Primary 6 Broken-line Graphs Practice
Primary 6 · 20 practice questions with instant marking and worked solutions.
Broken-line Graphs is an important part of the Primary 6 mathematics curriculum. This topic develops reading scales, comparing data and choosing representations. Begin by identifying what every number, symbol, diagram and unit represents. Translate the information into a mathematical relationship before calculating. Each line of working should have a purpose. Finally use estimation, substitution, an inverse operation, or a second representation to check the result. This habit separates a misunderstanding from a copying error and makes correction more useful.
A reliable approach to Broken-line Graphs has four stages. First, mark the given information and the quantity required. Second, choose an appropriate representation, property or formula. Third, carry out the operations in a clear order while retaining signs and units. Fourth, return to the original context and decide whether the result is possible. For a graph or table, read the title, scale and labels before using a value. For algebra, inspect brackets, negative signs and the order of operations before simplifying.
The twenty original questions in this topic use a shared mathematical specification in Chinese and English. Difficulty rises from level 1 to level 5. Early questions establish the language and direct skills of Broken-line Graphs; middle questions add two-step reasoning, conversions and common variations; later questions connect ideas and require a deliberate check. In multiple-choice work, calculate before looking at the choices. In fill-in and short-answer work, retain decisive steps. For true-or-false statements, support the decision with a calculation or counterexample.
Effective revision is more than recording a score. After completing the Broken-line Graphs set, group errors by concept tags and decide whether each problem arose from interpretation, forming an expression, calculation, or presenting the answer. Retry the item on a later day without opening the solution, then test the same method with a different value. If the same tag appears repeatedly, return to the explanation and rebuild the concept. If signs or units are the issue, use a fixed pre-submission checklist.
Broken-line Graphs should also connect with the rest of mathematics. Number and algebra supply calculation tools; measurement and geometry give spatial meaning; data handling asks what a result means. A learner who can explain aloud why every step is valid has moved beyond imitation. Estimate a reasonable range, complete an exact solution, and compare the two. Agreement between context, estimate and exact answer is strong evidence that the solution is sound.
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0 / 20 answered
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1 BasicThe first reading on a line graph is 7 and the last is 12. Find the increase. Choose the correct answer.
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2 BasicThe first reading on a line graph is 8 and the last is 14. Find the increase. Give the numerical value only.
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3 BasicThe first reading on a line graph is 9 and the last is 16. Find the increase. Show the essential working and give the numerical value.
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4 BasicIn Broken-line Graphs, the value of $10-6$ is 5. Is this statement true?
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5 StandardThe first reading on a line graph is 11 and the last is 17. Find the increase. Choose the correct answer.
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6 StandardThe first reading on a line graph is 12 and the last is 19. Find the increase. Give the numerical value only.
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7 StandardThe first reading on a line graph is 13 and the last is 21. Find the increase. Show the essential working and give the numerical value.
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8 StandardIn Broken-line Graphs, the value of $15-10$ is 5. Is this statement true?
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9 AdvancedThe first reading on a line graph is 15 and the last is 22. Find the increase. Choose the correct answer.
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10 AdvancedThe first reading on a line graph is 16 and the last is 24. Find the increase. Give the numerical value only.
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11 AdvancedThe first reading on a line graph is 17 and the last is 26. Find the increase. Show the essential working and give the numerical value.
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12 AdvancedIn Broken-line Graphs, the value of $20-14$ is 7. Is this statement true?
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13 ChallengingThe first reading on a line graph is 19 and the last is 27. Find the increase. Choose the correct answer.
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14 ChallengingThe first reading on a line graph is 20 and the last is 29. Find the increase. Give the numerical value only.
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15 ChallengingThe first reading on a line graph is 21 and the last is 31. Find the increase. Show the essential working and give the numerical value.
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16 ChallengingIn Broken-line Graphs, the value of $25-18$ is 7. Is this statement true?
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17 EliteThe first reading on a line graph is 23 and the last is 32. Find the increase. Choose the correct answer.
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18 EliteThe first reading on a line graph is 24 and the last is 34. Find the increase. Give the numerical value only.
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19 EliteThe first reading on a line graph is 25 and the last is 36. Find the increase. Show the essential working and give the numerical value.
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20 EliteIn Broken-line Graphs, the value of $30-22$ is 9. Is this statement true?
The report lists what you got wrong and why. Only you can see it.
Common mistakes
Common mistakes in Broken-line Graphs
This topic needs particular care with reading scales, comparing data and choosing representations. The first mistake is applying a remembered rule before reading all conditions. The second is compressing working so much that a sign, bracket, decimal point or unit disappears. The third is accepting an impossible answer without checking: for example, a probability above one, a negative physical length, an angle outside the geometric constraints, or a result far from the estimate. Separate the conditions, model, calculation and check, and finish by stating what the answer represents.
Keep missing the same type?
Repeating the same mistake usually means an earlier concept never landed. We find that step in the trial lesson.