Level 1: Build a Graph from Scratch | Level 2: Scatter Graphs Deep Dive
0
Points
0
Correct
0
Graphs Built
Welcome to Graphs — Build & Scatter! 🎉
Two levels designed to take you from plotting points to building complete graphs and mastering scatter diagrams.
📐
Level 1 — Build a Graph
Learn to build graphs from scratch. You choose the title, axis labels, scale and plot — exactly how you'd do it in an exam.
Level 1 — Foundation
📊
Level 2 — Scatter Graphs
Understand what scatter graphs are, why they're different, learn correlation — then create 7 real scatter graphs with worded questions.
Level 2 — Functional Skills
📋 How to Use This Platform
Start with Level 1 — practice building graphs step by step
Move to Level 2 — read the scatter graph theory first
Plot each scatter graph and then answer all 5 worded questions
Check your answers — every correct answer earns points!
View your full My Report at any time
🎯 Scoring
✅ Correct graph built from scratch: 15 points
✅ Correct scatter plot: 10 points
✅ Correct worded question: 5 points
💡 Using a clue: +2 points for trying
📐 Level 1 — Build a Graph from Scratch
In an exam you won't just plot points — you'll need to set up the whole graph. Practise here!
🔑 Steps to Build a Graph
Write a title for your graph
Label the x-axis (horizontal) and y-axis (vertical)
Choose a scale — how much each square represents
Plot the points or draw the bars
Check your graph matches the data
📊 BUILD EXERCISE 1 — Bar Chart
BUILD 1
A teacher recorded how many students were absent each day last week.
Day
Mon
Tue
Wed
Thu
Fri
Absent
4
7
3
9
5
Build this bar chart from scratch. Complete ALL steps below before clicking Check.
STEP 1 — Title
STEP 2 — Axis Labels
STEP 3 — Scale
Complete all steps, then plot your graph
STEP 4 — Plot the Bars
Click above each day to set the bar height (numbers on left = students absent)
Bars set: 0/5
Make sure your y-axis goes up to at least 9 (Thursday's highest). Title should say what the graph shows. X-axis = Days, Y-axis = Number of Students Absent.
📈 BUILD EXERCISE 2 — Line Graph
BUILD 2
A student tracked their weekly spelling test score over 6 weeks.
Week
1
2
3
4
5
6
Score
3
5
6
7
8
10
Build a line graph. Complete all steps — title, labels, scale, then plot and connect the points.
STEP 1 — Title
STEP 2 — Axis Labels
STEP 3 — Scale
Complete all steps
STEP 4 — Plot the Points (they will connect automatically)
Points plotted: 0/6
Points go up each week — showing improvement. Title: Weekly Spelling Scores. X-axis: Week Number, Y-axis: Score (out of 10)
🔵 BUILD EXERCISE 3 — Scatter Graph
BUILD 3
A class compared the number of hours they revised and their test score (out of 20).
Hours Revised
1
2
3
4
5
6
Test Score
5
8
10
13
16
18
Build a scatter graph showing how revision time relates to score.
STEP 1 — Title
STEP 2 — Axis Labels
STEP 3 — What type of correlation do you expect?
Complete all steps
STEP 4 — Plot the Points
Points plotted: 0/6
As revision hours increase, scores increase — this is POSITIVE correlation. X-axis: Hours Revised, Y-axis: Test Score (out of 20)
🏆 BUILD EXERCISE 4 — Challenge
BUILD 4 — CHALLENGE
A survey recorded the age of cars (years) and their value (£).
Age (years)
1
2
3
4
5
6
7
Value (£000s)
14
12
10
8
6
4
3
Build this scatter graph completely from scratch. Think about what type of correlation you expect!
STEP 1 — Title
STEP 2 — Axis Labels
STEP 3 — Correlation & Scale
Complete all steps
STEP 4 — Plot the Points
Points plotted: 0/7
As age increases, VALUE goes DOWN — this is NEGATIVE correlation. X-axis: Age of Car (Years), Y-axis: Value (£000s)
📊 Level 2 — Scatter Graphs Deep Dive
📚 SECTION A — What is a Scatter Graph?
📌 What is a Scatter Graph?
A scatter graph (also called a scatter diagram or scatter plot) shows the relationship between two sets of data. Each piece of information is shown as a single dot (×) plotted against two axes. You use scatter graphs when you want to find out if two things are connected (correlated).
📊 How is it DIFFERENT from other graphs?
Graph Type
What it shows
How points are drawn
Bar Chart
Comparing separate categories
Solid bars
Line Graph
Change over time
Points connected by a line
Pie Chart
Parts of a whole (proportions)
Slices of a circle
Scatter Graph
Relationship between two variables
Individual × marks — NOT connected!
🔵 Types of Correlation
✅ Positive Correlation
As one value increases, the other also increases. e.g. More revision → higher score
❌ Negative Correlation
As one value increases, the other decreases. e.g. Older car → lower value
➰ No Correlation
No pattern — the two things are not related. e.g. Shoe size and test score
📐 Line of Best Fit
When scatter points show a correlation, you can draw a line of best fit — a straight line through the middle of the points. It shows the trend. Roughly the same number of points should be above and below the line.
📝 SECTION B — Create 7 Scatter Graphs with Worded Questions
SCATTER 1 of 7
Height (cm) and Shoe Size — 8 students measured
Height (cm)
152
155
160
163
168
172
176
180
Shoe Size
5
5
6
7
7
8
9
10
Plot each pair of values as a cross (×) on the scatter graph below.
Points plotted: 0/8
X-axis = Height (150–185cm), Y-axis = Shoe Size (4–11). Taller students have bigger feet — positive correlation!
📝 Worded Questions — Scatter 1
Q1.1 1 mark
What type of correlation does this scatter graph show?
Q1.2 1 mark
A student is 165 cm tall. Use the trend to estimate their shoe size.
Q1.3 2 marks
Describe the relationship between height and shoe size shown by this scatter graph. Use data from the table in your answer.
Q1.4 1 mark
What is the range of shoe sizes recorded in this survey?
Q1.5 1 mark
Could this scatter graph be used to predict the shoe size of a person who is 200cm tall? Explain your answer.
What type of correlation is shown between revision hours and test score?
Q2.2 2 marks
A student revised for 4.5 hours. Use the data to estimate their test score. Show how you estimated.
Q2.3 1 mark
What was the test score of the student who revised for the most hours?
Q2.4 1 mark
How many more marks did the student who revised 8 hours score compared to the student who revised 1 hour?
Q2.5 2 marks
Does this scatter graph prove that revising more CAUSES higher scores? Explain your answer.
SCATTER 3 of 7
Daily Temperature (°C) vs Ice Cream Sales (number sold) — 8 days
Temp (°C)
14
16
18
20
22
25
28
30
Ice Creams Sold
20
28
35
45
55
70
85
100
Points plotted: 0/8
X-axis: Temperature (12–32°C), Y-axis: Ice Creams (0–110). Hotter day = more ice cream = positive correlation.
📝 Worded Questions — Scatter 3
Q3.1 1 mark
Describe the correlation between temperature and ice cream sales.
Q3.2 2 marks
On a day when the temperature was 24°C, estimate how many ice creams were sold. Explain how you estimated.
Q3.3 1 mark
How many more ice creams were sold on the hottest day compared to the coolest day?
Q3.4 1 mark
The owner wants to predict sales for a day when it is 35°C. Give ONE reason why this estimate might be unreliable.
Q3.5 2 marks
Calculate the mean number of ice creams sold across all 8 days. Round to the nearest whole number.
SCATTER 4 of 7
Age of Car (years) vs Value (£) — 8 cars at a garage
Age (years)
1
2
3
4
5
6
7
8
Value (£000s)
16
14
11
9
7
5
4
2
Points plotted: 0/8
X-axis: Age (0–9 years), Y-axis: Value in £000s (0–18). Older car = less value = NEGATIVE correlation!
📝 Worded Questions — Scatter 4
Q4.1 1 mark
What type of correlation does this graph show?
Q4.2 2 marks
Estimate the value of a 3.5-year-old car. Show your working.
Q4.3 1 mark
A car loses £14,000 of value over 7 years. What fraction of its original value does it lose? Give your answer in its simplest form.
Q4.4 1 mark
Calculate the percentage decrease in value from year 1 to year 8.
Q4.5 2 marks
Describe in full what this scatter graph tells us about how car values change over time. Use specific numbers from the data.
SCATTER 5 of 7
Hours of TV per Day vs Fitness Score (out of 10) — 8 adults
TV Hours/Day
1
2
2
3
4
5
6
7
Fitness Score
9
8
7
6
6
4
3
2
Points plotted: 0/8
X-axis: TV Hours (0–8), Y-axis: Fitness (0–10). More TV = lower fitness = NEGATIVE correlation.
📝 Worded Questions — Scatter 5
Q5.1 1 mark
What type of correlation is shown?
Q5.2 1 mark
What was the fitness score of the person who watched 5 hours of TV per day?
Q5.3 2 marks
Estimate the fitness score of someone who watches 3.5 hours of TV per day.
Q5.4 1 mark
Calculate the mean fitness score for all 8 adults.
Q5.5 2 marks
Does watching less TV CAUSE people to be fitter? Explain your answer fully.
SCATTER 6 of 7
Distance from School (km) vs Travel Time (minutes) — 8 students
Distance (km)
0.5
1
1.5
2
3
4
5
6
Time (mins)
5
10
15
18
25
35
45
55
Points plotted: 0/8
X-axis: Distance (0–7km), Y-axis: Travel Time (0–60 mins). Further away = longer to travel = positive correlation.
📝 Worded Questions — Scatter 6
Q6.1 1 mark
What type of correlation does this scatter graph show?
Q6.2 2 marks
A new student lives 2.5 km from school. Estimate how long it will take them to travel to school.
Q6.3 1 mark
What is the difference in travel time between the student who lives 0.5km away and the student who lives 6km away?
Q6.4 1 mark
School starts at 9:00am. A student lives 4km away. What is the latest time they should leave home?
Q6.5 2 marks
Describe the pattern shown in this scatter graph. Include what happens to travel time as distance increases, and give one real-life reason why a closer student might sometimes take longer than expected.
SCATTER 7 of 7
Hours of Sleep vs Reaction Time (milliseconds) — 8 adults
Sleep (hours)
4
5
5
6
7
7
8
9
Reaction Time (ms)
380
340
320
280
230
220
180
160
Points plotted: 0/8
X-axis: Sleep (3–10 hours), Y-axis: Reaction Time (100–400ms). More sleep = faster reactions (lower ms) = NEGATIVE correlation.
📝 Worded Questions — Scatter 7
Q7.1 1 mark
What type of correlation does this scatter graph show?
Q7.2 2 marks
A driver gets 6.5 hours of sleep. Estimate their reaction time in milliseconds.
Q7.3 1 mark
What is the range of reaction times recorded in this data?
Q7.4 2 marks
The legal reaction time limit for driving is 250ms. Based on this data, how many hours of sleep does a person need to meet this standard? Explain your answer.
Q7.5 2 marks
Calculate the mean reaction time for all 8 adults. Round to the nearest millisecond.
📈 My Report
TOTAL POINTS
0
CORRECT ANSWERS
0
GRAPHS BUILT
0
GRADE
—
Complete activities to see your detailed report here. Click the buttons below to get started!