During this unit, we played badminton and pickleball. We learned how to serve forehand, backhand, and spin-off/cut serves(specifically for pickleball). I had trouble serving forehand for badminton, but did well in serving for pickleball. What is hard in pickleball, is that the racket is heavy so your wrist has to be strong to hit the ball especially when doing backhand. We learned the different positions you could be at based on how your opponent served, or where they are on the court. If they are at the back, you should hit the ball so that it just goes over the net.
Active Learner Habits
STRENGTHS
One strength I bring to math class is always being prepared- bring required materials, finished homework, positive attitude
Another strength I bring is always trying my best – trying to achieve a 4 on L4 projects and tests
A third strength I bring is I ask about my own learning so that I can improve and talk about my test grades with my teacher to change my grade.
GROWTHS
I need to double check any calculation mistakes before submitting a test.
Math Notation and Communication
I have improved on using correct vocabulary and notation when transforming shapes on the coordinate plane.
Evidence of Understanding of Key Concepts
I fully understand how to design a realistic story problem using linear functions. I can clearly explain my work process and check for calculation mistakes.
At first, I was confused on how to represent a story problem using a graph, but this L4 project showed my understanding of how to interpret and create graphs.
My story was about Nemo’s procrastination level over the course of 10 days before a project is due. She procrastinates 4 hours around the beginning and near the middle she procrastinates around 10 hours and during the last 3 or more days she finally locks in and finishes her project. I am most proud of the critical thinking we incorporated in our explanations for the storyline and calculations. The hardest part of creating my piecewise function was finding out a reasonable time of increase and decrease for Nemo’s procrastination level. I wouldn’t really revise my project – I think I did pretty well with my partner. This project helped me learn how we can use piecewise functions to visually represent a story.
L4 Sticker Project
I explained the steps of my calculation work process thoroughly. I used rules for the dilation of semicircles with “fake” origins, which we did not specifically learn in class, as an extension. I correctly measured and transformed shapes to create my flower sticker.
I learned about the vocabulary one is to use when describing transformations. For example, instead of “moving” it is “translating up/down/left/right by _____units.”
Final Reflection
Overall, my work shows that I use the best of my ability to clearly explain my process as evidence of my understanding of the concepts.
My examples show my renewed vocabulary bank, specifically used when describing certain math processes.
During the badminton unit, we learned backhand and forehand serves. We also learned the hairpin move, where we hit the shuttle gently so that it just barely crosses the net. We learned when to hit the shuttle hard and soft, depending on where our opponent was. For example, we hit it far and hard if the opponent is closer to the net. If the opponent is far away from the net, we try to hit closer to the net. I am bad at forehand serving, but I am better at backhand serving.
My story was about Nemo’s procrastination level over the course of 10 days before a project is due. She procrastinates 4 hours around the beginning and near the middle she procrastinates around 10 hours and during the last 3 or more days she finally locks in and finishes her project. I am most proud of the critical thinking we incorporated in our explanations for the storyline and calculations. The hardest part of creating my piecewise function was finding out a reasonable time of increase and decrease for Nemo’s procrastination level. I wouldn’t really revise my project – I think I did pretty well with my partner. This project helped me learn how we can use piecewise functions to visually represent a story.
The purpose of this project was to identify and analyze a relationship within a media source. For example, my partner and I chose to analyze the movie Titanic. We chose the more “toxic” or “unhealthy” relationship in the movie – Rose and Caledon. We decided to make a video. We were to point out evidence in the movie that showed how Caledon crossed Rose’s boundaries and touched her without consent. We also pointed out the obvious dominance and control of Caledon in his relationship with Rose. He constantly tries to reassert his dominance by aggressively gripping her arms and saying that she should act “ladylike” and honor him.
Health Project Relationship Analysis(2).mp4
I learned about how to ask about someone’s boundaries respectfully and not abruptly. Asking for consent in a nice and not menacing or forceful way is also key in a relationship with anybody. I also learned about the gender spectrum and the difference between biological sex and gender. Biological sex refers to the physical traits that were assigned at birth, while gender refers to what the person prefers to be-their internal identity, and what they want society to refer to them as. So, we learned that communication was key to healthy relationships so that we can build trust and understanding between people. We also learned the difference between sexual harassment and flirting. The main difference was that sexual harassment was unwanted, and flirting was wanted.
In the PE swimming unit, we learned about the basic strokes in swimming and the techniques and rules of water polo. We practiced head-up freestyle, head-up breaststroke, and treading water – all skills for moving around in the water for water polo. We practiced passing to each other with one hand to prepare for water polo. It was pretty hard catching the ball with one hand, and the opponent could easily knock it out of your hand. Treading water for the whole water polo game was pretty tiring, and being in the water without goggles is pretty hard, as you get constantly splashed in the face.
In Unit 2, we learned about different types of mental health and how they are stigmatized in society.
I used to think mental health meant a healthy lifestyle to sustain a safe, happy, and clear-headed self. I thought that as long as we took good care of ourselves and did not give ourselves too much stress, we could avoid having mental health issues. However, I learned that genetics is a big part of mental health conditions. If someone in your family has a mental health condition, then it is easier for you to develop that condition compared to other people.
I also learned that there is no true cure or medication to prevent or stop addiction. Many of the mental health conditions require therapy and conversations with trusted people to return to a healthy mental state.
Additionally, many people think that women are more likely to have eating disorders, based on the many social expectations of women’s body shape on social media. Many influencers have an “ideal” body type and exercise a lot while keeping themselves from eating. Women with more fat are stigmatized by society and are believed to have eating disorders because they want to become skinnier. However, men are just as likely to have eating disorders, as many influencers are bodybuilders, and men feel the need to meet the expectations of what everyone thinks is an “ideal” body shape for men. This causes the men to work out more and grow more muscles by eating certain food products.
I also learned that people with anxiety have a highly active amygdala. This causes a lot of nervousness and unease, which makes the person with anxiety disorder get heart attacks more easily. People with anxiety conditions have trouble relaxing and are always on their toes.
This was our project on addiction as a mental health condition.
Current Goal: I plan on improving my ability to be a reflective learner. I will ask my teacher how I could improve or earn an exceeding grade. I will make clear what I did not fully understand during class or a mini quiz question. I have improved at asking more clarification questions about a question I answered wrong on a 3 for 3.
I am proud of learning so many new things this year. I don’t know a lot of things in science, so I think science class helped me expand my knowledge. I am proud of learning so many new things this year. I don’t know a lot of things in science, so I think science class helped me expand my knowledge. I work hard to understand each concept. I might want to participate more in class discussions to show that I am actively listening in class.
I chose question 1 of the Level 4 Optional section as evidence of my best thinking because it shows that I can prove and identify two congruent triangles.
I chose question 2 of the Level 4 Optional section as evidence of my best thinking because it shows my ability to think critically and use my knowledge of rigid transformations, and also negative dilations with a scale factor of 1 around a non-origin point. However, I forgot to explain my reasoning when completing the problem.
Throughout this unit, I improved most on my angle proofs to explain how I find angles of triangles, and the SAS, AAS, ASA, and SSS. I feel that I still need to work on reviewing the test before submitting it just in case I make any silly mistakes. For example, during the test, I drew the coordinate right, but wrote the wrong numbers. On one of the L4 questions, I forgot to explain my reasoning.
I can write full, correct angle proofs. I can correctly draw and find images after a series of transformations, especially dilations, which I had a hard time with before.
My goal is to review my test answers before submitting the test to avoid making silly test answers and getting the questions wrong.