Sheriann's Portfolio

A. Looking Back at Your Last Goal

Last unit, you set this goal:
In the next unit, which is functions involving graphs, I want to learn how to graph data more precisely. Something that might get in the way of my goal is that I always spend a lot of time figuring out what numbers to put on the side to make the graph make sense.

12. How well did you work toward this goal?
    ☐ Very well ☐ Somewhat ☐ I struggled with this

13. What helped you make progress toward this goal?
    The second unit taught me a lot about graphing through functions and statistics. There was the most graphing in this unit, especially scatter plots and linear graphs.

14. What got in the way of this goal (if anything)?
    Figuring out what numbers to put on the side of the graph used to be time-consuming, but I practiced a lot and it wasn’t a problem at the end of the unit.

B. End-of-Semester Self Reflection

15. List three strengths you have shown last semester:
    – Using mapping notation more during transformations of shapes
    – Identifying congruence/similarity
    – Understanding functions
    – (extra) Doing homework on time

16. List three areas you still want to improve:
    – Creating problems to solve
    – Evaluating claims in critical thinking problems
    – Replace informal language

C. New Academic Goal Moving Forward

Complete all parts:

17. In the next unit I want to be able to demonstrate better understanding through language in the problems I answer.

18. What might get in the way of this goal?
    Sometimes I use informal words (e.g. “shrink” when the precise saying is “dilate by scale factor of 1/n”), and sometimes I need to pick the right words.

19. What will I do if I get stuck or need help?
    I will likely search up how it works so that I can understand the topic better, as unclarity shows less understanding.

A. Evidence of Best Thinking
(Select two questions from your Unit 2 test that best show your thinking.)

I chose Question 2 in Functions as evidence of my best thinking because it shows how I can figure out a line in y-intercept or point-slope form from two points, a table, a graph, or from another line.

I chose Question 7 in Statistics as evidence of my best thinking because it requires me to distinguish correlation from causation, provide a confounding variable, and explain why some claims can be misleading. Additionally, it’s an L4 question that challenges me to think about my answers.

B. Skills Reflection

Throughout Unit 2, I improved the most at the statistics area, especially identifying the correlation in a graph (e.g. moderate correlation).

One skill from this unit that I still need to work on is explaining whether someone should take action on the topic based on the correlation and probability of the case.

The biggest challenge for me on this assessment was the L4, which told me to explain how a linear graph would be/not be suited for the data based on the correlation and the residual graph.

One strategy that helped me on this test was knowing that points on the residual line are also on the line in the actual data graph, and knowing how to graph a line of best fit (split the points evenly and identify direction).

This is a piecewise function project.

1. Describe your story and what real-life situation it modeled.
Our story modeled a situation where a person was playing games on their device and recorded the game score. There were other people, like his brother, who interfered with his game score.

2. What part of your project are you most proud of? Why?
I’m most proud of the graph we made, which was hand-drawn, as well as the plot, which was written by me and my partner and was most of the effort, as we had to come up with a creative storyline.

3. What was the hardest part of creating your piecewise function?
The hardest part of this project was coming up with a creative story and deciding what the variables were. The standard was that we couldn’t use any of the situations that we saw before in the lesson materials.

4. If you could revise one part of this project, what would you improve and how?
I would improve our calculations for the slopes and intercepts. The overall data was somewhat messy and I would rewrite them to improve the clarity.

5. What did this project help you understand better about piecewise functions?
I understood that functions can also involve parts with different slopes and segments, and that the main characteristic of a function is that an input cannot have more than one output in the unction.

This is the unit project, which was to analyze a relationship and spot relationship characteristics. From my analysis, I learned that this song portrayed a very unhealthy relationship involving normalized relationship violence and lack of communication such as giving a cold shoulder to the other half. Overall, the song “Love the Way You Lie” describes an extremely unhealthy relationship.

Important Ideas In This Unit:

• Sex is different from gender, and gender is a social construct.
• Healthy relationships are built on trust and respect for one another.
• There is a age line for being able to give consent, and anyone below that age will have their guardians give consent.
• Silence from someone is not consent; if the person being asked hesitates, that isn’t consent either because they might’ve been pressured.
• Flirting makes both people feel comfortable, confident, and respected, while sexual harassment is when they feel cornered or overwhelmed and weird from the gut feeling.

Audience Insight: What key message do you want your audience to understand about you as they view your artwork? How did you communicate this message?

The message I want to convey is just for them to understand a bit of my identity, especially my creativity. I tried my best to use different symbols and ideas in my artwork such as patterns and objects and characters to show how I can be creative with my art by adding these ideas. The patterns I drew are also part of my identity like “DNA” that we learned in the last unit, because they are some of the patterns that I am the most comfortable with drawing and are also how I grew up making artwork: by drawing lines like I did in my artwork. Through my artwork, they can also understand what kind of artist I am through the materials I used, which are the ones I favor the most: marker, pens, and acrylic markers.

Risk and Experimentation: During the creation of your artwork, how did you take risks and experiment in order to effectively express your intended message?

During the creative process, I risked putting the wagon/cart on the artwork to help build a piece of my identity on the drawing. I thought the wagon filled with papers could show my art journey, covered with my past drawings that lead me to how I see art now. I wanted my audience see how I started art with drawing on little pieces of paper, which led me to digital art and collage. The risk of the choice was that it might seem like a sudden appearance, which could make my artwork really different from my original plan, but I don’t regret using the wagon to help convey my message regarding my art journey.

This was my social studies work in Unit 1, which is about a topic I am interested in and answered an inquiry question for.

After the swimming unit, we moved into soccer, or invasion games. We learned how to dribble and had a lot of practice with passing, kicking, and shooting with the soccer ball. At the end of the unit, my coordination with my feet improved.

In the swimming unit this year, we started to get into water polo, where I learned a lot about how to tread water in order to stay above the water. There was also practice on swimming while passing and shooting goals in the water. I learned that water polo is a sport with high expectations for arm power (to pass the ball). At the end of the unit, I was able to tread water better and learned more about water polo, a sport unknown to me in the past.