published by
the National Center for Education Statistics

This cost-free web page allows teachers and learners to easily create and print graphs for use as visual communication tools. Choose from five graph types: bar, line, area, pie, and X/Y. Various patterns, colors, grids, and label choices are available to allow customization. A detailed tutorial explains which graphical representation is best for various types of applications and assists users in set-up. This resource was created by the National Center for Education Statistics.

Please note that this resource requires
Flash.

Editor's Note:Know what we like best about this resource? Its sponsor, the National Center for Educational Statistics, has maintained it as a cost-free and ad-free venue. Graphing requires mental concentration, which is hard to accomplish with constant distracting pop-ups.

3-5: 2A/E2. Mathematical ideas can be represented concretely, graphically, or symbolically.

9. The Mathematical World

9B. Symbolic Relationships

3-5: 9B/E2. Tables and graphs can show how values of one quantity are related to values of another.

6-8: 9B/M3. Graphs can show a variety of possible relationships between two variables. As one variable increases uniformly, the other may do one of the following: increase or decrease steadily, increase or decrease faster and faster, get closer and closer to some limiting value, reach some intermediate maximum or minimum, alternately increase and decrease, increase or decrease in steps, or do something different from any of these.

9-12: 9B/H4. Tables, graphs, and symbols are alternative ways of representing data and relationships that can be translated from one to another.

9C. Shapes

3-5: 9C/E3. Graphical display of quantities may make it possible to spot patterns that are not otherwise obvious, such as cycles and trends.

6-8: 9C/M4. The graphic display of numbers may help to show patterns such as trends, varying rates of change, gaps, or clusters that are useful when making predictions about the phenomena being graphed.

Next Generation Science Standards

Crosscutting Concepts (K-12)

Patterns (K-12)

Graphs and charts can be used to identify patterns in data. (6-8)

NGSS Science and Engineering Practices (K-12)

Analyzing and Interpreting Data (K-12)

Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. (3-5)

Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. (3)

Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (5)

Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. (6-8)

Construct and interpret graphical displays of data to identify linear and nonlinear relationships. (6-8)

Using Mathematics and Computational Thinking (5-12)

Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions. (5)

Measure and graph quantities such as weight to address scientific and engineering questions and problems. (5)

Common Core State Standards for Mathematics Alignments

Standards for Mathematical Practice (K-12)

MP.5 Use appropriate tools strategically.

Measurement and Data (K-5)

Represent and interpret data. (1-5)

2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.

4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

Geometry (K-8)

Graph points on the coordinate plane to solve real-world and
mathematical problems. (5)

5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

This resource is part of 5 Physics Front Topical Units.

Topic: Measurement and the Language of Physics Unit Title: Applying Measurement in Physics

This cost-free web page allows teachers and learners to easily create and print graphs for use as visual communication tools. With one click, the students may choose from five graph types: bar, line, area, pie, and X/Y. Various patterns, colors, grids, and label choices are available to allow customization.

Topic: Measurement and the Language of Physics Unit Title: Teaching Tools

This cost-free web page allows teachers and learners to easily create and print graphs for use as visual communication tools. With one click, the students may choose from five graph types: bar, line, area, pie, and X/Y. Various patterns, colors, grids, and label choices are available to allow customization.

Topic: Kinematics: The Physics of Motion Unit Title: Graphing

With one mouse click, students may create their own customized graphs from among five types: bar, line, area, pie, and X/Y. Various patterns, colors, grids, and label choices allow for customization, with a full tutorial to help in set-up. This resource is cost-free.

Topic: Conservation of Energy Unit Title: Teaching About Energy

One of the best ways for students to visualize Conservation of Energy is to create an energy pie chart or bar graph. This cost-free web page allows them to select from one of five graph types: bar, pie, line, area, or X/Y. They can customize the patterns, colors, grids, and label choices, then print the final product. Editor's Note: Try letting students create their own energy graphs after exploring the Pendulum Energy Model (above).

Topic: Conservation of Energy Unit Title: Conservation of Energy

One of the best ways for students to visualize Conservation of Energy is to create an energy pie chart or bar graph. This cost-free web page allows them to select from one of five graph types: bar, pie, line, area, or X/Y. They can customize the patterns, colors, grids, and label choices, then print the final product.

<a href="http://www.thephysicsfront.org/items/detail.cfm?ID=6199">National Center for Education Statistics. Create a Graph. Washington: National Center for Education Statistics, November 1, 2007.</a>

Create a Graph. (2007, November 1). Retrieved March 1, 2015, from National Center for Education Statistics: http://nces.ed.gov/nceskids/createagraph/default.aspx

National Center for Education Statistics. Create a Graph. Washington: National Center for Education Statistics, November 1, 2007. http://nces.ed.gov/nceskids/createagraph/default.aspx (accessed 1 March 2015).

Create a Graph. Washington: National Center for Education Statistics, 2006. 1 Nov. 2007. 1 Mar. 2015 <http://nces.ed.gov/nceskids/createagraph/default.aspx>.

@misc{
Title = {Create a Graph},
Publisher = {National Center for Education Statistics},
Volume = {2015},
Number = {1 March 2015},
Month = {November 1, 2007},
Year = {2006}
}

%T Create a Graph %D November 1, 2007 %I National Center for Education Statistics %C Washington %U http://nces.ed.gov/nceskids/createagraph/default.aspx %O application/flash

%0 Electronic Source %D November 1, 2007 %T Create a Graph %I National Center for Education Statistics %V 2015 %N 1 March 2015 %8 November 1, 2007 %9 application/flash %U http://nces.ed.gov/nceskids/createagraph/default.aspx

Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.