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Pre calculus 11 Core Competency Self-Assessment
Committing To Individual Practice
During this semester a lot of independent work was required in order to achieve higher marks. All though i did get my work done and do minimal review before tests, this wasn’t enough. This chapter 8 test had a more positive outcome for me because i really buckled down and did some preparation. If i were to change one this for next year it would be to really try right from the start and give it my all
Learning and using math vocabulary
Before this semester started, i hadn’t done any sort of math practice for about a year. I came into this course with an open mind and a goal to get another successful outcome like grade 10. How ever grade 11 was a whole different ball game with many more limits type problems and less of standard equations. I really had to adapt towards this new lingo and new ways to still manage to be successful, even though i’m battling and uphill battle. Overall, i think my math language and ways of strategically thinking and problem solving had really improved over this course and i hope to apply it towards math 11.
Advice for grade 10’s
My advice towards pre cal 11 is really have an opened mind, don’t get mad over little hiccups or struggles you may have. Always ask for help because i can assure you, you won’t be able to achieve a high mark without asking questions.
Transforming Parabolas
Parent function
My parabola
Desmos graph
A, H, K explained
The significance of A (-2) in my equation shows you what the slope is, expressed that my parabola was not a wide graph because my variable number was not close to 0, and the (-) symbol expressed that it is opening downward. The addition of H (-6) in my equation expressed that my parabola started at +6 along the x axis, which in other terms is the Y coordinate in my vertex (1,6). K in my equation represents how far the equation has been shifted up or down on the y-axis. K (1) expresses that the parabola starts shifted upward 1 on the Y axis and represents the Y coordinate for my vertex.
Self Assessment
Give an example from this assignment where you represented the same mathematical idea in multiple ways?
For this assignment, I represented the same mathematical idea a couple times when I had a parabola equation to represent my problem numerically by substituting specific values of a, b, and c into the quadratic formula to find the roots of the equation. And graphically by plotting the quadratic function on a graph and identifying the vertex and the slope for my graph.
Give an example from this assignment where you used mathematical vocabulary to demonstrate your understanding.
A time where I used mathematically vocabulary for this assignment was up above in my A, H, K explained section. I broke down the significance of each letter and their functions in a parabola. this demonstrated my under standing by showing that I have a solid grasp on the individual components of the equation, and each coefficients function.
Give an example from this assignment where you used formatting to share the information in a clear and organized way.
During this assignment, I displayed my information in a clear and organized way by colour coating my parent function and parabola equation to my graph. I used certain headings and titles to allow for easy navigation, and bolding headings for displaying a contrast of separate information.
Core Competency Self Assessment
Collaborating
I think that us as a group had great communication with each other. We all got our parts in during separate times because we all couldn’t film at once. This demonstrated great communication by us setting time periods in which we needed to send in our parts to put together the video, and edit it on time for presenting it.
When we first started our thought process with creating an info mertial, we all had separate ideas and visons for the video. After lots of discussion and thinking how we could create the best video possible we all decided. It took some serious brain power to finish the actual filming portion because we were all goofing around. Overall the thinking put into this project wasn’t really in individual effort. We all came up with great ideas, and worked well together.
we made our decisions based on our personal values, and which roll we wanted to play within this skit. One of us volunteered to create our model, so the others had to step up with the filming portion to equalize the work amount. The actual clips that went into the video were discussed over, and chosen based on a group discussion. what i would do next time is prepare a skit where we can all be in one location, and discuss information a little less repetitive.
Science Core Competency Self-Assessment
Collaborating
I used the collaboration core competency for my acids and bases lab. Communicating each step and by evenly splitting the amount of work toll, we were able to clean up faster and get more mixtures in a shorter amount of time. We shared ideas for problem solving organization so we have to do less clean up every time we finished a set of mextures. The strategy we used was a prediction method where we would not have to read each step along the way, but instead repeat each step for different acids and bases. We would predict what colour the mixtures would make each time and we were 99% right. i could maybe try and keep our work space a bit more tidy fr next lab.
My English 9 Final Reflection
The ways I communicate at school differ from how I communicate at soccer. In English class, I express my thoughts and feelings with typing in a solo reflection that we complete weekly, or group collaboration like our adventure project. At soccer practice, I express my emotions by working hard and taking my anger out on that, or I will joke around with friends shedding laughter.
Choose Your Own Adventure Story: The Crash
- Describe what your project is about and how to use it. What program did you use to create your design?
My group and I created an adventure and action filled interactive story, using twine. Our story is about this kid, whose plane has crashed. You can then choose is you want to have an adventure in an African plane, or a jungle filled with creepy crawlies.
How did you communicate with one another? How did you listen to one another’s ideas and provide one another feedback?
Our group was able to make important decisions about our story timeline, and if one of us did not agree, we would take their option into consideration.
- What were your responsibilities in the group and how did you make sure each member contributed to the design?
I was the one mostly creating the story line, but we would give individual jobs like: eric would do sounds, Jayden would do pictures, and Mathew would type it.
- How well did you work as a group? Did you use time efficiently together?
We all have good friendships with one another, which made our work process more enjoyable. We also, finished the project using 3 class times which is pretty good.
- How were decisions made? Did you face any problems—if yes, how did you solve them?
Once again, we all would bring up topics, or ideas to evolve our story. Even if we all had different ideas, we would narrow it down to one, or try and combined a few.
- Were you satisfied with the final product? How could you improve on this process for next time?
I am somewhat satisfied with the final product but, sense Eric missed 1 workday, it was kind of hard to give him a job which would equalize his portion of the project. I think we could of assign jobs before even starting the project which would have made Eric’s part clearer.