Create a Graph

home » Website Detail Page

Detail Page

published by the National Center for Education Statistics

This cost-free web page allows users 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 is published by NCES, the National Center for Education Statistics.

Please note that this resource requires Flash.

https://nces.ed.gov/nceskids/createagraph/default.aspx

Subjects	Levels	Resource Types
Classical Mechanics - Motion in One Dimension - Motion in Two Dimensions - Work and Energy = Conservation of Energy Education Practices - Active Learning = Modeling - Technology = Multimedia General Physics - Measurement/Units Other Sciences - Mathematics	- High School - Middle School - Elementary School - Lower Undergraduate	- Instructional Material = Activity = Best practice = Tutorial - Audio/Visual = Image/Image Set

Intended Users	Formats	Ratings
- Educators - Learners - Administrators	- application/flash	Currently 0.0/5 Want to rate this material? Login here!

Access Rights:: Free access
Restriction:: Does not have a copyright, license, or other use restriction.
Additional information is available.
Keywords:: bar graph, coordinate graphing, graphs, line graph, modeling instruction, pie chart
Record Creator:: Metadata instance created November 29, 2007 by Caroline Hall
Record Updated:: August 19, 2020 by Lyle Barbato
Last Update when Cataloged:: November 1, 2007
Other Collections:: The Physics Front

Post a new comment on this item

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)

AAAS Benchmark Alignments (2008 Version)

2. The Nature of Mathematics

2A. Patterns and Relationships

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.

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.

ComPADRE is beta testing Citation Styles!

Record Link

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

AIP Format

(National Center for Education Statistics, Washington, 2006), WWW Document, (https://nces.ed.gov/nceskids/createagraph/default.aspx).

AJP/PRST-PER

Create a Graph (National Center for Education Statistics, Washington, 2006), <https://nces.ed.gov/nceskids/createagraph/default.aspx>.

APA Format

Create a Graph. (2007, November 1). Retrieved May 1, 2025, from National Center for Education Statistics: https://nces.ed.gov/nceskids/createagraph/default.aspx

Chicago Format

National Center for Education Statistics. Create a Graph. Washington: National Center for Education Statistics, November 1, 2007. https://nces.ed.gov/nceskids/createagraph/default.aspx (accessed 1 May 2025).

MLA Format

Create a Graph. Washington: National Center for Education Statistics, 2006. 1 Nov. 2007. 1 May 2025 <https://nces.ed.gov/nceskids/createagraph/default.aspx>.

BibTeX Export Format

@misc{ Title = {Create a Graph}, Publisher = {National Center for Education Statistics}, Volume = {2025}, Number = {1 May 2025}, Month = {November 1, 2007}, Year = {2006} }

Refer Export Format

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

EndNote Export Format

%0 Electronic Source %D November 1, 2007 %T Create a Graph %I National Center for Education Statistics %V 2025 %N 1 May 2025 %8 November 1, 2007 %9 application/flash %U https://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.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

This resource is stored in 10 shared folders.

You must login to access shared folders.