NCERT Solutions for Class 9 Maths Chapter 10 — End-of-Chapter Exercises#

$$\text{Weighted mean} = \dfrac{\sum (\text{weight} \times \text{value})}{\sum \text{weights}}$$

To combine averages, weight each one by how many items it is the average of.

1. In cricket, the run rate is the average number of runs scored per over. In a T20 match, a team scored 6 runs in the first over making the run rate 6. #

(i) In the second over they scored 12 runs. What is the run rate now?
$$\text{Run rate} = \dfrac{6 + 12}{2}$$

$$\text{Run rate} = 9$$
(ii) After Over 19, their run rate was 6. What is the run rate after 20 overs given the team made 12 runs in the last over?
$$\text{Runs after 19 overs} = 6 \times 19 = 114$$$$\text{Run rate after 20 overs} = \dfrac{114 + 12}{20}$$

$$\text{Run rate after 20 overs} = \dfrac{126}{20}$$

$$\text{Run rate after 20 overs} = 6.3$$

(One big over raises the rate a lot early in the innings, but only a little after 19 overs.)

2. Five friends who play badminton surveyed the city and collected the price of shuttlecocks across brands and types (Nylon and Feather). The following is the list of the prices, in rupees (₹), that each one compiled. Can you describe a way they can work together to find the average price of a shuttlecock across types? #

Friend Prices (₹) Count
Yusuf 40(N), 105(N), 383(F), 108(N), 165(F), 116(F) 6
Srikanth 194(N), 85(N), 93(N), 121(N) 4
Kashvi 49(N), 297(F), 105(N), 275(F), 40(N) 5
Prasanna 124(N), 333(F), 182(N), 258(F) 4
Gracy 220(F), 458(F), 129(F), 183(N) 4
(i) Each one calculated the average of the prices they had gathered. Suppose these are aᵧ, aₛ, aₖ, aₚ, a_g respectively. Write an expression that gives the combined average.

The friends collected different numbers of prices (6, 4, 5, 4, 4 — a total of 23), so each average is weighted by its count:

$$\text{Combined average} = \dfrac{6a_y + 4a_s + 5a_k + 4a_p + 4a_g}{23}$$

With the data ($a_y \approx 152.83$, $a_s = 123.25$, $a_k = 153.2$, $a_p = 224.25$, $a_g = 247.5$), this gives $\dfrac{4063}{23} \approx$ ₹176.65.

(ii) Suppose aₙ, a_f are the average prices of the nylon shuttlecocks and the feather shuttlecocks, respectively. Write an expression that gives the average price of a shuttlecock. Will this be equal to the answer we got using the method in the previous part?

Counting the types: there are 13 nylon and 10 feather prices. So:

$$\text{Average} = \dfrac{13a_n + 10a_f}{23}$$

With $a_n = \dfrac{1429}{13} \approx 109.92$ and $a_f = \dfrac{2634}{10} = 263.4$, this is again $\dfrac{4063}{23} \approx$ ₹176.65.

Yes, the two answers are equal. Both are the total of all 23 prices divided by 23 — we have just grouped the same prices in two different ways. (But the simple average $\dfrac{a_n + a_f}{2} \approx ₹186.66$ would be wrong, because there are more nylon than feather prices.)

3. Shreyas holds 25 shares of a company at an average price of ₹150 and Vaishnavi holds 5 shares of the same company at an average price of ₹150. #

(i) Shreyas buys 10 shares of this company at a price of ₹30 each. What is the average price per share for him after the purchase?
$$\text{Average} = \dfrac{25 \times 150 + 10 \times 30}{25 + 10}$$

$$\text{Average} = \dfrac{3750 + 300}{35}$$

$$\text{Average} = \dfrac{4050}{35}$$

$$\text{Average} \approx ₹115.71$$
(ii) Vaishnavi buys some shares of this company at a price of ₹30 each and the average price per share for her after the purchase is ₹70. How many shares did she buy?

Let her buy $k$ shares. The new average is ₹70, so:

$$\dfrac{5 \times 150 + 30k}{5 + k} = 70$$

$$\Rightarrow 750 + 30k = 350 + 70k$$

$$\Rightarrow 400 = 40k$$

$$\Rightarrow k = 10$$

∴ Vaishnavi bought 10 shares.

4. (Pṛthūdakasvāmī, commentary on Brahmagupta’s Brāhmasphuṭasiddhānta, c. 864 CE) A “hasta” (meaning “forearm”) refers to a unit of length measuring around 18 inches. A pool 30 hastas long is dug to different depths along its length. It is divided into 5 sections having lengths 4, 5, 6, 7, and 8 hastas, and is dug to depths of 9, 7, 7, 3, and 2 hastas, respectively. Find the mean depth of the pool. #

Solution

Each depth is weighted by the length of its section:

$$\text{Mean depth} = \dfrac{4 \times 9 + 5 \times 7 + 6 \times 7 + 7 \times 3 + 8 \times 2}{30}$$

$$\text{Mean depth} = \dfrac{36 + 35 + 42 + 21 + 16}{30}$$

$$\text{Mean depth} = \dfrac{150}{30}$$

$$\text{Mean depth} = 5 \text{ hastas}$$

∴ The mean depth is 5 hastas (about 90 inches).

5. Suvarna had purchased 1g gold at ₹15k (short for ₹15,000). This is shown by point O denoting the average price of gold that she possesses. Six different scenarios are given below for her next transaction. For each scenario estimate and mark the average price of gold she will have after the transaction. #

Solution

After each purchase, the new average price (in ₹k per gram) is:

Scenario Average price Where it lies
(i) 1g at ₹30k $\dfrac{15 + 30}{2} = 22.5$ halfway between 15 and 30
(ii) 2g at ₹30k $\dfrac{15 + 60}{3} = 25$ two-thirds of the way to 30
(iii) 1g at ₹10k $\dfrac{15 + 10}{2} = 12.5$ halfway between 10 and 15
(iv) 10g at ₹10k $\dfrac{15 + 100}{11} \approx 10.45$ very close to 10
(v) 0.5g at ₹30k $\dfrac{15 + 15}{1.5} = 20$ one-third of the way to 30
(vi) 0.5g at ₹15k $\dfrac{15 + 7.5}{1.5} = 15$ stays at O

The more gold she buys, the closer her average moves towards the new price; buying at the same price (vi) leaves it unchanged.

6. Given some data with corresponding weights, how would the weighted average change if all the weights are doubled? If required, experiment with some data. What do you observe? Justify your answer using algebra. #

Solution

It does not change. For example, values 60, 70 with weights 1, 3 give $\dfrac{60 + 210}{4} = 67.5$; with weights 2, 6 they give $\dfrac{120 + 420}{8} = 67.5$.

Algebra: doubling every weight doubles the numerator and the denominator:

$$\dfrac{2w_1x_1 + 2w_2x_2 + \cdots}{2w_1 + 2w_2 + \cdots} = \dfrac{2(w_1x_1 + w_2x_2 + \cdots)}{2(w_1 + w_2 + \cdots)}$$

$$\dfrac{2w_1x_1 + 2w_2x_2 + \cdots}{2w_1 + 2w_2 + \cdots} = \dfrac{w_1x_1 + w_2x_2 + \cdots}{w_1 + w_2 + \cdots}$$

The 2s cancel. Only the ratio of the weights matters — multiplying all of them by the same number leaves the weighted average unchanged.

7. Answer the following questions based on the graph (cumulative number of objects currently orbiting Earth, by year of launch/separation, as of Apr. 24, 2026). #

Readings from a chart are approximate; answers close to these are fine.

(i) In 2003, approximately how many total objects were found orbiting Earth in space? In what year did this number double?

The 2003 bar reaches about 10,000 objects. Double this is 20,000, which the bars first reach in about 2021.

(ii) Find the approximate number and share of payload objects and other objects in the year 2025.

The 2025 bar is about 33,000 tall, with the payload part up to about 17,000:

$$\text{Payload share} \approx \dfrac{17000}{33000} \approx 52\%$$

$$\text{Other objects} \approx 33000 - 17000 = 16000, \text{ share} \approx 48\%$$
(iii) What can you say about the number of payload objects over time, and the number of other objects over time? What can you say about the share of payload objects over time, and the share of other objects over time?
  • Numbers: payload objects grew slowly for decades, then shot up after about 2019 (large satellite constellations). Other objects (debris, rocket stages) grew steadily, with sudden jumps around 2007 and 2009 (debris from a satellite collision and a missile test).
  • Shares: for most of the period, other objects made up the large majority (about 75–85%). In the last few years the payload share rose sharply, to about half by 2025.

8. Observe the following infographic (‘What Percentage of Schools have a Playground?’). #

(i) Identify the correct inference(s) from the statements given.
Statement Correct? Reason
(a) More schools have a playground in Haryana compared to Uttarakhand. No The map shows percentages (90% vs 78%), not numbers of schools. Without the number of schools in each state, we cannot compare counts.
(b) Approximately every 2 out of 3 schools in Arunachal Pradesh have a playground. Yes 68% ≈ $\dfrac{2}{3}$ (66.7%).
(c) Punjab has the highest number of schools with a playground. No 98% is a high percentage, but it says nothing about the number of schools. (Dadra & Nagar Haveli and Daman & Diu even has a higher percentage, 99.8%.)
(d) Suppose it is given that Maharashtra has more schools than Telangana. Then the number of schools having a playground is more in Maharashtra. Yes Maharashtra has both more schools and a higher percentage (93% vs 74%), so 93% of a larger number is more than 74% of a smaller one.

∴ The correct inferences are (b) and (d).

(ii) Using the information given, can we find the nation-wide percentage of schools with a playground? If not, what additional information is needed?

No. The nation-wide percentage is a weighted average of the state percentages, and the weights are the numbers of schools in each state. We need the number of schools in each state (and union territory):

$$\text{National \%} = \dfrac{\sum (\text{schools in state} \times \text{state \%})}{\text{total schools}}$$

9. Decision Dilemma: #

(i) Which of the plays would you choose to watch based on the following chart (share of ratings of three plays)?

From the 100% stacked chart, about 70–72% of the ratings for Play A and Play B are 4 or 5 stars, with few low ratings. Play C has a large share of 5-star ratings (about 40%) but also about a third 1-star ratings — opinions are split.

So, from shares alone, Play A or Play B is the safer choice (Play A has a slightly larger 5-star share).

(ii) The corresponding stacked bar chart is shown below. Would you change your decision after looking at this chart? Why/Why not? Discuss.

The stacked chart shows the number of ratings: about 920 for Play B, about 380 for Play C, but only about 210 for Play A. Play B’s good share is based on far more viewers, so it is more reliable.

Many would now choose Play B — similar high share of good ratings, backed by many more people. (A reasonable answer can differ, as long as it uses both the shares and the totals.)

10. A triathlon is an endurance race consisting of swimming 3.8 km, cycling 180 km, and running 42.2 km. Athletes compete for the fastest overall time, completing each segment in that order. The following table shows the finish time of 3 athletes in each segment. #

Swimming Cycling Running
Athlete 1 01:08 05:00 03:15
Athlete 2 01:05 05:10 03:35
Athlete 3 01:22 05:55 03:50
(i) What is a suitable representation of this data — a stacked bar chart or a 100% stacked bar chart? Why do you think so?

A stacked bar chart. The race is decided by the total time, and a stacked bar shows each athlete’s total (Athlete 1: 9 h 23 min, Athlete 2: 9 h 50 min, Athlete 3: 11 h 7 min) while still showing the three segments. A 100% stacked chart would make every bar the same length and hide who was fastest.

(ii) Suppose a 100% stacked bar chart is drawn. Which of the following question(s) can be answered by looking at just that chart? (a) Who finished the race first? (b) Approximately what fraction of their race time did Athlete 1 spend cycling? (c) Which athlete took the longest for running?
  • (a) No. The 100% chart shows only shares, not total times.
  • (b) Yes. The cycling piece of Athlete 1’s bar shows its share directly: $\dfrac{300}{563} \approx 0.53$, a little over half.
  • (c) No. A larger running share does not mean a longer running time, because the totals differ.

∴ Only (b) can be answered.

11. Look at the following graph (distribution of disabled persons by age group and type of disability in India, Census 2011). What do you notice? What do you wonder? Write your inferences. #

Sample observations

This is an open question; here are some points you might notice.

What we notice:

  • Movement disability takes a bigger share as age increases — it is largest in the 60+ group (about a quarter).
  • Seeing disability is a large share (about 18–26%) in every age group.
  • Mental retardation and multiple disability take larger shares in the 0–19 group than in middle age.
  • Speech disability takes a small share, smallest in the 60+ group.

What we wonder:

  • Why does movement disability rise so much with age? (Falls, joint problems, strokes?)
  • The chart shows shares, not numbers — are there more disabled people in older age groups or not?
  • Which disabilities could be prevented or treated early?

Inference: the needs of disabled people change with age, so support services (schools, hospitals, public buildings) should plan for different types of disability in different age groups.

12. Individual project: Do at least one of the following. (i) Recall the previous day and fill in the approximate time spent lying down, sitting, and standing/moving around, etc. Ask at least 2 of your family members about their day and fill it in. Visualise it using a stacked bar chart. (ii) Visualise your family’s monthly expenditure using a 100% stacked bar chart. #

How to do it

This is a project, so your data will be your own. Steps:

  1. Collect the data in a table: one row per person (or per month), one column per category. For body-states, each row must add up to 24 hours.
  2. Choose the chart. For (i), a stacked bar chart (equal totals of 24 hours, so stacked and 100% stacked look the same). For (ii), a 100% stacked bar chart, so that months with different total spending can be compared by share.
  3. Draw the bars: convert each part to a percentage of its row total, mark the pieces in the same order and colour on every bar, and add a legend.
  4. Write observations, for example “Food is the largest share every month” or “Grandmother spends the most time lying down”.

13. Small-group project: Make a group of 3–4 students. Choose one scenario to design a custom rating scheme by assigning appropriate weights: (a) shopping experience at a cloth store, (b) travel experience in a bus, (c) tourism experience of a nearby tourist spot, (d) clinic/hospital experience. #

Sample plan (bus travel)
Aspect Why it matters Weight
Punctuality Passengers plan their day around it 3
Safety of driving Most important for the passenger 4
Cleanliness Comfort and health 2
Seat comfort Long journeys 2
Staff behaviour Overall experience 1

Each person rates every aspect from 1 to 5, and their overall rating is the weighted mean, for example $\dfrac{3 \times 4 + 4 \times 5 + 2 \times 3 + 2 \times 3 + 1 \times 4}{12} = 4$. The group then averages the overall ratings of all 10 people, draws a 100% stacked bar chart of the ratings for each aspect, and writes what the scheme captures well (for example safety) and what it misses (for example cost of the ticket).

14. Whole class project: Each student shares the average age of their family and the number of family members. Discuss among the class and come up with a way to find out the average age of all the families of the class. #

Method

Families have different sizes, so a simple average of the family averages would be wrong. Each family’s average age must be weighted by its number of members:

$$\text{Average age of all family members} = \dfrac{\sum (\text{family size} \times \text{family's average age})}{\sum \text{family sizes}}$$

For example, a family of 4 with average age 30 and a family of 6 with average age 25 give $\dfrac{4 \times 30 + 6 \times 25}{10} = 27$ years, not 27.5. Each numerator term is just that family’s total age, so the class adds up all the total ages and divides by the total number of people.