The task of the quiz was to describe each of the following key features of the graph of f(x) = x^3(x-3)(x-1)^2. I learned that each multiplicity shows a common duplicate of a zero value. That will affect the way it will look on a graph. If the value has no multiplicity, the line will just go straight through the x axis, if it has a multiplicity of 2, the line will touch the x axis and either go up or down deepening on whether the whole graph is positive or negative. Finally, if the multiplicity is 3, the line will touch the x axis, but it will revert to its original direction. There are more possible duplicates of these values, but I am currently familiar with 1, 2, and 3. I did well on answering each of the questions directly. I knew how to graph a quadratic form and I knew how to find the zeroes which is a great skill to know in this current unit. I could work on labeling my graph a little bit more. It did lack on describing some other part of the parabola including maybe the multiplicity for people to understand the full direction of each zero interception.

The task of the quiz was to simplify the following quantities. The letter "i" could be used to represent imaginary numbers. But imaginary numbers could be defined as numbers that, when squared, result in a negative number. They are defined as the finished product of a real number and the imaginary unit i, which is defined by its property. For example, i^2 corresponds to -1, i^0 to 1, i^13 to i, or i^15 goes with -1. I did well on trying my best to answer all of the questions correctly. Although I didn't pass this quiz, I tried to show my effort in what I know. I could work on taking better notes because I did fail this quiz because of me forgetting the order of imaginary numbers and the different factors and info that correlate with it.

The task of the quiz was to graph a decoy of f(x) onto a coordinate plane, describe the sequence of the transformations needed, and provide both the transformation rule and the new equation for g(x). Given the function f(x) = (x - 3)^2 + 1 and the accompanying graph, transform f(x) into g(x) whose vertex lines in the third quadrant are concave down. It is my job to perform the following. I did well on providing the correct transformation and applying the on the coordinate plane and implanting the correct answers. I could work the order. The order of the transformation in the sequence of transformation matters as it might be easier to understand. Although I did perform the transformation rue and equation correctly.

The task of the quiz was pretty simple and extremely brief. I had to determine whether each of the three functions are even, odd, or neither. You might not see it well but f(x) is neither because it is a straight slanted line that cannot be flipped nor rotated to generate symmetry. h(x) is an odd function because although it cannot prove reflection symmetry across the y-axis, it can successfully go through rotational symmetry onto the origin (0,0). g(x) is even because it can be flipped and still shows symmetry. I did well on answering correctly and explaining why in this E-portfolio. I could work on elaborating if possible, similar to explaining why on the paper.

The task of the quiz was to first, sketch 3 exponential graphs; one that is growth, decay, or neither. I had to provide the equation, domain & range, and the end behavior for each graph. Then I had to solve a real-world situation problem that required enough knowledge to figure out what events what lead to exponential growth or decay, leading to the identification of an initial amount, and a solvable equation that I am asked to create based on the problem. The next page resulted in me finding the value of x in each of the 4 equations and to rewrite an expression with the original expression given. I did well on trying my best to pass the quiz. The effort always counts! I could work on how to find values of x in various equations and rewriting expression since that was what I made the most trouble with.

The task of the quiz was to simplify the following value. I had to use my knowledge to figure out the order i which integer to deal with. How to handle exponents in or out of a parenthesis or get used to induced brackets. Except I didn't have any. I don't know if it was either my terrible memory or me neglecting the ability to study (never). I did well on trying my best to impress my teacher. But sometimes my effort sucks. I know that I'm not a failure, but I was tempted to believe it at that time. A single falling grade could ruin my whole reputation and that is a lot to worry/stress about. But anyways I could do better by either studying more or giving up my time to spend it with Mr. M, a little tutoring session after school!

This AA was assigned to test my knowledge in sin waves. They are simple manipulative waves that can be used to determine math problems or possibly make art out of them. Each of their variables within its composure can either change its width, height, or position. My task in this assignment was to be able to customize the shape of a specific sin wave in order for a given marble to collect all the star, designed to be touched through an imaginary path along a wave (Fix It). I was also asked to use what I learned to figure out which sin wave to make up without any help (Challenges). I did well on using my creativity to make the marble take all the stars, using as few equations of periodic functions as possible to challenge myself.

This AA was assigned to show my knowledge on trigonometry factors. I was told to create a vocab sheet that focused mainly on the unique parts of or about a wave. I was able to learn many new aspects. For example, an amplitude is the measure of the height of a wave, indicating how far it moves from its resting point. A period is the time interval or length of a repeating pattern or sequence. A domain can be simply thought of as a set of all "x" values. A range can be simply thought of as a set of all "y" values. I did well on including the definition of each term. I could work on adding more pictures. Things do get confusing to some spectators when there is only one picture to underscore more than one mathematical term. Maybe I could have distributed multiple illustrations to represent multiple vocabulary words.