Here are the Common Core standards and mathematical practices addressed by Graphing Stories.
Common Core Standards: 6th-8th grade
Use functions to model relationships between quantities.
MCC8.F.4. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
MCC8.F.5. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Common Core Standards: 9th-12th grade
Reason quantitatively and use units to solve problems.
MCC9-12.N.Q.2. Define appropriate quantities for the purpose of descriptive modeling.
Understand the concept of a function and use function notation.
MCC9-12.F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
Interpret functions that arise in applications in terms of the context.
MCC9-12.F.IF.4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
MCC9-12.F.IF.5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
Graphing Stories also addresses three standards for mathematical practice: making sense of relationships, quantitative reasoning, and modeling.
Common Core Standards: 6th-8th grade
Use functions to model relationships between quantities.
MCC8.F.4. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
MCC8.F.5. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Common Core Standards: 9th-12th grade
Reason quantitatively and use units to solve problems.
MCC9-12.N.Q.2. Define appropriate quantities for the purpose of descriptive modeling.
Understand the concept of a function and use function notation.
MCC9-12.F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
Interpret functions that arise in applications in terms of the context.
MCC9-12.F.IF.4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
MCC9-12.F.IF.5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
Graphing Stories also addresses three standards for mathematical practice: making sense of relationships, quantitative reasoning, and modeling.
Discussion
It was actually a lot harder for me to find standards that directly related to Graphing Stories than I first expected. Graphing Stories has a great emphasis on graphing, or modeling, situations, but, as we have talked before in class, the CCGPS doesn't have many standards specific to modeling. Instead, many standards that relate to modeling are scattered throughout the CCGPS, so I picked the ones that were best directly related to my technology. I think Graphing Stories would be a great tool when introducing how to model relationships to eighth graders. They would first have to understand the relationships between the quantities and then graph that function. From the graphs the students make, they can explain certain features based on what happens in the video--this gets students to relate the graph to a situation and helps them understand their graph better. Graphing Stories best addresses the standard that states "define appropriate quantities for the purposes of descriptive modeling," because the whole point of the program is so that students can descriptively model and make sense of a relationship. By requiring students to reason quantitatively, this program serves the students well by helping them connect a real-life situation to their graphs and understand why their graphs take the forms that they do.
It was actually a lot harder for me to find standards that directly related to Graphing Stories than I first expected. Graphing Stories has a great emphasis on graphing, or modeling, situations, but, as we have talked before in class, the CCGPS doesn't have many standards specific to modeling. Instead, many standards that relate to modeling are scattered throughout the CCGPS, so I picked the ones that were best directly related to my technology. I think Graphing Stories would be a great tool when introducing how to model relationships to eighth graders. They would first have to understand the relationships between the quantities and then graph that function. From the graphs the students make, they can explain certain features based on what happens in the video--this gets students to relate the graph to a situation and helps them understand their graph better. Graphing Stories best addresses the standard that states "define appropriate quantities for the purposes of descriptive modeling," because the whole point of the program is so that students can descriptively model and make sense of a relationship. By requiring students to reason quantitatively, this program serves the students well by helping them connect a real-life situation to their graphs and understand why their graphs take the forms that they do.