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The study skills and/or habits that worked well for me are to keep going forward through any circumstance and to keep trying until I succeed.

The study skills and/or habits that worked so-so are sometimes cramming my homework and multi-tasking my workload.

The study skills and/or habits that didn’t work for me are having no breaks whenever studying in a cluttered or distracting environment and procrastinating my workload by delaying until the last minute.

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In my opinion, I believe that the 1GP Exam was the most difficult exam. I say this because it mixes up all of the topics that you have tackled throughout the term. The questions in this exam have mixed topics in one question for example: having a linear function intersecting a quadratic function. Another reason why this task was difficult was also due to the limited time period you can take the exam for. Time pressure is a big problem whenever taking exams or quizzes since there may not be a lot of time left and there are still a lot of questions unanswered on the paper.

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2 Ways to Deal with This Challenging Task

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2 Ways to Deal with This Challenging Task

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First, I need to prioritize effectively. It’s important to determine which topics or sections hold the greatest importance for me to focus on. I consider the point value of each section and take into account my own strengths and weaknesses. This means I should invest more of my available study time in those areas that will have the most impact on my score. Effective prioritization ensures that I concentrate on core content that will maximize my performance.

Secondly, I must excel in time management. In a limited time frame, efficient time management is key. I allocate specific time slots for each section or question based on their importance and complexity. For example, if I encounter a challenging section, I allocate more time to it. I create a detailed schedule that breaks down my available study time and ensure I stick to it. During the exam, I maintain a sense of urgency to manage my time effectively, as time management in the exam hall can be the difference between completing all questions or leaving some unanswered. By mastering time management, I ensure that I cover all necessary material and avoid getting stuck on any one section, making the best use of my limited time.

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I had a significant misconception regarding the terms "zeros," "x-intercepts," and "roots" in math. At first, I thought they were entirely different concepts, each with its own unique meaning. The idea that they were interchangeable and referred to the same thing was not clear to me.

I learned about this misconception while working on algebra problems in math class. I noticed that in some instances, the textbook used "zeros" to describe the points where a function equaled zero, and in other cases, they used "x-intercepts" or "roots." This inconsistency left me confused.

To address this misconception, I decided to do some research and seek clarification from my teacher. I discovered that, in essence, these terms were indeed referring to the same thing: the values of x where a function or equation equals zero. Learning this helped me overcome my confusion, and I realized that it was more about the context in which these terms were used rather than differences in meaning. By paying closer attention to the context and understanding the concept, I was able to use these terms accurately in my math studies and problem-solving.

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I believe the works that show my best efforts are Long Test 2 and Long Test 3 (with the bonus points) since they are perfect scores and represent that I have understood or maybe have mastered the given math topic.

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This particular activity is one activity that I can remember that was done by pairs. This so-called “Wrecktangles Activity” was an activity wherein we fold a paper rectangles into more pieces and cut them while looking for the Dependent and Independent Variable. I really liked this activity since it was an introduction to linear functions and really points out on how the parts can make up a linear function while having a deep understanding to it. Me and my pair had an agreement that we would do half-half of the activity.

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S. What are your goals in Math this term? (Identify at least 3 clear and specific goals.)

1. The first is to achieve a high grade in Math

2. The second is to learn a lot of new things.

3. The third is to enjoy and make Math more amusing.

M. How will you keep track of your progress? (Identify what evidence will prove that you are making progress.)

I will track my progress in math by setting clear goals, regularly practicing and assessing my skills, monitoring my performance, and seeking feedback to ensure improvement.

A. How do you plan to achieve these goals? (Describe your plan of action in detail.)

I will achieve these goals by setting a structured study schedule, practicing regularly with diverse problem sets, seeking feedback for improvement, and adapting my approach based on performance.

Who will support and/or help you achieve these goals? How will these individuals support and/or extent wil Dese individa what support and/or help you.)

wills communires or guidance, colasoraive

learning, and additional resources to enhance my progress in achieving my goals.

R. Why are these goals important to you? (Elaborate your answers.)

These goals are important as they enable me to develop valuable skills, boost confidence, and create opportunities for success in academia and beyond.

T. How long will it take you to achieve these goals? What is your time frame? (Set a realistic end date for task prioritization and motivation.)