The beauty
Beyond Numbers
Mathematics is more than just numbers and
October formulas—it is a language that helps us
24
understand patterns, solve problems, and make
sense of the world around us. This portfolio
serves as a reflection of my learning journey in
mathematics, showcasing my growth, effort, and
discoveries throughout the school year.
Table of
CONTENT
INTRODUCTION
ACKNOWLEDGEMENT
LESSON 1
123 2ANYWHERE, ST ANY CITY
LESSON
LESSON 3
LESSON 4
REFLECTION
Introduction
KIM PEARL S. ARIAS
ABOUT THE PORTFOLIO
This Math Performance Task showcases the
knowledge and skills I have developed
throughout our lessons. It reflects my
understanding of mathematical concepts and
how they can be applied to real-life situations.
Through this activity, I was able to explore
problem-solving, critical thinking, and creativity
while applying what I have learned in class.
Completing this task helped me realize that
mathematics is not just about numbers and
formulas—it is about reasoning, analyzing, and
finding solutions in different ways. This
portfolio serves as a representation of my
effort, learning process, and appreciation for
the beauty and usefulness of mathematics in
everyday life.
Factoring
General Trinomial
General Trinomial
Factor
ing Ge
neral T
Discussion
Trinom rinom
ial: x2+5 ial A general trinomial is a polynomial
a=1,b=5 x+6x2+
,c=6a=1 5x+6 with three terms, typically written in
need tw ,b=5,c=
o numb 6. We the form ax2+bx+cax2+bx+c, where aa,
multipl ers tha
y to 66 t bb, and cc are constants and a≠0a =0.
The nu and ad
mbers d to 55.
Factore are 22 a The goal of factoring is to break it
d Form nd 33.
: (x+2)(x down into a product of two binomials:
+3)(x+2
(x+3) )
(dx+e)(fx+g)(dx+e)(fx+g).
Process
The process involves finding two
numbers that satisfy two conditions
simultaneously
:
Their product is equal to a×ca×c.
Their sum is equal to bb.
Once these two numbers are found,
the middle term bxbx is split, and the
expression is factored by grouping.
Graphs of
Polynomial
Functions
DISCUSSION
The graph of a polynomial function is a
smooth, continuous curve. Its shape is
determined by the function's degree
(highest power of x) and its leading
coefficient (the coefficient of the term
with the highest power).
MAIN POINT
Degree and Leading Coefficient: The
highest power of the variable (the
degree, nn) and the coefficient of that
term (the leading coefficient, anan)
dictate the graph's overall shape,
particularly its end behavior.
EXAMPLE
Linear Polynomial: f(x)=x+2f(x)=x+2
Degree: 1 (Odd). Leading Coefficient:
Positive.
Graph: A straight line.
End Behavior: As
→ → →
x −∞,f(x) −∞x −∞,f(x) −∞; as →
→ → →
x +∞,f(x) +∞x +∞,f(x) +∞. →
Intercepts: x-intercept at (−2,0)(−2,0),
y-intercept at (0,2)(0,2).
S O L V I N G
P R O B L E M S U S I N G
P O L Y N O M I A L
F U N C T I O N S
DISCUSSION: AREA PROBLEM: A
P O LY N O M I A L F U N C T I O N S RECTANGULAR GARDEN IS 5
ARE NOT JUST ABSTRACT METERS LONGER THAN IT IS
CONCEPTS; THEY ARE WIDE. ITS AREA IS 66 M².
POWERFUL TOOLS FOR FIND ITS DIMENSIONS.
M O D E L I N G A N D S O LV I N G
REAL-WORLD PROBLEMS SOLVE: FACTOR TO
IN FIELDS LIKE PHYSICS, (W+11)(W−6)=0(W+11)
ENGINEERING, (W−6)=0. SO W=−11W=−11
ECONOMICS, AND OR W=6W=6.
GEOMETRY. THE INTERPRET: DISCARD
GENERAL APPROACH TO -11. WIDTH = 6
S O LV I N G T H E S E METERS, LENGTH = 11
P R O B L E M S I N VO LV E S : METERS.
U N D E R S TA N D I N G T H E P R O B L E M : C A R E F U L LY R E A D
T H E P R O B L E M T O I D E N T I F Y W H AT I S K N O W N A N D
W H AT N E E D S T O B E F O U N D .
F O R M U L AT I N G T H E M O D E L : T R A N S L AT E T H E W O R D
P R O B L E M I N T O A N A L G E B R A I C E Q UAT I O N , O F T E N A
P O LY N O M I A L F U N C T I O N . T H I S I N V O L V E S D E F I N I N G
VA R I A B L E S A N D S E T T I N G U P R E L A T I O N S H I P S B A S E D
ON GIVEN CONDITIONS (LIKE AREA, VOLUME,
PROFIT, ETC.).
S O LV I N G T H E E Q UAT I O N : U S E A L G E B R A I C
T E C H N I Q U E S ( L I K E FA C T O R I N G , T H E Q UA D R AT I C
F O R M U L A , O R S Y N T H E T I C D I V I S I O N ) T O S O LV E T H E
P O LY N O M I A L E Q U A T I O N Y O U ' V E C R E A T E D .
THE
RELATION
AMONG
CHORDS
DISCUSSION
IN THE CONTEXT OF A CIRCLE, CHORDS ARE SEGMENTS WHOSE
E N D P O I N T S L I E O N T H E C I RC L E . T H E R E A R E T WO F U N DA M E N TA L A N D
P OW E R F U L T H E O R E M S T H AT D E S C R I B E T H E R E L AT I O N S H I P S B E T W E E N
INTERSECTING CHORDS.
FACTS
1 . Intersecting Chords Theorem (Inside the
Circle):
When two chords intersect inside a circle,
the product of the lengths of the segments of
one chord is equal to the product of the
lengths of the segments of the other chord.
Formula: If chords ABAB and CD C D
intersect at point P P inside the
circle, then:
AP⋅PB=CP⋅PDAP ⋅PB= CP ⋅P D
REFLECTION
Throughout the process of completing this Math
Performance Task, I have gained a deeper appreciation for
mathematics and its importance in everyday life. At first, I
thought this activity would only test my ability to solve
equations and apply formulas, but as I worked through it, I
realized that it also developed my patience, problem-
solving skills, and perseverance.
This task challenged me to think critically and creatively, to
analyze situations carefully, and to apply what I have
learned in practical ways. It was not always easy; there
were times when I felt unsure or struggled to find the right
solution, but those moments helped me grow as a learner.
Every mistake became a lesson, and every success felt
more rewarding because it came from effort and
understanding.
Through this experience, I have come to understand that
mathematics is not just about getting the correct answer. It
is about the process of discovering, reasoning, and
connecting ideas. It teaches discipline, logic, and
persistence, skills that I can use not only in school but also
in real-life situations.
In the end, this Math Performance Task became more than
just an academic requirement; it became a journey of
growth and self-improvement. It reminded me that learning
mathematics requires not only intelligence but also
patience, dedication, and the willingness to keep trying
until things make sense.
