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Specific: My specific goal for this term is to ace every oral exam.

Measurable: I can measure this goal by referring to the grades published in my Progress Report Form, which is specifically seen in the Summative Assessments area.

Attainable: First of all, I plan to achieve this goal by being resilient in all my studies. Despite failing, I should still have the motivation to prevail as well. Every day, I need to strengthen my knowledge of the subject matter to fully execute my tasks with full effort and mastery. By continuously taking note of important concepts or details taught in class, and seeking consultations with my teacher for extra understanding (ex. Asking for exercises), I can fully strengthen my understanding of the subject matter and successfully relate/apply it to my everyday life (ex. Managing allowance). Furthermore, my classmates or friends, especially those who practice good time management while still excelling academically, can help me achieve these goals by giving me good advice to improve both academically and mentally as a student. Specifically, with their help, I can improve my time-management skills. My anxious attitude in my studies has led me to overthink too much while learning. (I don't need to overthink while performing Oral Exams) With academic and perspective guidance, I can become a well-balanced and stable student, despite the difficulty of the subject matter.

Relevant: This goal is important to me because it would show that I have clearly understood all the lessons. On the other hand, it would improve my grades as well. Last term, I wasn’t able to achieve my specific goal of excelling in every oral exam. This goal would show my improvement as a student both academically and psychologically. I would practice good time management despite the numerous requirements. This will provide a better grasp on learning and achieving my goals. Through these goals, I would be able to show my dedication and perseverance in everything that I will undertake.

Time-Bound: I would be able to achieve this goal until I fully master all mathematical skills needed as I increase in my academic level. Most important of all, relating these skills to my daily life. I know very well that by nourishing my study habits, I can achieve a lot. I can fulfill these goals before the end of the 3rd term.

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Smart: Knowing that I completed and succeeded in my oral exam, this specific goal of mine is achieved. Before taking this up, I was able to study and familiarize myself well with the topic. Furthermore, I was able to practice good time management in studying.

Measurable: I find this goal to be completed as I was able to successfully record my perfect Oral Exam score in my PRF. Because of this, I was able to track my progress well especially in the Summative Assessments area which consists of 60 % of my grade.

Attainable: Despite the unfamiliar topics and assessments, I still managed to perform well. I see to it that I provided more time to study these difficult topics. I watched the videos prepared by my teacher several times before we have our synchronous sessions. This indeed is a character of a resilient student. Note-taking really helped me remember the different ways by which I can solve a specific question. In addition, I also countercheck my solutions vis-a-vis the solution of the teacher. These are ways by which I strengthen my understanding of the subject matter. I often listen to the advice of my teacher regarding our study habits. For instance, following the guidelines on grp work like distributing the tasks, working on time, allotment of time for discussions, and evaluating one another.

Relevant: My difficulty in managing time was addressed by scheduling the subject matter that I will focus on for a specific time. I manage my calendar of activities by scheduling my meetings with my groupmates/classmates. I also remain faithful to the scheduled tasks I identified for the day. I see to it that there are no distractions like online games and social media concerns during academic time. In addition, I also devote time for leisure or relaxation.

Time-Bound: As a student, I was able to develop new mathematical skills which are needed in understanding higher-level math. I realize that these skills will eventually flourish and be helpful in future undertakings/tasks. However, I must admit that I am still struggling with time management related to my study habits. This will be my focus for this coming term. I realized that procrastination is detrimental to my study habits as well.

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For me, the entry ticket is the most challenging task because the questions that I encountered were about the new topic which was presented in the video that I watched. It is like a prior knowledge that I needed to comprehend even though it was not yet taught by the teacher. I think my difficulty is related to the uncertainty of my solution to the given question/s. There are different solutions to a certain question. This idea sometimes gives me confusion in the manner of solving a particular question. Thus, this contributes to the challenge I encounter in some entry ticket questions. Moreover, the expectation of the teacher to master the topic in a short period of time adds up to my difficulty. I recognize that my learning style is somewhat different because for me I needed more time to listen to the teacher's discussion and do more exercises in order to master the given topic. In addition, I recognize that I overthink most of the time in writing my reflection about the topic because I think I compensate for the answers which are uncertain. Lastly, the videos are sometimes full of content which are hard to comprehend.

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1) The first misconception I had was the concept of the Median as the best measure of Central Tendency.

2) In one of the discussions on Central Tendencies, we were asked which measure of tendency is the best. Instantly, I thought of the median as the best answer for the question because this is half of the frequency presented in the data. I can compare it with the question of finding the center of a whole paper. We can determine the center of the paper by folding it equally in half. This is how I thought of this idea/misconception.

3) This misconception was resolved by solving grouped data and determining the 3 different measures of central tendency which are mean, median, and mode. In which the answers obtained were different in the decimal value but the same in the whole number value. Therefore, the best measure of central tendency depends on the data given. Generally speaking, the mean is the most frequently used measure of tendency. My misconception is replaced by a new understanding of what these measures of tendency would mean.

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In this second trimester, I found my Video Outputs as the best represention of my effort, creativity, diligence, and success throughout the term. Out of all my works, this is where I have undertaken a lot. I made a recording of myself and my groupmates explaining the solution to the given questions/problems. This is a showcase of the diversity of my knowledge about the topic and creative side as well. This is also a showcase of my confidence because I have shown how I relate my written work with a visual representation. Moreover, it is a collective effort because it is a product of group work and sharing of talents

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Video Output 2 (Solving Rational Equations)

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During these Outputs, I mostly served as the Recorder of the group. I made a copy of the slides in which my groupmates will input their solutions to the problem assigned to them. Sometimes, I also served as the leader by which I assigned tasks to my groupmates. As a leader, I also facilitated discussions, explained the questions to my groupmates, advised them to review their answers, corrected their solutions, commented on their output, scheduled meetings, and recorded our group explaining our answers. At the same time, I also did my part in helping my group mates solve the questions, creating the visual presentation of our Video Output, and generating a script. Collaboration is evident in this group in making the Video Output. My groupmates and I are always in constant communication with each other through text. This is an essential component in any group activity. We were able to execute the plans by following up with one another. This is so that we could pass an ideal output on time. Our effort to work together bears fruit to the grade that we have. In the same way, we also met the standards/guidelines set by the teacher.

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Grp. 2_Abella, Asuncion, Locsin, San Juan_Photo Output 2 - Solving Quadratic Equations in 1 Variable 

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1) The first misconception I had was the concept of the Median as the best measure of Central Tendency.

2) In one of the discussions on Central Tendencies, we were asked which measure of tendency is the best. Instantly, I thought of the median as the best answer for the question because this is half of the frequency presented in the data. I can compare it with the question of finding the center of a whole paper. We can determine the center of the paper by folding it equally in half. This is how I thought of this idea/misconception.

3) This misconception was resolved by solving grouped data and determining the 3 different measures of central tendency which are mean, median, and mode. In which the answers obtained were different in the decimal value but the same in the whole number value. Therefore, the best measure of central tendency depends on the data given. Generally speaking, the mean is the most frequently used measure of tendency. My misconception is replaced by a new understanding of what these measures of tendency would mean.

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Specific: My specific goal for this term is to ace every oral exam.

Measurable: I can measure this goal by referring to the grades published in my Progress Report Form, which is specifically seen in the Summative Assessments area.

Attainable: First of all, I plan to achieve this goal by being resilient in all my studies. Despite failing, I should still have the motivation to prevail as well. Every day, I need to strengthen my knowledge of the subject matter to fully execute my tasks with full effort and mastery. By continuously taking note of important concepts or details taught in class, and seeking consultations with my teacher for extra understanding (ex. Asking for exercises), I can fully strengthen my understanding of the subject matter and successfully relate/apply it to my everyday life (ex. Managing allowance). Furthermore, my classmates or friends, especially those who practice good time management while still excelling academically, can help me achieve these goals by giving me good advice to improve both academically and mentally as a student. Specifically, with their help, I can improve my time-management skills. My anxious attitude in my studies has led me to overthink too much while learning. (I don't need to overthink while performing Oral Exams) With academic and perspective guidance, I can become a well-balanced and stable student, despite the difficulty of the subject matter.

Relevant: This goal is important to me because it would show that I have clearly understood all the lessons. On the other hand, it would improve my grades as well. Last term, I wasn’t able to achieve my specific goal of excelling in every oral exam. This goal would show my improvement as a student both academically and psychologically. I would practice good time management despite the numerous requirements. This will provide a better grasp on learning and achieving my goals. Through these goals, I would be able to show my dedication and perseverance in everything that I will undertake.

Time-Bound: I would be able to achieve this goal until I fully master all mathematical skills needed as I increase in my academic level. Most important of all, relating these skills to my daily life. I know very well that by nourishing my study habits, I can achieve a lot. I can fulfill these goals before the end of the 3rd term.

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Specific: This term, my specific goal is to receive a perfect score on all of my video outputs. (Along with the other members of my group)

Measurable: This goal can be measured by referring to the grades published in my Progress Report Form, which can be found in the Summative Assessments Area.

Attainable: To achieve these goals, I need good time management skills, a thorough understanding of the lessons, a diligent mindset, an empirical and resilient attitude, an alert and absorbable mentality, an open-minded spirit, and a positive outlook. Furthermore, by continuing to pay close attention to key details/concepts in class, taking notes, mastering topics daily (by efficiently answering exit tickets) (or reviewing powerpoint presentations/answering exercises in the workbook), reviewing new topics ahead of time (by competently executing entry tickets and reading/researching about the next topic), and seeking consultations from teachers or classmates, I will be able to meet these deadlines on time. Paying close attention to key details/concepts in class and taking regular notes will enable me to recall and apply what I've learned in all of my tasks. For example, while executing video outputs, I can say a critical "word" or "term” that my teacher always mentions in class. This would also demonstrate that I understand the lesson completely. Rather than looking for answers/clues to my problem online (According to some researchers, students typically seek answers online because they believe they will be trustworthy. As a result, this is very appealing to some people.) I should stick to my teacher's lectures and explanations. As a result, my output/s would be more understandable/comprehensible. (If I achieve this, I can get a better grade.) On the other hand, mastering topics on a daily basis and reviewing new topics ahead of time will allow me to become more familiar with the topics and/or apply/connect them to my future/past lessons. (For example, lessons that expand on our current lesson) During group work, for example, I can also assist/consult my group mates who are having difficulty answering a specific problem (A specific problem that requires our imagination and/or critical thinking in addition to our current knowledge of the topic, in other words, one that requires both/either our prior knowledge/skills and/or skills that we should prioritize learning (ex. Things that go beyond the norm or the examples provided by my teacher) (but are related to our current lesson.)) Finally, by seeking consultations from my math teacher, I can obtain advice on a specific topic (if I find it difficult/challenging). In addition, I can request practice review drills to boost my confidence and mastery of the lesson.

Relevant: All of my objectives necessitate not only a thorough understanding of the lessons, but also good time management skills. Last semester, I always worked late into the night to complete my schoolwork/s. We always feel a sense of accomplishment when we finish a task. Overworking, overthinking, and overanalyzing, on the other hand, can lead to feelings of regret. (Regret over not being able to complete our other life activities/responsibilities, or regret over not being able to finish our other school tasks) My parents were always concerned about my well-being as a young student. They would become irritated with me if I finished my schoolwork late at night. Of course, as an adolescent (wanting to keep my parents from being concerned) I tried to think about what factors might have contributed to this (not being able to have a good time management). In other words, I attempted to improve my schoolwork management strategies. Some of the factors that contributed to my problem included my actions of re-editing group projects without the permission of my groupmates (to make our work look more perfect), and comparing test/homework results/scores or school performances with those of others (I've always wanted to have better outputs than others, which is why I would pressure myself to exert too much effort in my tasks). My goals would serve as a form of preparation for me in the future as early as now. (where we would be expected to take on more responsibilities) These would demonstrate that I am capable of producing high-quality results in a reasonable amount of time as well. Finally, these would assist me in identifying additional factors that contribute to my "overthinking" attitude.

Time-bound: I will be able to achieve these objectives once I have fully mastered all Math topics and have consistently practiced good time management. I would be able to achieve this as well if I fully developed good study habits (for example, taking notes and focusing in class). My goal is to complete these objectives by the end of the third term of academics. Hopefully, I'll be able to use these in other grade levels as well.

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Specific: Knowing that I completed and succeeded in my oral exam, this specific goal of mine is achieved. Before taking this up, I was able to study and familiarize myself well with the topic. Furthermore, I was able to practice good time management in studying.

Measurable: I find this goal to be completed as I was able to successfully record my perfect Oral Exam score in my PRF. Because of this, I was able to track my progress well especially in the Summative Assessments area which consists of 60 % of my grade.

Attainable: Despite the unfamiliar topics and assessments, I still managed to perform well. I see to it that I provided more time to study these difficult topics. I watched the videos prepared by my teacher several times before we have our synchronous sessions. This indeed is a character of a resilient student. Note-taking really helped me remember the different ways by which I can solve a specific question. In addition, I also countercheck my solutions vis-a-vis the solution of the teacher. These are ways by which I strengthen my understanding of the subject matter. I often listen to the advice of my teacher regarding our study habits. For instance, following the guidelines on grp work like distributing the tasks, working on time, allotment of time for discussions, and evaluating one another.

Relevant: My difficulty in managing time was addressed by scheduling the subject matter that I will focus on for a specific time. I manage my calendar of activities by scheduling my meetings with my groupmates/classmates. I also remain faithful to the scheduled tasks I identified for the day. I see to it that there are no distractions like online games and social media concerns during academic time. In addition, I also devote time for leisure or relaxation.

Time-Bound: As a student, I was able to develop new mathematical skills which are needed in understanding higher-level math. I realize that these skills will eventually flourish and be helpful in future undertakings/tasks. However, I must admit that I am still struggling with time management related to my study habits. This will be my focus for this coming term. I realized that procrastination is detrimental to my study habits as well.

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Specific: Given my score of 10 out of 12 on the term's only video output, Trigonometric Ratios and Applications, this specific goal of mine was not met. Even though I knew the answers to the questions, I had difficulty compiling my ideas, explanations, and answers while completing this assessment. This is the primary reason why my group was unable to produce a well-organized output. This was also the main reason why I always overthought in this assessment, resulting in disoriented and complicated answers. Despite the fact that I was able to complete the items as soon as possible, I procrastinated when it came time for our group to write the explanations for our answers. Furthermore, I found it difficult to connect, share, discuss, and/or compare my responses to those of my group mates. We used different methods to solve our problems and came up with different final answers, but only with different decimals. We initially thought it was fine if our answers differed by a decimal point or two. As a result, we came to an agreement on a single answer and solution. Soon after, on the day of passing the video output, one of us realized that one solution was better expressed than the one we chose to explain and/or answer the specific item to which it was assigned. This resulted in numerous disagreements and discussions.

Despite this, we continued to apply the lessons taught in class and did our best to explain our answers based on the video lectures/presentations that my teacher gives.

Measurable: This goal was completed for me because I was able to successfully record my 10 out of 12 video output score on Trigonometric Ratios and Applications in my PRF. As a result, I was able to keep track of my progress, particularly in the Summative Assessments section, which accounts for 60% of my grade. Furthermore, I realized that I needed to improve my remaining outputs so that I could confidently receive a class standing mark of A for this trimester.

Attaiable: Throughout the term, resiliency kept me on track as I responded to increasingly complex and difficult outputs. As a student, I demonstrated resilience by setting courageous personal goals, learning from mistakes by reading teacher comments on my outputs, encouraging responsible risks, cultivating a sense of competence, and developing problem-solving skills. Furthermore, I continued to improve my understanding of my teacher's lessons by always taking notes in class, especially when an important topic is being discussed and is necessary in accomplishing our other tasks, mastering topics daily by competently answering my exit and entry tickets, revisiting powerpoint presentations whenever I have clarifications or concerns about a topic, and researching a new topic whenever I have time. I always try to incorporate key concepts into my assessments, such as my video outputs. I try to include keywords or key terms that are important in explaining and presenting our answers when explaining and labeling my responses. I also try to avoid looking for answers/clues online while answering assessments because I know they can be contradictory and differ from what our class discusses, and so my output is more comprehensible/understandable. During group projects, I am always the one who encourages my colleagues to send their responses to our group chat for comparing and rechecking. Although I do not consult or teach my group members prior to producing outputs, I always try to spend time teaching and/or reminding them of the basic concepts taught in class while explaining and/or answering the questions in the video output so that they get the correct answer. Similarly, I always expand on their solutions and teach them how I arrived at a particular solution.

Relevant: I don't re-edit my group mates' answers during group projects, especially video outputs, without their permission to make our group work look more ideal or organized. Instead, I try to tell them ahead of time, or before they put their answers on the given slides/output, that they should send their "draft" answers/solutions on all items (not just their respective or assigned item) on our group chat first. This allows us to compare, contrast, and/or view our answers from various perspectives/methods first. This is also to ensure that everyone in the group is on the same page and has received the final correct answer. This is also to remind each other of the errors we made while answering, as well as the concepts/rules learned in class that we forgot to apply to our answers. In short, comparing and contrasting enhances comprehension by emphasizing key details, making abstract ideas more concrete, and reducing confusion between related concepts. This is an example of smart and practical work. We should avoid extending our methods and/or strategies given the volume of tasks.

Furthermore, as a student, I avoid comparing test results and/or scores with my other classmates/peers, no matter how badly I want to make sure I am outperforming them. Instead of putting pressure on myself to be a perfectionist in my outputs, I try to focus on self-improvement by correcting my mistakes and ensuring that I cope with my misunderstandings, such as by going back to previous lessons/lectures, before comparing myself to others. I can have a sense of awareness, a sense of direction, more motivation in my studies, and improve effectiveness and focus by practicing self-improvement, always planning ahead in doing tasks, developing work habits, tracking my progress in school via my PRF, and monitoring plan fulfillment.

Time-Bound: I've developed a number of study habits that have helped me cope with the difficulties of my other subjects during this trimester's Grade 9 Math learning experience. For example, my ability to keep a mathematics notebook where I keep all of the important formulas, concepts, and lessons taught in class has allowed me to also designate a notebook where I write important rules and/or learnings that can be essential in completing my assessments for each subject rather than relying solely on pdf files and past lectures. Keeping a notebook in which we write important notes can also help us achieve our goals more quickly and effectively. Doing textbook examples, on the other hand, has enabled me to search for worksheets/practices online for other subjects in order to improve my knowledge of the subject matter. During this trimester, I became more motivated to answer the leftover questions that our teacher prepares for our class, even though they are not graded or required. Finally, being able to revisit previously-studied concepts in Math has allowed me to refer back to previous lectures or powerpoints whenever I am having difficulty completing a task in other subjects. When it comes to paragraph creation, for example, whenever I forget the fundamentals of writing a paragraph, I make sure to either search online for the information or refer back to previous powerpoints.

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For me, the entry ticket is the most challenging task because the questions that I encountered were about the new topic which was presented in the video that I watched. It is like a prior knowledge that I needed to comprehend even though it was not yet taught by the teacher. I think my difficulty is related to the uncertainty of my solution to the given question/s. There are different solutions to a certain question. This idea sometimes gives me confusion in the manner of solving a particular question. Thus, this contributes to the challenge I encounter in some entry ticket questions. Moreover, the expectation of the teacher to master the topic in a short period of time adds up to my difficulty. I recognize that my learning style is somewhat different because for me I needed more time to listen to the teacher's discussion and do more exercises in order to master the given topic. In addition, I recognize that I overthink most of the time in writing my reflection about the topic because I think I compensate for the answers which are uncertain. Lastly, the videos are sometimes full of content which are hard to comprehend.

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The most difficult tasks for me this trimester were the cerebry exercises. This was due to the fact that these take a long time for me to complete, with each cerebry assignment having three levels and only going up in a small percentage of the time when we got the answer correct. As more complex questions are presented, each level becomes more difficult. The more complicated the problem, the more steps, methods, and/or concepts I had to consider in order to arrive at the correct answer. The purpose of cerebry assignments is to improve and maintain our mastery of the subject matter through a variety of exercises that become more complex and sometimes repeat throughout a level (Capable, Strong, Ninja). Because the majority of the exercises repeat or appear multiple times and/or unexpectedly in the middle of a level, I find it difficult to maintain my correct solutions and/or methods while answering the questions. This can lead to carelessness or forgetfulness when performing a specific step. The cognitive items, particularly those at the highest levels, necessitate a thorough understanding of the fundamentals/basics of a given topic in order to answer more complex items that we have never solved and/or encountered in class. If we do not master and/or understand something about a specific topic, we may not be able to fully comprehend the given questions and their components/characteristics. Cerebry items can be considered dragging or exhausting. When we get a wrong answer, our percentage drops. Similarly, in order to increase our percentage, we must get the correct answer to a specific type of problem at least twice. Despite this, Math Problems such as the ones in Cerebry are regarded as an important part of the Mathematics curriculum because they improve the student's mental skill, develop logical analysis, and boost creative thinking/critical thinking.

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In this second trimester, I found my Video Outputs as the best represention of my effort, creativity, diligence, and success throughout the term. Out of all my works, this is where I have undertaken a lot. I made a recording of myself and my groupmates explaining the solution to the given questions/problems. This is a showcase of the diversity of my knowledge about the topic and creative side as well. This is also a showcase of my confidence because I have shown how I relate my written work with a visual representation. Moreover, it is a collective effort because it is a product of group work and sharing of talents

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During the third trimester, I discovered that my Entry Ticket outputs best represented my effort, creativity, diligence, and success. This is because of how quickly I learned the new topic through various videos, illustrations, and exercises, as well as how successfully I applied these newly learned concepts, terms, and/or lessons in the subsequent quick assessments in the various entry tickets. Given that the topics in the entry tickets were new, and that we needed to use our knowledge from here to participate effectively in the next synchronous class, there was a need to take note of the key concepts, formulas, and terms in the exit tickets. This encouraged me to pay close attention to important details/points on the entry ticket. When I needed extra clarification about a specific part of a topic, I always made sure to repeat and watch the given video or reread the notes provided by my teacher. Despite not being completely familiar with the topic, I was able to answer the given items correctly and precisely using the videos and lectures I had read and watched. As a result of the knowledge and understandings I gained from the entry tickets, I have been able to keep up with the practice items that my teacher provides during synchronous sessions. Furthermore, in the entry tickets, I always do my best to answer the essay/short/reflection questions truthfully, precisely, properly, and completely by citing important details, explaining properly, and providing clear ideas/instances.

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During these Video Outputs, I mostly served as the Recorder of the group. I made a copy of the slides in which my groupmates will input their solutions to the problem assigned to them. Sometimes, I also served as the leader by which I assigned tasks to my groupmates. As a leader, I also facilitated discussions, explained the questions to my groupmates, advised them to review their answers, corrected their solutions, commented on their output, scheduled meetings, and recorded our group explaining our answers. At the same time, I also did my part in helping my group mates solve the questions, creating the visual presentation of our Video Output, and generating a script. Collaboration is evident in this group in making the Video Output. My groupmates and I are always in constant communication with each other through text. This is an essential component in any group activity. We were able to execute the plans by following up with one another. This is so that we could pass an ideal output on time. Our effort to work together bears fruit to the grade that we have. In the same way, we also met the standards/guidelines set by the teacher.

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Video Output 1_ Standard Form to Vertex Form (Group 2)

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During this video output, I was the group's leader. I made certain that all of my group members (including myself) finished each item before the deadline so that we could recheck, compare, and contrast our answers before forming group explanations. It was my responsibility as the leader to constantly encourage everyone to provide comments, suggestions, and reminders to one another whenever we forgot to cite specific methods, formulas, and/or concepts when solving problems and/or explaining solutions. Similarly, before assigning them to answer specific items, I ensured that my group mates were familiar with or knew how to solve the items by going through the slides or given questions as a group first and giving them a gist on how to solve these. I also make it a point to encourage my group members to clarify and ask questions if they have any misunderstandings about a particular topic/concept. In addition, as a leader, I made an effort to participate in all aspects of our group's video output. I was able to ensure that our solutions are well-presented, organized, and complete by assisting in the creation of our visual presentation. On the other hand, by assisting in the creation of our script, I ensured that all of the concepts and details were covered, while also being able to tell/clarify everyone if this is what they should say/recite and if it corresponds to their solutions/answers. I ensure that there are no technical difficulties or other errors while presenting by also monitoring how we record ourselves. Finally, as a group leader, I always schedule group meetings/conversations when I notice that we have forgotten to cite important concepts/ideas or when our answers appear disorganized.

By doing all of these things as a leader, our team will be able to deliver an ideal output that everyone contributed to and agreed to present.

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1) In this trimester, one of my misconceptions is distinguishing the different parts of a right triangle, particularly the opposite leg, adjacent leg, and hypotenuse in a three-dimensional figure. When a three-dimensional figure is presented, this common misunderstanding occurs. When a three-dimensional figure is shown with an imaginary triangle inside of it, this common misunderstanding occurs. The goal is to find the missing side or angle of an imaginary triangle. In a rectangular three-dimensional figure, for example, the only measurements given are its length, height, and width.

2) When answering questions in cerebry about Trigonometric Ratios, I came across problems that required the interrelationship or overlapping of right triangles within a three-dimensional figure such as a rectangular prism and cone. There was a question in which there was no given measure for each leg and hypotenuse, but because this is related to another triangle, I realized I needed to use the Pythagorean Theorem. I  was able to relate this hypotenuse to another triangle as a different component, which can be an adjacent or opposite side, after solving for the hypotenuse. Nonetheless, during my computation, I had difficulty identifying this relationship. As a result, I was perplexed about which trigonometric formula I should use to determine the missing side or angle within the figure.

3) I was able to correct this misconception by always identifying triangle relationships within a given three-dimensional figure. This is reinforced by doing more exercises with three-dimensional figures. This pushed me to look for triangular relationships all the time. Looking for diagonals, altitudes, and/or medians in these three-dimensional figures is one strategy I discovered while solving these types of problems. It aids in the recognition of triangles' interdependence or interrelationship.