These graphs have no scale on them, and that is the question. With numbers on the axes a student can read a value across; with none, the only thing on the page is the SHAPE — which is what 8.F.B.5 asks for.
Every other graph on this site is answered by reading a value off it. This one cannot be, on purpose. A scale would turn “is it increasing?” into “is 40 bigger than 20?”, which is arithmetic a second-grader has, and the standard would be met by nobody.
Why this sheet works
The wrong answers are real misreadings, not random phrases. Every question offers the run REVERSED — the mistake a child makes reading right to left — and the run with its first move flipped. A bank of unrelated shapes would let the answer be found by elimination without looking at the picture twice.
How this one works
One question from a sheet like this one, worked a step at a time — with a sentence saying what just happened and why.
The axes have no numbers. Circle what each graph does.
1decreasing, then staying the same, then increasingdecreasing, then staying the same, then decreasingincreasing, then staying the same, then decreasingdecreasing
2increasing, then staying the same, then decreasingdecreasing, then staying the same, then increasingincreasing, then staying the same, then increasingincreasing
3decreasing, then staying the samestaying the same, then decreasingstaying the same, then increasingdecreasing
4decreasing, then staying the same, then decreasingincreasing, then staying the same, then decreasingincreasing, then staying the same, then increasingdecreasing
Reading a graph · Up, down or levelAnswer key
1. Speed of the car: increasing, then staying the same, then decreasing2. Temperature: decreasing, then staying the same, then increasing3. People in the room: staying the same, then decreasing4. Water in the tank: decreasing, then staying the same, then decreasing
