Annie's Portfolio

Part 1: Unit 2 Topic A and B Test Reflection (Functions & Statistics)

A. Evidence of Your Best Thinking

1. On the standardized base, question 3 best reflected my solid understanding of meeting concepts, such as academic language related to statistical interpretation. In addition, part B also demonstrated my adept ability to interpolate using the linear regression model, or line of best fit. Overall, this question best showcases my capabilities in L3 Statistics and in combining it partially with functions. (Line of best fit conversion)
2. I chose question 7 as evidence of my best learning because it attests to my extensive comprehension for distinguishing correlation VS causation, providing at least 1 confounding variable, and using mathematical language. It had 4 sections, and in all 4, I expressed my reasoning to enhance the precision of my answers. For example, in part D, I extrapolated the data to determine whether the researcher’s claim was correct. I didn’t merely illustrate my ability to mathematically propose arguments using evidence like residual plots and the data graph that I created based on it, but also explain with lucid logic and analysis.

B. Skills Reflection

3. Throughout Unit 2, I improved the most at being able to conduct judgments based on residual plots, data tables, and any other piece of valid evidence. In essence, instead of only labeling superficial observations, like “The graph is going upward”, I enhanced my recognition of profound qualities all the while utilizing mathematical precision.

4. One skill from this unit that I still need to work on is being able to specifically mention the outliers’ points, as well as the part of the residual plot that needs the most improvement, like (below the y=0 line or above) Aside from that, I hope to continue developing my understanding of both statistics and functions, along with the critical thinking that aligns with the standards.

5. The biggest challenge for me on this assessment was being able to explain with a critical mindset. This was especially manifested when I was at first quite stuck on the Exceeding set of problems. However, after examining the residual plot and key qualities like outliers and clusters, I was able to move on with proficiency, exhibiting my skill set beyond the meeting standards.

6. One strategy that helped me on this test was aligning my work with the rubric provided above as I worked. This aided the process, as I could check my work with mathematical accuracy. Overall, it was a major strategy that I will continue to implement into my work as I progress into a new semester.

Part 2: Goal Reflection & End-of-Semester Check-In

A. Looking Back at Your Last Goal

Last unit, I set the goal: To maintain organization throughout my work while ensuring 100% accuracy.

How well did you work toward this goal?

I worked very well toward this goal, as I am currently much more organized and attentive of how I propose my mathematical reasoning/writing.

What helped you make progress toward this goal?

I practiced reading problems twice or more to ensure that I wouldn’t solve for the wrong element, which contributed to a more space-balanced and neater environment that I showed my work in tests, practice worksheets, and even homework. (Keep a repeating habit)

What got in the way of this goal (if anything)?

Nothing necessarily got in the way of my positive progress toward this goal, as it was easy to achieve.

B. End-of-Semester Self Reflection

15. List three strengths you have shown last semester:

I was able to proactively communicate with the teacher, which supported me in clarifying gaps in my learning. In addition, I stay on task 100% of the time, focusing on areas where I can enhance my personal progress in specific math units or concepts. Lastly, I push myself to a pertinent goal through commitment and a wish to do my best.

16. List three areas you still want to improve:

I still want to improve my ability to exemplify my learning through lucid communication habits, such as making the layout of my writing clearer to comprehend for both the grader, peers, and myself.

Another point I want to improve is my constant reflection of my progress, such as reviewing quizzes. This can aid me in preparing best for COLs and final summatives.

Lastly, I would like to ameliorate my ability to extend my learning positively, such as always reaching for Option 3(3/3) in choice board days. This could help me with L4 questions on tests and stimulate a more insightful understanding of mathematical content and concepts.

C. New Academic Goal Moving Forward

In the next unit I want to make sure that I label my work with clarity and proficiency, which would help me organize my math and potentially accrete my overall understanding.

What might get in the way of this goal

At times, I might feel rushed, wanting to finish the question completely without regard for complete organization and neatness. This could obstruct my focus on this goal during key assessments or even homework practices.

What will I do if I get stuck or need help?

If I get stuck, I’ll be sure to reach out with Ms. Fisher, even my peers at times. Both teachers explain concepts lucidly, which would help me understand specific concepts much easier and more efficiently.

1. Stephanie and I modeled a video game simulator in the lens as the game’s critical designer. The player’s purpose was to defeat the Jabberwocky through different phases, with phase 1 as the monster being serene and having just awoken, using a linear function. As time, the independent variable, increased, the phases became more tense, with the Jabberwocky gaining many more points, eventually even exponentially. This relates to how a real-life designer would detail the simulating dragon’s offense levels, adapting to evoke more fun out of the player.
2. I’m most proud of our intricate interpretation of the slope, key features on a graph, as well as the answering of the question we posed. This is because instead of merely writing a superficial and surface-level analysis, we extended our learning through elaboration of reality-based situations, applying math to the real world.
3. The hardest part of the project was creating a pertinent formula for the exponential functions during phase 3 and 4. This is because it required trial and error attempts, as well as using technology to formulate. The graphing was relevantly complicated, as we had to correlate the timing to the energy, along with an accurate graphing on the linear and exponential functions.
4. If I could revise the project, I would want to create a more elaborately composed question, with numerous steps layering our learning thoroughly. This is because our questions focused on maximum 3 steps, which limited our explanations and demonstration of our learning of piecewise functions as a whole.
5. Through research transcending the standards, as well as support from my peers and teachers, I was able to elaborate my learning on piecewise functions along with my prior knowledge on linear functions and properties. This real-life scenario allowed a multifaceted approach for us, as well as realizing the relevance of these math concepts in situations that extend beyond the classroom. It also aided my comprehension of the unit with creativity, which accreted my open-ended grasp of piecewise functions.

Throughout the span of 8 lessons, our class practiced the different strokes, analyzing our position and movement in the water. These safety strokes, including backstroke and freestyle, can help us when in potential danger that extends beyond school.

In grade 8, we applied our proficiency in these strokes to an interactive gameplay of “WaterPolo”, which required much more adeptness and flexibility in mindset overall. I faced adversities along the way, yet the experience was gratifying and elevated my understanding of aquatics.

The PTC meetings I had with my core and encore teachers demonstrated my ability to engage in active learning, particularly in terms of participating in class and maintaining 100% task completion. My progress was proficient in all classes, with grades and standards consistently met or exceeded. Some feedback I received suggested that I could improve by being more patient in my learning and exploring the topics I’m interested in to a more profound extent.

What are you most proud of in this class so far?

I’m proud of managing and turning in all work assignments, as well as incorporating organization skills into a daily habit to effectively elevate my efficiency in class. In addition, I regularly ask questions as well actively communicate with the teacher when necessary.

What has been your biggest challenge in this class?

In science, being able to follow precise instructions can be overwhelming at times, as there are regularly multiple steps and assignments to accomplish in the subject. I can aim at progressing this by consistently paying attention to information etc.

How have you demonstrated the qualities of an Active Learner — preparing effectively, participating fully, collaborating well, staying positive, and reflecting to improve?

I have demonstrated a full set of active learning skills, including preparing assignments and materials adequately. However, a minor issue could be maintaining 100% attention, not merely 95%.

My current progress in previous goals have been reached, as mentioned in my active learning document.