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Graphing Stories

Or: Best Lesson Ever

Or: Why It’s Nice To Have Some Totally Extraneous Skills

Or: Skip The Blah-Blah. Downloads At The End.

The Blah-Blah

I know this isn’t new. I’m not the first person to ask a class to make an x-y graph out of some ripped-from-real-life event.

“Give me a graph of what happens to a bouncing ball over time.”

“Show me what happens to your height as you grow up.”

“Give me a graph of your marriage odds for each year of your life.”

“Et cetera.”

This idea that we can describe things that happen with mathematical graphs isn’t new, nor is the idea that this is an effective introduction to a linear unit. I’m not saying that. What I’m saying is that it’s never been done this well.

I went out and taped ten events. They were simple. I walked down two flights of stairs. I ran up a hill. I drove my car. Each event was exactly fifteen seconds long.

I put a handout on every student’s desk with a graph ready for each event.

I played each event and then paused the video. I asked questions like, “When the clock started, was I up high or down low?”

The students started scrawling approximations of my movement and realized quickly that they couldn’t remember when I hit the next flight of stairs (was it after four seconds? five?!) and, consequently, couldn’t finish their graphs.

But I pressed play again and the same event played out, only at half speed. I embedded chapter markers throughout the DVD (by the way, it’s a DVD) so that I could replay that slow motion footage as many times as they needed.

All this time I walked from desk to desk, stamping graphs I liked.

Once we were all discussed-up and done with our graphs, I hit play for the last time. The footage played out at full speed and — I’ve got to pause here for some kind of effect — the event graphed itself above the footage.

The total effect only intensified and grew more exciting with each new event. With scaffolding that precise and a visual connection that strong, even my weakest students were drawing eerily accurate graphs.

They grew fanatical about accuracy, asking me to replay the footage five times for one particular event. Some became ornery when I couldn’t come and check out their productions.

There are a lot of good ways to start a linear unit, I realize, but this felt like Shaq set a screen and sent me flying down the court. The progression through the unit is obvious to me now and we’ve been murdering the material in the days since this lesson.

I used Photoshop and Motion for the graph work. Final Cut Pro to sequence things up and DVD Studio Pro for the pretty menu. In the pantheon of paid video projects I’ve completed this year, this forty-five minute math lesson holds its own and I’d like to put it your hands.

Download Options

The Sampler

The Complete Package

The Deluxe DVD

The Love

If you’re all about the love, be a friend and link this post from your blog. I’ll send out 20 DVDs to the first 20 bloggers who link this up and send a mailing address to dan at mrmeyer dot com. Even if you aren’t of the mathematical persuasion, consider pointing to this post as a model of What Could Be if we’re all pooling resources.

2012 Dec 11. Please check out, which is an updated catalog of graphing stories.

88 Responses to “Graphing Stories”

  1. on 03 May 2007 at 6:38 amTony Lucchese


  2. on 03 May 2007 at 6:55 amSteve Peters

    Wow, I’m impressed, and I’m itching for a reason to use my new DVD burner. Does Disk Utility work fine for it? Hope you don’t get screwed on your bandwidth bill.

  3. on 03 May 2007 at 7:38 amDarren Kuropatwa

    Hey Dan,

    Brilliant lesson! Great way to leverage all those tools … for the DVDs, does twittering count? If so I found out about your post from Chris Craft who just tweeted(?) it. ;-)


  4. […] Link to dy/dan » Blog Archive » Graphing Stories […]

  5. […] Dan Meyer, a high school math teacher in Santa Cruz, has modestly shared a brilliant avenue for introducing graphing to high school students. I went out and taped ten events. They were simple. I walked down two flights of stairs. I ran up a hill. I drove my car. Each event was exactly fifteen seconds long. […]

  6. on 03 May 2007 at 9:34 amPaulWill

    Good work Dan, this looks like a brilliant way to link real-world activity to theoretical knowledge.

  7. on 03 May 2007 at 10:38 amdan

    Thanks for the feedback so far. If anybody’s got any fun ideas for future volumes — events that are filmable and graphable in fifteen seconds — drop ’em here.

    Steve, yeah, that’s the largest file I’ve ever served up but unless this takes off like LonelyGirl, my allotment can handle it. I tried to seed a Torrent but that didn’t work out.

    Darren, sure, twittering’s cool. Don’t forget to send a mailing address to collect. I’d like to get you a copy.

    Same goes for Paul, Rick, and Steve Dembo of Teach42.

  8. on 03 May 2007 at 11:44 amDan Greene

    That is pretty sweet. Can you do something like this for logs? :)

  9. on 03 May 2007 at 12:10 pmMary Ann McKenney

    If you ever put your lessons on a dvd for sale, I will be first in line.

    I know technology, but you leave me in awe and in the dust!

  10. on 03 May 2007 at 12:20 pmtweb

    Hay Dan,

    I feel a lot like an arm-chair quarterback (although I’m a basketball coach…) making critiques of your work, but a few things that struck me as you are doing this:

    Have you used the TI-8x calculators with the sonic motion detector? It gives a great graph of distance vs. time and I have had great discussions with students about being able to graph “vertical” lines (impossible in time/dist graphs unless my students develop the ability to stop time, in which case I’m running for my friggin’ life…) that lead in to talking about 0-slope v. no-slope. Having students try and match graphs that are given by “walking” the graph in front of the detector is a great activity as well.

    Also, as you present the movies (great job again BTW), maybe have students graph their guesses on the whiteboard over the movie (I always show video/websites/etc directly on the whiteboard as opposed to a screen…much easier to add comments). Then play the event graph.

  11. on 03 May 2007 at 1:23 pmH.

    OK, done. Is the number of requests above 20 yet?

  12. on 03 May 2007 at 1:31 pmdan

    Nah we’re at, like, seven maybe. And I’ve got more trackbacks than people sending me mailing addresses. That’ll be a challenge for me, but I’m up for it.

  13. […] Ég mæli með því að stærðfræðikennarar kynni sér þessi frábæru verkefni. […]

  14. on 03 May 2007 at 2:04 pmdan

    Tweb, good call on having them draw it on the board in advance of the finale. I project on a whiteboard also but I should’ve thought of that one.

    As for the TI motion sensors, those are fine machines. My credential advisor had one I used (in pretty much the exact same way you did) during my preservice year but, past that, they’ve been a memory. *sigh* A really nice memory.

  15. on 03 May 2007 at 3:54 pmTech Ice Breaker » Graph Magic

    […] Dan Meyer’s Graphing Stories […]

  16. on 03 May 2007 at 3:58 pmChris Prout

    Great use of media in a math lesson! I’ll forward this on to the math teachers at my school as well.

  17. on 03 May 2007 at 4:55 pmf(time) at dy/dan « JD2718

    […] 4, 2007 am31 4:55 am Posted by jd2718 in Math Education, High School, mathematics, Math, Education. trackback Dan at dy/dan has a neat intro lesson on graphing. In short, he gets the kiddies to graphelevation vs time for a series of events that he has videotaped. He has rewind, and slow motion, and it sounds like they get it…. […]

  18. on 03 May 2007 at 5:41 pmPatrick


    I think your approach to both teaching, and to sharing of resources is right on. Your idea of “What Could Be” is something that we should be sinking some more thought-hours into.

  19. on 03 May 2007 at 9:32 pmrober

    Excellent graphing lesson Dan.
    Next steps,
    A – In pairs, students choose a clip with the graph. They write a description of the action and a description of the graph. (frontload that vocabulary !)

    B – given a graph with labeled axis, students work in pairs to invent a scenario that would result in the given graph.

    C – Students invent their own 15 sec. action, make a graph, write a description.

    C part 2 Students act out their action for others to graph.

    I always say if its good enough for me to do, it is even better for them to do.

    keep it up –rober.

  20. on 04 May 2007 at 3:35 amTony Lucchese

    Just a few possibilities I thought of while waiting for my midnight showing of Spiderman 3 to begin:

    1. Foul Line (height vs. time) – Basketball free throw timed from leaving the hands to the time it stops bouncing on the floor. It’s probably a good idea that you make the shot for self-respect.

    2. Marshmallow Melt (height vs. time) Put a marshmallow in the microwave for 15 seconds. As a style bonus, you can frame the shot using the microwave’s counter to represent time, or use some Peeps instead of regular mallows.

    3. Beginner Level-Minesweeper (mines flagged vs. time) ) Any half-way decent player should be able to clear this level in 15 seconds. Of course, this isn’t a continuous function as I have stated it, but you could easily define parameters to turn it into a step function.

    4. Toilet Flush (water level vs. time) timed from initial flush to the time the bowl is refilled. Might be a tough camera angle, though.

    5. Balloon Burst (surface area vs. time or volume vs. time) Use an air compressor or helium tank with a valve to control speed. This one will require some calculation before the graphing can begin. Extra points if you can get the balloon to burst exactly at 15 seconds.

    Just a few ideas. I don’t know if they’re what you’re looking for.

  21. on 04 May 2007 at 4:59 amdan

    Robert, I did both parts of C with my kids the day you stopped by. Lots of fun. I didn’t try out B, which of course seems crushingly obvious now. Bummer. Making a note for next year.

    Tony, pondering math while waiting in line for the Spider-Man premiere? Heh. I think I’m getting a clearer picture now of the kinda cat we’re dealing with. Nevertheless, love the balloon burst suggestion. That’ll be a fun one to shoot.

  22. on 04 May 2007 at 5:18 amVicki Madden

    Wonderful! I remember an old Sunburst program from the mid-80s called Interpreting Graphs. The kids had to match a graph to a described action/story. There were things like a bathtub filling up with water and then draining, people standing at a bus stop as x number of buses came. These are events that take longer than 15 seconds — so *showing* them as movies might not be time efficient, but I like the idea of asking kids to match graphs to stories. It even works as a multiple choice, if you like to occasionally give kids work in a format they need to be familiar with for testing.

  23. on 04 May 2007 at 6:19 amKristin Hokanson

    This is a GREAT post–so are the comments. What great ideas for math class. This is one that I not only passed along, but also blogged about–:>)

  24. on 04 May 2007 at 7:16 amChris Craft

    Hey Dan, I just finished burning the DVD iso and gave it to the math dept head. This is right in line with their curriculum, so here’s hoping they love it!

    Chris Craft

  25. […] Dan Meyer, a high school math teacher in Santa Cruz, has modestly shared a brilliant avenue for introducing graphing to high school students. I went out and taped ten events. They were simple. I walked down two flights of stairs. I ran up a hill. I drove my car. Each event was exactly fifteen seconds long. […]

  26. on 04 May 2007 at 4:05 pmdan

    Chris, nice. I wasn’t exactly sure of the best way to share a DVD online and even less sure about this whole iso set-up. Glad the process worked out.

    Kristin, thanks for the write-up. Be sure to toss me a mailing address (dan at mrmeyer dot com) ’cause there are still eight DVDs left.

    Everybody else: still got eight DVDs left.

  27. on 04 May 2007 at 4:56 pmdan

    Vicki, Sunburst does great work with linears, that program you mention being another sturdy horse in their stable. What I found through this lesson, though, is that the status quo (talking about a bathtub filling up with water, having our students graph it, and then saying, yeah, kids, you got it right) doesn’t have a tenth of the reinforcing, connective, multi-modal power as did actuallly showing the event and the graph in tandem, in full color. I knew this lesson would make a stronger appeal to my visual learners than the status quo but I didn’t predict this.

    And good idea with multiple choice graphs. I think I’ll try that out next go-around. What with all the suggestions floating through here I feel like by next year I oughtta have a comprehensive Linear Unit DVD. Handouts, lesson plans, video to go straight through. That’d be intense.

  28. on 05 May 2007 at 5:20 amVicki

    Oh, I wasn’t suggesting the software over what you are doing at all. More as a sort of complementary activity, and one that can be worked into paper-only activities for homework or for people who don’t always have access to technology. I love the live, right now action and what a graph of that looks like. It really brings alive the idea of graphing time.

    We are working right now developing a curriculum for a “infomatics”/tech learning skills class for 9th graders, and graphing will be a huge part of it, especially figuring out what kinds of graphs suit different types of data. I just sent the link to this entry to the teacher who will be teaching it.

  29. […] I haven’t had much time for any reflective writing of late although I’ve written a few comments on various blogs that deserve some further exploration in my own space. It all ties back to this idea I’ve been toying with in terms of attracting more teachers to be part of online conversation and sharing their ideas and resources with each other. I feel that it’s important that educators take advantage of the opportunities for personal learning growth and apply some of that opportunity back with their students. Way back, I pontificated about “flattening the pyramid of influence” and still see enormous potential in teachers leveraging technology to influence educational practice at the grass roots level. Over at Ewan McIntosh’s blog, he raised the point that as more edubloggers have come on board, that some of the cross linking and referencing is starting to become more localised – […]

  30. […] Dan Meyer has a great post with downloads for teaching x-y graphs. He went out and videoed ten ten second events – running up two flights of stairs, driving his car, etc. He gave his students graph handouts and then played the videos asking questions like where was I at this point on the graph. As he asked the questions he had added chapter markers to the video so he could play sections in slow motion. He went around the room stamping the graphs he liked. After they had completed their graph and they had talked about it he would finish playing the video and the event would be graphed out on the screen. […]

  31. on 06 May 2007 at 6:06 pmJackie


    Thanks for posting the link to the DVD – I downloaded it and it works well (the pdf of the worksheet was a nice touch).

    Keep blogging – your posts remind me to continue to ask myself the important questions.

  32. on 09 May 2007 at 11:43 pmChange, underestimated?

    […] to this podcast No Comments so far Leave a comment RSS feed for comments on this post. TrackBack URI Leave a comment Line and paragraph breaks automatic, e-mail address never displayed, HTMLallowed: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <strike> <strong> […]

  33. on 11 May 2007 at 5:46 amChristian

    Dan — Perhaps I’m putting my ‘agent of ideas’ hat on a day late, but if you haven’t already made the near-obvious leap to where this leads, I’d like to suggest the following:

    The “D.I.Y. Math Film Festival” that allows teachers — and also kids (the missing link? he smiles) — to create their own short videos demonstrating “math in the world” with a focus on their ability to simultaneously frame an exercise, posit a question, or connect the dots academically. Even better if strong presentation and design skills are employed in the process, n’est-ce pas?

    Seems that with a small amount of time/energy, you could create an aggregation site where the film festival would host the videos, attach relevant curriculum or links, foster relationships between teachers and kids, and in general merge 2 obvious loves you have — design/video and math — to serve an even larger love you have — kids/teachers.

    People have clearly been drawn in by the graphing videos you’ve done. Obviously your kids have, too. Next step, next year: challenge your kids to develop short videos of their own showing graph relationships (amongst other math concepts), upload them to YouTube or GoogleVideo (or whatever), while simultaneously offereing teachers through your blog a chance to do the same as professionals and novice film-makers and to bring their kids into it as well, and then aggregrate them into one site or a site with links, and open up your first D.I.Y. Math Film Festival.

    Will be one of the great School 2.0 (he smiles) stories of the year when the curtain opens. Also a good representation of the “calcification of history” and core fundamentals of teaching that you so appropriately protect.

    Cheers…and well done!

  34. on 11 May 2007 at 4:00 pmdan

    I had already resolved to take student entries next year but your Internet extension does me, like, ten orders of magnitude better. I hope this mini-YouTube content aggregater I’ve got in my head is as hassle-free to set up as I’m imagining. Could be really fun.

  35. […] In that time Dan Meyer has produced loads of inspirational stuff, and this post is amazing, and will be being passed on to a couple of Maths teachers on Monday. I think one of the things I love about Dan’s blog is both the huge enthusiam he has, and the way he openly uses the Other Things He Knows About in his teaching, something I’m always trying to do (if not always sucessfully). […]

  36. […] For the first time in my career, I planned a linear lesson that didn’t surprise me. For the first time in my career, I produced a short film that didn’t surprise me. Frustratingly, at a time when I’d rather take a mental break from teaching, I find both accomplishments to be thoroughly interwoven. […]

  37. […] graphing stories [3] […]

  38. […] people dump lesson plans and a few people pop a couple ratings on a plan. Why was Dan Myer’s lesson plan on measurement downloaded 6,000 times. Well in the first place it was good; actually my wife did a plan similar to […]

  39. on 25 Aug 2007 at 8:13 amtim

    People like you make me want to quit teaching. How do you have time for it all and stay passionate? I’ve just started playing with web 2.0 and I made some Keynotes for Geometry and Pre-Calc, but nothing like this. Any tips would be much appreciated. Tanks.


  40. on 25 Aug 2007 at 10:00 amdan

    Burning up time on projects like these keeps me passionate, actually. And I try really hard never to burn up time on something I can’t use again.

    Your blog said PowerPoint but you’re playing with Keynote? That’s really good news for your Geometry students. If you’ve got a sec, check out the scattered Keynote Geometry lessons I’ve posted. The ability to project visuals onto a smart board is gonna pay you back huge this year.

  41. on 03 Sep 2007 at 4:04 pmH.

    A nice addition could be a clip of you standing still, tapping your watch, generating a horizontal distance v. time graph.

  42. on 03 Sep 2007 at 4:33 pmdan

    Oh, yeah. Good idea. That’s a good one. Next year definitely.

  43. on 03 Sep 2007 at 4:34 pmdan

    I mean this year. Sometimes I think it’s summer still.

  44. on 02 Oct 2007 at 4:48 amKaren Fiedler

    Where can I purchase the DVD? I used this with 5th graders and it was AMAZING!!!!!!

  45. on 02 Oct 2007 at 5:53 amdan

    Always glad to hear that. The DVD isn’t for sale, unfortunately. I can arrange a copy, though. Just get me your mailing address in the contact form above.

  46. on 06 Oct 2007 at 7:34 amPam

    Any DVDs left?

  47. on 20 Oct 2007 at 11:34 amdy/dan » Blog Archive » The Red Dot

    […] Behind the scenes here at dy/dan we’ve been preparing a lesson-by-lesson recap (plus templates plus student samples plus an enormous collection of ‘net resources) of what has been my best unit since the last one. […]

  48. […] educational use of video / visual [link to Graphing Stories helpfully […]

  49. on 03 Nov 2007 at 11:40 amDy/Dan Comes to Class « Continuities

    […] seemed only natural to toss in Dan Meyer’s Graphing Stories, so I brought it up during PLC time a few weeks ago. The other teachers loved it. Thus, Dan made an […]

  50. […] fun I’ve had all weekend is reading Jackie’s write-up of her class’ experience with that Graphing Stories unit I put together last school year. We haven’t formally talked about slope yet, as for right now, […]

  51. […] that’s any good in my classes with the rest of the Internet. I spent over 18 hours prepping a 45-minute lesson last year but that kind of work is easier when you can share it with 6,000 people over a two week […]

  52. […] brought a stack of Graphing Stories with me on DVD. I introduce myself and pass ’em out to seatmates, presenters, the dude watching me […]

  53. […] The results are in, and no surprise Dy/Dan won best new blog: you should read him, he’s on fire. […]

  54. on 11 Dec 2007 at 2:41 pmErin Remple

    Dan, I’m loving your blog. You have so many great ideas. I can hardly wait to implement them!

  55. […] presentation tips, and more — always interesting. I am looking forward to trying Dan’s Graphing Stories lesson with my junior high students next […]

  56. […] this open-ended project; Mr. Pullen, to piggyback an existing post a little; Mr. Meyer, to give him another chance to pour hours upon hours into yet another tech-based outlet; Mr. Darrell, to give him a break from bashing creationists; and […]

  57. on 17 Apr 2008 at 9:27 amSarah

    Three different classes this morning, three different reactions.

    The thing that worked best for me happened in the last period. One student was in charge of putting the graph on the board (and she behaves better there, so it works great for me). She asked to go to the bathroom between videos and I let her. She returned in time to draw the next graph based only on what other students said. I think it removed some of the pressure from her to be perfect; I know it put more pressure on the other students to decide what happened. When we watched it again I got the classic, “You missed that,” from her. That made my day.

    So my addition is to do blind draws. Break into groups with one member who’s drawing without watching. See what the other students describe to them.

  58. on 15 Oct 2008 at 4:47 pmHarry Keller

    Some great ideas for graphing exercises. I made four graphing exercises using videos and my Smart Science(R) technology ( The first one is just someone walking, jogging, skateboarding, and biking. My goal is to associate speed in a distance-time graph with slope.

    The second used a person walking and then changing speed once. We have increase, decrease, stop, and turnaround. Because I’m not the teacher, I can only recommend that teachers ask students to draw the graphs they expect to see beforehand. By clicking on the person in each frame, students take the data and see it graphed in real time.

    The third was filling graduated cylinders with equal aliquots of water (with coloring added). The graph tallies with cross-sectional area of cylinder, not diameter. Students are supposed to analyze the data to figure that out.

    The fourth was a spring scale with weights being added.

    All four use click-to-collect-data technology.

    I’d love to add a balloon expanding with steady inflow of gas. It’s not strictly a diameter being proportional to third root of time because of compression of gas as balloon gets larger.

    Making a histogram of balloon bursting times when using a large number of “identical” balloons opens up all sorts of investigations and uses a different sort of graph.

  59. […] year, I focused a lot on the concepts. One day I showed dy/dan’s graphing stories and that night, I had them each come up with their own problems. For these problems, they needed to […]

  60. on 15 Dec 2008 at 2:51 pmMath Stories : Bad Idea

    […] used Dan’s Graphing Stories Last […]

  61. on 06 Jan 2009 at 5:51 pmdy/dan » Blog Archive » Touche

    […] Caché, David Mamet’s On Directing Film, What Can You Do With This?, Problem Pictures, Graphing Stories, and Dogme 95’s Vow of Chastity. This is fun and maddening, all at […]

  62. […] In my opinion, the best projection-based lesson I’ve ever come across is Dan’s work on graphing. […]

  63. […] Scanning Creative Commons-licensed photography databases for math media simply isn’t a scalable solution. These media must be unaffected. The student must lift the heavy weights. The student must decide for herself what is important about an image, audio sample, or video. Most photographers, meanwhile, are very interested in artistic expression, in affectation, in imposing their own point of view on a scene, rather than stripping the scene of their point of view entirely, which is essential for classroom work. So instead of something unaffected, and artistically value-neutral like this: […]

  64. on 24 Apr 2009 at 3:50 pmDear Dan, « Questions?

    […] learn math” stuff.  You couldn’t leave well enough alone.  When I couldn’t get Graphing Stories to work, you couldn’t just say “sorry dude, I am not sure why those chapters won’t […]

  65. […] Graphing Stories- watch a few of the videos as well […]

  66. on 22 Jun 2009 at 10:20 amsusan willis

    Thank you so much for all the hard work that went into creating this lesson. I am currently teaching summer school for students entering the ninth grade. I used your lesson today and had tremendous results! If you have any other ideas, I would love to hear them.

    Thanks Again!!!

  67. […] One of my most effective classroom lessons was a video series called Graphing Stories, which was downloaded from my blog more often than any other lesson material I have posted since. I […]

  68. […] 视 觉图像还可以展示数学或科学概念与现实生活之间的联系。比如,当学生观看一段视频剪辑,看一种被称为绿光的神秘光学现象时,我们就在引导他们就光波知识进 行对话。现实生活中随时间变化的例子的视频,解释了在课本之外代数知识是真实存在的。(更多生动的例子以及教师讨论,可以在富有创造性的教师 Dan Meyer 的博客上阅读他的图像故事系列。 […]

  69. […] 视 觉图像还可以展示数学或科学概念与现实生活之间的联系。比如,当学生观看一段视频剪辑,看一种被称为绿光的神秘光学现象时,我们就在引导他们就光波知识进 行对话。现实生活中随时间变化的例子的视频,解释了在课本之外代数知识是真实存在的。(更多生动的例子以及教师讨论,可以在富有创造性的教师 Dan Meyer 的博客上阅读他的图像故事系列。 […]

  70. […] Dan Meyer’s excellent work at dy/dan – especially posts like Graphing Stories (from a couple of years […]

  71. on 07 Jan 2010 at 7:13 pmuberVU - social comments

    Social comments and analytics for this post…

    This post was mentioned on Twitter by SweenWSweens: Making some of my own Graphing Stories (From Dan’s videos. example: Anyone have fun ideas?…

  72. […] taking these shots. We came back in and watched them, watched them and drew on them. Kind of like Dan’s “Graphing Stories” except the goal of graphing was to get kids to see that in different situations it is appropriate […]

  73. […] loud) to the explosion that happened around Dan’s sharing of his math graphing videos — Graphing Stories. George Couros, an elementary school principle, wrote an entry in his own blog about an activity […]

  74. […] 视 觉图像还可以展示数学或科学概念与现实生活之间的联系。比如,当学生观看一段视频剪辑,看一种被称为绿光的神秘光学现象时,我们就在引导他们就光波知识进 行对话。现实生活中随时间变化的例子的视频,解释了在课本之外代数知识是真实存在的。(更多生动的例子以及教师讨论,可以在富有创造性的教师 Dan Meyer 的博客上阅读他的图像故事系列。 […]

  75. […] dy/dan » Blog Archive » Graphing Stories. […]

  76. on 29 Jan 2011 at 7:40 amI am a math thief « The Math Thief

    […] something changed. I googled “graphs to stories” and hit the motherload. Dan Meyer had just posted his graphing videos. You know, the ones that show him walking down stairs for 15 […]

  77. […] Video Sampler Graphing Stories DC Snow Sour Vimeo staff picks Oxidate it or love it Megashark Most Viral Videos Using iMovie […]

  78. on 20 May 2011 at 6:25 amGraphing Stories | schulmathe

    […] nachlesen möchte, worum es geht, kann das (in dieser Reihenfolge) hier und hier […]

  79. on 26 Aug 2011 at 5:37 pmGraphing Stories « techinthemiddle

    […] I was able to get into the classroom in the second week of school and for that I’m grateful. One of my math teachers, Ms. K, was kind enough to let me work with her 8th graders Thursday, Friday and I’m going back Monday as well. We’re doing a fun little 3-day project called “Graphing Stories,” the idea for which was stolen directly from Dan. […]

  80. on 14 Nov 2011 at 1:39 pmKeeping me on my toes | ttsjl

    […] lesson on real-life graphs was based partly around Dan Meyer’s Graphing Stories (see here for the original). It was an introductory lesson for a set 2 class (out of 5) who I will only see 3 […]

  81. on 07 Dec 2011 at 11:35 amGraphing Stories « Manalive

    […] the graphs in elsewhere.  This year, however, I remembered seeing an intriguing blog post about graphing stories.  So I gave it a […]

  82. on 30 Dec 2011 at 9:25 pmBe “Less Helpful…” | embed∙ed

    […] 3 Acts: Incredible Shrinking Dollar; Shower vs Bath?; A Lousy Mathematical Problem, especially Graphing Stories! GA_googleAddAttr("AdOpt", "1"); GA_googleAddAttr("Origin", "other"); […]

  83. on 21 Jan 2012 at 4:39 amMath | Pearltrees

    […] dy/dan » Blog Archive » Graphing Stories I used Photoshop and Motion for the graph work. Final Cut Pro to sequence things up and DVD Studio Pro for the pretty menu. In the pantheon of paid video projects I've completed this year, this forty-five minute math lesson holds its own and I'd like to put it your hands. […]

  84. on 12 Apr 2012 at 9:08 amMathematique | Pearltrees

    […] The Blah-Blah I know this isn't new. dy/dan » Blog Archive » Graphing Stories […]

  85. […] @duinok’s lead, in her Favorite First Day of School post – I checked out Dan Meyer’s Graphing Stories to use as an intro to my first unit.  We viewed 8 of his videos – I asked students to sketch […]

  86. […] that’s any good in my classes with the rest of the Internet. I spent over 18 hours prepping a 45-minute lesson last year but that kind of work is easier when you can share it with 6,000 people over a two week […]

  87. […] Five years ago I released a collection of 10 fifteen-second videos that helped orient my students to abstract and graphical representations. […]

  88. […] that students can graph to tell the mathematical story happening in the video. I recommend reading this post by Dan Meyer to get a full sense of how this works and where the idea came from. All of the […]