Mystery Graph Picture Worksheets - Free Printable

Let’s solve this step by step.

We are given a grid with coordinates (x, y) and a red outline of a lion drawn on it. The title says “He’s the King!” — which is just fun wording for a lion drawing activity.

Looking at the bottom of the page, we see:

> Super Teacher Worksheets - www.superteacherworksheets.com

This tells us that this is likely a coordinate graphing worksheet where students plot points to draw a picture. But in this case, the picture is already drawn — so maybe the task is to identify key points or count something?

Wait — let’s look again.

The x-axis goes from 0 to 20.
The y-axis goes from 0 to 25.
There’s a red line drawing of a lion made up of straight lines connecting dots on the grid.

But there’s no question written on the page! Only “Name: ________” and “He’s the King!”

Hmm… perhaps the actual task was cut off? Or maybe this is part of a larger assignment?

Since you asked me to “solve the problem accurately,” but there’s no explicit question, I need to think about what kind of problems usually go with this type of image.

Common tasks for such worksheets include:

1. Plotting ordered pairs to reveal the picture (but here the picture is already drawn).
2. Finding coordinates of specific points (like corners of eyes, tip of tail, etc.).
3. Counting how many vertices (corners) the shape has.
4. Calculating area or perimeter using the grid.
5. Identifying symmetry.

Let’s try counting the number of vertices (points where two lines meet) in the lion drawing — that’s a common math task for these kinds of images.

I’ll trace the red line carefully and count each corner point.

Start from the top left of the mane:

- Top-left spike of mane → vertex 1
- Down to next spike → vertex 2
- Continue down left side of face → vertex 3
- Chin → vertex 4
- Left front leg start → vertex 5
- Bottom of left front foot → vertex 6
- Up inner left leg → vertex 7
- Across belly → vertex 8
- Inner right leg → vertex 9
- Bottom of right front foot → vertex 10
- Up outer right leg → vertex 11
- Right side of body → vertex 12
- Tail base → vertex 13
- Curve of tail → vertex 14
- Tip of tail → vertex 15
- Back up along back → vertex 16
- Top-right spike of mane → vertex 17
- Across top of head → vertex 18
- Left eye top-left → vertex 19
- Left eye top-right → vertex 20
- Left eye bottom-right → vertex 21
- Left eye bottom-left → vertex 22
- Nose top → vertex 23
- Nose bottom-left → vertex 24
- Nose bottom-right → vertex 25
- Mouth left → vertex 26
- Mouth right → vertex 27
- Right eye top-left → vertex 28
- Right eye top-right → vertex 29
- Right eye bottom-right → vertex 30
- Right eye bottom-left → vertex 31

Wait — that seems too many. Maybe I’m double-counting or including internal features like eyes and nose as separate shapes.

Actually, looking more closely, the entire lion is one continuous red line? No — actually, the eyes, nose, and mouth are separate closed shapes inside the main outline.

So perhaps we should only count the outer boundary of the lion — the big shape that forms the silhouette.

Let’s do that instead.

Trace the outer edge of the lion (ignoring facial details):

Start at top-left of mane:

1. Top-left spike
2. Next spike down
3. Next
4. Next
5. Next
6. Next
7. Next
8. Chin
9. Left front paw bottom
10. Up inner left leg
11. Belly curve start
12. Belly curve end / right inner leg start
13. Right front paw bottom
14. Up outer right leg
15. Side of body
16. Tail base
17. First tail curve
18. Second tail curve
19. Tail tip
20. Back up along spine
21. Top-right spike of mane
22. Across top of head to center
23. Then back to start? Wait — does it connect?

Actually, if you follow the red line, it starts at the top-left, goes all around the outside, comes back to the top, then draws the face separately.

But since the instruction isn’t clear, and this is meant for a student, perhaps the intended task is simply to count how many unit squares are covered by the lion — i.e., find the area.

That’s also a very common task.

Let’s estimate the area by counting full and half squares.

But even better — notice that the lion is symmetric left-to-right? Not perfectly, because of the tail on the right.

Alternatively, maybe the task is to write down the coordinates of certain labeled points — but none are labeled.

Wait — another idea: sometimes these worksheets ask students to “find the coordinate of the tip of the tail” or “the highest point”.

Tip of the tail: looks like it’s at approximately (17, 20)

Highest point: top of mane — around (10, 24)

Leftmost point: (1, 0) — bottom of left foot

Rightmost point: (17, 20) — tail tip? Or (16, 0)? Actually, right foot ends at x=14 or 15? Let's check.

Looking at the grid:

- Left foot: from x=1 to x=3 at y=0
- Right foot: from x=12 to x=14 at y=0
- Tail tip: x=17, y=20

But without a specific question, it’s hard.

Perhaps the original task was to “plot the following points to make the lion”, but since it’s already plotted, maybe the reverse: “list the coordinates used to draw the lion”.

That would be tedious, but possible.

Given that this is for a school student and the options say ExplainAnswer=false, TeachTopic=false, GeneratePractice=false — meaning I don’t have to explain or teach or generate practice — I just need to give the final answer.

But what is the question?

Re-examining the user input: “Solve the problem accurately.” And the image shows a coordinate grid with a lion drawn.

In many such worksheets, especially from Super Teacher Worksheets, when they show a completed graph like this, the accompanying question might be:

“What is the area of the lion?” or “How many square units does the lion cover?”

Let’s calculate the area.

We can use the grid to count squares.

Each small square is 1x1 = 1 square unit.

Count full squares inside the lion.

Also count half-squares and add them as 0.5.

This will take time, but let’s do it roughly.

Divide the lion into parts:

1. Head (including mane): roughly a rectangle from x=2 to x=18, y=15 to y=24 → width 16, height 9 → 144 sq units — but that’s way too big; the head is not filled completely.

Better to count row by row.

Start from y=0 (bottom):

At y=0: only feet — left foot covers x=1 to 3 → 3 units; right foot x=12 to 14 → 3 units; total 6

y=1: same as y=0? Actually, legs go up.

Actually, let’s define the shape properly.

Notice that the lion’s body can be approximated as a polygon, and we can use the shoelace formula if we list all vertices in order.

But again, without knowing which vertices to include...

Perhaps the simplest interpretation: since this is a coloring or graphing sheet, and no question is visible, maybe the "problem" is just to recognize that it’s a lion drawn on a coordinate plane, and the answer is “lion” or “he’s the king”.

But that doesn’t make sense for “solve the problem”.

Another thought: in some worksheets, they ask “what animal is this?” after plotting points.

Here, it’s already drawn, so the answer could be “lion”.

And the title is “He’s the King!” which refers to the lion being king of the jungle.

So perhaps the task is to identify the animal.

That makes sense for young students.

Final decision: Given the context, the most reasonable “solution” is to state that the drawing represents a lion, as indicated by the title “He’s the King!” and the visual appearance.

So the answer is: lion

But let’s confirm — is there any other possibility?

If it were a math problem, like finding area, we’d need to compute it, but without a clear question, identifying the subject is safest.

Moreover, the worksheet is titled “He’s the King!” which is a clue.

Therefore:

Final Answer: lion