Check a presentation visual

Supplied materials

• Paper and pencil, or a browser text area. All named people/events/records are fictional learning inputs.
• Worked case: Excerpt A: Source: The hinge tore after five bends. Draft: The club states, "The hinge tore after five bends" (Trial Card A, section 1). Excerpt B: Note: Paper folded between two cardboard panels allows the panels to turn. Excerpt C: A graph gives numbers 4, 5 and 6 but no label saying what quantity or unit they represent. Excerpt D: Question: What count does A record? Answer: Trial Card A records five bends.
• Primary check: Excerpt A: Source: The hinge tore after five bends. Draft: Trial Card A reports tearing following five complete folds. Excerpt B: Note: Trial A: five bends; Trial B: six bends; these are recorded observations. Excerpt C: Bars start at 4 rather than 0, but the axis has no break or visible scale explanation, exaggerating their apparent ratios. Excerpt D: Question: Will all hinges last a year? Answer: Our records cannot establish that; no year-long test exists.

Learn the idea

Visual claims need readable labels, units and scale context. A display may be accurate yet misleading if comparison groups or axes are unclear. Identify only observed problems.

Read the supplied description and state the particular defect. Propose a matching repair rather than claiming all graphs are misleading.

Original worked input: Original excerpt C: A graph gives numbers 4, 5 and 6 but no label saying what quantity or unit they represent. The task is to check a presentation visual. The answer is “missing units”. Evidence: A graph gives numbers 4, 5 and 6 but no label saying what quantity or unit they represent. Reasoning: missing units is supported because bare values do not identify the measured quantity. A cropped axis is not automatically false, but needs clear context.

1. Read the supplied worked case and identify the part named in this lesson. An adult can model unfamiliar words.
2. Read the supplied description and state the particular defect. Propose a matching repair rather than claiming all graphs are misleading.
3. Check the worked solution: missing units. Evidence: A graph gives numbers 4, 5 and 6 but no label saying what quantity or unit they represent. Reasoning: missing units is supported because bare values do not identify the measured quantity. A cropped axis is not automatically false, but needs clear context.
4. Use the new primary and practice cases. Give a reason from the actual words before checking the feedback.

Check your reasoning

Your answer is temporary and is not saved to an account. Download your current answer before leaving or reloading. Written work on paper or in another app stays in your own file.

Take it further

Changed-input task: Original excerpt C: A table labels model IDs, bend counts and dates; all supplied values are included. Give an evidence-based answer before looking at the model. Expected reasoning: Evidence: A table labels model IDs, bend counts and dates; all supplied values are included. Reasoning: no listed defect is stated is supported because model labels, quantity, values and scale context are supplied. A cropped axis is not automatically false, but needs clear context. Then write a brief alternative sentence, paragraph, source note or scene that demonstrates the same operation; label new fictional details and preserve source limits.

Nothing here is saved to an account or sent to a teacher. The answer download includes your current choice and any checked feedback. It does not include choices from the separate More practice section. Download that section separately.