a math story

8/6/2019 A Math Story

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A Math Story

Chapter 1~"Molly? Can you solve the problem for this table?" Ms. Finn was looking for an answer. Itwas a beautiful Monday in April and I was stuck in a school in middle of nowhere."Uh..." I squinted my eyes to see the blackboard. The problem was 3x+1. Wait... no. The

numbers started shifting and changing. I always had problems with math, and the shiftingnumbers didn't help. I blamed it on dyslexia at first, but the doctor tested me and there wasnothing wrong. I swear there is a math god somewhere that cursed me. Yes, that must beit."Molly?" I snapped up."Oh, I d-don't know," I stuttered."Anyone else who can answer this?" Ms. Finn asked loudly. A few hands came up. I sighedand daydreamed the rest of the lesson.As the class filed out the classroom, the teacher handed back our test from days before.When she handed me mines, her smile disappeared and she didn't give a comment like shedid for everyone else. I peeked at the horrible piece of paper. A big fat D was written on thetop of the page. A pretty average grade for me. I decided to let it go and headed home.

I dragged my backpack into the house and found Mom on the couch reading her magazine.I only lived with my mom in a cozy little house on Country Lane, Minnesota."Hey Mom, I'm home," I greeted her."Yeah, I saw," she mumbled. "Whatcha got there?" She was looking at the test in my hand.I held my breath and handed her the test. She frowned."A D. At least it didn't get worse," she sighed. It had been too many years of bad mathgrades to shout at me anymore. "Oh, and by the way, I got you another tutor." I felt likeshe just slapped me in the face."But mom-" I started, but she interrupted me."I know you've had many tutors, but I think this one will work."I didn't have good experiences with tutors. Every year we tried a different one, and none of them were able to help me. One time, one of them even walked out on me. I never believedin tutors anymore ever since."When is he coming?" I sighed sadly."It's a she, and her name is Emily and she's coming after school tomorrow," she answered,and she went back to reading her magazine. I tried to get the thought of another failure outof my head, and went to my room.

Chapter 2~The next day, I had somehow forgot about the tutor and went to the park to hang out withmy friends. Just as we were about to go on the swings, my phone vibrated in my pocket.What now? I thought."Hello?" I spoke into the phone."MOLLY, WHERE ARE YOU?" It was Mom."I'm at the park with-"

"What? GET HOME RIGHT NOW, YOUR TUTOR'S HERE." Then she hung up. Oh no, Mom isgoing to kill me was the only thing I could think about as I ran as fast as I could back home.I was huffing and puffing when I reached home. I saw a short woman with curly red hairchatting with Mom. She looked cheerful as she talked to the tutor, but when she saw me,she gave me a we'll-talk-later stare."Hi, my name is Emily and I'm your new tutor," she greeted, smiling."Hi, I'm Molly," I said awkwardly, shaking her hand."Well, I'll leave you two to your learning," Mom said with a scoff. But Emily didn't seem tonotice. She picked up a big duffel bag that I hadn't noticed on the floor, and led me to thedriveway.



"Okay Molly, today we're going to start our first lesson of graphing, the coordinate plane,"Emily explained as she unpacked her teaching materials. "First, we will learn aboutquadrants." There was an awkward silence as she desperately tried to untangle the ropesshe had taken out as fast as possible. When she was done, she handed me one end."Here, take this end and bring it to that side of the driveway," she ordered pointing to theopposite side of where we were standing. As I dragged the rope, she did her own part and

dragged to ropes to other points of the driveway. By the time we were done, the drivewaywas split into 4 equal squares. Emily took out a small whiteboard and split the board intofourths with her marker."This is what we have done to the driveway," she explained as she pointed to her drawing.

"The four sections are called quadrants. Every quadrant has a number. The first one is onthe top-right, the second is on the top-left, the third one is on the bottom left, and thefourth is on the bottom right," she listed. She labeled every quadrant like she explained andshowed me.

"Remember to label each quadrant with roman numerals. Do you know how to write them?""Yeah, I learned that in music class!" I said proudly."Good job! That saves me a lot of explaining," Emily praised. "Now you need to know theparts of this drawing. We call this a coordinate plane.""Coordinate plane," I muttered."Right! And the two lines that make this plane are called the x and y axes. The x axis is theone going left to right. The y axis is the one going up and down.""Wait, y is going left and right and x is going up and down?""No, the other way around. A way to remember is 'y is high'. High is up, so you know itgoes up and down.""OH! That makes a lot more sense." I chuckled. I actually understood what she wasexplaining to me."That's what I'm here for," Emily grinned. "Moving on, next we need to learn about theorigin. The origin is where the x and y axes meet. Easy enough?" She asked."Yeah," I replied. Emily took a break from explaining and erased her whiteboard."Now for the hard part," Emily sounded a little worried. I bet Mom told her about my



horrible attention span."I'm going to teach you how to plot points, but first lets fix our coordinate plane a little."Emily then reached into her duffel bag and took out 5-inch long ropes. She began to laythem on the x and y axes, about one foot apart.

"Plotting means drawing a point according to the math problem. Usually they give you anordered pair which is written like this," Emily explained as she wrote on the board.

(x,y)

"In the spot for x, is the number of steps you move left and right from the origin." Emilythen went to the origin of our driveway and began stepping on the small ropes on the xaxis. As she stepped one by one, she counted off "one, two, three," etc."Now if the number in the x space is positive, you move to the right. If the number isnegative, you move to the left. It's the same for the y axis except a positive number is up,and a negative number is down." I nodded my head involuntarily and tried to soak it all in.Emily wrote (-1,3) on the board and told me to show her where it was. I stood on the originand froze. I didn't know what to do, as usual.

"What was the rule?" Emily hinted."Run before you jump," I said easily."Yeah, so if x is -1, where do you go?" I processed that in my head. Then I realized what"run before you jump" meant. That means always move on the x axis before you movealong the y axis. I stepped one foot to the left."YES! Now what's the next step?" Emily said excitedly. I stepped 3 feet up.

"Congratulations! You have just plotted your first point!" And for the first time, I actually feltthat I could learn math.



Chapter 3~A day later, I found myself running home. I needed to get home for tutoring, especiallysince I almost ditched the first class. I never thought I'd ever be looking forward to it, butlearning with Emily made me feel more confident. I rushed into my house and grabbed acookie I found on the dining table. As I devoured the cookie, I tidied up the living room by

picking up Mom's junk from the floor. Just as I finished, the doorbell rang. I ran to the door."Hey Emily!" I panted from running around the house."Hi, excited to learn?" she joked. I knew she was kidding, but I think my answer would'vebeen yes."'Kay, I'm going to start off by reviewing yesterday's lesson," she stated and marchedtoward the driveway. I followed after her and we repeated what we did yesterday bycreating a coordinate plane on the driveway. When she said "origin", I jumped to theintersection of the x and y axes. When she yelled a quadrant number, I stepped into theright quadrant. By the time she made me plot (step on) points, I felt sweat beading on myforehead from the heat of the sun."Wow, you did great!" Emily cheered. I beamed."You tired?" Emily asked. I guess she noticed the sweat on my forehead."Um... yeah," I quickly wiped the sweat with my sleeve. I invited her into the house and

poured two cups of lemonade. As I gulped down half my cup, I realized Emily was takingher time. Sipping slowly, I watched her drink so I wouldn't be watching her when I finished.We put our empty cups in the sink and went back outside. She took out her whiteboard andwe sat down under the shade for the lesson."Today's lesson is functions," she started. "There are two types of functions I'm going toteach you. Linear and quadratic.""Basically, a function is an equation where x is the input, and y is the output. That meansthat y depends on the x. So in order to find y, you need to know what x is first. When youfind the x and y, you get a point, and after a few points, you connect them. Soundsconfusing, but it will make sense later." She said reassuringly. I was getting dizzy from allthe information that was getting squeezed into my head. Emily took out a folded piece of paper from her bag and smoothed it out. She looked at it as she taught me."A linear function is a function whose graph is a straight line," she read. "But I explain it asan equation where there are no exponents. And when plotted and connected, creates astraight line.""Uhhuh..." I said, dazed. Emily giggled and waved a hand in front of my face."I'll draw it out for you, don't worry." She quickly scribbled on her white board and turned itaround to show me.

x y= y (x,y)

"This is the table you need to use for the functions. As you can see, there is 4 columns, takesome time to memorize what each column looks like." I took some time and rememberedeach letter that she wrote on the top column. I nodded at her."Okay, so the first step is to draw this table here," she pointed to her drawing. "Then youput in the inputs, which is the...?" She looked at me to complete the sentence."x?" I answered softly."Yes! So for linear functions, I want you to use -1, 0 and 1 as inputs, okay?" she clarified. Inodded again. She wrote down the numbers in her table



x y= y (x,y)

-1

0

1

Emily looked down at her papers again and wrote an equation on the board.

x y= 2x+1 y (x,y)

-1

0

1

"See, the equation is y=2x+1, so I write that down in the second column." She poked thesecond column.

"Now, you have to replace the x in 2x with the numbers in your first column. Let's try thefirst row. So the x is -1, so you put that in your equation." She showed me her work. Nownext to the -1, was 2(-1)+1. I tried to solve the problem in my head, and with greatdifficulty, I said "-1"."Great job! Now you have to put that number under the y column. Now the fourth columnthat says x comma y is where you put the ordered pair. Which is the point that you plot onthe graph. So you take the number under the x column, which is -1, and take the numberunder the y column, which is -1, and the ordered pair you get is..." She trailed off andcompleted the first row.

x y=2x+1 y (x,y)

-1 2(-1)+1 -1 (-1,-1)

0

1

I looked at our accomplishment and smiled."Don't get too excited, I'm going to make you do the rest," she said sternly and handed methe board. I took a few minutes and finished the rest of the table.

x y=2x+1 y (x,y)

-1 2(-1)+1 -1 (-1,-1)

0 2(0)+1 1 (0,1)

1 2(1)+1 3 (1,3)

Emily scanned over my work and without saying a word, picked up her bag, stood up, andwalked back to the driveway. I stared after her, confused."Come on, we need to plot these points," she waved at me. I hopped up and jogged towardher while she took out three rubber disks, some chalk, and another long string."These disks are our points. So now you have to plot our points," she explained. Shehanded me the board with the table and I set off to work. When I finished, the driveway



looked like this.

"I'm done!" I yelled happily. Nobody answered. I looked around and saw Emily dozing off inthe shade. Did I really take that long? I walked up to her silently."Um... Emily, I'm done plotting," I waved my hand in front of her face."OH!" She yelped jumping to her feet. She mumbled something under her breath thatincluded "sleep" and "job"."Huh?" I asked, confused.

"Oh, what? Nothing, nothing much. So, the next step is to use this string to connect thepoints. It's okay if the string is too long since it's supposed to be like that when you draw iton paper." She instructed and handed me the long string. I obeyed and pulled the stringfrom one point to another. I felt like a little kid again, connecting dots. I made sure thestring was straight before I reported back to Emily."Now, to finish up, you need to write the equation next to the line," she babbled on. Igrabbed the chalk on the ground and scribbled "y=2x+1" next to the line.

"Perfect!" Emily cheered. I felt pleased with myself. I thought it was the end of the lessonwhen Emily erased the table on the board, but in it's place, she drew another one. Exceptthe new one had more rows.

x y= y (x,y)

"This is the table for a quadratic function. A quadratic function is," she hesitated and lookedat her paper. "a function of the form y=ax

2+bx+c, where a≠0. Now I don't get what that



means, I got it from a math book. But the easiest way for me to remember quadraticfunctions is that the equation has a "squared" in it. As in a 2 for an exponent. For example,the equation we're going to work with." She wrote the equation into the second column.

x y=x2-3 y (x,y)

"See how there is a squared thing in there? That makes it a quadratic function!" She pointedout."Why is there five rows instead of three rows now?" I asked."That's because with quadratic functions, you need to use at least five inputs. I need you touse -2, -1, 0, 1, and 2. Why don't you fill that in and finish the rest of the table." I was gladshe felt confident that I could do it without help.

x y=x2-3 y (x,y)

-2 (-2)2-3 1 (-2,1)

-1 (-1)2-3 -2 (-1,-2)

0 (0)2-3 -3 (0,-3)

1 (1)2-3 -2 (1,-2)

2 (2)2-3 1 (2,1)

I showed it to Emily."Great, now go plot them!" She handed me two more rubber disks. I kind of felt like a slavesince I had gotten used to her talking all the time. I followed her directions and stared atthe strange line of dots."What do you think it's supposed to be?" Emily spoke up from behind me."A triangle?" I guessed. Emily laughed."No, It's a parabola. It's supposed to be a V-shaped thing. But don't expect it to be aperfect V, it's supposed to slowly curve outwards. The lines aren't straight so... give it atry!"I connected the dots with the line "curving outwards".



"Nice first parabola. They're pretty hard to draw you know? Now, do you remember the laststep?" She challenged me. I looked around at the coordinate plane and saw my chalk marksfrom the last problem."Write the equation?" I should've said it more confidently. Emily nodded in approval. I usedmy shoe to rub out the last equation and wrote "y=x

2-3" in its place.

"Yay! We're finished for today," Emily reassured me.After watching Emily drive away in her old hand-me-down car, I went back to my room to

sleep away the stress from all that information.

Chapter 4~About a week passed, and it was time for my first quiz since tutoring started. I feltconfident, since Emily clarified things much better than my teacher, Ms. Finn, did. Isquirmed in my seat as she passed the quizzes out."You may start now," Ms. Finn announced when everyone had their tests. I looked down onmy paper, and suddenly, my nerves started kicking in. The numbers went sloppy, I couldn'tunderstand the writing. I panicked and tried my best to roughly plot the points. Aftersuffering for half an hour, I reached the end of the quiz. I stumbled up to the front of theroom and placed my test on top of my other classmates'. I sat back down and did my bestto stay calm for the rest of the class.

When the bell rang, all the other students ran out the classroom smiling and talking. I justwalked home in disappointment.Due to my slow walking, by the time I reached home, Emily's car was already pulling upalong the curb."Why so down Molly?" Emily asked with concern. I told her about what happened todayduring the math quiz. She frowned."Well you did pretty well with me. Maybe you need to learn to calm down." She suggested.For the next 10 minutes, she taught me breathing exercises, and other relaxation methods.I didn't know whether or not I'd dare to do that in class in front of my classmates. But I'ddeal with that later."Now that we cleared that up, let's begin our lesson!" Emily exclaimed. "Today's lesson isslopes. The way to find the slope of a line is to find the rise over run." She wrote rise overrun with a fraction bar between them on her white board.

RISERUN

"This is the formula for a slope. Rise is the difference in the y-values of two points on a line,while the run is the difference in the x-values of two points on a line." To make thingseasier, she drew a line through two points on her white board.



"Now to find the rise, which is how many steps up or down you go, you have to choose onepoint, then move up or down until you reach the line where the other point is." She draggedher marker from one point, then drew it up until she reached the height of the other point.Then, she showed me how you can choose the other point, except you move down to reachthe level of the other point."After you draw the line for the rise, you have to move left or right until you hit the point."Emily used her marker to extend the line to the right until it hit the point. The lines createda triangle. I hadn't realized why it was called rise over run, but I realized that run is like

running, which is going left of right, while rise is going up or down."As you can see, we've got a triangle. So now, you have to count how many steps there aregoing up or down." She counted out loud as her marker retraced. When she reached theend of the line going up, she ended up with 4. Next to the formula of rise over run, shewrote "=4" next to "rise". Emily then told me that if I counted up, the number would bepositive, but if I was counting down, the number was negative. That's why she wrote 4instead of -4."Now count how many steps there are going left or right. In this case, right." She countedout to 2. Next to the "run" in the formula, she wrote 2. Once again, she told me that goingcounting to the right was positive, while going left was negative."And WHALA! You've got a fraction. This fraction is your slope!" She declared.

"Wait, is it okay if you change 4/2 into 2?" I asked, since I remembered how to simplifyfractions. Emily looked confusingly at me, then at the whiteboard. She smacked her head.

"Oh I totally forgot. Yes, you're supposed to simplify it. Good job for catching that! Butremember, never change a slope like 3/2 to 1 1/2." She added seriously."What we just did was find the slope on a graph. We also need to learn how to find it withtwo points. So let's take the two points from our last problem, which is (1,1) and (3,5),"She wrote the points on the board. Right after that, she labeled each number in the orderedpairs.

(1,1) and (3,5)x1 y1 x2 y2



"You don't really need to label them, but labeling will really help you. Because the next stepis to plug in the numbers into the formula!" She showed wrote down the formula.

y2-y1

x2-x1"Oh so the labels-" I started."Yup, you can see that the labels match the formula. So now, you just replace thenumbers," she drew a fraction bar next to the formula and handed the board to me."Write the formula again, except replace the numbers." She told me. I did as she said.

y2-y1 5-1 4x2-x1 3-1 2

I saw how it worked, so I just solved the fraction and I got 4/2, or 2, the same answer asthe graphed version.

"Great! You get it now. Now I'll show you the different type of slopes. You remember metelling you about how going left for the run or going down for the rise is negative right?Well, sometimes the slope of the line turns out negative, and it depends on how the linelooks. I'll show you the four types of slopes." Emily took out four pieces of paper withgraphs on them.The first one was a positive slope.

I could see that if you had any two points on the line, you would have to go up then right,which is positive. Or, you could go down then left, which will turn out positive.Second, was a negative slope.

For this one, if there were two points, you would have to go down, then right, which will benegative. Or, you could go up then left, which is also negative.The next one was a zero slope.



This line has no slope, or zero slope, because you "rise" zero, then go left. Zero divided byany number is always zero.The last one was an undefined slope.

The slope is called undefined, because you have to go up, then "run" zero. A numberdivided by zero is impossible, or undefined.And just like that, another lesson was over.

Chapter 5~Another two days passed before I had another test for the chapter. Why do we have somany tests? I wonder, too. This time, the test was double the number of problems of thequiz a few days earlier. I remembered the calming exercises from Emily, and decided I don'tcare what my classmates thought if I was breathing deeply or something.When I got my tests, the numbers started shifting again, but this time I was prepared. Ibreathed deeply and closed my eyes. Soon enough, I felt calm and opened my eyes. Thenumbers stayed put on the paper. I found out that all this time I was just nervous. When Iwas with Emily, I wasn't nervous, I felt comfortable! I sped through the test. Feeling sure ib

each problem.The bell rang, and I felt proud. As the class exited out the room, we received our last quiz.It was a C. At least my guessing got me an okay grade. I speed-walked back home to showMom my grade. When she saw it, she raised her eyebrows."Wow, your grade got a little better, but I expected more from Emily. Maybe we shouldstop-""NO!" I blurted. Emily was the best tutor I ever had. I wasn't going to let one test makeMom think badly of her.Thankfully, right before Mom could speak up, Emily rang the door bell.I quickly got away from Mom and opened the door. Emily looked tired. Her hair, usually tiedin a neat ponytail, was down and sloppy. There were rings under her eyes."You okay?" I asked, worried."Oh nothing, just didn't sleep enough last night," she managed a chuckle. I knew it wasn't

nothing, but bothering her wouldn't help.We went back outside to the shady spot. We sat down in the soft grass and Emily took outher whiteboard."Today, we're going to learn how to graph a story, and vice versa," she started off. Sheshowed me a picture of a strange looking graph.



"For these types of problems, the x always represents time, while the y represents things

such as height, distance, and speed. In this case, it's distance. So the higher the line goes,the more distance it is. If the line is flat, that means it's going nowhere. So let's try writinga story for this." We discussed the possibilities for the graph and wrote down the details.Our list looked something like this.

-lady drove from home to friend's house for party. (line slanting up)-lady stays at party (horizontal line)-lady drives home (line slanting down)-lady stops by gas station before reaching home (horizontal line)-lady reaches home (line slanting down)Since we had our list, we were able to write a complete story. A lady drove from her home to a friend's house for a party. After the party, she driveshome, but stops by the gas station before she reaches home.

"Look at the graph. Now we have to label the lines to show what is what." Emily told me.

Right after we finished our masterpiece, Emily looked at her watch and quickly erasedeverything on the board."Next, we have to do it the other way around. By getting a story, we have to draw a graph."

She took out a small book and flipped through the pages. I watched her eyes scan thepages until finally, she stopped and read out a small paragraph."Lynn jogged for 2.5 miles, then she walked a little while before stopping to stretch. Sketcha graph to show Lynn's speed compared to time." She scribbled a x and y axis then wrote"time" under the x-axis, and "speed" next to the y-axis. On the y-axis, she drew little tabslabeled 0.5, 1, 1.5, 2, 2.5, and 3."You get why I put time and speed right?" Emily needed to make sure."Yeah, cause the problem says speed compared to time," I replied."Good, now next we need to write down the details like we did for the other one." Westarted a new list.-Lynn jogged for 2.5 miles. (line slanting up to 2.5)-Lynn walked for a while. (line slanting up a little flatter than jogging line)-Lynn stopped to stretch. (line quickly drops down to 0)

For the last note, I almost put "horizontal line", but Emily reminded me that it was speed compared to time, not distance compared to time. Emily made me graph and label the storywith the information we collected.



"Are we done with today's lesson?" I asked Emily."Yes, but-""Okay, I'll go tell Mom th-""Molly, I need to tell you something." Emily interrupted."Sure, tell me!" I answered."Well, I just heard that my dad is in the hospital. I need to stay with him.""Oh, I hope he gets better. But that's okay for us right?" I was getting nervous."Well you see, he's in California." There was an awkward silence. The best tutor in the worldhad just told me she was leaving."Don't worry Molly, I'll keep in touch. Tell your Mom she doesn't need to pay me anymore."

She looked at her watch."I need to catch my plane soon. Gotta go." I stood there, stunned,as Emily gave me a quick hug and ran off to her car. I heard her car start and zoom away. Isteered myself back into my house like a zombie."Ehh, Molly are you okay?" Mom looked at me funny."Yeah, you don't need to pay Emily anymore." I delivered her the message. Then withoutanother word I slumped back to my room.

Chapter 6~A week flew by as I was in zombie mode. My eyes went out of focus as the teacher spoke,but as soon as the bell rung, I got up, startled. I walked out of the room with my headdown, but the teacher stopped me."Here's you test, you did well," the teacher praised me for the first time. This time, with asmile in her eyes. I looked down on my test, and right on top of the paper was an A. I

stared down in shock. I never thought I'd ever get an A in math. Even with Emily, I thoughtI'd get a B- or something.That test sure brightened my day. For the first time this week, I was smiling to myself. Iremembered Emily's words, "I'll keep in touch". I didn't have to worry, Emily was going tosend me a letter or call me, I hope. And when she does, I can tell her about my A. Emilywas still supporting me out there.I skipped into my house where Mom was baking cookies."Well you look happy today," Mom raised her eyebrows. I swear I heard her say "finally"under her breath after that. I just ignored her comment and showed her my A. When shesaw the A, she dropped her spatula."Are you sure the teacher didn't make a mistake?" She stared down in disbelief."I'm pretty sure she didn't," I assumed. How supporting Mom was. After a few seconds of

shock, she gave me a bone-crushing hug."I never thought you'd ever get a good grade in math. Maybe Emily was good after all..."She wondered. I broke out of her grip and got my test back."I'll go do my homework now," I muttered. Mom nodded, but as I left the kitchen, I think Isaw her dancing with joy.

Chapter 7~Days passed, but with each day, my happiness seemed to fade. What was taking Emily solong? I did my best to learn in class, so I still kept my math up. I waited for 2 weeks, then4. I checked the mailbox everyday, but there was nothing. Soon, I was back to square one.



Emily was just like the other tutors. They try to help me, then they just leave me. Shedidn't really care about me, she just needed to get away from me.These thoughts rushed through my head as I slumped back home. Just as I slipped the keyinto the lock of the front door, the mail truck pulled up along our curb. I watched as heslipped a pile of mail into our mailbox. I dropped my backpack and pulled everything out of the mailbox. I tossed all the junk mail back into mailbox into I found what I was looking for.

The letter was addressed to me. I tore open the envelope and inside was a piece of binderpaper. I carefully unfolded it and started reading.

Dear Molly,First off, I'm really sorry about leaving so quickly. My dad was pretty sick, but now he'sgetting better. I'm writing this as I sit next to his hospital bed. I told him all about you, and he says hi! ☺ I'm so sorry about taking so long, the first few weeks here were very rushed and busy. I realized I'm saying sorry a lot, so I hope you forgive me. I'm hoping I can comeback to Minnesota soon after my dad gets out of the hospital. Please remember to keep upwith your math, now we don't want my work to go to waste do we? Try studying math problems part by part, and remember to stay calm in class. If you need help, just send aletter back to the return address. MISS YOU!

Your tutor,Emily

I read over the letter a couple times. Hope was rushing through me again. I ran inside thehouse to show Mom."That's great Molly," she said, being a mother.I dashed to my room to start homework. I started off with math. Everything lookedconfusing, but I followed Emily's directions. I dissected the problem and took notes. Itlooked easier after that.Emily made me realize that all this time, I just needed to believe in myself. I alwaysthought I would need help in order to achieve an A in math, but now Emily is gone, but Istill keep up with my math.



you mean with progress? o-O jo is almost done -.- well shes at the climax i think D: -Jasmine Lai 3/17/10 11:23 AMoh and thank youu for editing. haha i didn't notice those thingss ;p -Jasmine Lai 3/17/1011:27 AM



:[ so tired >:O -Joanne Lai 3/17/10 8:01 PMwhere do you get all these awesome graphs -saba naqvi 3/20/10 9:12 PM

a math story

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