Prompt 1: “I can reflect on my learning and ask myself questions to help me improve.” When I started learning guitar, switching chords was really hard and I kept messing up. I asked myself why it wasn’t working, and I realized I was rushing and not really focusing on where my fingers were landing. So I started going slower, breaking things down, and that helped me get better over time.
Prompt 2: “I can identify my strengths and limits and use this to improve my learning.” I noticed I was pretty good at strumming and staying on beat, which made some songs easier. But I struggled with bar chords they made my hand sore and didn’t sound right at first. Once I knew that was my weak spot, I practiced those more instead of just playing the easy stuff.
Prompt 3: “I can set goals and monitor my progress.” One of my main goals was to play a full song without messing up. I practiced it every day, working on the tough parts little by little. Eventually, I was able to play the whole thing smoothly, and it felt awesome seeing how much I improved.
During the diet unit in PHE 10, I gained a much better understanding of what a healthy diet actually looks like. Before taking this class, I used to think that dieting was all about restricting food intake counting calories, and even skipping meals. However, I’ve learned that it’s more about maintaining balance making sure to get enough protein, vitamins, and other essential nutrients while still enjoying a variety of delicious foods. Now, if I ever decide to improve my physical health, I know I can do so in a way that keeps me energized and properly nourished.
I also explored different types of diets, such as vegan diet, meat diet, carbohydrate diet. Learning about these options made me consider the pescatarian diet as a potential choice for the future.
Core Competency Reflection
I work with others to achieve a goal I selected this competency because, during group projects, I actively contributed my ideas and made sure everyone’s opinions were heard. For example, while working on the diet project, my suggestion was chosen, and I ensured that all group members had an equal opportunity to speak during the presentation.
I can analyze evidence to make judgments. This competency applies to my experience with the daily lifestyle tracker. By analyzing my habits, I noticed a pattern on school mornings, I usually skip breakfast. This made me realize that waking up earlier could help me get proper nutrients and sustain my energy levels throughout the day.
I can apply constructive strategies to navigate misunderstandings and conflicts. While working on the Canada Food Guide drawings, I reviewed a friend’s work and pointed out areas that could be improved for better accuracy. This helped prevent confusion and ensured the final product was clear and informative.
I give, receive, and act on feedback to progress in my goals. Similarly, when my friend gave me feedback on my own drawing, I took their suggestions into account and made necessary improvements. This helped me refine my work and create a more accurate representation.
One competency I want to improve on is Be a good listener I’ve realized that I tend to not stay quiet during class discussions, even when I don’t know the answers. Moving forward, I want to participate more by raising my hand and engaging in conversations.
Final Active Living Reflection
Maintaining an active lifestyle and staying engaged in extracurricular activities are habits that I want to carry with me into the future. No matter my age, I believe that staying physically active will benefit both my physical and mental well-being.
One of my favorite parts of PHE this year has been playing games like basketball and handball. These activities were not only fun but also encouraged teamwork and inclusion.
Looking ahead, I’d love to incorporate more physical activity into my routine whether that’s going for runs, joining a sports team, or even training for a marathon just for fun. My goal is to stay active in a way that is enjoyable and sustainable.
The equation y−3=4(x+1) represents a linear equation (a straight line) in slope intercept form: y=4x+7
For a straight line, there are no restrictions on x. Therefore, the domain is all real numbers:
Domain: (-infinite, infinite)
Similarly, since a line extends infinitely in both directions for y, the range is also all real numbers:
Range: (-infinite, infinite)
Explain what the domain and range mean by your own words.
Domain: The domain of the graph is all the possible values of x, that means that any real number can be used as an input for the equation. There are no restrictions on x.
Range: The range of the graph is all the possible values of y, meaning the output or y value can also be any real number. There are no restrictions on y since the line extends infinitely in both directions.
Is my graph a function or not?
Yes the graph is a function, this can be confirmed using the Vertical Line Test, any vertical line drawn on the graph will intersect the line at exactly one point.
This means each input x value corresponds to exactly one output y value, which satisfies the definition of a function.
1. Give an example from this assignment where you represented the same mathematical idea in multiple ways?
An example of representing the same mathematical idea in multiple ways is: The equation was given in point slope form: y−3=4(x+1). It was rewritten in slope-intercept form: y=4x+7
2. Give an example from this assignment where you used mathematical vocabulary to demonstrate your understanding.
I used mathematical vocabulary like domain (all possible x values), range (all possible y values), and the Vertical Line Test (to confirm the graph is a function) to demonstrate my understanding.
3. Give an example from this assignment where you used formatting to share the information in a clear and organized way.
I used formatting by breaking the problem into sections (like Domain, Range, and Function Test) (y=4x+7) and (−infinite, infinite) to make the information easy to follow.
