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

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

Students complete mapping diagrams showing relationships, then list the ordered pairs.

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

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

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

Given their intercepts and slopes, students are required to graph three different linear equations that have been written in a practical context.

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

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 line graph showing the distance travelled and the time for two car journeys and answer questions about time, distance and speed.

Students interpret a line graph of the weight of a baby over 12 weeks and answer questions about weight, forecasting and the rate of change.

Students identify and graph ordered pairs for the relationship ‘is a multiple of’.

Students locate co-ordinates on a grid, then plot a further co-ordinate.

Students sketch a relationship graph from information about how hungry a person was over the course of a day.

Students identify the co-ordinates of points required to make the shapes of letters of the alphabet (L, T, and K) on a grid.

Students demonstrate their understanding of a graph showing the relationship between the cost of different bottles of drink and the amount each bottle contains. They then explain which bottle of drink is the best value for money paid.

Students complete and interpret a graph to answer questions about time, distance and speed.

Students interpret a graph of a child's feelings for different times and activities during a day.

Students construct a line graph to show the relationship between Zoe's heartbeats at different times of the day.

Task: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.

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 a graph about getting to school, writing descriptions about each students journey and making statements comparing the journeys.

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 write four sentences describing relationships between children and the transport they like to use.