Math

My math goal 2-3-13

My math goal is to practice dividing and multiplying fractions on IXL.

MATH GOALS


What have you found challenging about math this year?
Several things have been challenging this year for me. I feel good about overcoming these challenges because last year there was nothing very challenging. One of the things that was the most challenging this year was the geometry that we did. This was challenging because at first I could not understand the concept. I could not understand the concept because I had never dealt with anything like this before.
What have you done to overcome these challenges?
Something that I did to overcome this challenge was getting really focused on my work. I do this by getting in a quiet spot and once I am there I really try hard to understand the problem. If the way I thought doesn’t work, then I try again. I keep persevering until I get it. I don’t give up.
What are you most proud of in math this year? Explain why
I am proud of myself for many things this year. I already told you that I am proud about overcoming challenges, but I have more things that I am proud of. I am proud that I can do open responses because they are really hard one-sheet papers we get every test. I am also proud that I have gotten good scores on my tests. But most of all: I am proud that I can keep up with the pace of the class because this class goes fast.
What is your personal goal in math for the rest of the school year? Why?

My personal goal for the rest of the year is to try to take less time on my tests. I would like to do this because it seems like I am taking a long time on all of my tests. That is bad because in later years I will have a time limit for all of my tests. If I keep making them long, then I will actually get points off. That would be really bad. That is why my goal is to take less time on tests.
What math activity would you like your parents to try and why?
I would like my parents to try the multiplication timed test because that is the timed test that I did my worst on.

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