Mackenzie Shivers

October 17, 2017

Math 2-Firework Portfolio

Firework Portfolio (SLC)

Learning Activities:
For this unit we were asked to determine the height, vertex, time, and distance that the firework
would explode. We started off the class by reading the requirements for this unit and had to answer four
questions. In the unit it gave us two equations:
h(t) = 160+92t-16t
92
d(t) =
65
These equations we didnt quite know how to answer yet, so we took this time to find what the three
quadratic equations are. By knowing the quadratic equations we would be able to apply our knowledge to
the firework equations and be able to answer the essential question. (see evidence A and B) After time in
class we were able to understand the three quadratic equations as: Standard form, Factored form, and
Vertex form.
Standard Form: a+ bx + c
Factored Form: (x + p) (x + q)
Vertex Form: a (x-h) + k
When understanding Standard Form we started by walking through the area. We looked at an equation
where it talked about fencing for animals and we were suppose to determine the area as well as x and the
equation for x. (see evidence C) This then brought us to creating squares that demonstrated how much
fencing is being added off of the already given fence. (see evidence A) After seeing the boxes equations
turning out in perentesis form, we understood that before we learned standard form we have to learn
factored form. Every side added upon on the square we would put in the parenthesis, then we took the
parenthesis and found the equation for standard form. The more we worked with these equations we
started graphing it out. As we graphed the numbers we started to see parabolas, and a whole new equation
appeared before our eyes: vertex form. (see evidence D and E)
After becoming familiar with each equation we knew we would have to use them when
answering our essential questions. We were then separated into groups and applied our knowledge. (see
evidence F) My group was lost for quite some time on how we were to figure out these answers, but as we
continued playing the different equations we realized that we were able to solve for question three which
asked: When did the firework land? We were able to use the equation given: h(t)= -16t+92t+160 to
figure out the answer of time. We realized that h(t) stands for zero, which then helped us get out of our
confusion stage.
After figuring out question three were then able to solve for question number four which asked:
Where will they land? Since we solved for t we used the number: 7.149 and placed it into the equation
92
given for distance: d(t) = 65We were then able to get the answer of 306.7 ft away from where they
launched the firework.
When our group began figuring out question number two, that asked: Where will they peak? We
wrote the equation on the board that we knew would give us the answer in desmos, then went to our
computers and plugged the equation in, as we got the answer of (2.875, 292.25) we realized we didnt
know how to explain our answer, because we went to desmos. We also realized that 2.875 would be the
time and figure out an equation to check our math and ended up finding that our math was indeed right,
and that question number one: How long till they peak? was in fact 2.875. When we went back to
question number two, we realized that we forgot the -16 in the whole equation and that it has to be
distributed, and our answer made sense. (see evidence G)

Personal Understanding:
These concepts of quadratic equations were really easy for me to grasp. Algebra is one of my
favorite concepts, so that is why it came easily, but I also felt like I had worked on these sorts of
equations when I was first introduced to algebra. When Dan would give us an assignment to do I would
get done with it very quickly, an example of this is a homework assignment I had and one of the
equations I spent a long time on, which was weird, and the more I worked with the equation I found that it
was an impossible equation. (see evidence H) When you are able to notice a mistake in the textbook and
change the equation so that it works shows that you understand your material pretty well. Another
example was a packet we did for preparing ourselves for the quiz that was last Friday. This packet took
me under 20 minutes and took my peers a week to be able to finish. The logic of all the equations just
came easily and transferring one equation to the next at times starts to feel complicated, but that is only if
you overthink it. (see evidence I) When I received the worksheet back, it looked like I made some simple
mistakes, and have now fixed them.
When it came to answering the firework questions, they were challenging, I wasnt sure how the
equations we had recently learned fit into these new equations. Once we got together with our groups to
figure these equations out, as we continued in our work it soon became clear how everything fit together
and I was excited seeing the final answer. (see evidence G)

Collaborative Contribution:
When it came to homework I would have it done in class, or work on it a few minutes at home.
You can always count on me when getting homework done on time. As someone who is shy it is hard in
class to be in groups and share your opinion, but I found that by being positive in my answers and myself
I was able to speak up in groups. I would either write on the board our answers, or converse with the rest
of the table with the answers they have. We would then retry the problem to double check our work. At
one point we were working through our homework answers and I was able to help my group re-solve the
equations (see evidence E) In math we have a Habits of Mathematicians and I feel like I fall mainly
under the category of Communicating thinking in a clear and accessible way. There were times when I
would go to other tables or to the people at my table and be able to restate what the question is asking and
help them solve the answer easier. (see evidence H) On the quiz study guide it starts off with writing each
quadratic into a standard form. This was challenging for the people at my group and somewhat for me,
because we were all over thinking the equations, I took a deep breath and looked over it again and was
able to help my group understand through drawing out an image.
Self Assessment:
I believe my grade in this class is already perfect it is an A+ 102%. Since I understand the
material so well, and have been doing extra credit, I believe that having over 100% is great for where I
am. I have also been very happy with how I have contributed to my group, overall my grade is great and I
think it represents my growth in math. As well as the hard work I put into this class, and my
understanding.