Advanced Algebra PortfolioAndrew Munroe

I am proficient with the intercept and changes

in slope, both in positive and negative. Ive
used the slope intercept form many times;
y=mx+b, but when it comes to graphing I do
have trouble remembering what to do and in
what order. I have succeeded in doing this
with a classroom problem, and was able to
graph this in Desmos after a few days, with
help from my peers and the teacher. In this
graph I needed to show the speed and distance of a person
who was changing speed. In the beginning I did struggle
with graphing this because I didnt realize that I had to
solve the whole slope equation. But after realizing this, I
was able to complete the graph relatively quickly.
Another place where I was able to show that I am
proficient with the slope intercept form was in the
practice sheet. On this sheet, there were multiple
problems relating to the intercept form, and I was able to
solve most of them without much problem.
I am also proficient with creating, and determining linear
equations to fit points. With the third image, I had to find
the equation that justified the graph with the correct slope
and points. I simply used the slope intercept form to find
this equation and was rewarded with a correct solution. To
show that I can create linear equations with a little help
sometimes is Exploration 4. For the first problem I had to
find the x and y intercepts. And while not a graph that I
needed to find the points of, I feel that it still qualifies.
This was a little trickier because I had to find the
points algebraically, and then convert that for numbers
in the next question.

Write and solve algebraic expressions for contextual linear

situations
To me writing algebraic expressions is about finding a
formula that I can use to solve a problem with variables and
some known values. I would say that I am almost proficient with this skill, because I sometimes
need help starting the expression. This was a classroom problem,
where we needed to find the percentage increase of a certain amount.
I wrote out this equation to represent the problem, which did include
some of the known values. By using an expression to represent the
problem, it was easier to solve one step at a time. For the expression
r=d/t, I was able to use this in plenty of problems throughout the
year, and find it very helpful to represent known values. I was able to use this expression to solve
speed and distance problems efficiently.
Use strategies of algebra to solve linear, reciprocal, and absolute value equations

I am proficient at this skill when solving basic

equation and longer problems. In POW 1- A
Train Leaves Pittsburg.., I used the algebraic
strategy of solving issues with the known
values first. As with Stage one of the problem,
we were given the times that the object
departed, and from this I was able to figure out
when they arrived at their destinations.
Another strategy that I was able to use for math
was solve, and substitute x, for most equations.
In exploration 5 I was able to do this for
problem 5, where I needed to find the correct
numbers to plug into an absolute value equation. I had to move numbers around, find x, and use
it to satisfy the first part of the equation. Overall I find using strategies in algebra very helpful
for longer problems and harder equations.

Identify transformations of a graph from an equation and vice versa:

I do struggle with this skill simply because I do not understand how it works and I do not do it
very often. With this graph for Transforming Workshop, I had
trouble understanding what to do. I started trying to draw a
straight, sloped line, but that didnt fit with the numbers. I
eventually had to get help from my peers and they showed me
that it was v shaped. Taking a graph and interpreting it as an
equation is still challenging because you have to understand
what the graph is about.
Use inequalities to represent intervals, domains, and ranges
I am proficient with this skill. I use this skill when I am trying to
shorten a solution to a problem, or if it is best represented as such. In POW 3- FIFA, I had to
have the final solutions be absolute value inequalities, where the tolerance and ideal value are
represented in the solution.
Part II: Habits
I think that I often use the habit of Generating Ideas to help me solve challenging problems both
with math and other subject. When I start a problem, I usually try to identify what type of answer
I want it to be, fraction, inequality, or such, and after finding that I move on to discovering what
type of equation or formula would be the best. I usually like to stick to simple equations, but this
is the way I work, and if that doesnt work then Ill move on to a more advanced formula. Part of
this habit that I feel really strong in is the multiple approaches. When one way doesnt work, I
usually try out other methods until I get the correct answer or need help.
I think that I partially embody the habit of recognizing and resolving errors. When I am working
on an algebraic problems, I try to find the most logical way to solve it, or if I need to, try to find
what is wrong with the problem before moving on. I am very attentive to detail most of the time,
so if something about a problem seems off, I try to figure out way, as well as try to find a way to
prove that it is actually wrong. I think that I still have trouble with identifying some logical flaws in
my work, but once I do, or someone else does, then I can fix it.
While I am stronger in those habits, I still have ones that I struggle with all of the time. One of
these habits is to communicate thinking in a clear and accessible way, and this is because the
way that I think through a math problem is different from others, and vice versa, so explaining a
problem is hard because I have to restate my method. If I were to solve a problem using
fractions, but someone else does it using division, then it is hard for me to explain how I got the
same answer. Another part of this habit that I wish to work on is translating problems into
symbols and visual representations, which is hard because I am used to working without them.
This is a habit that I wish to work on in the future, along with others, to improve and advance my
knowledge.
Part III: Grade
While I do struggle with math some of the time, understanding the problem, translating it, and so
on, I do try as hard as I can whenever possible. Throughout the beginning of this semester I

have learned so much, discovering new ways to graph and solve inequalities, as well as build
upon my habits of a mathematician. Because of this I feel that the grade I receive should be an
A as I have never had any late work or given up in class on a problem. I still have much to work
on to be a better student and a better mathematician, and I couldnt ask for anymore support
than I already receive.