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It lists assessment areas G1–G23, including reading and plotting coordinates, interpreting charts and scales, working with tables, understanding gradients and y=mx+c, comparing graph types, and interpreting time series and scatter diagrams, with learning objectives, predecessors, successors, and KS2/KS3 guidance references.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/graphs-teacher-companion-guide/621273/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/graphs-teacher-companion-guide/621273.png","ImageObject",300,407,{"name":42,"@type":43},"Bintang","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the AQA Graphs Teacher Companion Guide?","Question",{"text":63,"@type":64},"It supports teachers in identifying and closing students’ knowledge gaps in mathematics, specifically through a “Graphs” assessment area. 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All rights reserved.  \n| Table of Contents | |\n| --- | --- |\n| 2 Overview and Rationale 3 Concept Map and Key Features 4 G1 Read the values on a linear scale 5 G2 Read the values on a measuring device 6 G3 Recognise charts by type 7 G4 Read and plot coordinates in the first quadrant 8 G5 Read and construct 2-way tables 9 G6 Complete a table of values 10 G7 Read and plot coordinates in four quadrants 11 G8 Plot from a data table 12 G9 Find the midpoint of 2 coordinates 13 G10 Read and compare bar and line charts 14 G11 Read and compare pie charts 15 G12 Understanding and interpreting keys 16 G13 Read conversion graphs 17 G14 Interpret scatter diagrams (including comparison) 18 G15 Line of best fit 19 G16 Identify the key features of a graph 20 G17 Find the gradient 21 G18 Lines parallel to the axes 22 G19 Interpreting y = mx + c 23 G20 Parallel gradients 24 G21 Linear v non-linear graphs 25 G22 Interpret time series (including comparison) 26 G23 Distance/time graphs (including comparison) 27 Contributors |  |\n| 1 | |\n\n| Overview | |\n| --- | --- |\n| Stride is a new offering from AQA which is designed to empower students and quickly identify and close their knowledge gaps in mathematics. Designed to help students starting their GCSEs – either for the first time or as a resit – the tests are accessible for all and adapt to students’ knowledge, delivering the right amount of challenge.\u003Cbr>Our new maths tests will allow teachers to pinpoint gaps in their students’ conceptual knowledge-saving them time and empowering students, who will understand how to improve. They’re fully funded for schools and colleges, easy to use for teachers and engaging for students.\u003Cbr>The five short tests, created with the Key Stage 1 and 2 and Key Stage 3 guidance in mind, focus on key areas of maths that experts have identified as the most impactful for GCSE success. They come with personalised learning and next steps to allow students to develop in both knowledge and confidence.\u003Cbr>Rationale\u003Cbr>We know that maths is hierarchical subject, with knowledge being built upon foundational maths which underpins the new concept. We have analysed data from hundreds of thousands of exam questions and found that even though content is first encountered in the early stages of a learner’s schooling, a significant proportion of learners answer questions on the foundations of maths incorrectly.\u003Cbr>With this in mind, we want to empower teachers to take control of their classrooms and provide a nurturing environment in which gaps within key prerequisite understanding is identified and corrective instruction is deployed, filling the gaps and ensuring that more complex content can be taught, safe in the knowledge that learners have the underlying knowledge required to be successful in their lessons, and thrive in the GCSE examinations.\u003Cbr>Key features\u003Cbr>The Concept Map, shown on the next page, shows that the key foundational knowledge for success with Graphs is the ability to read and plot coordinates in all four quadrants of the Cartesian plane, as well the ability to interpret scales in a variety of graduations, finding values which aren’t provided on the scales.\u003Cbr>It can also be seen that the gatekeeper to greater success is G17 Find the Gradient, which is a predecessor to five other areas including G19 Interpreting y=mx+c and G21 Linear v Non-linear Graphs. Understanding the concept of gradient is a key development to success with the Higher tier of GCSE mathematics. |  |\n| 2 | |\n\nConcept Map  \n4. Graphs  \n3  \n| G1 Read the values on a linear scale\u003Cbr>What is being tested Learners are being tested on their understanding of the number line and reading scales given with different graduations. Learning Objectives G1 .1 Input the missing values on the number line (decimals tenths)\u003Cbr>G1 .2 Input the missing values on the number line (decimals hundredths) ","cbCaifapaenOS9pJ","https://ap.wps.com/l/cbCaifapaenOS9pJ","pdf",1284016,28,"English","# Overview and Rationale\n# Concept Map and Key Features\n# G1 Read the values on a linear scale\n# G2 Read the values on a measuring device\n# G3 Recognise charts by type\n# G4 Read and plot coordinates in the first quadrant\n# G5 Read and construct 2-way tables\n# G6 Complete a table of values\n# G7 Read and plot coordinates in four quadrants\n# G8 Plot from a data table\n# G9 Find the midpoint of 2 coordinates\n# G10 Read and compare bar and line charts\n# G11 Read and compare pie charts\n# G12 Understanding and interpreting keys\n# G13 Read conversion graphs\n# G14 Interpret scatter diagrams\n# G15 Line of best fit\n# G16 Identify the key features of a graph\n# G17 Find the gradient\n# G18 Lines parallel to the axes\n# G19 Interpreting y = mx + c\n# G20 Parallel gradients\n# G21 Linear v non-linear graphs\n# G22 Interpret time series\n# G23 Distance/time graphs\n# Contributors","[{\"question\":\"What is the purpose of the AQA Graphs Teacher Companion Guide?\",\"answer\":\"It supports teachers in identifying and closing students’ knowledge gaps in mathematics, specifically through a “Graphs” assessment area. The guide explains the rationale and maps key foundational knowledge needed for success.\"},{\"question\":\"Which foundational skills are highlighted as essential for success with Graphs?\",\"answer\":\"The concept map emphasises reading and plotting coordinates in all four quadrants and interpreting scales with different graduations, including finding values not directly provided on the scales.\"},{\"question\":\"How is the gradient topic positioned in the learning sequence?\",\"answer\":\"The guide presents “G17 Find the Gradient” as a gatekeeper area that leads into related content such as interpreting y = mx + c and comparing linear and non-linear graphs.\"}]","Graphs - Teacher Companion Guide | PDF",1792465235,71]