(i) What Is The Amount Spent On Cricket? (ii) What Is The Difference In The Amount Spent On Cricket And Football?

In this comprehensive analysis, we delve into a fascinating pie chart that illustrates how a school allocates its resources across various sports throughout the year. With a total budget of ₹72,000 dedicated to sports, the pie chart meticulously breaks down the expenditure on Cricket, Hockey, Tennis, and Football, each represented by a specific angle: 150°, 100°, 50°, and 60° respectively. Our primary objective is to dissect this visual data and extract meaningful insights, answering crucial questions about the financial distribution among these sports. This article aims to provide a clear and detailed understanding of the school's financial priorities in sports, offering valuable insights for students, educators, and anyone interested in the financial dynamics of school sports programs. By exploring the numerical values behind each slice of the pie, we will uncover the specific amounts allocated to each sport and highlight the comparative spending, particularly focusing on the difference in expenditure between Cricket and Football. This analysis not only sheds light on the current financial landscape of the school's sports activities but also opens avenues for discussion on resource allocation strategies and potential areas for improvement. So, let's embark on this analytical journey and decode the story told by the pie chart, revealing the financial heartbeat of the school's sports program.

Understanding the Pie Chart Representation

Pie charts are powerful visual tools for representing proportions and percentages, making them ideal for illustrating how a whole is divided into its constituent parts. In this particular pie chart, the entire circle represents the total budget allocated to sports, which amounts to ₹72,000. Each slice of the pie corresponds to a specific sport, with the size of the slice being directly proportional to the amount of money spent on that sport. The angles at the center of the pie chart, measured in degrees, quantify the relative size of each slice. For instance, Cricket, with an angle of 150°, occupies a significant portion of the pie, suggesting a substantial allocation of funds. Conversely, Tennis, with an angle of 50°, represents a smaller fraction of the total budget. To decipher the financial figures, we must understand the relationship between these angles and the total budget. A full circle, which is 360°, corresponds to the total amount spent on sports (₹72,000). Therefore, each degree represents a specific monetary value, which we can calculate to determine the amount spent on each sport. By analyzing the angles, we can not only compare the relative spending on different sports but also calculate the exact amounts allocated to each. This understanding is crucial for answering questions about the financial distribution and identifying the sports that receive the most and least funding. Moreover, it allows us to compare the spending between specific sports, such as Cricket and Football, providing a clearer picture of the school's priorities. The visual nature of the pie chart makes it easy to grasp the overall distribution at a glance, while the numerical data derived from the angles offers a more precise analysis of the financial landscape. In the subsequent sections, we will apply this understanding to calculate the amounts spent on each sport and draw meaningful conclusions about the school's sports funding strategy.

(i) Calculating the Amount Spent on Cricket

To determine the amount spent on cricket, we need to utilize the information provided in the pie chart. The chart indicates that cricket is represented by an angle of 150°. Given that the total money spent on sports is ₹72,000 and the total angle in a circle is 360°, we can set up a proportion to find the amount allocated to cricket. The fundamental principle here is that the amount spent on cricket is directly proportional to the angle it occupies in the pie chart. Therefore, we can express this relationship mathematically as follows: (Amount spent on cricket) / (Total amount spent) = (Angle for cricket) / (Total angle). Plugging in the known values, we get: (Amount spent on cricket) / ₹72,000 = 150° / 360°. To isolate the amount spent on cricket, we multiply both sides of the equation by ₹72,000: Amount spent on cricket = (150° / 360°) * ₹72,000. Now, we perform the calculation. First, we simplify the fraction 150/360 by dividing both the numerator and the denominator by their greatest common divisor, which is 30. This simplifies the fraction to 5/12. Next, we multiply this fraction by the total amount spent on sports: Amount spent on cricket = (5/12) * ₹72,000. To make the calculation easier, we can divide ₹72,000 by 12 first, which gives us ₹6,000. Then, we multiply this result by 5: Amount spent on cricket = 5 * ₹6,000. Finally, we arrive at the amount spent on cricket: Amount spent on cricket = ₹30,000. Therefore, the school has allocated ₹30,000 to cricket, which represents a significant portion of the total sports budget. This calculation demonstrates how we can extract specific financial information from a pie chart by understanding the proportional relationship between angles and amounts. In the next section, we will apply a similar approach to calculate the amounts spent on other sports and compare the expenditures.

(ii) Determining the Difference in Spending Between Cricket and Football

To ascertain how much more money was spent on cricket than on football, we first need to calculate the amount spent on football. From the pie chart, we know that football is represented by an angle of 60°. Using the same proportional reasoning as before, we can set up the following equation: (Amount spent on football) / (Total amount spent) = (Angle for football) / (Total angle). Substituting the known values, we get: (Amount spent on football) / ₹72,000 = 60° / 360°. To find the amount spent on football, we multiply both sides of the equation by ₹72,000: Amount spent on football = (60° / 360°) * ₹72,000. Simplifying the fraction 60/360, we divide both the numerator and the denominator by their greatest common divisor, which is 60. This simplifies the fraction to 1/6. Now, we multiply this fraction by the total amount spent on sports: Amount spent on football = (1/6) * ₹72,000. To calculate this, we divide ₹72,000 by 6: Amount spent on football = ₹12,000. Thus, the school has allocated ₹12,000 to football. Now that we know the amounts spent on both cricket (₹30,000) and football (₹12,000), we can find the difference in spending. To do this, we subtract the amount spent on football from the amount spent on cricket: Difference = Amount spent on cricket - Amount spent on football. Substituting the values, we get: Difference = ₹30,000 - ₹12,000. Performing the subtraction, we find: Difference = ₹18,000. Therefore, ₹18,000 more was spent on cricket than on football. This significant difference highlights the school's financial prioritization of cricket over football. This comparison provides valuable insights into the school's sports funding strategy and can prompt discussions about resource allocation and the potential for balancing investments across different sports. In the final section, we will summarize our findings and discuss the implications of this analysis.

Conclusion

In conclusion, our analysis of the pie chart reveals a detailed picture of how a school allocates its sports budget. By dissecting the pie chart representation, we were able to calculate the specific amounts spent on each sport. We found that ₹30,000 was allocated to cricket, while ₹12,000 was spent on football. This calculation was achieved by understanding the proportional relationship between the angles in the pie chart and the total budget of ₹72,000. The most significant finding is the difference in spending between cricket and football. We determined that ₹18,000 more was spent on cricket than on football, highlighting a substantial disparity in resource allocation. This disparity may reflect the school's strategic priorities, the popularity of cricket within the school community, or other factors influencing budgetary decisions. The implications of this analysis are multifaceted. Firstly, it provides a clear understanding of the school's current financial priorities in sports, which is valuable for students, educators, and administrators. Secondly, it opens avenues for discussion on resource allocation strategies. The school may consider whether the current distribution aligns with its objectives for sports participation and performance across different disciplines. For instance, if the school aims to promote a more balanced approach to sports, it might consider increasing investment in sports like football. Furthermore, this analysis serves as a basis for benchmarking against other schools. By comparing its spending patterns with those of similar institutions, the school can gain insights into best practices and identify potential areas for improvement. In summary, the pie chart analysis not only answers specific questions about the financial distribution but also provides a foundation for strategic planning and resource optimization in the school's sports program. The insights gained can inform future budgetary decisions and contribute to a more equitable and effective allocation of resources across all sports.