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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 polyhedral with nets and find their surface areas.
My goal for math based on my i-Ready data is to improve my algebra and algebraic thinking.
I will achieve my goal by identifying factor pairs of whole numbers up to 100.
REFLECTION paragraph
REFLECTION paragraph
In math we have been learning about surface area. I have mastered finding the formula of finding the surface area of rectangles, squares, tents, and parallelograms. And I am able to find the base of any triangle when given the area and the height. We also are Identifying nets. We recently took a test on finding surface area of different shapes and related questions.
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. And so we would take realistic situations and ratio problems and solve them! So like Jimmy had 16 jars of fishing bait and Jimmy has 6 fishing lures for every jar of bait he had so how many fishing lures does Jimmy have? And so, ratios have has been the highlight of our 2nd unit of math class.
unit three: 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.
reflection PARAGRAPH
reflection PARAGRAPH
In our Unit 3 section of our math learning journey We have been learning about ratios and unit rates and percentages. We have done all Kinds of tests and I've gotten Meats on all of them. Some of them I even got an Exceeds This math unit has been very successful. Something that really helped me in this unit was Double number lines and charts. This really helped me on the tests and quizzes because it was a very easy way for me to understand percentages because if you gave me like Dan ran 6 laps and each lap is 651 meters I could find out how many meters is in 6 laps anyways The learning Target for this unit 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 lines diagrams to reinforce the concept of Percentages and rates per 100.
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
Hi my name is Cody Espeland I have just recently finished my unit 4 math section and the learning target for this unit was I can adeptly 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. I will take a lot of learning from this unit we learned so much like dividing fractions, multiplying adding decimals and those are just a few of the things we learned about this unit has been super informative. thank you.
unit 5 Arithmetic in Base Ten
unit 5 Arithmetic in Base Ten
unit 5 math reflection
unit 5 math reflection
Hi I am Cody Espeland. I have just recently completed unit 5 of my math learning journey. The learning target for this unit 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. The main focuses of this unit where long division and multiplying multi number decimals and taking those problems and using them to solve real problems like, Bob has 6.54 feet of wood and he wants to build a fence that is 3.39 feet wide and 2.23 long how much wood will Bob have when he is done making the fence. so we would do those kinds of questions. And that was my unit 5 math journey.
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