Name: Calixta Padilla

QUADRATICS PORTFOLIO ONE

Refer to the assignment page HERE
Qualities of a Mathematician
Throughout your story, please talk about one of the Qualities youve grown in (refer back to
your journal prompts):
Hypothesizing/Experimenting
Explaining/Justifying
Collaborating
Questioning
Growth Mindset
Finding Patterns
Please include at least TWO different qualities of a mathematician in your analysis. Highlight
these examples with the color corresponding to the specific quality.
Factoring Quadratics
I can factor quadratics because...
Image

Narrative

Since the start of this lesson, of

factoring, I automatically got the
hang of it. It started off from
multiplying binomials, and for me, it
was very easy. All I had to do was
distribute, and multiple, basic math
at first. But then once it started
getting into factoring, and working
backwards I had to start using my
brain more. Although it was a little
harder, I got the hang of it after the
second problem or so.
We were also taught the diamond
method, a way to help us better
understand factoring. The diamond
effect is where you plug in the
numbers in the equation on top and
bottom. We have to see which
numbers multiply to the bottom, but
add to the top number as well. This
method did not help me whatsoever,
but only made me confused every

more. I work best using my bare

brain, and I process numbers better
in my mind rather than writing them
down. (Diamond method seen on
the paper)
This is another example of a
factoring. As you can tell it has
elevated and got more difficult due
exponents added in. Although this
looks trickier, it truly isnt. All you do
is add a variable of x on the end of
each other number. Ex: p2 -36. The
factored version would be ( p -6)
(p+6) = p2 -36
In a way, this is much easier for me.
When I see a squared number, I
know to just add a single variable on
each other first numbers. This is the
second factoring way we have
learned. Since this lesson comes
easy to me, I have taken the time to
help and teach my peers what they
dont understand. I enjoy teaching
them new ways, and collaborating
with them. Usually people do what
they are taught by the teacher, and
in this case it is the diamond
method, but I love teaching new and
easier ways so they will be able to
understand better.

This is the third factoring way we

have learned. It is called strange
factor cases. The reason it is called
that is because not all equations are
factorable, take more time to figure
out or are decimals. Also as you can
tell in number 10, the factored
version cancels out. (Refer to the
paper) There is no regular number
with a variable (6x) and the reason
is because when you distribute and
multiply 3 times 2, in this case it
gives you a positive and negative 6x
which cancels out.
In this factoring way, it got a bit
trickier since some dont always
have two binomials. (Refer to
number 13) In this problem you
must add a number on the outside
of the parentheses. Which if there is
no way of finding a number that
goes into both numbers of the
equations, this is a must go to way.

Graphing quadratic functions

I can graph quadratic functions because...
Image

Narrative

Graphing is very simple to me. All

that needs to be done is take the
factored version of the equation,
and plug in x into the F(X) equation.
F of X can be known as the Y axis
and equation. All you do is plug in X,
and figure out the equation.
Once you have done that, you add
the point onto the graph and it
creates the parabola. A parabola is a
U shaped graph that has main
points such as the the X intercept
(crosses the x-axis) the Y-intercept
(crosses the y- axis) and the vertex.
The vertex is the maximum or
minimum point on the graph. It is
also the line of symmetry.
As I got the hang of graphing, I was
glad to help out my peers, the ones
who didnt understand fully.

In this graphing situation, we were

given two equations. The first graph
was the factored form (x+2)(x-3)and
the second graph was the standard
form x 2 -x-6. These equations are
identical, just written out differently.
As you can tell, the graphs all have
the same points as well.
At first I didnt notice it, until our
class reviewed it all together. A
classmate mentioned how they are
the same equations just in different
forms. If you complete the factored
form and distribute, you get the
standard form. It made a lot of
sense once I worked out the
problem to make sure it was
correct , and in some case made it
easier as well. I know fully know
what and how to get the standard
form into factored form.

In this classwork, we were given four

different sets of data, and our task
was to complete a graph and table
to figure out which students water
balloon went the furthest and
highest.
At first I was very confused on how
to start this problem. I was given
just a set of numbers and was told
to make a graph. But once I sat
down at home, and worked through
the problems, I finally understood
clearly. I needed to plug in numbers
to find the x-intercepts, which would
tell you the start and end points of
where the balloon lands, and the
vertex, the highest point where the
balloon reaches.
I knew since these problems would
create parabolas, and that once I
found my vertex, I would know the
rest of the points (since the graph
starts to go down from the vertex
on) I knew this because our class
discovered some patterns before
receiving this problem.
I was proud of myself on how I
accomplished and came through my
challenges of figuring out these
water balloon problems.

QUIZ

Before taking the actual quiz, as a

table we took a group quiz. It was
easy because our group worked very
well together.
When the real quiz came, I
understood most of it but once I

reached problem C, I was stuck. I

couldnt find two numbers that
multiplied to 36 but added to 12. I
then remembered that when strange
forms come, you are able to put a
number on the outside of the
binomial. So thats what I did.
When I received my quiz back, I
realized I got it wrong. Apparently
you are not able to keep a squared
number inside the parentheses. So
once I did corrections, I understood
that there is a way to factor it out,
but you would need to stretch it out
more.
So it ended up being 3(v-2) (v+6).
If you complete this problem, it
made a lot of sense and ends up
working.

Timeline:
Tuesday 10/13
- You will gather the three pieces of evidence for graphing quadratics and the three
pieces of evidence for factoring quadratics that you will use for your portfolio.
- You will write a narrative to show your development through these different pieces
of work..
Wednesday 10/14
- You will continue to write your narrative for your pieces of work.
- You will start to determine how your analysis fits into the qualities of a
mathematician.
Thursday 10/15
- You will scan your documents (if you have not already done so)
- You will make sure that your portfolio is 100% ready to present.
Friday 10/16
- You will critique your portfolio with two partners in triads.
- You will use this critique and implement the feedback into your feedback
document for the year.