Read values carefully, compare like with like and explain what the evidence actually supports.
Interpret values and changes, compare representations and distinguish supported conclusions from overclaims.
Check the title, source, sample, dates, units, axes and legend before interpreting the shape. A rising line could represent total sales, sales per person or a running total. Those are different quantities. A cumulative total normally rises when new positive amounts are added, even if the amount added each week is falling.
An increase from 40 to 50 is a difference of 10. The new value is 1.25 times the old value, and the percentage increase is 10 ÷ 40 × 100 = 25%. The original value is the denominator for percentage change. Moving from 40% to 50% is an increase of 10 percentage points, as well as a 25% relative increase.
Two groups may differ in size, observation time or definitions. A larger school may record more absences simply because it has more students. Comparing absence rates can answer a different and fairer question. State the denominator, check whether it is comparable, and avoid assuming that rates answer every possible question better than counts.
A point between gridlines may only support an estimate unless exact values are labelled or available in a table. A graph of five school days does not establish a long-term pattern. An unusually high observation deserves checking, but removing it without a reason changes the evidence. Describe what is known and what remains uncertain.
Enter one label and value per line, separated by a comma. This tool supports 2–12 non-negative values. The table and graph always use the same data.
Line graphs use equally spaced positions here: use observations at equal time intervals. Do not use a line to connect unrelated categories. Circle graphs require a positive total.
Divide the increase by the starting value.
The change is 15 points. The relative increase is 15 ÷ 60 × 100 = 25%. A 15-point rise is not automatically a 15% increase.
Consider other changes during that week and whether a comparison group exists.
The observations are consistent with improvement during the campaign, but they do not establish causation. Attendance, weather, measurement or other initiatives could also matter.
Feedback explains your chosen response. These activities are practice, not a school mark.
Compare a headline with its graph. Rewrite the headline using a measured quantity, a named group and a stated time period.
Explain why a 20% increase followed by a 20% decrease does not return a value to its starting point. Use a starting value of 100 and show both calculations.