Graph Match

Match the graphs with their equations or descriptions. A self-marking, drag-and-drop mathematical exercise.

GradientLevel 1Level 2Level 3Level 4Exam-StyleDescriptionHelpMore Graph Activities

This is Level 1 (Linear graphs and equations). Match the graphs with the corresponding equations.

$$y = 2-x$$

$$y = 4 - \frac12 x$$

$$y = x + 3$$

$$y = x + 2$$

$$y = x + 1$$

$$y = x - 1$$

$$y = 2x + 1$$

$$y = 2x − 1$$

$$y = 2x + 5$$

$$y = x$$

$$y = - x$$

$$y = \frac12 x + 3$$

The diagrams were created in Autograph.

This is Graph Match level 1. You can also try:
Gradient Level 2 Level 3 Level 4 Exam-style Questions

Description of Levels

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Gradient - A pre-requisite for doing the graph exercises is being able to calculate the gradient of a line.

Level 1 - Linear graphs and equations

Level 2 - Linear and quadratic graphs and equations

Level 3 - Mixed polynomials

Level 4 - Quadratics in the form $$ax^2 + bx + c$$ given information about the coefficients

Exam Style questions are in the style of GCSE or IB/A-level exam paper questions and worked solutions are available for Transum subscribers.

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For straight line graphs arrange the equation in the form $$y = mx + c$$ where $$m$$ represents the gradient of the line and $$c$$ the y-intercept.

Maybe this video will remind you of some of the techniques for recognising graphs.

This video is from the ukmathsteacher YouTube channel.

Answers to this exercise are available lower down this page when you are logged in to your Transum account. If you don’t yet have a Transum subscription one can be very quickly set up if you are a teacher, tutor or parent.

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Learning and understanding Mathematics, at every level, requires learner engagement. Mathematics is not a spectator sport. Sometimes traditional teaching fails to actively involve students. One way to address the problem is through the use of interactive activities and this web site provides many of those. The Go Maths main page links to more activities designed for students in upper Secondary/High school.

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