Algebra 1 Portfolio Project
Function Families Stained Glass Art and Poem
Name:__________________________ Period:_____
Tools needed: graph paper, ruler, 4 colored pencils, and work page.
1. Using the entire piece of graph paper, draw and label an x and y axis. Scale it by 1 and label every
5th interval.
2. Choose a horizontal line. Then graph it above or below the x-axis, intersecting the y-axis. Extend it
to the edges of the paper and write the equation of the line next to it.
Horizontal Lines to Choose from:
y= 18
y = 12
y= -16
y= -11
make your own y = _________.
3. Choose a vertical line. Then graph it to the right or left of the y-axis, intersecting the x-axis. Extend
it to the edges of the paper and write the equation of the line next to it.
Vertical Lines to choose from are…
x = -14
x = -8
x=5
x=9
make your own x = _____________
4. Choose a Positive Equation of the line: y=mx+b. Then graph it using the slope and y-intercept, not
a table. Extend it to the edges of the paper write the equation of the line next to it.
Positive equations of the line to choose from
2
𝑓(𝑥) = 𝑥 − 9
f(x)= 2x -7
5
7
f(x)= 10x +7 𝑓(𝑥) = 𝑥 + 6
5
make your own f(x)= _______________________
5. Choose a Negative Equation of the line: y=mx+b. Then graph it using the slope and y-intercept,
not a table. Extend it to the edges of the paper write the equation of the line next to it.
Negative equations of the line to choose from
3
𝑓(𝑥) = − 8 𝑥 + 3
f(x)= -6x – 5
f(x)= -2x+10
4
𝑓(𝑥) = − 3 𝑥 − 3
make your own f(x)=_____________________
6. Choose a Quadratic Function: ax2 +bx+c=0. Then use a table with the domain values from -3<x<3
to graph the path of the parabola. Extend it to the edges of the paper write the quadratic equation
next to it. Quadratics to choose from
f(x)= - x2 – 4
f(x)= x2-16
f(x)= - x2 +3
f(x)= x2 +10x + 21
f(x)= x2 +12x +27
f(x)= x2 -2x-15
f(x)= x2 - 8x +7
WORK PAGE
Horizontal Line
Vertical Line
y=
x=
Positive Equation of the
line: y=mx+b
Quadratic Equation: ax2 +bx+c=0
x
y=
Negative Equation
of the line: y=-mx+b
y=
y=
m=
m=
b=
b=
Quadratic Equation: ax2 +bx+c=0
y
x
-3
-3
-2
-2
-1
-1
0
0
1
1
2
2
3
3
y=
y
Coloring directions for the STAINED GLASS
There is a very famous theorem from a college math class called “Graph Theory” that says any map can be
colored using 4 colors or less without having any regions next to each other colored with the same color. If
the regions only meet at a point, it is OK to color them the same color, but if they have a common side, then
the colors must be different.
Using a maximum of 4 different colors, color your graph with colored pencils darkly to get a stained glass
artistic appeal. My 4 colors are
1. ____________________ 2._____________________3.___________________4._________________
Algebra 1 Portfolio Project
Catalog Poem: In order for this to be used for
your English Portfolio this project needs a Catalog
poem about the Family of Functions studied in
Algebra 1 studied this year. It is to be a free verse
type and must be at least 14 lines long. Type it in
MLA format. The first and last lines are given for
you. Reference: “Sarah Cynthia Sylvia Stout who
wouldn’t take the garbage out” by Shel Silverstein
or look in your English Text for more examples.
1 Algebra equation families I see……
2
3
4
5
6
7
8
9
10
11
12
13
14 Algebra equation families I see….
SARAH CYNTHIA SYLVIA STOUT
WOULD NOT TAKE THE GARBAGE OUT
Sarah Cynthia Sylvia Stout
Would not take the garbage out!
She'd scour the pots and scrape the pans,
Candy the yams and spice the hams,
Name:__________________________ Period:_____
And though her daddy would scream and
shout,
She simply would not take the garbage out.
And so it piled up to the ceilings:
Coffee grounds, potato peelings,
Brown bananas, rotten peas,
Chunks of sour cottage cheese.
It filled the can, it covered the floor,
It cracked the window and blocked the door
With bacon rinds and chicken bones,
Drippy ends of ice cream cones,
Prune pits, peach pits, orange peel,
Gloppy glumps of cold oatmeal,
Pizza crusts and withered greens,
Soggy beans and tangerines,
Crusts of black burned buttered toast,
Gristly bits of beefy roasts. . .
The garbage rolled on down the hall,
It raised the roof, it broke the wall. . .
Greasy napkins, cookie crumbs,
Globs of gooey bubble gum,
Cellophane from green baloney,
Rubbery blubbery macaroni,
Peanut butter, caked and dry,
Curdled milk and crusts of pie,
Moldy melons, dried-up mustard,
Eggshells mixed with lemon custard,
Cold french fried and rancid meat,
Yellow lumps of Cream of Wheat.
At last the garbage reached so high
That it finally touched the sky.
And all the neighbors moved away,
And none of her friends would come to play.
And finally Sarah Cynthia Stout said,
"OK, I'll take the garbage out!"
But then, of course, it was too late. . .
The garbage reached across the state,
From New York to the Golden Gate.
And there, in the garbage she did hate,
Poor Sarah met an awful fate,
That I cannot now relate
Because the hour is much too late.
But children, remember Sarah Stout
And always take the garbage out!
Shel Silverstein, 1974
Caption Sheet
Title of Assignment:
Algebra 1 Function Families Stained Glass Art and Catalog Poem
Name:
Student I.D.:
Completed for:
Algebra 1 Teacher: ________________
Year Completed:
CCSS Mathematical Practices:
MP6-attend to precision, MP7-look for and make use of structure
Common Core State Standards of Math Addressed:
A-CED.2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate
axes with labels and scales
F-IF.4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the
quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts;
intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end
behavior; and periodicity.
F-IF.7a. Graph linear and quadratic functions and show intercepts, maxima, and minima
F-IF.9. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables,
or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say
which has the larger maximum
English
Organization and Focus
1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and
maintain a consistent tone and focus throughout the piece of writing.
1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active voice
ESLR(s):
As a Critical and Creative Thinker:
I have received and evaluated information
I have identified problems and formulated solutions
I have appreciated originality and aesthetics
As an Effective Communicator:
I have articulated ideas and thoughts clearly
As an Empowered Learner:
I have developed interests and talents
I have set and monitored goals
I have applied skills and knowledge
As a Technology Explorer
I have presented information and ideas
I have adapted to change
Purpose of Assignment: To show mastery in graphing linear, quadratic, and exponential equations. Apply a geography
skill of topology mapping when using 4 colors for the sections, and to write a 14 line catalog poem about the algebra in the
finished picture and algebra course.
Student Reflection: