Reflections #4

Slope/rate of change
1. What does the slope of a line represent? The Slope of a line represents the steepness of a line, and the rise over run.

2. How do you find the slope of a line given the equation? Given the graph? Y1 - Y2 = M(X1 - X2), Distribute 'M', Subtract Y2 from each side, the problem should look like Y = Mx + B, the variable M is your slope. On a graph, you would do rise over run.

3. Why can slope be interpreted as a rate of change? It can be interpreted as a rate of change because of rise over run, which given enough information, is that rate of change over time.

x and y intercepts
4. How does identifying the x and y-intercepts of a linear equation help you graph the line? Because you can then find the rise over run from doing that.

Slope intercept form
5. Why is the equation y=mx+b referred to as the slope intercept form of a linear equation? Y=Mx+B is referred to slope intercept form, because you can find your slope when you put an equation in that form.

6. How do you graph linear equations given in slope-intercept form? By putting it in point slope form, and graphing it.

7. How do YOU determine which method is best to graph with comparing the 3 methods studied? I would use Point slope form, because for me it's easier.

Translations
8. Come up with a set of three functions that would be considered a family of functions. Explain.

9. How is the graph of f(x) = x related to the graph of h(x) = -2x-3? By quadratic Curve

10. How can changes in slope affect a graph? Changes in slope can affect a graph because, if the line has a different slope the steepness of the line is different.

11. How can changes in the y-intercept affect a graph? Changes in the y - intercept can affect a graph because it affects the slope, which would affect the line of the graph, which would change the graph.

Weeks in Review
VIRUS PROJECT
12. What are all of the things that you learned mathematically about during the Create your own Virus Project? I learned many things, I learned how to graph more surely, and I learned how to be a little bit more creative.

13. What did you learn about yourself during the project? (need to ask more questions, take better notes, utilize time....etc.....) That I most likely need to start taking better notes, so I don't have that hard of a time doing projects anymore.

13. What was challenging about the VIRUS project for you? The most challenging thing for me had to be, being creative.

14. Looking at your creativity level, what would your rate yourself on a
scale of 1-10? Probably like a 4.

15. Looking at your mathematics learned and achieved, what grade would you give yourself from A - Z?  I would have to grade myself with a G.

DISASTER AMONGST US
16. How can creating functions from 2 pieces of data help us in a real world situation? Creating functions from 2 pieces of data could help us in a real world situation because, it would give us more data, which would help us problem solve.

17. What world problem did you focus on when creating your function?

I didn't really focus on one chosen problem. I just let my ideas fly.
18. How can knowing YOUR function, help researchers in predicting or fixing the disaster in the future?
 In reality, probably not at all. But in my story, the researchers could use all the data they could get.
NOTES
19. How will collaborating on notes help with your mathematics now, for projects, and for classwork? Collaborating notes would help everyone in the class. We would all have a sorce to look at when we don't know how to do a problem.

20. How can you create the notes so that they can be used in different courses?

Just by making them easy to read, understandable, and eye - catching.
21. What are you going to focus on to make sure that they are notes that work for you? I'm going to focus on making my notes neater and smaller.