"I am always doing that which I can not do,
in order
that I may learn how to do it."
Take Picasso's belief to heart when you look over your test and make the corrections. Please address the following in your post:
- For each question where points were deducted, what mistakes did you make? Were the mistakes arithmetic (added, subtracted, simplified etc. incorrectly); algebraic (made a mistake with solving an equation or simplifying); conceptual (missed an idea about limits); or careless? Please be specific, i.e. on #11, I didn't know that indeterminate meant evaluate the limit and get 0/0, so I left that problem blank. OR I made an algebraic mistake on #4 (d) and #9 because I didn't know how to factor those polynomials.
- From the problems listed above, please summarize what you have learned from making the corrections. How does Picasso's quote relate to making test (or HW or quiz) corrections? How will this beliefs help you during the last month of school?
- When is a time in our math class (any time this year) that you have been proud about your learning?
As always, I look forward to reading your posts! Thanks for taking the time to work and comment.
All posts are due by Monday, May 7, 9 AM.
Joshua Gonzalez
ReplyDelete#2 Part A: On this one it was just a careless mistake. I was to find the limit of f(x) as x approached 0. At 0, the function approached from two different locations from the left and the right. The only part I forgot to add to my answer was "dne because of.." I had put the letter from #1, but just forgot to add the "dne" part.
#4 Part B: I missed this problem because of a conceptual problem. I had no idea on how to find the limit of anything without an X value present somewhere in the problem. I got stumped when I saw the lack of an X. But the answer should have still remained the square root of 2 because its pretty much a horizontal line at this point.
#4 Part D: I missed this problem because of another careless mistake. I got down to the answer which came to be 0/3. I forgot that meant 0 rather than undefined. I got the concept mixed up. I forgot that for an answer to be undefined it must be a # over 0 rather than 0 over a #.
#9: I missed this problem because of an arithmetic mixup. When i factored x^3 + 8, I didn't set up the factor correctly. I put a plus sign rather than a minus sign on the right sided factor. Other than that, the answer would have been correct.
#18: I missed this problem because of lack of time and because of a careless mistake. Once I read over the problem once again, I realized what it was really asking. The question read "If a function is continuous at x=0, does that necessarily mean that lim f(x) exists as x approaches a." I put that it didn't, but now that i read over it, i realized that if the function IS continuous at x=0, that means that there is not a hole in the graph which means that the limit does exist. There is a hole in the graph when the graph is NOT continuous which clearly is not what the problem stated.
#19 Bonus: This question I got wrong plainly because of a conceptual problem. Until today, I still have no clue on how to solve it.
Conclusion: Out of all the problems I missed on this test, I now realize how important it is to read the questions carefully. Even if you don't get a problem the first time around, that doesn't mean your entitled to just quit and give up without putting your foot forward and wanting to figure out a way to say I GET IT NOW. It takes time and effort on everyones part to get somewhere. That applies in your math class, and also in life. A time that I've been proud of learning is when it comes to a topic you've always wanted to know about. Once you get the things you've been looking for, its good to be someone that someone can come to for help when they are now in need of knowledge. I like the feeling of being able to help someone else.
Awesome, awesome, awesome! Thank you so much for your time and thought that you put into your corrections and conclusions! I see that you now really understand the importance of reading the question, thinking about it, and then moving forward. I really appreciate your post, Joshua! You have set the perfect example for the other students to follow. (BTW, #19 is similar to an example on my hand-written notes on limits/continuity. I'll be glad to guide you in setting up the problem!)
Delete#1 Part C: Careless. I understood the overall meaning of the definition, but I didn’t know how to write it properly. I should have memorized it better.
ReplyDelete#4 Part D: Algebraic. I forgot that a # over 0 meant Undefined, so I just made up some other answer.
#5 Part A: Conceptual. I never could figure out a limit equation with xinfinite. Didn’t know what to do.
Part B: Conceptual. Same as above
#6: Careless. I ALMOST got this question right. I forgot that I was solving it in the denominator.
#7: Careless. I’m pretty sure the answer was DNE but I didn’t place it on the “official answer line”.
#8: Confused. I never practiced on creating my own functions with givens.
#9: Also Confused. I looked at the word “indeterminate” and blanked out. I never knew it meant to evaluate the limit and get 0/0.
#10: Algebraic. I had no clue on how write my own fraction with the “givens”. I didn’t remember seeing that on homework or writing notes on how to make one.
#11: Conceptual. I blanked out when I saw the word “indeterminate”. I didn’t know that it meant to evaluate the limit and get 0/0.
#12 Part C: Careless. I forgot that a “hole in the graph” can count on a connecting line.
Part E: Careless. It’s obviously 1, how could I miss that?
#13: Careless. It is continuous because it the line continues on both sides of the value (neg and pos sides).
#14: Algebraic. Made a mistake on identifying which values were removable and non removable. Didn’t solve it correctly.
#15: Careless. I believe the absolute value I created on the graph was facing the wrong direction.
#17: Conceptual. I never really practiced enough on a problem like this and didn’t know what to look for.
#18: Conceptual. I missed this problem because I never realized what it was really asking. I guess the function really is continuous at x=0, that which means there’s no hole, and it exists.
#19 (Bonus): Conceptual. I had no clue on how to look for the value. I never really worked on that type of problem enough to figure it out.
What I have learned: I need to memorize the different way specific questions should be answer instead of thinking that all of them are solved the same way. I should have practiced more on different problems instead of the same ones over and over again. Picasso’s quote is similar to what my parents tell me, “you learn from your mistakes”. This will help me with the last month of school because I narrowed down my problems so I can aim on fixing them. I have been proud of my learning this semester when I could figure out a problem by myself without asking for help (and getting it right).
Thanks for your very thorough analysis and conclusions! With your careless errors, slowing down a bit should help you with your work. And as you mentioned, practicing different types of problems, rather than re-working the same ones over and over. With some of your conceptual errors, please make certain you now understand what it means when the x approaches infinity (for example) and how to solve it. What concepts have you now learned?
DeleteI realized i didnt really correct my mistakes, but pointed them out. Here's what I figured out.
Delete4D. DNE
7. Square root of X plus 1 minus 2 over x minus 3 -> 1 over square root of 4 plus 2. Answer is 1/4.
9. DNE Asymptote is the answer.
10. Lim f(x) = (2), x->2, two different points leading to two differing measures as to what f(x) and f(x) equals
11. Lim x-6 over x^2-36, x-> 6
12. first mistake is actually -1, the other is 1.
14. x->5 non removable asymptote
x-> -5 is removable
17. DNE asympotic behavior
Sydney Carrington
ReplyDelete#1 Part A: I made a careless mistake because I explained it as the function MEETS at two different values from the left and the right. But the function actually APPROACHES two different values from the left and the right.It changed the definition to be incorrect but I knew the correct meaning.
#4 Part D: I got the correct answer, which I believe was 0/-3 and I then simplified it to 0. But when I put my answer in the blank, I put "dne because of asymtotic behavior". I got confused that it was just 0 not "dne".
#7: On this question, I was kind of confused because I didn't know how to handle the results from the conjugate and make arithmetic mistakes. I cancelled things I couldn't cancel.
#8: I was confused because I didn't know how to get rid of the complex fraction and I simplified incorrectly. I think I combined my common denominator wrong. It completely an algebraic mistake.
#10: I didn't fully explain my answer and define the function value from the limit value when proving my explaination. I had the right idea and made a careless mistake.
#16 Part C: I made a conceptual mistake. I believe that the correct answer was dne because it was zero but I didn't understand completely. With just one number I didn't know the limit was different.
#17: This was a confusion error, I understood the charts but I did not understand this one specifically. Because the values were approaching positive and negative I said it was plus or minus infinity. But I have gone back and tried to understand it and I feel more confident.
#18: Conceptual error: I didn't check all aspects of the continuity. So when I saw approaching a and it was continuous at a, I immediately agreed that it would. But that isn't always the case.
I feel like Picasso's quote connects to test corrections and such because when I see that I missed somthing I am tempted to just ignore and decide it doesn't matter anymore. But it does, it will help for future reference and knowledge. This quote will help me throughout the rest of the year because it will keep me motivated to finsih strong and continue the effort I put into school. These test corrections and things I spend extra time on to understand are what leads me to moments of pride in learning. I can then explain it to someone and make good grades and that makes me proud of all the time and effort I put forth.
On #4 part b my mistake was conceptual i completely forgot that the limit of a constant is a that constant. I missed that because it was the first thing we learned.
ReplyDeleteOn part d of the same problem i didn't want to believe that the answer i got was the real answer so i derived another answer not knowing that what i got was right.
#5 was also conceptual I forgot about high over low and vis verse next time i will study harder the concept of the basis so i wont mistake myself.
#7 was algebraic i'm not really sure what happened i know i got the concept but was really skeptical about how to finish the problem
#8 was also algebraic i have problems with fraction especially complex fractions i wasn't studying the steps and should have been in tutoring trying to get it right.
#11 was careless i forgot the limit as x approaches negative 2
#12 part 2 my mistake was careless and i have no idea why i didn't see that it DNE i must of not been paying attention.
#13 I wasn't specific enough my answer should have been yes b/c the function exist and as the limit of x approaches 10 is equal to the function value from the left and right.
#14 was conceptual i didn't know that a "jump" in the graph was also called a non removable discontinuity the canceling of x plus 5 was the RD and there was n NRD
#16 was an algebraic and conceptual mistake i didn't quite understand the function to put the number in and i got the answers switched and the last one completely wrong b/c i didn't understand.
I'm not there yet but i will be and its not the mistake its what i learned from them I might not be the smartest but I AM still learning.-Michael Angelo
#1 in the first page, the 5 th exercise,i was almost ready, but i did not finish completely, and i just plog in the number 2 when my exercise was not really complete,this was not an aritmetic,calculus, or a teoretical mistake, it was a mistake of my memory!!!
ReplyDelete#2 In the next exercise ploging infinitive in the exercise is really easy, but i did it know only after the test,when someone explained to me, you just have to consider that there is not a bigger number than infinitive,3 times infinitive is still infinitive, and infinitive between infinitive is just 1, it is that easy!!!This mistake was more a practical mistake, if i would have practice this a little bit more, i think i would have answer this question better!!
#3 the other exercises of the next page were the same mistakes, or they were mistakes that i just forgot to finisch, or i didnt practice enought the infinitive number!!!
#4 this was my first, but not my last theoretical mistake, in this question i didnt really understand what this question wanted of me, i thougt that i had to give an explanation about an example, but the example was the only necesary thing that i needed, so i lost in this question time, and points!!!
#4 In the question 13 i did the same mistake, i did it perfect, but i wrote the quetion wrong, i had to use specific #s from the exercise of above, this little mistakes where i dont understand, or i just read wrong, are the ones that are making so much mistakes!!!
#5 In the question number 14 i know most of the question, but when i read removable, i didnt have any clue what that word meaned, so i just put some number that i thought was special, but now i know taht removable was just a hole in the graph,this was another theoretical mistake, but stil not the last one!!!
#6 in the num,ber 15 where i had to graph with two specific limits, i had no ides waht to do, i only knew taht somewhere it went down, and in the other site down, this was an calculus mistake, becouse i didnt know tahat the one that had to go up from 2 to the right was going down, and the other site up!!!
#7 in the exercise number 18 it was another theoretical mistake, becouse i was thinking that continuos was the same as a function and, it would not exist if there was a hole in the graph, but now that i read it again i know that ihe questoin was asking something really different, and more easy, being the answer just yes!!
#19 this is my last theoretical mistake, becouse it was the last question,but wat i am not happy about, is taht i still dont understand, i was asking a lot of people, but they couldnt answer me niether!!
Conclusion,
i saw taht almost all my mistakes were theoretical mistakes taht i schould know, but the problem is that i forget that when i am making the test, but just afer a few minutes i see taht it was preaty simple, it just that i have to give more time to memorize that kind of stuff, and the other problem was just little things,like forgeting to complete my exercise, i think i have to much stress when i am making the test, i have to lern haw to get better with the time, so that i can think enought for every problem!!!
Christian Estermann
Kelsey Munoz
ReplyDelete#2. On number 2(a), i honestly don't know what i was thinking at the time. I put lim f(x) approaches -1 when it really approaches 2 different values from left and right.
-This was also the same on number 2. (b.) I put the lim= 4 when it equals -3. I misread the graph :( I have no idea where i pulled 4 from...
On number 4(d.) I had the right answer of 0, i just put that it was "no approaches 2". I worked out the problem correctly of 2^2-5(2)+6= 0, i just wrote the incorrect answer on the line where it matters. I need to start going with my first instinct and try and make less careless errors.
On #10 i graphed half of the graph correctly, but did not graph what f(2) equaled which made it incorrect because the limit did not exist, as well, i did not explain my answer, all i did was graph it which was only half of the answer. I need to start reading more carefully and learn what the question is really asking for.
On question 11, i gave an example of a limit that resulted in indeterminate, 0/0, but what i forgot was to put "Lim" in from of my example. This is an example of a careless error because without stated what is being solved for, you don't know what is being asked for. It's like putting units at the end, i just didn't put my "unit" at the front of the problem. The new FULL answer would be, lim as x approaches 6 (x-6)/(x^2-36)= indeterminate. When all said and done, the answer would be 1/12.
On #12 I said that as x approaches 6 that the lim dne because of f approaching from 2 different directions, clearly i did not know what i was thinking because after rereading the question and looking more carefully at the graph, i know that as x approaches 6, the lim f(x)= .25
This was the same for #12 (b.) because as x approaches 0, the lim dne because f approaches different values from 2 different directions: (0,4) and (0,0) from the left and right. What i should have done was read the graph more carefully and taken the time to look at it instead of rush to a conclusion and move on. Had i read the graph more carefully, i believe i would have gotten those answers correct because as soon as i looked over the problem again, i immediately knew the answer and kicked myself in the foot for missing it.
On #13, i remember being a little flustered on test day about this problem, but now that i sat back and solved it out, this was no problem to "fear". By working out the 3 steps i found out that for step one, f(x)= 10, 2.) lim as x approaches 10 =3, and 3.) 3=3 which means that f(10)=lim as x approaches 10, meaning this problem is continuous.
Kelsey Munoz Continued....
ReplyDeleteOn #16, as i look at the problem, i am kicking myself in the foot... This problem was simply algebra and i misread the < and > signs making me use the wrong formulas... :/ for part a.) the correct answer was 5 because 0^2+5= 5 and for part c.) 3^2+5= 14
On #17 i did not know how to solve it. I remember working on problems like it in class and on the very first day of units but i never really understood the concept. But now, i know that 2 was the asymptote which means that as the limit approached 2, the limit did not exist because of aymptotic behavior.
On #18, I missed this problem because of lack of time and because of a careless mistake, meaning I believed the question was asked the other way around. The question asked, "If a function is continuous at x=0, does that necessarily mean that lim f(x) exists as x approaches a. “ I put that it was “No, because if continuous, the limit and function value must be the same and for a function to exist, the limit must not be A, B, or C.” Now though, I realize that if the function is in fact continuous at x=0, there is not a hole in the graph, meaning the limit does exist.
Conclusion: From making corrections, I have learned that I need to take more time in solving problems and practice more. I need to start reading the question instead of immediately starting the problem. Many of the problems that I missed were careless, but also conceptual. Picasso’s quote relates to making test corrections because now that I know what I “can not always do,” or make mistakes on, I now know how to learn from my mistakes and solve the problems correctly. This will help benefit me in the last month of school in that if I do have to take the final, I can learn from my mistakes on the test and hopefully not make the same error twice. Many times that I have been proud of learning was after going to math for four hours in one day after coming back from Disney world. When I got back I thought I would never understand limits, but after going to tutoring and learning the concepts, I began to understand them and I felt proud of myself for learning them!
#4 I did the arithmetic incorrectly. I was going too fast and I was careless I've learned that I need to check over my problems before I turn the test in. the answer should be 10/3.
ReplyDelete#5 part a and b were both conceptual. I forgot about the horizontal asymptote rules. For a) it was if the denominator has a greater power than the numerator it was 0. For part b) if the powers were the same then the leading coefficients are divided which for this question it is 4/7.
#9 I thought that (x^3)-8= (x+2)(x^2-4x+4), but actually it is (x+2)(x^2-2x+4). So this is both carelessness and conceptual.
I have learned that I need to look over my answers before turning them in. Picasso's quote may derive from the fact that we learn from our mistakes and that even though we know we are going to make mistakes we do it anyway so that we can learn from them. So for example #5, I forgot how to do, so instead of leaving the answers blank I try to do it anyway, even though I know I probably got it wrong. Then when I got my test back I asked Ms. Laster how to do them and I learned from my forgetfulness. And now I remember about asymptotes which will help me in the final exam since I have to review and study for them.
The times when I felt the proudest about any math class, is when I can help my friends, relatives, or even strangers solve math problems. I love it when they finally understand how to do the problem, instead of being confused the whole time. Like a week ago, I helped a a friend of mine who is a refugee from Burma learn how to multiply radicals. Before he was just copying from his friends, but now he knows how to do it by himself without copying or needing help.
DA
ReplyDelete#2.(A) The function approaches -1. I made a careless mistake and looked at the wrong axis on the graph.
#2.(B) The function actually approaches -3. Again, I made a careless mistake and made the same error I made in the question above.
#4.(B) Originally, I concluded that the limit did not exist because the x value was not present. I did not understand how to find the limit of something that didn't contain x. Therefore, this question was a conceptual mistake. I tried to make the problem harder than it was. The real answer (function) is the same as the given number (square root of 2).
#16.(C) I made a careless mistake. I saw that f(x)= 3, x= 0, so I put zero. I needed to make sure that x approaching 3 from the left and from the right were the same. If I had done that, then I would have realized that the function did not exist.
#17. My answer was correct, but I did not put the correct reasoning behind the fact that the limit did not exist. The table showed the graph decreasing from one side and increasing from the other. Originally, I thought the function must be approaching two different values from the left and right. However, I now realize the graph was oscillating. This problem was a conceptual mistake.
#18. I made another careless mistake. I read the question backwards. The answer I gave was the opposite of the question. The function may be continuous, but that does not mean that the limit exists. There are exceptions like we recently learned. For example, a cusp and a corner are both continuous, but are not limits.
#19.(BONUS) This question was a blatant conceptual mistake. I did not know how to solve this particular problem. I am not sure if I know how to solve it now either. I never practiced a problem like this before and the bonus caught me off guard. I should have practiced more problems that put me out of my comfort zone.
I have learned that I make many careless mistakes, and I should read each problem more carefully. I also learned that most of the conceptual problems I missed were because I over thought the problem. I need to break down each problem better. If I did this, I would see that I actually knew the concept. When a problem is not similar to an example on the review, I tend to give up. Next time, I will try not panic and continue to work on my growth mind set. Picasso's quote related to my corrections because you can't learn unless you make a mistake first. I learned more about the kind of mistakes I make on tests. I can, now, move forward, since I better understand what to do next time. This mind set will help me the last month of school because I know what to be aware of on my future tests. My proudest moment in math class this year would have to be working hard and making the High Five list. The list proved that my hard work was paying off. I hope to reach the High Five list again.
Nate Villasana
ReplyDelete#2 b) i just did a very careless error and dint read that it said -2.5 and thought it was approaching 2.5 so i put the answer as 3 instead of -3.
#5 a) on this question i was confused on how to determine if if was Dne or just zero. but now i realize that it was 0 instead of dne. this was another careless error that if i spent just i bit more time on the question i would of surely got it correct.
#11 i didn't quite know what a indeterminate was and couldn't fully explain it so i didn't come up with an example. Now i know that an indeterminate is when there isn't enough information to find the original limit.
#12 b) D) and e) on all of these questions i just didn't look at the question properly and misunderstood what i was seeing. Looking back at it i should of gotten all of these correct but i didn't spend enough time reading the graph.
#17 this one was a very big careless error, instead of looking in the right box i looked in the left and put that it was approaching 2 instead of properly evaluating the problem. I knew how to find the correct answer but instead gave it no thought and answered without really looking at the table.
#19 this was a conceptual error, i dint really no the answer at all and guessed but now i know that there could of been holes in the graph and just because it is continuous at "a" doesn't mean it is every where else.
Though making these corrections i can tell that i make far to many careless errors and need to work on properly reading the question and taking a bit more time for each one. I also know that i need to look over the concepts more to really understand the problems. The quote tells me that if i push my self to do things i don't usually do i can continually learn new things. A time when i was proud of something i learned was binomial coef. because i really think i grasped the subject.
Brian Boos
ReplyDelete#1 B. Error was careless, my definition explaining one of the reasons why a limit doesn't exist was weak. I said "approaches from 2 different lines", whereas a better way to say it would have been, it does not exist because there is no limit when a graph approaches from two different values not lines.
#8 I made a careless error, once i made the fractions have similar denominators, i forgot to put the fraction back over x therefore thinking the limit was 0, although the limit was actually -1/16. Can't believe i didn't refer back to the original problem UGH!
#9 Careless/arithmetic mistake: I correctly did everything until i plugged the -2 back into the limit i mad -2 squared equal -4.... why i do not know, so therefore the answer should have been 12 when you added 4+4+4... another point down the drain.
#10 Conceptual- I didn't quite understand how to make a function of my own, and seeing the C in there kind of threw me for a loop as well, and my graph was all messed up as well, kinda missed the whole point of the question wish i could have another shot as i now understand what i should have done.
#11 Conceptual- missed this one because of lack of studying didn't have a clue what an indeterminate was and i am not too great at making a problem of my own and solving it, so that hurt me there as well. I now know an indeterminate is one where the limit can not be solved from the information you were given.
#13 Vocab misunderstanding- Didn't know the 3 steps straight up that is why i got points taken off. Now know that the 3 steps are 1. has to have no breaks at that point. 2. the limit at x=10 exists. and 3. it satisfies all the limits.
#17 carless error- thought this one was really easy and skipped over the fact that it was undefined at 2 meaning that there is no limit because of asymptotic behavior. Therefore the answer was DNE.
#18. lack of explanation.... I didn't not explain that for a graph to be continual at x=a the limit has to exist, that is one of the three reasons why limits do exist, at least I only got one point taken off.
I have learned from making these corrections that I need to slow down when i am taking my tests, sometimes I rush through just because i know the material and then i make little tiny errors and get points taken off, and all those little points off add up and make it to where I don't get an A which is my goal for every test, so if i slow down and make sure i don't make as many of those tiny errors. Also i need to make sure i study some terms and vocab before tests cause that always gets me for some points as well. The quote applies to the corrections, because we always make mistakes meaning we couldn't do it, so therefore we make corrections so that we may learn these concepts, because they will be important next year when taking calculus.
I was very proud of my learning last five weeks when i was in the high five, i was proud that i had finally done the work to make a high grade (which saved my gpa last six weeks) seeing results makes me proud of the work i put in, results, high grades, and a feeling of success is why i put work in. Hope I can make less careless and vocabulary oriented errors on our next test!
Logan Lee
ReplyDeleteJust to let you know I spent 45 minutes writting out the entire thing and right when I finished and was about to click publish my iPad freaked out and lost everything I just wrote!!! So here it is for a second time (It won't be as good this time because I am now depressed...).
#1 I made a conceptual error on part c. I wrote hole in the graph instead of putting function approaches two different values from left and right. This ended up costing me a lot because whenever I put c I would get points taken off. I learned that I really need to know the stuff so I don't make these kinds of mistakes and get lots of points taken off.
#4 I guess this would be a conceptual mistake and a careless error. For part b i got the problem right but put c and got points taken off. I learned that certain things can make big affects on little things.
#4 For part d I made an arithmetic mistake. I did the math right but then put down that it did not exist. I learned that I need to be arithmeticaly sound in order to make a good grade on a test.
#5 For part a and b I made a conceptual mistake twice. I totally forgot how to do it so I just guessed. I learned that I need to study a lot more so that I don't forget things.
#7 I made a conceptual mistake and a careless error. When I first saw the question I was confused and so I skipped it. When I latter came back to it I was running short on time so I rushed it. I learned that I need to plan my time out for each question so that I don't make careless errors.
#9 I made an arithmetic mistake. The x was cubed and so when I was solving it I wrote down the wrong numbers. I learned that I need to be arithmeticaly sound on all the little things so I don't make all of these little mistakes.
#10 I made a conceptual mistake. I graphed a function correctly but I explained it incorrectly. I learned that both parts are just as important and should take the same amount of time for each.
#12 For the second one I made a careless error. I didn't look at the graph correctly and wrote down the wrong answer. I learned that I need to take my time in order to not make these simple mistakes.
#12 For the fourth and fifth problems I made two conceptual errors. I was confused on what to do so I put the wrong answers. I learned that I need to know the stuff in order to not make these mistakes.
#13 I made a careless mistake. I got the question right but didn't show the three steps. I forgot that I was supposed to to that and so I didn't do it. I learned that I need to read the question thoroughly.
#14 I made the same careless error that I did on number 13. I got the question correct but left pith the second part because I didn't read it thoroughly. I learned that careless errors can really hurt and I need to avoid them.
#15 I made a conceptual mistake. I wasn't sure on what to draw so I gave it my best guess. I learned that every little thing counts.
#18 I made a careless error. I was running out of time so I put the incorrect answer. I learned that planning out your time is very important.
I have felt proud from my learning during the couple of times I made A's on tests without any extra credit. It feels great when you usually get B's and C's!!
#2a I missed because of a conceptual error, I got confused with all the holes in the graph and the function tripped me up but i now realize what i did wrong.
ReplyDelete#2b I missed because of a careless error in not seeing that as x approached -2.5, the point was in the middle of one of the lines not at one of the points, just something I looked over too easily and quickly that ended up costing me some points.
#8 I made an extremely careless error by simply forgetting an easy negative sign probably from working too fast but luckily it only cost me one point so wasn't too painful.
#13 Conceptual- For the first step to why the function is continuous I explained yes f(x) exists but since there was a point there I just failed to put that f(10)=3 to actually show it existed but again lucky for me it only cost me one point so didn't hurt me too much.
From my corrections, I've learned not to work so fast and to check my work before I turn it in if I have time so I won't get points taken off for all the careless errors that I made throughout. Picasso's quote relates to this because by doing corrections on what we missed or couldn't do on the test we are by that learning and being able to do what we couldn't do before, bettering ourselves for the future. This will help me in the last month of school by helping me to work on things I may not have learned or got the first time and getting prepared for those concepts on all my exams.
I have been proud of my learning in math class this year everytime I get a test back with a good grade on it. Throughout my life math hasn't really been a strong subject of mine but this year it just fit for me and with the help of a good teacher I learned a lot and my grades were good as well. I was also proud when I made the high 5s on one of the six weeks for having a good grade in math, something I would have thought to never be able to achieve at the beginning of the year, especially with all these smart kids in our class.
AMM
#4 d. On this part of the question I simply made a careless mistake. I was working fast and tricked myself into believing the problem was 0 over 0 and an indeterminate when it was only 0 over 3 which means the answer should have been 0.
ReplyDelete#7 On this question I again made a careless error! I found that the question was an indeterminate and did everything right except I was rushing and didn't multiply 2 x 2 when I should've. Because of that my number were skewed and I got the wrong answer.
#12 d. Again I made a careless mistake. I knew the answer was -1 because that is what the graph is approaching when the limit is approaching 7 yet I put the answer as 1 because I was rushing and kind of just skipped over the graph.
Obviously my mistakes were made because of rushing, and slowly I believe im learning to just stay calm during tests. I prepare well enough where if I just stay focused and calm I will have enough time and do not need to rush. I feel when I look at Picasso's quote I see that the more I work at staying focused and calm during tests the better off I will be. This really affects my entire life. If I keep working at aspects I struggle in it will always improve.
Lastly I feel like my proud learning isn't necessarily math. I dont know if you mean to but slowly I see life lessons Im gaining through this course. Obviously math isn't the important thing in a persons life and I really have seen how much being friendly and loving others can truly affect someone on so many different levels. I've had so many bad days just because of a rude comment here and there and I have seen others go through heartbreak because people dont control their words and actions. Way past math I feel like this class has helped me in knowing how to treat others and how easily you can turn someones bad day into a good day. This is something Im really proud of because how we treat others is so much more important then math.
Kyle Kennedy
Ford Flusche
ReplyDelete#5a)I did the algebra wrong ,and I forgot a concept. I forgot that anything divided by infinity ,except for infinity, is zero.
#7 I did the algebra wrong. It was an indeterminate and i messed up when multiplying by its conjugate.
#8 I was going to fast and incorrectly wrote the answer. I had done all the algebra right but i was just rushing and messed up when putting my answer down.:(
#12 c) lim x->3+, I messed up conceptually. I now know that the point at x=3's limit is -1.
d)lim x->7 It actually did not exist because of asymptotic behavior and not because of it approaching two different values from the left and right.
#15 I messed up conceptually. I drew an incorrect graph. The best graph i could have drawn would be a parabola but instead i drew a straight line passing through the point.
#16 a)I messed up conceptually. I did not plug the number into the right piece wise formula.
#17 I messed up conceptually. At x=2 the limit is undefined because it approaches two different values from the left and the right.
#18 I messed up conceptually. I did not read the problem well enough and answered incorrectly.
From dong test corrections i learned what i need to do to do better on tests. i discovered that i need to take my time and not stress over small things because then i will not do as well over all. I need to do all of my homework on time so i can keep up with the lessons and be more prepared for the test. Picasso basically said that he does things to learn from mistakes so by making mistakes on a test i am learning more than if i had not taken the test. its always better to learn from errors then to coast along easily.
My happiest moment in math this year was when i was up to date with all my homework and did really good on a test right after coming back from winter break. it was encouraging because then i felt like this semester was going to be very good. i did not keep up the same pattern but still i am trying to achieve that status again.
Daniel Green
ReplyDelete#1 c. I did not elaborate more on how it approaches from two different values.
#2 b. Arithmetic, i forgot to put in a negative sign.
#6, 7, and 8 Conceptual, I did not put enough time and effort into learning these types of problems and was unprepared when they showed up on the test.
#11 I skipped this problem to come back to later, but did not have enough time to come back to it.
#13 Conceptual, I never could remember the three step process to finding if a function was continuous.
#14 Conceptual, I did not put enough time into studying this process.
#18 Arithmetic? This was a stupid mistake, I put that the limit had to exist for the whole graph when it was only talking about a single point.
I will be much more prepared for the next test that we have. I will also be sure to make more appearances in tutoring so that i can better learn the concepts that caused me to do poorly on this test.