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

• 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.

• 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.

• 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.

• 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 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.

• Physical Sciences K-8 Applying Measurement in Physics Unit
• Physics First Applying Measurement in Physics Unit
• Conceptual Physics Applying Measurement in Physics Unit
• Algebra-Based Physics Applying Measurement in Physics Unit
• AP/Calculus-Based Physics Applying Measurement in Physics Unit

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.

• Physical Sciences K-8 Teaching Tools Unit
• Physics First Teaching Tools Unit
• Conceptual Physics Teaching Tools Unit
• Algebra-Based Physics Teaching Tools Unit
• AP/Calculus-Based Physics Teaching Tools Unit

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.

• Physical Sciences K-8 Graphing Unit
• Physics First Graphing Unit
• Conceptual Physics Graphing Unit
• Algebra-Based Physics Graphing Unit
• AP/Calculus-Based Physics Graphing Unit

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).

• Physical Sciences K-8 Teaching About Energy Unit
• Physics First Teaching About Energy Unit
• Conceptual Physics Teaching About Energy Unit
• Algebra-Based Physics Teaching About Energy Unit
• AP/Calculus-Based Physics Teaching About Energy Unit

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.

• Physical Sciences K-8 Conservation of Energy Unit
• Physics First Conservation of Energy Unit
• Conceptual Physics Conservation of Energy Unit
• Algebra-Based Physics Conservation of Energy Unit
• AP/Calculus-Based Physics Conservation of Energy Unit