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SPECIFIC: My specific goal for this term was to ensure that I had a decent grade for my Senior High School applications, and to understand all the topics in order to be immersed in the upcoming topics of the next terms.

MEASURABLE: To be able to measure my goal, I make sure focus on what is given to me; homework, 555, and exercises, in order to enhance my abilities to further solve the next topics quickly. This is because some topics of the next terms will involve the implication of previous lessons.

ATTAINABLE: In order to achieve this goal, I must set a period of time for exercising my brain through simple ways like reading the math textbook, answering the unassigned worksheet problems, completing my Cerebry requirements, and many more.

RELEVANT: I find my goal relevant to me especially in my final school year in the AJHS and in the first term of the school year. This is so I can display my academic capabilities to myself, and those who will be teaching me in higher education levels.

TIME-BOUND: I was able to attain this goal steadily and properly, whereas I maintained a time-efficient schedule of my workload in Mathematics and other school subjects.

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As a student applying for Senior High School, this school year may be the most pressuring year for me. As I look back in my work this term, I can't help but feel a mix of emotions towards them. Mostly because my scores might not be what I expected of myself or how I was able to do my best in these tasks. Furthermore, my smart goal was achieved, yet only limited since I observed that my performance wasn't up to my expectations as a graduating student. In addition, these are my self-evaluations on each point of the SMART Goals.

Specific: I feel content with my grades, even though I faced some difficulty in some requirements for this term.

Measurable: Keeping in mind that I am in the first term of the school year, I believe that my goals were measurable in this term. One term is enough for achieving my goal.

Attainable: I think that I was able to attain my goal, but it has its limits because of some assignments not being to my standards of good.

Relevant: As I'm supposed to meet the standards as a role model student to the lower grades, I was able to perform in my abilities in this first term. Doing so, to set an example of how a student should act properly in school.

Time-Bound: I think my goals were able to be accomplished in all of my cycles of the first term. I was able to utilize my time completely and properly.

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I faced many challenging tasks this term, namely my quiz #2 and long test #2 since I had failed to meet the passing score of both requirements. The topics that were included in these two tests were mostly Linear Functions. I had difficulty in learning this topic back then since I had been preoccupied with numerous tasks in math, especially in the first cycles. I wholeheartedly accept the fact that this was my wrongdoing, for not prioritizing my academic work compared to the other factors that I had been focused on back then.

Although, I was able to find ways to ensure that i would do better and deal with m shortcomings well. First, I made sure to prioritize the work in which I had difficulty in processing, in this situation, linear functions. Second, I followed a somewhat strict schedule of studying and leisure. I spent most of the hours of my day dedicated to studying, and the rest would be spent with my family, friends, or by myself. Lastly, I always made sure to rest efficiently. Such that when there were times when I was given to opportunity to take a break and stop for a moment, I would take it immediately.

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Here are some examples of some misconceptions that I experienced in some lessons of this first term.

1. A misconception that I experienced in this term was solving for the zeroes of a quadratic function.

2. I had difficulty in remembering the fact that a quadratic function would always end up with two zeroes. I realized this when I got a minus point in my Q#4 when I did not insert a plus minus sign before my answer. My answer was already correct, but I got it wrong all because of a small mistake.

3. After experiencing this, I'm ensuring that whenever I am solving for the zeroes of a quadratic function using any of the methods, I'll find how to use the plus minus symbol properly.

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In my opinion, my best works would be my Cerebry assignments since not only was I able to learn the topics slowly and at a moderate pace, I was also able to solve unique and different problems every time I got an answer correct. I fully believe that the use of this application was what helped me learn independently at times of my difficulty. This is because Cerebry provided me with three things that not much math exercising websites provide. Cerebry provides the correct solutions of my mistakes, ensuring I understand the efficient ways of solving the given problems. Cerebry uses a game-ified way of teaching by using levels with increasing difficulty just like playing a game. This helped me since I'm into many games that involve levels of increasing difficulty, so using Cerebry felt like I was playing another strategy game while also learning in the process.

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This term, there were not much assignments that involved collaboration. Understanding this, I knew that I needed to consult with my peers who were well-immersed with mathematics to give me tips and help on how to solve some problems. I asked them on how to solve and determine the characteristics of linear functions, since this was he one topic that I needed guidance in. They helped me through every step and even gave me examples derived from their worksheets. As you can see in the attached image, I was able to understand the topic better after studying and asking them for advice on the topic. To further improve my abilities, I also made use of individual studying whenever I had free time or was looking for something to do. All in all, I was able to learn efficiently with both study groups and individually whenever I fail to understand topics given to me by our mathematics teacher.