Math

UNIT1: area and suface area

: 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

Something I learned in the unit test is finding the surface area of three dimensional shapes and finding the area of a polygon shape. Something that I need to work on is to find the surface area. I haven't mastered that skill. I know the steps on how to complete the problem. I just get confused on dividing the triangles by two. I have mastered finding the area of polygons that is really easy for me. I know how to do all the steps like multiplying the shape. Calculating the surface area of a rectangular prism is pretty easy for me but sometimes it could get really hard.

UNIT2: intro into ratios

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.

Armancio Arredondo - 6th Grade Equivalent Ratios {6.RP.3A}

reflection PARAGRAPH

Ratios were an easy thing for me because it has alot of simple steps another thing that was easy is equivalent ratios was the division you could use equivalent ratios in real life situations like counting yourr money.

Unit 3: Unit Rates and Percentages

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.

Armancio Arredondo - Halloween Ratio Activity

reflection paragraph

I got a meets on the unit rates and percentages test. Percentages are easy to me at the start of the unit but moving on into the middle of the assessment it got a little harder then we started dividing the percentages you can use percentages when you're shopping. For example when an item is on sale you can find the exact price. Ratios are easy to me when I use a double number line diagram because it can help you solve a ratio problem faster and easier.

DIVIDING fractions

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

I can 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. Dividing fractions is easy for me. The challenge is writing the diagrams. That part is a little confusing for me but if I got the hang of writing the diagrams I would divide fractions easier. You could use the formula of fractions for construction and other jobs that require pizza cutting or if you want to work at a register. You might encounter fractions when you have money and you are going to spit it between your friends or if you have a piece of food and you want to break it into pieces.

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