Examples of what pupils should know and be able to do
Probing questions
What do the axes represent?
In the context of this problem, does every point on the line have a meaning? Why?
What does this point on the graph represent?
What does this part of the graph represent?
What sort of questions could you use your graph to answer?
What if pupils find this a barrier?
Use the Living graphs activity from Teaching mental mathematics from Level 5: algebra p. 21 - Acrobat pdf document (36Kb).
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