Embedded Files
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
I have mastered aria of a rectangle, cube, and triangle. For a square you the rectangle is the base x height. For a cube you do base x height x 6. To find the area of a triangle you do base x height divided by two.
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 this unit we did ratios. An equivalent ratio is when you have 1,2 then you make it into an equivalent ratio which is 4,8 that is an equivalent ratio. I used equivalent ratios doubling recipes. I doubled the a n orange juice mix.
unit 3: unit rates and presenteges.
unit 3: unit rates and presenteges.
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 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 paragraf
reflection paragraf
We did unit 4 Dividing Fractions. I had some trouble with it. How you do it is you set up the problem like 4/3 divided by ⅚ =. Then you same change flip it is 4/3 x 6/5=. Then you do it. Then simplify.
unit 5 bace 10
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.
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