## Desmos Art Functions Portrait Semester 1 2018

Taco (the graph) vs. Taco (the dog)

1-8                                                                              9-16

17-24                                                                         25-32

33-40                                                                             41-42

### Reflection:

###### Did you use and strategies or have any difficulties throughout your graphing?

To begin, I used most of the formulas given on how to use $x^2$ and $y^2$ to find the circular shape on the graph and then added or subtracted from x/y to create restrictions. Other than circles I used linear, quadratic, cubic, reciprocal functions and square root equations to find the shapes I needed. When searching for a particular shape I could not modify a formula to get I either asked Ms. McArthur, a friend and for one equation (the ears) I ended up needing to search for examples so I could find an equation that got the correct shape I needed butIi altered the numbers and restrictions to match my dog, Tacos, head. Once I had made the base of my dog it was easier to add separate details such as marks on his fur by altering equations used previously for eyes, nose etc. Using the equations and formulas that I understood helped me grasp the concept of certain shapes which gave me the formulas for shapes I used later on.

This assignment taught me how changing the x or y coordinate or intercept can change the entire equation and end shape depending on your numbers and the time of equation used. As well, I learned that you have to alter the equations to see where you need to add or subtract to create negative or positive outcomes and that in the end, you may not even be creating the shape you needed in the first place, but you now know how to create a triangle,  for example, instead. Lastly, I learned and memorized different formulas that can help you piece together something as simple as a square or circle or as advanced as a person, face or animal!

## Math 10 – Graphing Moving Objects

Here is our video on graphing moving objects, completed by Maddy, Emily and Maya for Math 10. Also include are, photo of graph and separate worksheet.

## Flag Pole Lab 2018 – Maya Pawley and Gabby Comartin

In this lab, we were to figure out the height of the flagpole, but how? We used x as the height and were challenged to find the length using the measurement of the angle, the angle of elevation and the height of our partner. We were to add the height of our partner after finding x to equal the full height. First Gabby and I used a clinometer from a marked distance away from the pole, once we determined the angle we measured the distance from the center base of the pole to our marker. This gave us the fraction of 67 degrees/1 and x/355cm. Using tangent we found the height was 7.9 meters and once we added Gabby’s height it became; 9.3 meters. The average for our class was 10 meters.     