Chemical reasoning takes many forms. The focus in this paper is on a reasoning process that facilitates using experimental evidence to make connections between macroscopic and submicroscopic domains, which we will refer to as "creating representation." It is a particular type of reasoning that has played a critical role in chemistry, enabling numerous scientific advancements and discoveries. Yet, the skill of creating representation is often not explicitly addressed in our introductory classrooms or laboratories. This paper outlines a process for creating and using representation that builds on other constructivist approaches but is framed in a new way to afford consistency across a continuum of novice learners to expert scientists. We illustrate how this approach is enacted in the CORE laboratory learning cycle (Chemical Observations Representation Experimentation), where supports are provided to help students generate ideas about representation. We also illustrate how lab reports provide opportunities for reflection, which can generate new ideas leading to revision of a representation. A comparison of CORE with the Atkin and Karplus learning cycle is also included to show how these different learning opportunities engage students in complementary cognitive processes to promote chemical reasoning skills.