since
the data starts from 11, a broken line is used from 0 to 11.
- Along the y-axis, let 1 small square equal 1 unit of frequency (or 5
small
squares equal 5 units of frequency).

Construction: We draw rectangular bars over each class interval:

1. For 11-20, draw a bar of height 10.

2. For 21-30, draw a bar of height 20.
3. For 31-40, draw a bar of height 35.
4. For 41-50, draw a bar of height 20.
5. For 51-60, draw a bar of height 15.

(c) The modal class is 31-40. The midpoint of a class is calculated as:
\text{Midpoint} = \frac{\text{Lower class limit} + \text{Upper class
limit}}{2}
\text{Midpoint} = \frac{31 + 40}{2} = \frac{71}{2} = 35.5 \text{ Taka}

CQ 11 (Hard)
Stem: The marks obtained in mathematics by 125 students of Class VII
are
pre-tabulated:
\begin{array}{|c|c|c|c|c|c|c|c|c|} \hline \textbf{Interval} & 20-30 & 30-40
& 40-50 & 50-60 & 60-70 & 70-80 & 80-90 & 90-100 \\ \hline \
textbf{Frequency} & 5 & 12 & 30 & 40 & 20 & 13 & 3 & 2 \\ \hline \
end{array}

- (a) Write down the class intervals and their corresponding

frequencies. [2]
- (b) Describe the steps to draw the histogram, specifying the scale
used. [4]
- (c) Explain how to graphically find the mode (approximate value) of
the
marks from the drawn histogram. [4]

Solution:

(a) The class intervals and frequencies are:

- 20-30 (frequency: 5)
- 30-40 (frequency: 12)
- 40-50 (frequency: 30)
- 50-60 (frequency: 40)
 - 60-70 (frequency: 20)
- 70-80 (frequency: 13)
- 80-90 (frequency: 3)
- 90-100 (frequency: 2)

(b)

1. On graph paper, draw the horizontal x-axis and vertical y-axis

perpendicular
to each other.
2. Scale along x-axis: Take 1 small square as 2 units of class interval (so
5
small squares equal 10 units, representing one class interval). Draw a
broken line from 0 to 20.
3. Scale along y-axis: Take 1 small square as 1 unit of frequency.
4. Draw continuous vertical rectangular bars representing the frequency
for
each corresponding class interval.

(c) Finding the Mode Graphically:

1. Identify the tallest rectangle in the histogram, which corresponds to

the
 class 50-60 (frequency 40). The mode lies within this class.
2. From the top-left corner of this tallest rectangle, draw a straight line
segment crosswise to the top-right corner of the preceding rectangle
(class
40-50).
3. From the top-right corner of this tallest rectangle, draw another
straight
line segment crosswise to the top-left corner of the succeeding
rectangle
(class 60-70).
4. Find the point of intersection of these two crosswise line segments.
5. Draw a perpendicular line from this point of intersection down to the
x-axis.
6. The value on the x-axis where the perpendicular meets is the mode,
which is
approximately 54.

CQ 12 (Extremely Advanced)

Stem: The run-scoring statistics of a cricket team in an international T-

20
match is given below:
\begin{array}{|c|c|c|c|c|} \hline \textbf{Overs} & 1-5 & 6-10 & 11-15 &
16-20 \\ \hline \textbf{Collected Runs} & 20 & 35 & 45 & 30 \\ \hline \
end{array}

- (a) Find the average runs scored per over. [2]

- (b) Describe the axes and draw the histogram representing the runs
scored
across these four over-intervals. [4]
- (c) Using the histogram, determine the modal over-interval and
describe the
mathematical procedure to find the approximate mode. [4]

Solution:

(a) \text{Total runs scored} = 20 + 35 + 45 + 30 = 130 \text{ runs}

\text{Total overs} = 20
\text{Average runs per over} = \frac{\text{Total runs}}{\text{Total
overs}} = \frac{130}{20} = 6.5 \text{ runs}

(b)

- X-axis setup: Represents the continuous intervals of overs

(1-5, 6-10, 11-15, 16-20). Let 1 small square equal 1 over.
 - Y-axis setup: Represents the collected runs. Let 1 small square equal
1 run
(or 5 small squares equal 5 runs).
- Drawing: Draw continuous rectangles:
- For over-interval 1-5, draw a bar of height 20.
- For over-interval 6-10, draw a bar of height 35.
- For over-interval 11-15, draw a bar of height 45.
- For over-interval 16-20, draw a bar of height 30.

(c)

- From the histogram, the tallest bar represents the over-interval 11-15
(height 45). Thus, the modal over-interval is 11-15.
- Mathematical/Graphical procedure:
1. Let the top-left corner of the modal bar be C(10, 45) and the top-
right
corner be D(15, 45) (assuming boundaries).
2. Let the top-right corner of the previous bar be B(10, 35) and the
top-left corner of the next bar be E(15, 30).
3. Draw a line from C(10, 45) to E(15, 30) and another line from
D(15, 45)
to B(10, 35).
4. The intersection of these two lines is the point where the crosswise
 segments meet.
5. Dropping a perpendicular from this point of intersection to the x-
axis
gives the mode, which lies approximately at 12.5 overs.

Type B: From Raw Data to Histograms and Graphical Modes

CQ 13 (Easy)

Stem: The heights (in cm) of 20 students of Class VII are given below:
145, 150, 155, 148, 140, 142, 146, 149, 151, 152, 150, 153, 144, 147,
145, 148, 150, 152, 155, 150

- (a) Find the range of the height dataset using the textbook formula.
[2]
- (b) Form a frequency distribution table with a class interval of 4,
starting
the first class at 140. [4]
- (c) Draw a frequency histogram from the prepared table. [4]

Solution:

(a) \text{Lowest value} = 140, \quad \text{Highest value} = 155

\text{Range} = (\text{Highest value} - \text{Lowest value}) + 1
\text{Range} = (155 - 140) + 1 = 16

(b) With a class interval of 4:

\text{Number of classes} = \frac{16}{4} = 4 \text{ classes} Starting at
140, the
classes are: 140-143, 144-147, 148-151, and 152-155.

\begin{array}{|c|c|c|} \hline \textbf{Classes of Heights (cm)} & \

textbf{Tally Marks} & \textbf{Frequency (No. of students)} \\ \hline
140 - 143 & \text{II} & 2 \\ 144 - 147 & \text{I H} & 5 \\ 148 - 151 & \
text{I H III} & 8 \\ 152 - 155 & \text{I H} & 5 \\ \hline \textbf{Total} &
& \textbf{20} \\ \hline \end{array}

(c)

- X-axis setup: Class intervals of heights (140-155). Let 1 small square

equal 1 cm of height. Use a broken line from 0 to 140.
- Y-axis setup: Frequencies. Let 1 small square equal 1 unit of
frequency.
- Draw rectangular bars of height 2, 5, 8, and 5 for the respective
classes.

CQ 14 (Medium)
Stem: The daily study hours of 25 students during exam preparation are:
4, 6, 5, 7, 8, 3, 5, 4, 6, 7, 5, 6, 8, 9, 5, 6, 7, 4, 5, 6, 8, 7, 5, 6, 4

- (a) Arrange the data in ascending order and find the median of the
dataset.
[2]
- (b) Construct a frequency table with a class interval of 2, starting the
first class from 3. [4]
- (c) Draw a histogram and identify the modal study hour class. [4]

Solution:

(a) Arranging in ascending order:

3, 4, 4, 4, 4, 5, 5, 5, 5, 5, 5, 6, 6, 6, 6, 6, 6, 7, 7, 7, 7, 8, 8, 8, 9 Since
N = 25 is odd:
\text{Median} = \left(\frac{25+1}{2}\right)\text{-th term} = 13\text{-th
term} = 6 \text{ hours}

(b) \text{Lowest value} = 3, \quad \text{Highest value} = 9

\text{Range} = (9 - 3) + 1 = 7 With class interval = 2:
\text{Number of classes} = \frac{7}{2} = 3.5 \approx 4 \text{ classes}
Starting
from 3, the classes are: 3-4, 5-6, 7-8, and 9-10.

\begin{array}{|c|c|c|} \hline \textbf{Classes of Study Hours} & \

textbf{Tally Marks} & \textbf{Frequency} \\ \hline 3 - 4 & \text{I H} &
5 \\ 5 - 6 & \text{I H I H II} & 12 \\ 7 - 8 & \text{I H II} & 7 \\ 9 - 10
& \text{I} & 1 \\ \hline \textbf{Total} & & \textbf{25} \\ \hline \
end{array}

(c) Histogram Drawing:

- X-axis represents study hours class intervals (3-10) with 1 square = 1

hour
(broken line from 0 to 3).
- Y-axis represents frequency (0-12) with 1 square = 1 unit of
frequency.
- Draw adjacent bars of height 5, 12, 7, and 1 over the classes.

The tallest bar has a frequency of 12. Thus, the modal class is 5-6 hours.

CQ 15 (Hard)

Stem: The daily expenditures (in Taka) of 30 Class VII students are:
40, 55, 42, 42, 45, 50, 50, 56, 50, 45, 42, 43, 47, 43, 50, 46, 45, 42, 43,
44, 52, 44, 45, 44, 45, 40, 44, 50, 40, 40
 - (a) Determine the range of the daily expenditure. [2]
- (b) Prepare a frequency table taking 4 as the class interval, starting the
first class from 40. [4]
- (c) Draw a histogram from the table and find the mode (approximate
value) of
the daily expenditure. Explain how the mode is determined when two
adjacent
classes have the same maximum frequency. [4]

Solution:

(a) From the dataset:

\text{Lowest expenditure} = 40 \text{ Taka}, \quad \text{Highest
expenditure} = 56 \text{ Taka}
\text{Range} = (56 - 40) + 1 = 17

(b) Using class interval 4, starting from 40:

- Class 1: 40 - 43 (contains 40, 42, 43) \implies

4 \times (40) + 4 \times (42) + 3 \times (43) = 11
- Class 2: 44 - 47 (contains 44, 45, 46, 47)
 \implies 4 \times (44) + 5 \times (45) + 1 \times (46) + 1 \times (47) =
11
- Class 3: 48 - 51 (contains 50) \implies 5 \times (50) = 5
- Class 4: 52 - 55 (contains 52, 55)
\implies 1 \times (52) + 1 \times (55) = 2
- Class 5: 56 - 59 (contains 56) \implies 1 \times (56) = 1

\begin{array}{|c|c|c|} \hline \text{Expenditure Class} & \text{Tally

Marks} & \text{Frequency} \\ \hline 40 - 43 & \cancel{||||} \ \
cancel{||||} \ || & 11 \\ 44 - 47 & \dots \text{[same as above]} & 11 \\ 48 -
51 & \cancel{||||} & 5 \\ 52 - 55 & || & 2 \\ 56 - 59 & | & 1 \\ \hline \
textbf{Total} & & \textbf{30} \\ \hline \end{array}

(c)

- Drawing: Plot the class intervals on the x-axis (with a broken line
from 0
to 40) and the frequency on the y-axis. Draw rectangular bars of
heights 11, 11, 5, 2, and 1.
- Finding the Mode: Here, we have two adjacent classes, 40-43 and 44-
47, both
sharing the maximum frequency of 11. In such a symmetric case, the
peak of
the frequency distribution lies exactly at the boundary of these two
 classes.
- Therefore, the graphical mode is the common boundary between these
two
classes, which is: \text{Mode} = 43.5 \text{ Taka}

CQ 16 (Extremely Advanced)

Stem: The heights (in cm) of 30 Class VII students are:

145, 160, 150, 155, 148, 152, 160, 165, 170, 160, 175, 165, 180, 175,
160, 165, 145, 155, 175, 170, 165, 175, 145, 170, 165, 160, 180, 170,
165, 150

- (a) Find the range of the height data. [2]

- (b) Construct a frequency distribution table with a class interval of 10,
starting the first class from 141. [4]
- (c) Draw a histogram from the table. Find the mode of the height of
the
students from the histogram using the mathematical intersection of the
crosswise corner segments. [4]

Solution:

(a)
\text{Lowest height} = 145\text{ cm}, \quad \text{Highest height} =
180\text{ cm}
\text{Range} = (180 - 145) + 1 = 36

(b) With a class interval of 10:

\text{Number of classes} = \frac{36}{10} = 3.6 \approx 4 \
text{ classes}
Starting at 141, the classes are: 141-150, 151-160, 161-170, and 171-
180.

\begin{array}{|c|c|c|} \hline \textbf{Classes of Heights (cm)} & \

textbf{Tally Marks} & \textbf{Frequency (No. of students)} \\ \hline
141 - 150 & \text{I H I} & 6 \\ 151 - 160 & \text{I H III} & 8 \\ 161 -
170 & \text{I H I H} & 10 \\ 171 - 180 & \text{I H I} & 6 \\ \hline \
textbf{Total} & & \textbf{30} \\ \hline \end{array}

(c)

- Histogram Drawing: Plot the class intervals on the x-axis (with a

broken
line from 0 to 141) and the frequency on the y-axis. Draw rectangular
bars
of heights 6, 8, 10, and 6.
 - Finding the Mode mathematically from the crosswise intersection:
The tallest
bar is the class 161-170 (height 10).

- Let the top-left of this bar be C(160, 10) and the top-right be
D(170, 10) based on continuous class boundaries.
- The top-right of the previous bar (height 8) is B(160, 8).
- The top-left of the next bar (height 6) is E(170, 6).

We connect C(160, 10) to E(170, 6) and D(170, 10) to B(160, 8):

- Equation of Line CE:

\text{Slope} = \frac{6 - 10}{170 - 160} = \frac{-4}{10} = -0.4
y - 10 = -0.4(x - 160) \implies y = -0.4x + 74 \quad \text{---
(Equation 1)}
- Equation of Line DB:
\text{Slope} = \frac{8 - 10}{160 - 170} = \frac{-2}{-10} = 0.2
y - 10 = 0.2(x - 170) \implies y = 0.2x - 24 \quad \text{--- (Equation
2)}

Equating y from Equation 1 and Equation 2: -0.4x + 74 = 0.2x - 24

0.6x = 98
x = \frac{98}{0.6} = 163.33
 Therefore, the perpendicular dropped from the intersection point
meets the
x-axis at 163.33\text{ cm}. The approximate mode of the student
heights is
163.33\text{ cm}.