Transum Maths Software


There are 366 different Starters of The Day, many to choose from. You will find in the left column below some starters on the topic of Graphs. In the right column below are links to related online activities, videos and teacher resources.

A lesson starter does not have to be on the same topic as the main part of the lesson or the topic of the previous lesson. It is often very useful to revise or explore other concepts by using a starter based on a totally different area of Mathematics.

Main Page

Graphs Starters:

Graph Picture: Plot the given coordinates then join them up to form a picture.

Pie Chart: An exercise in estimating what the sectors of a pie chart represent.

Seedy CDs: Interpret data given in the form of a bar chart then create a new bar chart showing the given statistics.

Advanced Graphs Starters


Small images of these Starters | | |  Complete Index of Starters

Featured Activity



Interactive, randomly-generated, number-based logic puzzle based on the Latin square designed to develop numeracy skills. These puzzles are drag and drop and can earn you a Transum Trophy.


Curriculum for Graphs:

Years 7 to 9

Pupils should be taught to model situations or procedures by translating them into algebraic expressions or formulae and by using graphs more...

Pupils should be taught to recognise, sketch and produce graphs of linear and quadratic functions of one variable with appropriate scaling, using equations in x and y and the Cartesian plane more...

Pupils should be taught to interpret mathematical relationships both algebraically and graphically more...

Pupils should be taught to reduce a given linear equation in two variables to the standard form y = mx + c; calculate and interpret gradients and intercepts of graphs of such linear equations numerically, graphically and algebraically more...

Pupils should be taught to use linear and quadratic graphs to estimate values of y for given values of x and vice versa and to find approximate solutions of simultaneous linear equations more...

Pupils should be taught to find approximate solutions to contextual problems from given graphs of a variety of functions, including piece-wise linear, exponential and reciprocal graphs more...

Years 10 and 11

Pupils should be taught to interpret and construct tables and line graphs for time series data more...

Pupils should be taught to use the form y = mx + c to identify parallel {and perpendicular} lines; find the equation of the line through 2 given points, or through 1 point with a given gradient more...

Pupils should be taught to interpret the gradient of a straight line graph as a rate of change; recognise and interpret graphs that illustrate direct and inverse proportion more...

Pupils should be taught to identify and interpret roots, intercepts and turning points of quadratic functions graphically; deduce roots algebraically {and turning points by completing the square} more...

Pupils should be taught to {interpret the gradient at a point on a curve as the instantaneous rate of change; apply the concepts of instantaneous and average rate of change (gradients of tangents and chords) in numerical, algebraic and graphical contexts} more...

Pupils should be taught to recognise, sketch and interpret graphs of linear functions, quadratic functions, simple cubic functions, the reciprocal function y =  with x not equal to 0, {the exponential function y = kx for positive values of k, and the trigonometric functions (with arguments in degrees) y = sin x, y = cos x and y = tan x for angles of any size} more...

Pupils should be taught to {sketch translations and reflections of the graph of a given function} more...

Pupils should be taught to plot and interpret graphs (including reciprocal graphs {and exponential graphs}) and graphs of non-standard functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance, speed and acceleration more...

Pupils should be taught to {calculate or estimate gradients of graphs and areas under graphs (including quadratic and other non-linear graphs), and interpret results in cases such as distance-time graphs, velocity-time graphs and graphs in financial contexts} more...

Pupils should be taught to {recognise and use the equation of a circle with centre at the origin; find the equation of a tangent to a circle at a given point} more...

Pupils should be taught to solve quadratic equations {including those that require rearrangement} algebraically by factorising, {by completing the square and by using the quadratic formula}; find approximate solutions using a graph more...

Pupils should be taught to solve 2 simultaneous equations in 2 variables (linear/linear {or linear/quadratic}) algebraically; find approximate solutions using a graph more...


Comment recorded on the 9 April 'Starter of the Day' page by Jan, South Canterbury:

"Thank you for sharing such a great resource. I was about to try and get together a bank of starters but time is always required elsewhere, so thank you."

Comment recorded on the 1 May 'Starter of the Day' page by Phil Anthony, Head of Maths, Stourport High School:

"What a brilliant website. We have just started to use the 'starter-of-the-day' in our yr9 lessons to try them out before we change from a high school to a secondary school in September. This is one of the best resources on-line we have found. The kids and staff love it. Well done an thank you very much for making my maths lessons more interesting and fun."

Comment recorded on the 19 November 'Starter of the Day' page by Lesley Sewell, Ysgol Aberconwy, Wales:

"A Maths colleague introduced me to your web site and I love to use it. The questions are so varied I can use them with all of my classes, I even let year 13 have a go at some of them. I like being able to access the whole month so I can use favourites with classes I see at different times of the week. Thanks."

Comment recorded on the 25 June 'Starter of the Day' page by Inger.kisby@herts and, :

"We all love your starters. It is so good to have such a collection. We use them for all age groups and abilities. Have particularly enjoyed KIM's game, as we have not used that for Mathematics before. Keep up the good work and thank you very much
Best wishes from Inger Kisby"

Comment recorded on the 12 July 'Starter of the Day' page by Miss J Key, Farlingaye High School, Suffolk:

"Thanks very much for this one. We developed it into a whole lesson and I borrowed some hats from the drama department to add to the fun!"

Comment recorded on the 26 March 'Starter of the Day' page by Julie Reakes, The English College, Dubai:

"It's great to have a starter that's timed and focuses the attention of everyone fully. I told them in advance I would do 10 then record their percentages."

Comment recorded on the 10 September 'Starter of the Day' page by Carol, Sheffield PArk Academy:

"3 NQTs in the department, I'm new subject leader in this new academy - Starters R Great!! Lovely resource for stimulating learning and getting eveyone off to a good start. Thank you!!"

Comment recorded on the 18 September 'Starter of the Day' page by Mrs. Peacock, Downe House School and Kennet School:

"My year 8's absolutely loved the "Separated Twins" starter. I set it as an optional piece of work for my year 11's over a weekend and one girl came up with 3 independant solutions."

Comment recorded on the 17 November 'Starter of the Day' page by Amy Thay, Coventry:

"Thank you so much for your wonderful site. I have so much material to use in class and inspire me to try something a little different more often. I am going to show my maths department your website and encourage them to use it too. How lovely that you have compiled such a great resource to help teachers and pupils.
Thanks again"

Comment recorded on the 14 October 'Starter of the Day' page by Inger Kisby, Herts and Essex High School:

"Just a quick note to say that we use a lot of your starters. It is lovely to have so many different ideas to start a lesson with. Thank you very much and keep up the good work."


This topic includes algebraic and statistical graphs including bar charts, line graphs, scatter graphs and pie charts.

A graph is a diagram which represents a relationship between two or more sets of numbers or categories. The data items are shown as points positioned relative to axes indicating their values. Pupils are typically first introduced to simple bar charts and learn to interpret their meaning and to draw their own. More sophisticated statistical graphs are introduced as the pupil's mathematical understanding develops.

Pupils also learn about coordinates as a pre-requisite for understanding algebraic graphs. They then progress to straight line graphs before learning to work with curves, gradients, intercepts, regions and, for older pupils, calculus.

Graphs Teacher Resources:

A Show Of Hands: Produce a number of graphs and charts from a quick show of hands.

Cartoon Scatter Graph: Place the cartoon characters on the scatter graph according to their height and age.

Correlation: Arrange the given statements in groups to show the type of correlation they have.

Graph Paper: Flexible graph paper which can be printed or projected onto a white board as an effective visual aid.

Graph Plotter: An online tool to draw, display and investigate graphs of many different kinds.

Helicopter View: An animated introduction to distance-time graphs. Arial photographs of vehicles moving along a road placed side to side form a graph.

Human Graphs: Students should be encouraged to stand up and make the shapes of the graphs with their arms.

Human Scatter Graphs: Pupils move to positions in the room according to their data relative to the walls as axes.

Hurdles Race: An animated distance time graph to be viewed while a student interprets the graph and comments on the race that produced the graph.

Pie Chart Creator: A quick and convenient tool for rapidly creating simple pie charts.

Straight Line Graphs: 10 straight line graph challenges for use with computer graph plotting software or a graphical display calculator.

Graphs Activities:

Cartoon Scatter Graph: Place the cartoon characters on the scatter graph according to their height and age.

Circle Equations: Recognise and use the equation of a circle with centre at the origin and the equation of a tangent to a circle.

Completing the Square: Practise this technique for use in solving quadratic equations and analysing graphs.

Correlation: Arrange the given statements in groups to show the type of correlation they have.

Differentiation: Practise the technique of differentiating polynomials with this self marking exercise.

Equation of a Line Through Points: Match the equations of the straight line graphs to the clues about gradients and points.

Equation of a Straight Line: An online exercise about the equation y=mx+c and the features of a straight line graph.

Fill Graph Pairs: If the container is gradually filled with a steady flow of water which height-time graph would be produced?

Function Builder: An interactive function machine for patterns, numbers and equations.

Gradient of a Line: Practise the skill of finding the gradients of straight lines by counting squares and dividing rise by run.

Graph Equation Pairs: Match the equation with its graph. Includes quadratics, cubics, reciprocals, exponential and the sine function.

Graph Match: Match the equations with the images of the corresponding graphs. A drag-and-drop activity.

Graph Patterns: Find the equations which will produce the given patterns of graphs.

Graph Plotter: An online tool to draw, display and investigate graphs of many different kinds.

Pie Charts: Develop the skills to construct and interpret pie charts in this self-marking set of exercises.

Plotting Graphs: Complete a table of values then plot the corresponding points to create a graph.

Plotting Scatter Graphs: Plot scatter graphs from data representing a number of different everyday situations.

Reading Graphs and Charts: Answer real-life problems from different types of graphs and charts including piece-wise linear graphs.

Travel Graphs: Test your understanding of distance-time and speed-time graphs with this self-marking exercise.

Using Graphs: Use the graphs provided to solve both simultaneous and quadratic equations.

Yes No Questions: A game to determine the mathematical item by asking questions that can only be answered yes or no.

Graphs Investigations:

Function Builder: An interactive function machine for patterns, numbers and equations.

Graph Plotter: An online tool to draw, display and investigate graphs of many different kinds.

Search for Infinity: Manipulate the Lissajou curve to produce a perfectly symmetrical (vertically and horizontally) infinity symbol.

Graphs Videos:

Human Graph Shapes: Chapel Hill-Chauncy Hall teacher Kelly Overbye demonstrates how she uses Multiple Intelligences, to teach her students about the slope of graphs. [Similar to Transum's Human Graphs]

Scatter Graphs: Maths teachers from England construct a scatter graph from their heights and shoe sizes.

Straight Line Equations: A tutorial explaining how the graph of a straight line can be sketched from the equation in the form y=mx+c

Graphs Worksheets/Printables:

Graph Picture Axes: Four sets of axes and coordinates from which reflecting pictures can be drawn.

Straight Line Graphs: A challenge to produce the straight line patterns using a GDC or graph plotting software.

Graphs External Links:

Links to other websites containing resources for Graphs are provided for those logged into 'Transum Mathematics'. Subscribing also opens up the opportunity for you to add your own links to this panel. You can sign up using one of the buttons below:


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Eleven In Your Head

Eleven In Your Head

Multiply numbers by eleven in your head. So far this activity has been accessed 6645 times and 136 people have earned a Transum Trophy for completing it.



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Tuesday, October 24, 2017

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