1. Pie Charts Primary 6 Mathematics

2. Pie Charts 2 Chapter Learning Outcomes  Read and interpret pie charts  Solve 1-step problems using information given in pie charts

3. Pie Charts 3 Understanding Pie Charts  Numerical data can be represented using different charts.  We can also use pie charts to represent these data.

4. Pie Charts 4 Understanding Pie Charts  A pie chart is a circle graph where the whole is always 100% or 1 whole.  The values on the pie chart can be in whole numbers or in fractional or percentage form.

5. Pie Charts 5 Reading Pie Charts  The pie chart shows the favourite subject of a group of pupils.  We can tell that:  18 pupils like Mathematics.  16 pupils like English.  12 pupils like Science.  6 pupils like Mother Tongue.  Therefore, there are (18 + 16 + 12 + 6) = 52 pupils altogether.

6. Pie Charts 6 Reading Pie Charts  The pie chart shows the breakdown of 3520 visitors to the zoo last Sunday.  We can tell that:  There were equal number of boys and women. There were (3520  4) = 880 boys and 880 women.  There were (3520  880  880  940) = 820 men.

7. Pie Charts 7 Example  The pie chart shows the result of a survey of the colour of 200 cars at an intersection. The number of red cars and blue cars were the same. (a) How many white cars were there? 200  4 = 50 There were 50 white cars. (b) How many red cars were there? (200  64  32  50)  2 = 27 There were 27 red cars. (c) Which colour was most popular?Black

8. Pie Charts 8 Example  The pie chart shows the first 120 dishes sold at a hawker stall. Half of the dishes sold were fish soup and fried rice. (a) How many dishes of fried noodles were sold? 120  4 = 30; 30 dishes of fried noodles were sold. (b) Which dish was most popular? How many dishes were sold? Fish soup was most popular. There were (120  2)  (20%  120) = 36 dishes sold.

9. Pie Charts 9 Reference - Textbooks Learning Outcomes Read & interpret pie charts 6B p.63–646A p.26–27 Solve 1-step problem using information given in pie charts 6B p.64–666A p.28–33