Specific:

My goal for this term is to bounce back from a C in Math, during the last term to a B or B+ in the Second Term.

Measurable:

I can do this by checking my progress in my quizzes, drills, homework, and long tests. I can also make this goal come true by devoting time to answering and studying my math lessons.

Attainable:

I strongly believe that this goal can be attainable through the self-discipline I have to instill in myself. I have to at least spend 1-2 hours studying and drilling myself, for me to be proficient, and fast at understanding the lessons concepts and formulas.

Relevant:

This goal of mine is very relevant because I want to prove to my parents, and most especially myself that I can make up for such a low grade, during the last term. It would also be a test of my mettle and grit, on how much I want to improve and excel in my Math studies.

Time-bound:

I believe that this would take me the whole term to see my progress, but as long as I stay committed and I stay consistent with the process, I can achieve this goal that I want.

I really do think that I improved in my math journey, because aside from passing all of the long tests, which I wasn't able to do last term, I have developed a healthy study routine that helped me get my grades up. Aside from these, I became very active and attentive in class, which I improved this term over the last. Lastly, I think I became more interested in the subject than in the first term, though I may not know, I'm very happy with where I am right now,

To me, this is one of the most challenging tasks that I ever did in the 2nd term, the worksheet about arithmetic sequences and series. It was very challenging, because at the time I was very confused about the formulas, and when to use them. Furthermore, I had to answer everything that this 5 page worksheet had, and it was tiring. However, it paid off, because the effort that I put into answering it helped pass my long test about the same topic.

One of the misconceptions that I faced in this 2nd term, that I found confusing was the difference, between finding "how many students," and "what are the scores." I encountered this problem, as I was answering the reviewer for the 3rd long test, and I learned how to solve the misconception by asking my classmate. It turns out that if it says, "what are the scores" then don't count duplicates as one, but if it says "how many students," then you should count the duplicates as separate numbers.

Personally, this has been my best work so far in the entirety of my math journey in Grade 10. So far, in this school year, I have never have I gotten a score this high (most especially on a long test), and never have I been so satisfied and happy with the score that I got. It boosted my self-confidence and interest in studying math more.

This has been one of the most fun collaborative works because I had to have my classmates and friends help me with this. We spent a lot of time laughing and solving, and it was a very fun experience. Even though we had many items to solve and figure out as a group, we still never failed to have fun.