Math // Ratio & Proportion

Proportion Graphs

Represent proportional relationships using double number lines (two parallel number lines aligned at 0) and ratio tables; recognise that equivalent ratios generate straight lines through the origin when graphed

Ages
11 to 14
Type
Representation
Builds on
0 topics
Leads to
5 topics

Quick check

If the learner is comparing the cost of buying different numbers of cinema tickets, can they sketch a proportion graph — a straight line through zero — and use it to read off the cost of any number of tickets without recalculating each time?

Ask this to see whether the topic is secure.

Topic // Mastery

What mastery looks like

What a learner can do once this topic is secure.
  • Plot pairs of proportional values on a coordinate grid and draw the straight line through the origin
  • Explain why a directly proportional relationship always passes through (0,0)
  • Read a proportion graph to find an unknown value — e.g. 'If 3 kg costs £6, how much does 5 kg cost?'

Topic // Map

Where this fits

What to learn first and what this topic opens up, with the reason for each link. Required links come first.
  • RequiredMust come first
  • HelpfulHelps, but not essential

Before this

0 topics

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Proportion Graphs

Ages 11 to 14 // Representation

Leads to

5 topics
  • ProportionRequired

    Ratio & Proportion // Ages 12 to 14

    Direct and inverse proportion with graphical representations requires reading and plotting proportion graphs (y = kx through origin)

  • Ratio & Proportion // Ages 12 to 14

    Understanding multiplicative relationships as ratios or fractions is reinforced by the double number line and proportion graph

  • Ratio & Proportion // Ages 11 to 12

    Ratio notation and simplification is complemented by double number line representations

  • Ratio & Proportion // Ages 11 to 13

    Scale diagrams use proportional relationships that can be represented on double number lines

  • Ratio & Proportion // Ages 11 to 14

    Compound units like speed and density involve proportional relationships visible on proportion graphs

Topic // Research-informed

Teaching notes

From the Marble Skill Taxonomy. These notes have not been validated in classrooms, so treat them as a starting point for your own judgement.

The approach

Pupils aged 11–14 learn to represent direct proportion across three linked views — a double number line (two parallel scales aligned at 0), a ratio table in which every kg entry is multiplied by the same constant to give its £ entry, and a coordinate graph whose signature is a STRAIGHT LINE THROUGH THE ORIGIN. The core insight is that the factor linking each pair of matching marks on the double number line (e.g. 1 kg ↔ £2, 3 kg ↔ £6), the kg-to-£ multiplier in each pair in the table, and the gradient of the line (£ per kg) are ONE AND THE SAME constant multiplier. Learners plot proportional pairs and draw the line, explain why it must pass through (0,0) (zero of one quantity means zero of the other), and read off unknowns (if 3 kg costs £6, find 5 kg → £10). The persistent error to confront is treating any straight or rising line as proportional while ignoring the origin.

Common misconceptions

  • Thinking any straight line — or any rising graph — shows direct proportion, ignoring whether it passes through the origin.
  • Not aligning the double number line at 0, so equivalent ratios don't correspond.
  • Reading a graph as isolated points and being unable to interpolate an unknown, or swapping the axes when reading off.
  • Believing the graph need not start at (0,0) — missing that zero of one quantity means zero of the other.

Useful representations

  • Double number line (two parallel scales aligned at 0)
  • Ratio table with a constant column multiplier
  • Coordinate graph: straight line through the origin (gradient = the rate)
  • Overlay contrasting a through-origin line with a not-through-origin line

Teaching practices

  • Connect the three representations explicitly — double number line, ratio table, and graph — as views of one constant multiplier, moving between them on the same example.
  • Foreground the origin: ask 'what does it cost for 0 kg?' so pupils reason that a proportional graph MUST pass through (0,0), and use that as a test.
  • Align double number lines at 0 and keep the scales consistent, so equivalent ratios sit at matching positions.
  • Read unknowns both by scaling on the table/number line and by reading off the graph, checking the two agree.
  • Contrast a proportional line (through origin) with a straight line that misses the origin (e.g. a fixed charge plus a rate) so 'straight' alone is not mistaken for 'proportional'.

Activities to try

  1. 1

    Linked board: one rate, three views that move together

    Why it works: All three representations encode the SAME constant multiplier, and the origin — not mere straightness — is the test of proportionality.

    1. Enter or accept a rate such as 3 kg → £6 and watch a ratio table, a double number line, and a coordinate graph populate for the SAME example.
    2. Plot the proportional pairs on the graph and draw the line; confirm it passes through the origin.
    3. Drag a point to 5 kg and read £10 simultaneously on the table, the number line, and the graph.
    4. Point to where the constant '×2' appears in each view: the gradient of the line (£2 per kg), the multiplier from each kg entry to its £ entry in the table (3 → 6, 5 → 10), and the factor linking each pair of matching marks on the double number line (1 kg ↔ £2, 3 kg ↔ £6).
    5. Flip a 'fixed charge' toggle (e.g. add a standing £2) and observe the whole line lift OFF the origin while staying perfectly straight; state whether it is still proportional and why not.
  2. 2

    Annotated proportion graph: reveal the origin, the rate, and a read-off

    Why it works: The recognition cues of a proportional graph are the origin crossing and a single constant rate; a straight line that misses the origin is a direct counterexample to 'straight means proportional'.

    1. Examine a proportion graph and reveal, at the origin, that 'at 0 kg, cost is £0'.
    2. Reveal along the line the constant multiplier (the rate, e.g. £2/kg).
    3. Reveal at a chosen point its read-off (e.g. 5 kg → £10).
    4. Compare a companion line that is straight but does NOT pass through the origin (a fixed £2 charge plus £2/kg) and decide, with reasons, that it is not proportional.
  3. 3

    Identify, read, and produce proportional lines

    Why it works: Interpreting a point, interpolating an unknown, and independently producing an origin-anchored line together show whether the learner sees the graph as a constant-multiplier relationship rather than a picture.

    1. Choose which of several graphs shows direct proportion, where a straight not-through-origin line is a deliberate trap.
    2. Given a ratio table, plot the points and draw the matching line through the origin.
    3. Read an unknown off a line through (3,6) (e.g. find the cost of 5 kg → £10), stating which axis you read up from and which you read across to.
    4. On the same axes, DRAW a line for a DIFFERENT fruit's price: note that a £2/kg fruit would COINCIDE with the given £2/kg line through (3,6), whereas a shallower £1/kg line passes through (3,3) — and check your line is anchored at the origin.

Math // Ratio & Proportion