Graph construction resources

Task: Use data in a table to construct a graph and answer questions about the patterns. Assessment focus: interpreting tables and graphs.

Task: Transfer information from a table to a graph, label the bottom axis and describe the pattern of the data. Assessment focus: graph construction; graph interpretation.

This assessment task requires students to graph data on the size of the ozone layer over Antarctica. Students then answer four short questions relating to the data and their graph.

Students use provided data on the time of day and the length of the shadow to construct a line graph. Students interpret their graph to answer three questions.

This resource requires students to construct a graph on data for temperature and depth below the Earth's crust. Students then answer four questions about this.

Students are provided with a map of NZ showing the average annual rainfall in different areas. Students interpret this information to answer three short answer questions, and then construct a bar graph that shows the rainfall for nine North Island locations.

Students construct a line graph from provided data, and then write a summary about the data.

Students draw a graph from some information they are given about the heating of meths in a water bath. Students then explain in terms of particles what is happening for the sloping section and the flat section of the graph.

Students are given results from an investigation looking at light intensity and its effect on the rate of photosynthesis in two plants. Students are required to draw line graphs of this data and then answer a number of questions pertaining to this.

Task: Answer two questions about variables in an investigation about insulation and complete a graph. Assessment focus: fair testing.

This practical task assesses students' ability to record and graph data, and draw conclusions, as they conduct an experiment on the rate at which an ice cube melts in different temperatures.

For this practical task students plan and carry out a fair test to determine which of four different cups will keep water the hottest over 10 minutes. Students are also required to graph their results and write a conclusion.

Data from a test of comparative strengths of different magnets is provided. Students graph the data and make a conclusion.

Students complete and label a bar graph and a strip graph about eye colour from a table of information.

Students complete a stem and leaf graph about students' test scores and answer questions on mode, spread and range.

Students draw a graph from data about peaches picked in an orchard displayed in a frequency chart.

Students complete a picture-graph from a chart of data about the number of sunny days recorded over six months with a scale.

Students complete a tally chart to show the frequency of running times for a women's marathon. Students then present this information in a histogram.

Students use a protractor to construct a pie chart to record the frequency of favourite TV programmes from the data provided in a table.

Students construct a back-to-back stem-and-leaf graph of softball throwing distances from two sets of data.

Using data given in a table, students are required to construct a double line graph on the axes provided.

For this practical task students collect time-series data on the change in water temperature in a container at regular time intervals. Students are also required to display their results on an appropriate graph.

Students read a short piece of text and construct a tally chart for the number of letters in each word. With these results they draw and label a pie graph.

Students are given an outline of an investigation on heat loss from two different shaped objects (a cube and a sphere). They answer questions on variable control, repeat trialling, and they then graph data from this investigation.

Students are asked to construct and label a line graph of words typed per minute by two students for each day of the week. Data is provided in a frequency table.