In this age of the microcomputer-based lab (MBL), students are quite accustomed to looking at graphs of position, velocity, and acceleration versus time. A number of textbooks argue convincingly that the slope of the velocity graph gives the acceleration, the area under the velocity graph yields the displacement, and the area under the acceleration gives the change in velocity. I also use dimensional analysis to help make the arguments. While students are very often encouraged to sketch graphs of motion to help build a better understanding, too little emphasis is placed on the fact that such graphs can be used to actually solve problems. This paper shows two examples of how to use sketches of velocity and acceleration graphs to solve 1-D motion problems.