Embedded Files
Goals
My goal for math is to work hard and use the habits of heart and mind to put effort in to my work, and to also master multiplying and dividing rational numbers, fractions and decimals. I want to have a solid knowledge of elementary statistics hopefully by the end of this year, also being able to communicate mathematical/logical ideas in writing. will accomplish this goals by trying my best, doing extra work, pushing myself, learning from my mistakes, refining my work, taking in feedback, double checking my work or a problem, and asking for help if I need it.
My goal for math is to work hard and use the habits of heart and mind to put effort in to my work, and to also master multiplying and dividing rational numbers, fractions and decimals. I want to have a solid knowledge of elementary statistics hopefully by the end of this year, also being able to communicate mathematical/logical ideas in writing. will accomplish this goals by trying my best, doing extra work, pushing myself, learning from my mistakes, refining my work, taking in feedback, double checking my work or a problem, and asking for help if I need it.
IXL
IXL
IXL is what I did to work on math I did
Area Practice
Area Practice
We did some practice on area of triangles and rectangles.
Hexagon
Hexagon
each side of it was a problem me and Elise were partners. to remind us how to do them cents cmas was coming up.
Unit 1: Area and Surface Area
Unit 1: Area and Surface Area
Unit 1: Learning Target: In this unit, students learn to find areas of polygons by decomposing, rearranging, and composing shapes. They learn to understand and use the terms “base” and “height,” and find areas of parallelograms and triangles. Students approximate areas of non-polygonal regions by polygonal regions. They represent polyhedra with nets and find their surface areas.
Reflection Paragraph
Reflection Paragraph
Area and Surface Area was a review of last year. But I still learned a lot more than just what I had learned last year. It was so easy and I still learned some.
Unit 2: Intro to Ratios
Unit 2: Intro to Ratios
Unit 2: Learning Target: In this unit, students learn to understand and use the terms “ratio,” “rate,” “equivalent ratios,” “per,” “at this rate,” “constant speed,” and “constant rate,” and to recognize when two ratios are or are not equivalent. They represent ratios as expressions, and represent equivalent ratios with double number line diagrams, tape diagrams, and tables. They use these terms and representations in reasoning about situations involving color mixtures, recipes, unit pricing, and constant speed.
Reflection Paragraph
Reflection Paragraph
This Unit was fun and exciting and I learned so much in just a couple of weeks. For Ratios, we have done IXL and The Halowen slide where you had a party and you had to invite people. We also did these slides where there were a bunch of problems that were challenging. Ratios helped me so much now I can mix the colors of paint in formats to make other colors like 1/2 of red and 1/2 of a tablespoon makes
1 tablespoon of Purple but a little more red you have a completely different color. It has also helped me with my baking for example, when I was making Pie I had to make 2 not just 1.
Unit 3: Rates and Percentages
Unit 3: Rates and Percentages
Unit 3: Learning Target: In this unit, students learn to understand and use the terms “unit rate,” “speed,” “pace,” “percent,” and “percentage,” and recognize that equivalent ratios have equal unit rates. They represent percentages with tables, tape diagrams, and double number line diagrams, and as expressions. They use these terms and representations in reasoning about situations involving unit price, constant speed, and measurement conversion.
Unit 3 reflection
Unit 3 reflection
Unit 3
This unit was about Rates and Percentages. I understood this unit very well I think that I could even teach it. I think that ratios and rates were hard for me to learn the differences because they or close. The unit existed in many ways.
Unit 4: Dividing Fractions
Unit 4: Dividing Fractions
Unit 4: Learning Target: In this unit, students examine how the relative sizes of numerator and denominator affect the size of their quotient when numerator or denominator (or both) is a fraction. They acquire the understanding that dividing by a/b has the same outcome as multiplying by b, then by 1/a. They compute quotients of fractions. They solve problems involving lengths and areas of figures with fractional side lengths and extend the formula for the volume of a right rectangular prism to prisms with fractional edge lengths and use it to solve problems. They use tape diagrams, equations, and expressions to represent situations involving partitive or quotitive interpretations of division with fractions. Given a multiplication or division equation or expression with fractions, they describe a situation that it could represent. They use tape diagrams and equations in reasoning about situations that involve multiplication and division of fractions.
Unit 4 reflection
Unit 4 reflection
Unit 4 was a cool unit because it was a very good revue and it was also pretty easy. The learning target was: I can adeptly apply division with fractions, interpret various division expressions, use equations and diagrams for multiplication and division scenarios, reason through problems with non-whole number divisors and quotients, employ tape diagrams for equal-size groups, address 'what fraction of a group?' questions, solve measurement problems with fractional lengths and areas, and seamlessly integrate multiplication and division for multiplicative comparison and volume problems. I can confidently solve contextual problems, model real-world scenarios, and demonstrate proficiency in diverse fraction-related operations within the 6th-grade unit. I think I have done this because I have full understanding of this unit, and if a class meet needed help I would be able to teach them.
Unit 5: Arithmetic In Base 10
Unit 5: Arithmetic In Base 10
Reflection Paragraph
Reflection Paragraph
Learning Target: I can fluently calculate sums, differences, products, and quotients of multi-digit whole numbers and decimals using efficient algorithms. I understand place value, the properties of operations, and the connection between different mathematical operations. I can apply these concepts strategically in real-world problem-solving tasks with confidence and precision.Unit 5. Unit 5 was easy for me because it was a review from a couple of years ago, I did learn some that the teacher added on. The learning target was: I can fluently calculate sums, differences, products, and quotients of multi-digit whole numbers and decimals using efficient algorithms. I understand place value, the properties of operations, and the connection between different mathematical operations. I can apply these concepts strategically in real-world problem-solving tasks with confidence and precision. I know I have finished this because I got a Meets on the final test for this unit.
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