Embedded Files
At the begining of the year my goal for math based on my Iready scores is to improve my algebraic skills.
How I am going to work toward achieving my goal is to solve problems involving equal groups including remainders.
At the end of the year Geomitry
Unit 1: Area and surface area
Unit 1: Area and surface area
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
In math, we just finished our first unit, on surface area. I mostly understood how it worked, and a lot of what I need to know about area and surface area. In this unit, we learned how to find the area and surface area of a shape.
How to find the surface area of a shape: Let's say the base of a rectangle is 9in, the height is 4in, and the length is 6in. You would first multiply 9x3=27 then 3x4=12 and last 4x9=36 and you add all of it together and it equals 75in, that's your answer. To find the area of a triangle let's say the height of a triangle is 3in and the base is 6in you would multiply 6x3=18 and then you would have to divide that by two and your answer would be 9in.
Unit 2: Intro to Ratios
Unit 2: Intro to Ratios
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
In unit 2 ratios, we learned how to find equivalent ratios in tables and double number lines! Equivalent ratios are when one ratio is equivalent to another, the amount is just multiplied or divided. Some problems included mixing paint, recipes, and distances. Equivalent ratios are when one ratio is equivalent to another, the amount is just multiplied or divided. you can represent ratios on a table or tape diagram, by putting one number in the ratio on the top and one on the bottom to show the double number line, and you multiply or divide to find the next number on a table. In conclusion we learned how to find equivalent ratios, rates, and proper vocabulary for ratios.
Unit 3: rates and percentages
Unit 3: rates and percentages
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.
Reflection Paragraph
Reflection Paragraph
In my third unit, Unit Rates and Percentages, I learned a lot about how to find Percentages of things. Our long-term learning target was I can analyze and interpret ratios and rates, and apply them to solve real world problems. Additionally, I can connect equivalent ratios to percentages, using tables and double number line diagrams to reinforce the concept of percentages and rates per 100. In this unit on the quiz I got an exceeds, but in the test I got an approaching, because I got very stressed out and couldn’t really focus. One way I have used percentages in real world contexts is when I go to the grocery store with my mom. Sometimes we want to see what is cheaper and we have to do math and find what percent something is to find what is the best price. Sometimes in the unit it was hard because I did not understand it all. But overall I think I did really well on unit 3!
Unit 4: Dividing Fractions
Unit 4: Dividing Fractions
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.
Reflection paragraph
Reflection paragraph
Unit 4 was great. We learned all about how to divide fractions and use a very helpful tool, keep change flip. Keep change flip is where say you have ⅔ ÷ ¾ you would keep ⅔. Then make it multiplication, and finally you flip ¾ to 4/3 this makes ⅔ x 4/3 you then multiply across and you find your answer. I understood this unit very well and got a meeting on the unit test. This was a fun unit for me and I will use it in my day to day life.
Unit 5: Arithmetic in Base Ten
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
Reflection paragraph
Reflection paragraph
Unit 5 Arithmetic in Base Ten was awesome! I did really well in understanding place value, calculating sums, differences, products, and quotients of multi-digit whole numbers and decimals. My 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. A challenging problem I ran into is that I would take away the decimal to make the problem easier but then not know where to put it when I added the decimal back in, but after a little practice I think I have figured it out. Overall I had a lot of fun learning all about dividing, multiplying, adding, and subtracting decimals, and doing a lot of Arithmetic in Base Ten.
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