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SMART GOALS:

S:
I want and I will find opportunities to improve my attention span for Math.

I will continue to recite and give my all during each session

I want to of course breeze through the lessons, so I would want to dedicate more of myself to studying.

M:
I will monitor my progress through calculating my scores after writing and noting if on my PRF.

A: First, I am going to halt any distractions and focus purely on my studies in Math and the ither subjects in general, in that way I could give more understanding and attention on what I should retain as is, and what I need to improve on. Next I will teach myself to be more discipline and push myself to read my lessons and topics more hecause from the first term, I saw some deficiencies with some of my outputs. Lastly, this may sound cliche but I need to work on time management. I think I got it down to a science in my head, but my physical state is not used fast-paced completion. I want to change the way I pace myself in learning so that I may get better results. My groupmates make me realise that despite my success in my outputs, there is always room for improvement. I usually teach and guide my group mates in our discussions, which made me quite boastful. Though they teach me that not everything is about skill; it about determination and effort you place on to certain things. Like my parents and family, they support me and never judge me if I’m wrong, as the say, “teamwork makes a dream work”.

My family and parents support and treasure my feats and talents, and help me in areas I find myself in a dilemma. They take me back to the basics, and help me expound my knowledge about the subject profoundly. They weave my broken thoughts, and open you topics that give me light to a unknown territory. They taught me that learning is a never ending process, and each day I need to do better amd better. From good, to better, to best, until meritorious, I will never stop climbing the ladder of learning.

R: These goals are very important to me because I want to be analytical thinker, and pursue a degree in the STEM course. I believe being goal oriented helps a person focus and achieve something the want, thoughwith that I will take on the challenge to not only set my goals and be all talk, but actually do my goals and finish with flying colours. Goals helped me become a sharper person, because I gained many feats and acts from setting goals.

I believe and hope this will take a a whole term which is like 3-4 months. I wish to build in the skills I lack, polish the skills I have a knack at, and discover new lessons and operations in Math and deeply understand them in a terms’ time
These goals are very important to me because I want to be analytical thinker, and pursue a degree in the STEM course. I believe being goal oriented helps a person focus and achieve something the want, thoughwith that I will take on the challenge to not only set my goals and be all talk, but actually do my goals and finish with flying colours. Goals helped me become a sharper person, because I gained many feats and acts from setting goals.

T: I believe and hope this will take a a whole term which is like 3-4 months. I wish to build in the skills I lack, polish the skills I have a knack at, and discover new lessons and operations in Math and deeply understand them in a terms’ time

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In general I have grown a lot during the second term. From daunting Group outputs to the tedious Cerebry modules, I can confidently say that I did alright, but not my best. I believe I could've place much more effort in to my outputs, so next term, I hope I get a hold of my future and practice time-management.

S: Compared to the first term, my liking for math has drastically changed over the few months. The sleepless Saturday nights of me trying to improve my attentiveness and solving skills have worked since I can think cognitively and solve Quadratic Equations with much more ease. To conclude I consider this goal a success, because I don't only see Math as a subject, but as I opportunity, and a lifestyle.

M: I dub this a success since I regularly keep track of my score and update my parents of any assessment returned, and  plus, my Progress Report form is up-to-date.

A: Sadly, I am still working towards this goal. I know it's not an excuse but as a growing child, I have my fair share of games, though I slowly realized I played more games that actually putting effort in photo outputs and others tests, because I though I was overly-confident, which resulted in my demised to perfecting my assessments. I've realized that even if you know the lesson, or have the system in your head, it's better to do that to know since you can't be all talk and have nothing to prove your intelligence. Dad by day, I am starting to change my ways and outlooks of school, therefore if I keep up being goal oriented, I might call this complete in the 3rd term.

R: Honestly this goal of mine will stay indefinite until I get into STEM. Though I tracked my progress through a daily or weekly system. For example after reviewing or studying I would to some drills just to test my accuracy, every correct answer I get is a point I get on my STEM progress log. With the guidance of my family, and the work I placed into my goal, I am more confident in my solving skills for the second  term, compared to the first. I'll say it again but, with my teachers aid, and with my focus, I will thrive and strive to achieve.

T: I have completed this in a way because I asked helped from my parents. Having  guardian to count on in times of need is good, because when trouble shooting a flaw, you must always ask your elders because likely, they have gotten through the same dilemma as you. You can't solve the problem by creating the new on to patch things up, so turning to someone can make a difference.

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Honestly solving QE1V wasn't that difficult, it was our groups different solving styles that made it different. We alll wanted to contributed and discuss our answers before placing a photo, but instead we got really confused because, I used the Quadratic Formula, while the others used and suggested different methods of factoring to solve the items. Though through all the bickering, in the end we decided to assign the works individually based on a personal choice so that it is fair and clear for everyone. After that we decided to meet to check our classmates answers based on their solving method. So it wouldn't be a problem, we also decided to review the different factoring methods, along with the QF. In the end it all worked out.

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Topic: Solving Rational Equations

My misconceptions: I sometimes find the wrong LCD, therefore I get the wrong solution set. When I simplify and solving RAE's, I get overwhelmed with the LCD I have to use and the steps I have to take, hence making me forget the simplest of things. Whether I copied the wrong sign, or  tried to simplify a term that is unlike, RAE's tend to be a bit tricky if you don't know your fractions, LE2V, and simplifying.

How I troubleshot it: Well first and for most I reviewed my steps, making sure my solutions were understandable and neat. Then I checked y signs, LCD, and double checked my domain to review if there are extraneous roots to find the solution set. Basically I just double-checked my answers. I've learned form solving RAE, that you shouldn't let go of your concepts and fundamentals, because Math will always go back to the root of the subject, the basics.

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Honestly Cerebry are one of my bests works because when I get it wrong, it gives me advice and hints to help me understand it better, which means I'll show greater effort when progressing. The self study learning style has taught me to be a quick thinker due to my own way of doing things. I had ti spend hours analyzing Quadratic Equations in two variables, and on our next session with sir, I was able to do really well on the review session we had.

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Group 5: Basco, Jacalan, Mejia, Osabel

In the video output we were tasked to solve Applications of Rational Equations. It was a teams effort to make the video possible,, though I individually did Representation/Answer for the first question, and Representation for the second item. Further more I stitched the videos together and helped 2/3 of my group mates who were confused and misunderstood the lesson by explaining what the representation should look like for the person assigned to number 1, and why the solution his gotten that way for the. classmate who answered number 2(with me) because we alternated, though luckily we got passed that because we compared answers, and we were correct.