LT: 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.

What are you good at and what do you need to work on in math, this is what I can and need to do? I have learned that I’m good at calculating the surface area of rectangles, squares, triangles, and parallelograms using appropriate formulas. I’m not the best  at finding the area and surface area of a very very weird shape.

LT: 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.

In this unit we studied ratios and equivalent ratios an example is how many dead dynos to dead butterflies, 20879548989764556869568547 to 2097654098456856735625689893620985423580933948789734689735698754849576689779875456987544875876585738973589538795538795689658978978956789678697785989574487956798798548975687945879647897984879546568578697896386336638735897567895698756985489754987458975984698756987998754789. We also learned how to find the unit rate, 25:30 chickens to cows, how many cows to one chickens=1.2 cows to 1 chickens.

LT: 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.

My understanding of places and unit rates has increased. This applies to my real life context when I am trying to find the unit rate. We also learned about tables and double number line diagrams and tape diagrams, I think the table is the easiest picture to look at.

LT:  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.

Work on reflection