The analysis of graphs
Developing the cognitive academic language proficiency (CALP) required for
the analysis of graphs
Graphs are used extensively in mathematics as a representation of a function, data or a context and therefore
the ability to read and describe them accurately is important for learner success. DP and CP students may
begin their mathematics course with differences in background knowledge of graphs. For example, data
analysis emphasizes accuracy and objectivity. Some students may be familiar with reading graphs in a more
subjective manner that employs adjectives and adverbs such as “spread out” or “dramatically fell”. Students
have to learn the appropriate language so that they can be accurate and objective in decoding and
constructing both accurately-drawn and sketched graphs.
The following teaching and learning activities follow the structure of the framework for developing CALP and
aim to:
• activate previous knowledge of language used in the description of graphs
• build up and refine academic language used in the description of graphs
• provide opportunities for practising and processing the academic language
• consolidate and apply knowledge of the academic language.
Depending on the student cohort and their previous knowledge, some of the activities may be more
appropriate than others. They may, however, be useful for differentiation and used in collaboration with a
specialist language support teacher in certain contexts.
Mathematics: analysis and approaches teacher support material 1
The analysis of graphs
Activity 1
Graphs
GOALS
• to activate background knowledge of academic language and understandings of concepts related to
analysis of graphs
• to build up academic language and understandings of concepts related to the description of graphs.
OUTCOME
• students will activate previous background knowledge and understandings and where necessary
develop this to the level required for further learning.
MATERIALS REQUIRED
• student notebooks and two or three different coloured pens/pencils
• sticky notes (one or two per student).
METHOD
• introduce the topic of graphs by asking students to think about and record in their notebooks any
ideas, knowledge or vocabulary they associate with graphing functions. Explain that they can use
any or all of their languages if they are multilingual. There is no need to share their outcomes but if
any student needs help with the activity then peers can be encouraged to do so. Their outcomes
will be referred to again at the end of the lesson
• At the end of the lesson or period of time devoted to activating and building up background
knowledge, ask the students to look back at the notes they made at the beginning of the lesson and
circle, in a different colour, all the terms and ideas that have been covered in the lesson. Have them
use another colour to add any new learning. Finally, ask them to write on a sticky note any ideas or
vocabulary that were not covered in the lesson and hand it to the teacher
• The sticky note information may be useful for informing further teaching. For example, students may
be used to using subjective adjectives and adverbs for describing graphs. These are not suitable for
mathematical analysis. The sticky notes may also provide information about student language
profiles and understandings that they have in other languages.
Mathematics: analysis and approaches teacher support material 2
The analysis of graphs
Activity 2
Graphs
GOALS
• to reinforce knowledge of academic language and understandings of concepts related to analysis of
graphs
• to scaffold for new learning of academic language and understandings of concepts related to
analysis of graphs.
OUTCOME
• students will consolidate necessary knowledge of academic language related to analysis of graphs.
MATERIALS REQUIRED
• a range of large graphs of functions displayed in the room
• two different-coloured sets of cards; in one set each card displays a single vocabulary item, and in
the other each card displays a corresponding meaning of one of the vocabulary items (see card set
below).
METHOD
• display the large graphs so that they are visible to all members of the class
• mix both sets of cards together and give each member of the group one card. Each member must
find their partner so that the single vocabulary item and definition match
• alternatively, divide the class into groups and give each group a set of both cards to sort into pairs
of vocabulary items with their definitions
• ask each pair to read out the vocabulary item and the definition. Refer to the displayed graphs to
demonstrate the meaning in context
• ask those with the definitions to hide their cards and then find out who is able to provide the
definitions for the vocabulary items. Ask those with the vocabulary items to hide their cards and
then find out who is able to provide the vocabulary items for the definitions
• provide each student with a cloze exercise handout where some definitions and some vocabulary
items are missing, as shown below.
Mathematics: analysis and approaches teacher support material 3
The analysis of graphs
Card set 1 Card set 2
Vocabulary item Associated meaning
The vocabulary can be varied to suit the cohort These are not intended as definitions and may be
substituted with alternative working explanations
x-axis The horizontal axis of a graph
y-axis The vertical axis of a graph
Quadrant Areas between the x and y axes
Variable A letter representing an unknown or changeable
number
Constant A fixed value
Intercept The point where a graph crosses an axis
Gradient The steepness of a graph
Intersection The point where lines cross
Positive correlation When an increase in one variable is accompanied
by an increase in the other
Negative correlation When an increase in one variable is accompanied
by a decrease in the other
Increasing Becomes bigger
Decreasing Becomes smaller
Maximum A point on a graph where the y value is greater
than that of surrounding points
Minimum A point on a graph where the y value is smaller
than that of surrounding points
Symmetry The line which reflects one side of the graph on to
the other
Vertex A point where the graph changes direction
Zero The point at which the graph crosses the x axis
Root The point at which the graph crosses the x axis
Vertical In an up and down direction
Horizontal Parallel to the horizon
Asymptote A straight line that a curve approaches but never
touches
Accurate graph Graph with points plotted exactly, lines drawn with
ruler or points joined with smooth curve, all
important points are labelled
Sketch Graph that gives a general idea of the shape or
relationship, includes relevant points
Mathematics: analysis and approaches teacher support material 4
The analysis of graphs
Students fill in missing vocabulary or associated meaning.
Card set 1 Card set 2
Vocabulary item Associated meaning
The vocabulary can be varied to suit the cohort These are not intended as definitions and may be
substituted with alternative working explanations
x-axis
y-axis
Quadrant Areas between the x and y axes
A letter representing an unknown or changeable
number
Constant A fixed value
Intercept
Gradient The steepness of a graph
The point where lines cross
Positive correlation When an increase in one variable is accompanied
by an increase in the other
Negative correlation
Increasing Becomes bigger
Decreasing
Maximum A point on a graph where the y value is greater
than that of surrounding points
A point on a graph where the y value is smaller
than that of surrounding points
Symmetry The line which reflects one side of the graph on to
the other
A point where the graph changes direction
Zero The point at which the graph crosses the x axis
Root The point at which the graph crosses the x axis
Vertical
Horizontal Parallel to the horizon
Asymptote
Graph with points plotted exactly, lines drawn with
ruler or points joined with smooth curve, all
important points are labelled
Sketch Graph that gives a general idea of the shape or
relationship, includes relevant points
Mathematics: analysis and approaches teacher support material 5
The analysis of graphs
Activity 3
Graphs
GOALS
• to practise applying precise academic language related to describing graphs.
OUTCOME
• students will practise and begin to consolidate knowledge of precise academic language related to
the description of graphs.
MATERIALS REQUIRED
• copy of worksheet below for each student
• a variety of coloured pens/pencils
• large teacher version of the graphs visible to all students
• vocabulary list from activity 2
METHOD
• organize students into small working groups. Consider the distribution of students for whom the
language of instruction may be challenging so that they can learn from their peers.
• distribute a handout and vocabulary list to each student and explain the collaborative task, which is
- to match the vocabulary with the graphs. Individual words can be used more than once
- to add other suitable vocabulary using a different coloured pen/pencil
- to circle any vocabulary that has not been included.
• using the large teacher version, debrief with the whole class for:
- accuracy
- additional synonymous vocabulary
- an understanding of the unsuitability of subjective vocabulary in mathematics.
Mathematics: analysis and approaches teacher support material 6
The analysis of graphs
Vocabulary
Vocabulary
Mathematics: analysis and approaches teacher support material 7
The analysis of graphs
Vocabulary
Vocabulary
Mathematics: analysis and approaches teacher support material 8
The analysis of graphs
Vocabulary
Vocabulary
Mathematics: analysis and approaches teacher support material 9
The analysis of graphs
Analysis of graphs
Cognitive
Academic
PEDAGOGY
Language
Proficiency
Background Scaffolding for: Extended
knowledge (BK)
CALP
S
K
Activating New Processing of new Demonstrating and
input applying
I and comprehensible input
building up BK
L New compr ehen sibl e
output
L
S
Listening Activity 2 Activity 1 Activity 2 Activity 3
Activity 3
Speaking Activity 2 Activity 3
Interacting Activity 2 Activity 2 Activity 3
Reading Activity 1 Activity 2 Activity 2 Activity 3
Activity 3
Writing Activity 1 Activity 2 Activity 2 Activity 3
Thinking Activity 1
skills
Activity 2
Activity 3
Mathematics: analysis and approaches teacher support material 10