Category Archives: Math 11

Pre-Calculus 11 Core Competency Self-Assessment

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Core Competency Reflection

Me and my group worked collaboratively by taking turns explaining math concepts to each other during our group work on the whiteboards. When doing our group work there are times when 1-2 people don’t understand the lesson but by explaining the lesson, we deepen our own understanding while also helping others grasp the material. Explaining the math concepts can also highlight gaps in our knowledge. I communicated well with my group during group work by asking them questions about the math problem if I didn’t understand what the question was asking.

I committed to individual practice by setting clear goals for myself, and creating a schedule. My goals were to make sure that all the assigned workbook questions would be completed before the next days lesson, so that I would later be able to grasp the concept better. This helped me dig deeper into more challenging concepts. I also created a schedule, I had a specific day with my tutor to go over everything that I had learned throughout the week, I would study for tests and work on extra practice in order to do better in the course.

Time management is a crucial skill when it comes to studying and practicing math effectively. Plan and prioritize; I created a study schedule that includes dedicated time for math. It identified my priorities and allocated more time to areas that required extra focus or are more challenging for me. I broke down larger tasks, such as completing assignments or studying for exams, into smaller, manageable chunks. Eliminating distractions, I would find a quiet and comfortable study environment, turn off the notifications on my phone in order to avoid unnecessary interruptions. Create a focused space for concentrated math work.

Advice for Future Students

My advice for future students iStay Organized: Keep track of your assignments, deadlines, and study materials. Use a planner or digital tools to stay organized and manage your time effectively. Breaking tasks into smaller, manageable steps helps prevent overwhelm and ensures you stay on top of your math responsibilities. Embrace Mistakes as Learning Opportunities, Mistakes are a crucial part of learning math. Don’t get discouraged when you make errors. Instead, view them as opportunities to identify areas for improvement and learn from them. Analyze your mistakes, understand where you went wrong, and seek to correct and learn from them.

Transforming Parabolas

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Parent Function:


My Equation:

Both equations on the same graph:

my parabola is different that the parent equation because in my equation K=-6 which will vertically shift my parabola down to the point of -6, while the parent equation has no vertical shift. in my equation H=-3 which will horizontally shift my parabola to the right until it reaches 3, and in the parent equation the parabola has no horizontal shift. Axis of symmetry for my equation is (3,0). in my equation A=4 which signifies that the parabola will be narrow and open facing up, in the parent equation A=1 which means that the parabola will still open facing up but it will be wider because the ‘A’ number got smaller. ‘A’ determines which way the parabola will open and whether it will be reflecting up or down, it also determines if the parabola will be wide or narrow. ‘H’ determines the axis of symmetry and whether the parabola will horizontally shift to the left or to the right. ‘K’ determines if the parabola will vertically shift up or down.

Self Assessment

Some ways that I represented the same mathematical idea in multiple ways was writing out the parabola regularly and also using Desmos and putting the equation on a graph.

I used mathematical vocabulary in my explanation about the significance of a, h, and k and how my equation was different compared to the parent equation.

the formatting that I used was clear because I stated whether it was the parent equation or my equation and I added pictures of the parabolas with the corresponding equation.

Facing a Challenge

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The first time I tried this problem I found it challenging because I was trying to add the coefficients of the radicals without factoring the the radicands first. I went over this question with my tutor and I looked at the answer key and tried to work backwards, I was still a little bit confused so as I was working through the question I would go back and forth and look at the notes while I was solving the question. I kept doing this until I got the question correct. In the future when I encounter a difficult concept like this I will do some workbook questions with the notes and some questions without.