🧱 See It

Imagine you plant a seed and measure how tall it grows every day. Each day you write down one number — its height in centimetres. Over five days, your measurements might look like this:

Day12345
Height (cm)2591010

Notice the plant grew a lot at first, then stopped growing between Day 4 and Day 5 — same height both days.

✏️ Draw It

A line graph plots one point per day, then connects the points with straight lines — so you can see the plant's height rising, then levelling off, in one continuous path:

0 2 4 6 8 10 2 5 9 10 10 Day 1 Day 2 Day 3 Day 4 Day 5

The faint grid lines show every day (up-and-down lines) crossing every height (side-to-side lines). Each dot sits exactly where its day's line meets its height's line. The thicker line connecting the dots isn't new data — it's just showing the trend between the points you actually measured.

🔢 Write It

To read a value off a line graph, find the day on the bottom (horizontal) axis, trace straight up to the point, then trace straight across to the height (vertical) axis.

Reading the table above in words:

A rising line means the value is going up. A flat line means it isn't changing at all.

💡 Worked Examples

Example — Which two days had the biggest jump in height?

Find the change from each day to the next by subtracting:

  1. Day 1 → Day 2: 5 − 2 = 3
  2. Day 2 → Day 3: 9 − 5 = 4
  3. Day 3 → Day 4: 10 − 9 = 1
  4. Day 4 → Day 5: 10 − 10 = 0

Compare the four changes: 3, 4, 1, 0. The largest is 4.

Answer: the biggest increase happened between Day 2 and Day 3.

🧠 Quick Reference

Line graphs show change over time. A steeper line = faster change. A flat line = no change. Always trace straight up from the axis label and straight across to the value — don't eyeball it diagonally.
👪 For Parents & Tutors

BC Curriculum (Level 1 / Grade 6, Geometry): "Line graphs." Yes, Geometry — the BC curriculum files line graphs under Geometry rather than Data, which is a bit of an odd categorization worth knowing about if you go looking for it in the curriculum documents.

Watch for: The classic trap is reading the wrong axis, or misjudging a value that falls between two labeled gridlines. Have him always trace straight up and then straight across with a finger or ruler from the axis before reading a value — never estimate diagonally by eye.

Comes up again: This resurfaces directly in the cross-linked Increasing & Decreasing Patterns page, where patterns are often shown as graphs, and again at Level 2 (Grade 7) with circle graphs and Level 4 (Grade 9) with continuous linear relations.