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I decided to use my SMART goals for the first term as they were set for the long term. Since I failed to achieve most of these goals, I figured it would be appropriate to reuse these goals in order to set a consistent pace for my learning. The goals were to:
- Complete all my tasks, requirements, and homeworks punctually;
- Manage my time wisely in completing these tasks;
- Improve my skills in solving expressions and equations by timing myself;
- Allocate extra time to practice problem-solving skills; and
- Attempt to achieve a good mark.

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To be completely blunt, I did not achieve any of these goals. The progress that I have made since last term has not moved a single bit, and I felt like every task I turned in was only for compliance. However, I was starting to adjust to the traditional pen-and-paper way of doing seat works and assessments. I think this may have somehow affected my progress. However, another factor that influenced my submissions was my mindset. As I've mentioned before, I felt I was doing the tasks only for compliance instead of learning something. This mindset led me to think that no work was worth accomplishing.

However, concerning the changes to the schedule for the Third Term, I am given more opportunities to improve my skills. Consequently, the standards for my goals are higher and stricter.

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Some tasks that I found difficult were the graded seatworks. We were given short a short time to complete our graded seat works. Despite these seat works only having one page, I still had a difficult time solving the quadratic equations accurately due to my lack of focus. I tend to just stare at the equations sometimes and not get used to solving these equations quickly.

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How will I be able to solve this difficulty? 

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How will I be able to solve this difficulty? 

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One way I can deal with this problem is to budget my time correctly during seat work and assessments. I should prioritize the more critical questions rather than the easy ones. Another way to deal with this difficulty and generally improve my problem-solving skills is to practice. Once again, it all comes down to practice-- whether solving equations mentally or simplifying quadratic functions. I believe one efficient way to practice the problems is to take Cerebry properly.

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What was a misconception I had in Second Term Math? 

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What was a misconception I had in Second Term Math? 

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One misconception I had was related to quadratic equations. In a given problem in one of our graded seat works, I mistook the b coefficient as the a coefficient. This is because I have gotten used to the a coefficient always being first in quadratic equations, and I forgot that the commutative law of addition existed.

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I started to notice a pattern in questions of a similar nature. I remembered that the coefficient a cannot equate to zero and is always multiplied by x^2. Since then, when dealing with these quadratic functions, I have become more cautious in assessing which ones are the correct coefficients.

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I would consider the SA03 as one of my best works, where I got a score of 22.5/24. I would consider this a good mark because the efforts I spent practising on Cerebry and answering the worksheet resulted in this. This also tells me that I should continue practising my problem-solving skills.

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How was I able to contribute in a groupwork? 

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How was I able to contribute in a groupwork? 

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I contributed to our group work by solving the Median in a given problem. Additionally, I helped our group reflect on which different measures of central tendency to utilize for various information given and how these measures can be of use to our daily lives.