1. Stage 3
  2. Mathematics
  3. Activities
  4. Interpret the graph
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Interpret the graph

Grade Work Samples
End of Stage 3 (end of Year 6)
Grade B Jessie  
Grade C Ashley   Jamie  
Grade D Casey   Ariel   Riley   Bailey  
New Work Samples

Foundation Statement strands

The following strands are covered in this activity:

Working Mathematically, Measurement and Data

Description of activity

Students are given the results of a school survey and asked to interpret the information and represent it in different ways.

  1. Students are given the results of a school survey.
  2. They write the missing features, such as labels, on the graph.
  3. Students explain the information presented in the graph, including how many students were surveyed.
  4. They represent the information in different ways.

Adapted from Sullivan, P & Lilburn, P, Open-ended Maths Activities, Oxford University Press.

The suggested time allocation for this activity is 45 minutes.

Suggested materials

Worksheet, rulers, pencils

Prior learning

Students have had experience reading and interpreting different forms of data representation. They have constructed and labelled a variety of graphs to represent information. Students have discussed how a scale is used and have constructed and answered questions based on the observations and analysis of information provided in graph form.

Board of Studies NSW, Mathematics K–6 Syllabus, p 88
Board of Studies NSW, Mathematics K–6 Sample Units of Work, p 135


Data (DS3.1)
Displays and interprets data in graphs with scales of many-to-one correspondence
Applying Strategies (WMS3.2)
Selects and applies appropriate problem-solving strategies, including technological applications, in undertaking investigations
Reasoning (WMS3.4)
Gives a valid reason for supporting one possible solution over another

Criteria for assessing learning

Students will be assessed on their ability to:

  • interpret a graph and provide missing features
  • display data in different ways
  • explain information presented graphically


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