Embedded Files
My goal on iready math data is to improve my numbers and operations.
I will work to achieve this goal by improving my work to memorize my multiplication facts,
Unit 1: area and surface area
Learning Targets
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
In math some of the topics we have been learning how to find surface area and area by multiplying base and height. I am working on being able to find the base of a triangle when given the area and height.
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
One time I have used equivalent ratios was when I used to bake a ton of the baking recipes from my grandma's cookbook that she used to have by measuring the ingredients. I did encounter challenges while working with ratios because I didn't really understand how to multiply up and down. Another way I have learned to do ratios is in finishing tables. I also used ratios to know exactly how much paint to put in to make another color while working with my mom.
unit 3: unit rates and percentages
unit 3: unit 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.
unit 3 reflection
unit 3 reflection
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 number line diagrams to reinforce the concept of percentages to as rates per 100. My understanding of ratios and rates has developed during this unit because I learned basic skills in my life to be able to use ratios as a way to improve even out of school like money. For example I can use percentages to find how much money I have or how much tax I have to pay.
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
reflection paragraph
reflection paragraph
Page updated
Report abuse