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Exit Ticket 1: MCT (Score: 15/15)

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Exit Ticket 1: MCT (Score: 15/15)

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Photo Output 1 (Score: 10.5/12)

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Photo Output 1 (Score: 10.5/12)

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Photo Output 1 (Score: 10.5/12)

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Photo Output 1 (Score: 10.5/12)

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Video Output 1 (Item 2)

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Video Output 1 (Item 3)

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Photo Output 2 (Score: 11.5/12)

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(Group 6) Photo Output 2 - Solving Quadratic Equations in 1 Variable 

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Photo Output #2 (Early Solution Draft)

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Even though the Second Term has been challenging, this motivated me more to do well in class. I elucubrated and made sure that what I did was of my best effort and performance. I have really great works, though I would say that I also have the best works wherein I showed these. First, I have the Measures of Central Tendency Performance Task (2nd Term). MCT is one of the most challenging lessons in my opinion because of it requires a keen understanding and memorization of the calculations used in order to complete many things. We use different computations for each part of the FDT and work our way up to the MCTs by finding the mean, median, and modes of the data. In the photo above, I was assigned by my group to calculate the median. It wasn't that difficult, right? Well, as a starter, I would say that it was. Before I did the Performance Task, I practiced doing this through participating in class and answering items in our digital textbooks. I practiced constantly because I had to familiarize myself with the formula in order to correctly calculate the data's median. Also, I had to keep practicing this because I wanted to prevent being overwhelmed by adding, subtracting, multiplying and dividing a lot of numbers that were very big. So, I would say that this Performance Task is one of my best works because I was able to successfully finish such a tedious and stressful task. I was able to get the correct calculations with the formula, and I was also able to not miss any step in solving.
Next, my second best work is my Oral Exam on the Characteristics of QE2V. The Quadratic Equation in 2 Variables was a new topic. I had certain confusions and misunderstood some parts about it. One of these was interchanging the axis of symmetry with the vertex of a parabola. In my head, I always thought that because it has axis in its name, the axis of symmetry was  both the x and y coordinate of the vertex. Then, with the vertex, I thought that this was only the x-coordinate in the point. So, during the Oral Exam, I was clouded by anxiety because I kept questioning if the vertex was really only the x-coordinate or both the x and y-coordinates of the point. However, during the Oral Exam, I remembered that the axis of symmetry is only the x-coordinate because as I recalled then, when we determine the axis of symmetry, we write or say it as "x is equal to the x-coordinate," or for example, "x = -1." Because of this, I was able to answer my teacher's question correctly without uncertainty. This happened because I listened attentively in class. When my teacher told us that this was how to answer it, I immediately took note of that and used that whenever I practiced items on the characteristics of a QE2V.
Moving on, my third best work is Cerebry 6.2 which is about the Quadratic Formula. Even though I am capable of finishing my Cerebry tasks early, this one is unique, in that I was able to finish this without a single lecture from my teacher. It was at this time wherein school was suspended for 2 weeks due to the virus. I had to study the quadratic formula on my, had to figure out my mistakes and address my confusions and misconceptions on my own. This is one of my best works as it reminds me that I am able to teach myself and figure out unfamiliar things on my own, without any help. It is something I am proud of because it helped develop my independence. With that, I was able to finish the required levels in Cerebry (Capable and Strong).
Finally, my last best work is my Video Output 2. Ever since Grade 5, word problems was one of my weaknesses in Math. At that time (in the Grade School), we were told to use bar models to represent the information in the problem visually, so that it would be easier to understand. Come Grade 7 (Junior High School), we were introduced to the word problem solving method known as "RESA," which stands for representation, equation, solution, and answer. Even with this, I was, to put it simply, confused. The representation part of this method is the most crucial one as it serves as the genesis of the equation that will be used to solve for the final answer. And yet, I could not get this. Even until now, it still challenges me, especially with age and "diluted substance" RESA word problems. However, in this video output about rational equations and work word problems, it seemed to be less challenging than I thought. I was immediately able to do the representation and formulate an equation because of this. So, I would definitely say that this is one my best works because I was able solve a word problem correctly without any fear of making mistakes. I was able to do well at something I have not been the best at, even before.

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Cerebry 6.2 (Quadratic Formula)

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Oral Exam 1 (Score 5/5)

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Math has been one of the subjects that often require collaborative outputs. In this subject, we have many group works, such as Performance Tasks, Photo, and Video Outputs. During the First Term, my position was leader of the group, but in the Second Term, since we transferred to other teams, I chose to take up the position of recorder/timer. The responsibilities of the recorder/timer are to have primary access over all necessary files, take the minutes of meetings, submit the final output, and assist the reporter explain the collaborative output. Looking back, I have done these and have done even beyond said responsibilities. Although I was only required to do this, I offered my assistance to maintain diversified sharing of thoughts and agreement between each other. I would say that I also took up the leader role, in my opinion.
The outputs that I have connected to this section are two group works that I have done, and these are the second Photo Output and first Video Output. This term only had a few collaborative outputs as most of the others were individual, and also because of the limited time we had for the term. For my contributions, I will start with my Video Output 1. When me and my group met and began this output, the first thing I did was to create a copy of the Google Slides and share it to my them. I told my groupmates to solve the items first on their own so that all of us can compare our answers. This took around 2-3 minutes to do, and after that, we started to share our answers. I, along with two of my classmates got it all correctly, but one got only the first item right. I wanted to see his solutions in order to observe what went wrong, so I told him to send his answers in Google Chat. I observed his solutions for items 2 and 3, and I finally saw the mistake he made. Both in items 2 and 3 (referring the photos on the left side), what he did was he subtracted 4 from -17. I then told him about this and asked him to look closely at the step where we calculate and factor PST. He said that there was a -4 outside the parentheses. Then I showed him my solution since he was already on the right track. It took him a little bit of time to figure it out, so I just had to point it out to him. I told him that since there was a -4 present outside the parentheses, this means that we distribute this -4 to the third term positive 4, which results to -16, then add positive to both sides, which is why I got -17 + 16 on the right most side of the equation. Afterwards, he was able to understand my solution, and he was also able to factor the equation further and end up with the correct final answer. Now that we had correct answers, I created the Google Slide presentation for the video by myself. We then recorded and turned in the output to my teacher.
Moving on, the next task I will talk about is Photo Output. As for my contribution in this task, as always, I first started a meeting with my group mates and introduced them to the output. We looked at the items in this output and we figured that we can just assign items for each of us since the task can be equally divided. My assignment was to do the last part of the Google Slide (referring to the PDF file on the right), though I still opted to do all the parts just for my own practice. I used what I learned in radicals in order to explain my answer for it. When I finished, the one whom we assigned to do the second question finished his part as well, with the correct solutions and answer. After this, we held a meeting again after 2 days. Our agenda was to finalize our answers, check them, and then submit the output, but my two other classmates were still not finished by that time. In the meeting, I told them to finish their parts because I and my other groupmate were waiting for both of them. We had a problem, however. It was that they were not able to fully understand the lesson being taught, which were the Square Root Property and Quadratic Formula. So, what I did was I told them the first step on how to solve it, based on my solutions. I let them take this information in and let them try to solve for the answer now. One of my classmates solved for an answer, but when he compared it to mine and the answer key, he was still incorrect. Because of this, what I did was to teach him the basics about the Square Root Property. When I taught him this, I used a similar equation to the one in the Photo Output that I found in my notebook. After this, he was finally able to solve it correctly. Then for my other classmate, he still did not get it. He was looking at his notes and trying to study practice items that were discussed during class, but he was still having a hard time solving using the Quadratic Formula. Due to this, I had to teach him QE1V from the ground up. I had to explain to him the standard form of a QE1V which is ax² + bx + c = 0. I tried not to tell him the next steps so that he would get it on his own, but it still did not work. I told him to convert the equation into the standard form first before using the Quadratic Equation. And so, he did this. He was already getting on the right track, so I let him be. Finally, he was able to correctly solve the equation. So, my contribution in this task was to not only be the recorder, but a tutor to them. I honestly almost lost my patience with them because I expected that they have already listened well in class and studied more about the lessons (given that there was 2 weeks of no classes for this). However, I did not get angry at them. A take-away from this experience is to always remind my groupmates to study the lessons for the output because it is apparent that some of them forget to do so.
In conclusion, I have done more than what is expected of a recorder/timer in a collaborative output. I have showed that with the knowledge I gained from studying, I am able to apply this when my peers are in need of assistance.

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Video Output #2: Rational Equations/RESA Work Word Problems

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In my Math class, I have come across one misconception which is related to the topic Quadratic Equations in 1 Variables. This misconception is specifically about the Quadratic Formula. I have used this formula many times in order to solve for the roots of a parabola in a graph. For this misconception, I encounter this whenever I need to substitute the a, b, and c values. The image of my Photo Output (on the right) perfectly captures this misconception.

Since I have studied this formula really well, I understand its purpose and how it is used to solve. I got confused, however, as to what I was supposed to do when I substitute the values for the -b, b², -4ac, and 2a. Whenever I have to do this, I always mistakenly include the x² and x in the equation for the b and a values. For instance, take the photo on the right as an example. This was my first solution draft, and it was incorrect. Looking at what I did after I turned the equation into standard form, I substituted the a, b, and c values and included the variable x² and x with the -27 and 6. With that, I then made the -(-27x) into 27x, in the radical house I multiplied -27x by itself which turned into 729x² and multiplied -4, 6x², and 12 together and resulted to -288x², then finally in the denominator, I multiplied 2 by 6x² which resulted to 12x². I combined like terms, then afterwards, I took the square root of 441x² which then became ±21x. As usual, I split it in two different equations based on equation symbol (one being subtraction and the other addition),  then simplified further. At this moment, I found out that my answer was incorrect. I knew that I had four roots and that these were irrational numbers, but I had a difficult time figuring out what went wrong. So, I traced back my steps and found that I had included the variables in my formula. I quickly knew that I was not supposed to do this, after looking at it. I addressed this misconception by recalling the standard form of a QE1V. This was: ax² + bx + c = 0. Then, I analyzed and cross-checked my solution with this standard form equation. I looked at the quadratic formula x=−b±√b²−4ac/2a, and I was reawakened to the fact that only a and b were included in the formula and not ax² and bx. This entailed that only the numerical coefficients 6 and -27 were to be substituted to a and b, respectively. In conclusion, I was able to address this misconception by going back to the rudimentary aspects of this lesson and cross-checked that with my current solutions using the quadratic formula. As I reflect, I learned something very important from this that I can apply in my daily life. This learning is being more scrupulous when performing activities or in this case, solving solutions, because if I do otherwise, it may lead to unwanted or incorrect results.

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As I have mentioned in the "Evaluation for SMART Goals" section, the Second Term has been one of the more challenging terms. We had many difficult tasks throughout this term, but I would say that the most challenging ones are about Measures of Central Tendency (MCT). MCT is the first lesson we had in the Second Term at it had the most difficult outputs because it takes time to study and to solve for the different measures of central tendency. In my opinion, the most difficult tasks for the Second Term are my Photo Output 1 and Exit Ticket (Cerebry) 1. Both of these tasks are formative, practice tasks for MCT, and yet they are still challenging.
First, I have my Photo Output 1. This Photo Output was a collaborative task, but me and my groupmates decided to assign items for each of us to do. As for my part, two of my assignments were to solve for the mean and median of the third provided Frequency Distribution Table (FDT) in the Google Slides. I found this task challenging because I did not really understand and forgot the formulas used for solving the median and mean. Considering that this was the very first task about MCT, I was not used to doing hands-on work on this lesson as much, even though I studied beforehand. I was able to deal with the difficulty of the lesson by studying the digital textbook before answering the items in the Photo Output. When I did this, I understood the lesson more, and I was also able to understand the purpose of the formulas and they are used to solve. Another way I dealt with this was to solve for the MCT again, then cross-check this solution with the initial one. This was effective because I was able to find out what I missed in the formula. So, I then proceeded with the Photo Output. Before solving the item, I first studied the given FDT for my part in order to determine whether it is a grouped or ungrouped frequency table. I noticed that the table had class intervals, so I decided that this table was a grouped FDT. At this part, I realized that what I was going to do something very tedious. I knew that the given table was incomplete due to it only having the class intervals and their respective frequencies. With that, for my solutions (referring to the photos on the left), I had to complete the table by finding the Class Mark (x). Finding the Class Mark is a necessity when solving for the mean. I proceeded to find the Class Mark of each class interval in the table, individually. Then, with each Class Mark, I had to multiply them by their respective frequencies (x · f) and add each of their products together. Now that I have the sum of these specific values, I now had to divide the sum by the frequency to get the mean of the data. I solved for the mean using the formula one more time, cross-checked this with the initial solution, and I got the correct answer. Moving on, the median of this grouped FDT is now next on the line. As for my solutions (referring to the first photo on the right), I simply used the formula for the median. I did this again so that I could cross-check it with the initial solution, and similar to earlier, I got the correct answer.
Next, the second output is my Cerebry on MCT. Cerebry has always been the most challenging output, in my opinion, because of how sensitive the progression percentage bar is. One's progress will most likely decrease when he makes one or two mistakes. Cerebry on MCT has been the most challenging task of the Second Term because I found it to be tedious and exhausting, and I also made several careless mistakes, such as typo errors and missed data in my solutions. I dealt with its difficulty in two ways. The first way was to study the textbook on MCT. Going back to the textbook will always be a common way to deal with difficult lessons because it helps us recall information if ever we get so overwhelmed by doing things over and over again. For instance, I read my textbook when it felt necessary because I thought there was something I missed out or forgot about when inputting data in my formulas. I would often do this at times wherein it seems as if I my progression percentage bar is not increasing. The other way I was able to deal with this utterly challenging task was to go over my solutions before carefully typing in my final answers in Cerebry. I do not solve things mentally as I prefer to write things down. I do this because it is easier for me to see what I am doing. Since I write down my solutions, I study and analyze them in order to figure out where my mistake was made. I did not choose to re-do my solutions and cross-check it with the first solution I made, as I have done in my Photo Output 1, because it was time-consuming. In lieu of that, I opted to observe my solutions.
In sum, I learned that there is nothing wrong with making mistakes because it helps me learn better. This is because I get to know my weaknesses, which I will work on to make it a strength. Moreover, I must always have a keen eye and pay attention to detail in everything I do.

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Performance Task (Score: 11.5/12)

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Copy of Performance Task Group 4 (2nd Term)

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PRF (as of January 27, 2022)

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FAV16 Jose, Dale Alexander R. - PRF Signed Copy

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Looking back, the Second Term has been very challenging. To be honest, it was really difficult catching up with the lessons and topics that we have learned throughout the term because of the holidays and spontaneous breaks along the way. It became apparent that the lessons were rushed through the workload becoming heavier and more overwhelming; tasks were being given session after session. However, I was still able to manage my work under the light of such obstructions. I realized that these were done for a reasonable cause, the cause being the surge of COVID-19 cases, so I just came to accept it and coped with this.

S: Recently, we were told by our teachers to submit our PRFs. This spreadsheet contained two charts that consists of my scores for formative and summative assessments. Before this was submitted, I computed my scores, and I found out that my current class standing (at that time) was around 96, which in our grading system is an A on the report card. So, I would say that my first goal of getting an A was completed. This is the grade I earned for academic performance because of the exemplary effort I have exhibited both in class and in my work, and due to my competence. I have shown this in my work through making my solutions more neat and organized (step-by-step). Also, it was because I was an active and collaborative groupmate. Because I worked harder and cooperated well with my peers during group tasks, we were able to work efficiently. Moving on, as per my second goal, I believe that I have completed it as well. Although I have not done my achievement test as of yet, I can simply see this through my lessons on Measures of Central Tendency and Quadratic Equations in 1 Variable. These are topics that I have done really well, and they show that I clearly understood and remembered my previous topics, such as FDT/Histogram and Radicals, because they served as prerequisites to MCT and QE1V. I definitely completed this goal because I wanted to make up for a mistake I made before, which was studying and then forgetting my topic. I have done this in Grade 8 about my lesson on LE2V, which I still had to learn in Grade 9. In Grade 8, I was good at this lesson, but suddenly when it came to Grade 9, I almost completely forgot about it. Because of that, some of what I learned about LE2V in Grade 8 was not taught to us anymore because the teachers thought that I already know a lot about its basics, but in truth, I actually had to go over my old summary notes. Now with that, I did not want that to happen anymore for Grade 9 Second Term, which is why I was able to accomplish this second goal. Finally, for my third and last goal of passing all my formative and summative assessments, I did not complete this goal. This is only because of my first ever Entry Ticket for the term about MCT (as shown in the photo above). For this task, I got a 3/5, which is just 60%. I came to realize that even though this is just an Entry Ticket, it serves as my assessment for the topic before learning it in class. With that, I can avoid this mistake in the Entry Ticket by re-watching the video before answering the 5 questions. This is because it will help me remember the important parts more.
M: For this goal, I would definitely say that I was able to complete it. Since this goal entails proving and measuring my progress as I complete my specific goals, this was easier to do. The different platforms that I used to keep track of my progress was easily accessible, as they can be found through the Edusuite website, and Google Classroom. With that, I was able to easily accomplish this goal because I, on a daily basis, visit the said platforms. For my Progress Report Form in the Google Classroom, I always keep it up-to-date by immediately inputting the scores when they are released. I do this so that I won't miss any released score. Now that I have updated the chart for Formative and Summative assignments, I observe my scores to see if I did well during the tasks to assess my knowledge about a certain lesson/topic. This can be done through looking at the good scores. I answer my tasks truthfully, anyways, which means that I rely on what know without the presence of my notes, Powerpoints, etc. So, with that, if I got a score that is more than satisfactory, such as a perfect or minus one, I would know that I should keep up the good work. On the other hand, if my score is a failing or passing grade (75% or below), this means I have to study the lessons more because I do not fully understand it and keep on making mistakes. I have never forgotten and will never forget about this goal as it helps me reflect on what I should keep doing and what I should just drop. This is because the grades that make me feel disappointed or satisfied will drive me to improve on myself. Moreover, this goal is an utterly helpful and significant one for me because as I have mentioned, it allows me to get a better picture of my performance which, in turn, will provide me awareness of what I must do to make myself better or even the best.
A: As I look back on what I have done before, during, and after a synchronous Math session, I am able to say that I completed my attainable goals. Basically, my attainable goals  is my plan of action or my plan on achieving my specific goals. In this meticulous plan, I started off by ensuring that I am already familiar with the lessons beforehand by watching the Entry Tickets, reading information about it in my book and on the internet, and by practicing manageable items found in the textbook. I honestly have done all of these four things and not even only before class, but also after it. This is because I need to keep learning the lesson in order to finally master it. Next, my second action was to ask and clarify certain confusions or misconceptions in class. This is also something that I have done during class. I have participated in class through answering my teacher's questions, and I have also tried to clarify my concerns through speaking or typing in the chat box. This action of questioning and clarifying has really benefitted me because it releases anxiety from overthinking and overcomplicating my understanding of the lessons. Moving on, these attainable goals also include the people who will support me in achieving these goals. In the beginning of the term, I said that the first person who will do this will be my Math teacher. His help would already be enough when he gives examples and more in-depth explanations about the topics, and if he answers my questions (whether inside or outside of class). Looking back, I would definitely say that he has done this. He really helped me study these lessons by presenting well-structured learning materials to me and my classmates, and what he does with these is that he explains how those examples are solved in a meticulous and detailed manner. Because of this, I am able to use and imitate what he does whenever I answer my home works. The next person I know that would help me achieve these goals is, of course, myself. In my opinion, I have done a great job of doing supporting myself in achieving my goals. I have become very independent, and I have learned to study on my own more often. I chose to help myself for the majority of the Second Term as it prevents me from relying and depending so much on my teacher. In fact, one example of using independent learning was during the 2 week health break in January. At first, the school implemented an only-asynchronous week, but as the cases of the virus rose, they had to suspend classes. During the asynchronous class, my Math teacher gave me homework (Cerebry and learning materials) to study the lesson on "Solving QE1V Using the Quadratic Formula." I had to learn this lesson on my own and do the Cerebry assignment. Even though my teacher was not around, I was able to figure out and clarify my confusions by myself.
R: My SMART Goals are absolutely important for me because I am able to set clear and specific objectives that will help shape me into a better student. With that being said, this goal has been completed. Even though I set these SMART Goals three months ago, because of this ("Relevant") goal that I have, it reminded of how effective and beneficial all my SMART Goals will be. For instance, because I have gone through several lengthy holidays and health breaks, there were many moments in which I felt the urge to just do as my teacher expects of me and say that it's fine to just get a 'B' in Math because it technically is still a high grade. However, after reflecting on the relevance of my SMART Goals, I knew that this was a terrible mindset which I immediately need to eradicate because it signals laziness. I knew that I had to show my best, pursue these goals and to exceed my teachers' expectations because this will train me to become a more competent, persevering, and impeccable individual in the present and future.

T: When I set these goals, I was required to set a realistic end-date for pursuing my SMART Goals. The date I chose was the end of the Second Term (February 16, 2022). Since I have said that I have completed most of my goals, it would then be fair to say that I did complete all my goals for the Second Term within this certain time period. Honestly, doing this in a matter of 3 months was still challenging. There were many instances in my life wherein I felt lazy and even felt the urge to procrastinate due to the fact that there were plenty of long breaks along the way, such as the Christmas break and the 2-week health break in January. Under the presence of these delays, I still managed to show all my effort. I showed persistence by accomplishing assigned tasks and passing them on time even though I had symptoms of COVID-19 which was a drawback. Because of the deadlines I set for my goals, I wanted to pass all my assessments--both formative and summative--by studying my lessons a lot because this will lead to my expected final grade. It may sound as if I am being too hard on myself or I am blaming myself by saying that the deadline I set was very difficult, but in truth, this was really a practical one. I was more motivated than ever to study more and to strive to present my best self in school because I had to accomplish this goal on time.

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S: For the Second Term, my first goal is to get an ‘A’ for my academic performance. My second goal is to understand and remember as much information as I can about the topics I will learn. Lastly, my third goal is to pass all my formative and summative assessments.
M: To prove that I have gotten a grade of ‘A’ for Math, it can be simply found in my report card. Also, to know if I understood and remember my topics, I can simply see it through my grades for formatives and summatives, and through the achievement test. Lastly, I can show all my grades through the Google Classroom and the PRF.
A: I will maintain familiarity with the lessons beforehand by watching the Entry Tickets. Next, I will read information and work on the practice items in my book. These will be done before and after class. During synchronous class, I will clarify certain confusions and misconceptions. Once I am done with this, I will assess my knowledge through Cerebry and Photo Outputs. Thus, there will be no uncertainty while answering summative tasks. My teacher will help me study the lessons through synchronous classes and at times, consultation. It would be enough if he would just give in-depth explanations, as he always does in class. I will also help myself study since dependence on the teacher may lead me to relying on him all the time.
R: These goals are utterly important to me so that I can move to Grade 10 and Senior High School. Receiving a grade of ‘A’ will prove that I deserve to get promoted. I also aimed to store as much necessary information as I can for most topics since some of the new lessons I just learned this term or Grade Level would most likely be prerequisites to upcoming topics in the next term or school year. With that, I will manage to get through the topics because of my sufficient knowledge about the lesson.
T: It would be good if I achieve these goals within the Second Term. Constantly doing the steps I take in order to accomplish these goals will make me get used to it, which may help me have a successful performance during the term.