sample

This portfolio will showcase example of my best work. You will find what I think is my best example of master of the algebra course objectives.
=Foundations and Functions=

Unit 1 Domain and Range

Independent and Dependent Variables

Order of Operatios

Unit 2 Distributive property

1-step equations - solving for x

2-step equations

OBJECTIVES A.1, A.2, A.3

(A.1) The student understands that a function represents a dependence of one quantity on another and can be described in a variety of way. I can describe tell which value is the independent quantity in the function and I can describe the dependent value. Here is an example:

I can gather and record data and use that data in sets to determine the functional relationships between amounts.: For example:

I can describe functional relationships for given problems situations and I can write equations or inequalities to answer questions about situations: Here is my best work for this concept:

I can use models, tables, graphs, diagrams, descriptions, equations and inequalitites to show the relationships of numbers. My favorite example is:

I can make decisions, predictions and critial judgments based on what I have learned from functional relationships. Here are my predictions for this equations:

(A.2) The student uses the properties and attributes of functions.

I can identify and sketch the general forms of these equations (y=x) and (y=x^2). The first is linear and the second is quadratic. Here is an everyday example of each of these two equations.

I can identify the domain and range and determine reasonable domain and range values for given situations.

I can look at a graph and interpret what it represents and I can create a situation the fits the graph. In class we worked on how many people liked strawberry, vanilla and chocolate ice cream. Here are our results.

I can collect and organize data, I can make and interprent scatterplots and match them to positive, negative, or no relationship to linear situations. I can also model, predict, and make decisions and critical judgement in problem situations. Here is my favorite model. It is my favorite because.............

(A.3) The student understands how algebra can be used to express generalizations and recognizes and uses the power of symbols to represent situations.

I can use symbols to represent unknowns and variables and I can look for patterns and represent generalizations algebraically.

For example c would represent chololate ice cream, while s would be strawberry and v would be vanilla

(A.4) The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations.

Here is an example of how I found specific function values, simplified polynomial expressions, and transformed and solved equations. I used factoring when necessary in the problem.

Here are examples how of commutative property, associative property, and distributive property can be used to solve algebraic problems.

= = =LINEAR FUNCTIONS= =OBJECTIVES A.5, A.6, A.7, A.8=

(A.5) The student understands that linear functions can be represented in different ways and translates among their various representations.

(A.6) The student understands the meaning of the slope and intercepts of the graphs of linear functions and zeros of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations. (A.7) The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation. (A.8)

The student formulates systems of linear equations from problem situations, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation.

=QUADRATIC AND OTHER NON-LINEAR FUNCTIONS OBJECTIVES A.9, A.10, A.11= (A.9)

The student understands that the graphs of quadratic functions are affected by the parameters of the function and can interpret and describe the effects of changes in the parameters of quadratic functions.

(A.10) The student understands there is more than one way to solve a quadratic equation and solves them using appropriate methods.

(A.11)

The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations.