Category Archives: Math 11

My Parabola

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My Parent Function and Equation

Significance of “A”, “H”, and “K” In My Equation

The significance of “A” in my equation determined both the way the parabola would face, and how thin or wide it was. The higher the number, the skinnier my parabola would end up being. If my number was “-5” instead of “-2”, it would still face downwards but the parabola would be a lot skinnier. If the “A” value was just “5” it would now shift upwards and be skinnier then “-2” because the “A” value is positive and a higher number. The significance of “H” in my equation would represent the X value my parabola sits at, just opposite. In my equation my “H” value is “-6”, but because its opposite so the X value that it sits at would just be “6”. If I switched the “-6” to a “-2” it would switch to the X value of “2” on my graph. The “K” value is very similar as it moves the parabola up and down instead of side to side. Except for my “K” value, it is what it looks like. As my “K” value is “+1”, my parabola sits at the Y value of 1. If I were to swap my K value from “+1” to “-2” it would switch down to the -2 Y value. It is also important to mention that both my “H” and “K” value came from my vertex which would be, (6,1).

Self Assessment

I represented the same mathematical idea in multiple ways by giving examples on what would happen If I changed the values I was given. I also showed how they represent each aspect on the formation of my graph.

Some of the relevant mathematical words I used would be “Parabola”, this is the actual shape of my graphed equation. A few more would be my values, “a”, “h”, “k”, “x”, and “y”. these all represented specific changes in my equation and also points or movements of my Parabola. At the end I also explained my “vortex” and how it plays and important part plugging in numbers into the equation.

I used the website “desmos.com” to format my graph and show it in the most clear and understanding way as possible. I also showed the equation I used for the graph and explained the important and recognizable details of the equation. I also kept this Edublog sectioned and titled to separate the information and keep it clean.

Facing a Challenge

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These types of questions were very new to me as I haven’t worked on radicals for over 6 months and I am in general just a slow learner when it comes to math. It took a little bit of thinking to make way through parts of the questions until I eventually learned it with help.

My main mistake was everything to do with restrictions. Restrictions is a whole entirely new topic for me and as I mentioned earlier, it takes me a lot more time to learn these new solving methods, and restrictions were no exception as they confused me quite a lot.

After all my struggles I asked one of my group members who knew how to do these questions and were clearly good at it, how to do restrictions and if my current answers were good. They gave me tips and helped me understand radicals more as well and showing me restrictions.

I need to remember how to plug in numbers and equations in all the ways you can, as well as finding restrictions and simplifying radicals to the best of my ability. A bunch of other smaller things that also go into this but I basically have the majority of them covered

Next time I encounter a difficult problem I would ask one of my group members, one of my smart friends in another class, or watch a few videos online.