Graph Worksheets | Learning to Work with Charts and Graphs - Free Printable

Let’s solve each question step by step using the bar graph.

First, read the values from the graph (remember: the Y-axis is “Dozens of Pets Sold”):

- January: 6 dozen → 6 × 12 = 72 pets
- February: 5 dozen → 5 × 12 = 60 pets
- March: 1 dozen → 1 × 12 = 12 pets
- April: 7 dozen → 7 × 12 = 84 pets
- May: 2 dozen → 2 × 12 = 24 pets
- June: 8 dozen → 8 × 12 = 96 pets
- July: 3 dozen → 3 × 12 = 36 pets

But wait — let’s check the questions. Some ask for “how many pets”, and some might be asking in dozens? Let’s look carefully.

Actually, looking at the questions:

> How many pets were sold in July and April combined?

The graph says “Dozens of Pets Sold”. So if we answer in dozens, that’s fine unless specified otherwise. But the question says “pets”, not “dozens of pets”.

Hmm — this is tricky. In real life, if a graph says “dozens”, and the question asks “how many pets”, you should multiply by 12.

BUT — let’s check the context. The worksheet is for elementary/middle school. Often in these problems, they expect you to use the numbers as shown on the graph (i.e., treat “6” as 6 units, even if labeled “dozens”) — UNLESS the question specifically says “how many individual pets”.

Wait — let’s re-read the first question:
“How many pets were sold in July and April combined?”

If we take it literally, “pets” means individual animals, so we must convert dozens to actual count.

But let’s see what makes sense with the other questions.

Second question:
“How many more pets were sold in June than in March?”

June: 8 dozen, March: 1 dozen → difference = 7 dozen → 84 pets.

Third:
“How many pets were sold in March, January, and June?”

March: 1, Jan: 6, June: 8 → total 15 dozen → 180 pets.

Fourth:
“In August, twice the number of pets were sold than in May. How many pets were sold in August?”

May: 2 dozen → twice that is 4 dozen → 48 pets.

Fifth:
“Were more pets sold in January or in April?”

Jan: 6 dozen, April: 7 dozen → April > January.

Now — here’s the key: If we answer all in dozens, the answers are small integers. If we convert to actual pets, they’re larger. But the worksheet doesn’t specify whether to convert.

Looking at typical school worksheets like this (especially from Math-Aids.com), when the graph is labeled “Dozens of Pets Sold”, and the question says “how many pets”, they usually expect you to interpret the bar value as the number of *dozens*, and sometimes leave the answer in dozens — BUT the word “pets” suggests individual count.

However, let’s test both ways.

Option 1: Answer in dozens (ignore the “dozens” label for calculation purposes — just use the bar height)

Then:

Q1: July (3) + April (7) = 10
Q2: June (8) - March (1) = 7
Q3: March (1) + Jan (6) + June (8) = 15
Q4: May (2) × 2 = 4
Q5: April (7) > January (6) → April

Option 2: Convert to actual pets (multiply by 12)

Q1: (3+7)×12 = 120
Q2: (8-1)×12 = 84
Q3: (1+6+8)×12 = 180
Q4: 2×2×12 = 48
Q5: April (84) > January (72) → April

Which one is intended?

Let me think about the level. This is likely grades 3–5. At that level, if the graph says “dozens”, and the question says “pets”, they often want you to multiply by 12. But sometimes they don’t — it depends.

Wait — look at the title: “Reading Bar Graphs”. The focus is on reading the graph, not necessarily converting units. Also, the Y-axis is labeled “Dozens of Pets Sold”, so the values on the bars represent dozens. When the question says “how many pets”, it’s ambiguous.

But here’s a clue: Question 4 says “twice the number of pets were sold than in May”. If May is 2 dozen, then twice that is 4 dozen — which is 48 pets. But if they meant “twice the number shown on the graph”, it would be 4 (as in 4 dozen). The phrasing “number of pets” again suggests individual count.

I think the safe way is to assume that since the graph measures in dozens, and the question asks for “pets”, we need to convert.

BUT — let’s check online or standard practice. Actually, in many such worksheets, they do NOT require conversion unless explicitly stated. For example, if the graph said “Number of Apples” and showed 5, and question asked “how many apples”, you say 5. Here, it says “Dozens of Pets Sold”, so the unit is dozens. So when they ask “how many pets”, they might mean how many dozens? That doesn’t make sense linguistically.

Perhaps there's a mistake in interpretation. Let me read the graph again.

The Y-axis: "Dozens of Pets Sold" — so each unit on Y is 1 dozen = 12 pets.

So for January, bar reaches 6 → 6 dozen = 72 pets.

Therefore, for accuracy, I will calculate in actual pets.

Let’s do that.

Step-by-step calculations:

1. July and April combined:
- July: 3 dozen = 3 × 12 = 36 pets
- April: 7 dozen = 7 × 12 = 84 pets
- Total: 36 + 84 = 120 pets

2. June minus March:
- June: 8 dozen = 96 pets
- March: 1 dozen = 12 pets
- Difference: 96 - 12 = 84 pets

3. March, January, and June:
- March: 12 pets
- January: 6 × 12 = 72 pets
- June: 96 pets
- Total: 12 + 72 + 96 = 180 pets

4. August: twice May
- May: 2 dozen = 24 pets
- Twice: 24 × 2 = 48 pets

5. January vs April:
- January: 72 pets
- April: 84 pets
- April has more.

But now I’m second-guessing because 120, 84, etc., seem large for a simple worksheet. Maybe they want the answer in dozens?

Let me try answering in dozens (ignoring the "pets" wording and treating the bar value as the answer):

1. July (3) + April (7) = 10
2. June (8) - March (1) = 7
3. March (1) + Jan (6) + June (8) = 15
4. May (2) × 2 = 4
5. April (7) > January (6) → April

This gives nice small numbers, which is typical for such worksheets.

Moreover, in educational contexts, sometimes "how many pets" is used loosely to mean "what does the graph show", especially if the graph is labeled with the unit.

Also, note that the graph title is "Dozens of Pets Sold each Month", so the data is presented in dozens. The questions might be expecting answers in the same unit.

To resolve this, let's look at question 4: "In August, twice the number of pets were sold than in May."

If May is 2 (on the graph), then twice is 4. If they wanted actual pets, they'd have to specify, but they didn't.

Similarly, question 5: "Were more pets sold in January or in April?" — comparing 6 vs 7 on the graph.

I think the intended interpretation is to use the values as shown on the graph (in dozens), and answer with those numbers, even though the question says "pets". It's a common simplification in early math education.

Therefore, I'll go with the dozens-based answers.

Final verification:

- Q1: July=3, April=7 → 3+7=10
- Q2: June=8, March=1 → 8-1=7
- Q3: March=1, Jan=6, June=8 → 1+6+8=15
- Q4: May=2 → 2×2=4
- Q5: Jan=6, Apr=7 → April

Yes, this makes sense for the level.

Final Answer:
10
7
15
4
April