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As students listen to the teacher read an adapted version of 'The Three Little Pigs' they construct a line graph showing how frightened the third little pig was feeling.

Students interpret and answer questions about a dot plot showing how easy or hard some school work was.

Students select the correct equation to describe a series of graphs.

Students are required to graph a linear relationship, within a range of x-values, as described by an equation in a practical context.

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.

Students construct and label a line graph of time spent on Maths and Science homework, and answer questions interpreting the data.

Students decide if a graph is suitable to display category data and explain the reasons.

Students complete equations that give the rule for the general term for a number of spatial patterns.

Students interpret a line graph showing the amount of money in a savings account over time. No calculation is required.

Students interpret a line graph showing how high a skyrocket travelled over time.

Students match verbal statements about a class with graphic scales which represent their statements.

Students answer questions by interpreting a line graph of a snail's progress as it climbed up a wall.

Students interpret a graph of a journey to school and answer questions about the time taken for different parts of the journey.

Students interpret a graph of a bike trip to answer questions about time and distance.

Students interpret distance-time graphs for a number of scenarios.

Students interpret graphs showing the different ways that four people run a race.

Students interpret distance-time graphs that show a car's movement and draw their own graph from given statements.

Students decide whether a graph is suitable to display category data and explain their answer.

This task requires students to answer questions about a time-series graph for two categories of data over an eight year period.

Students interpret a graph of the Hare's Progress to answer questions about rate, rest, and reading sections of the graph. They also identify the constant motion of the tortoise and explain the result of the race.

Students answer questions about international time differences.

Students answer questions about international time differences.

Students choose the best type of graph for a selection of sets of data.

Students complete a line graph to show the daily height of a lettuce plant, giving their graph a title and labelling both axes.

Students continue three repeating patterns.