Embedded Files
My Math Goal
My goal based on my iready dada is that I need to work on my numbers and operations. I can achieve this by working on dividing things into equal groups. In my IXL test I worked on dividing things into different groups to try to get better at it.
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.
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
Some things I have learned about in 6th grade is finding the surface area of a rectangle that you can turn the 3D shape into a net. A net is a flat version of the shape and if you fold it it turns into the shape that you want. So this can help when you want the surface area and you find the sides of each edge and you multiply to get the answer. How you calculate the area of a 2D shape is easy, so first you find the Width and the length. OK let's pretend the width is 5 and the length is also 5 and so this is a square then we multiply 5 times 5 and the answer is 25, so that is the area of the square.
In conclusion I can find the area and surface area of 3D and 2D shapes.
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.
So in class I have learned about equivalent ratios. Equivalent ratios are when like 2:4 and 3:6 those two are equal because 2 is half of 4 and 3 is half of 6 and that is what an equivalent ratio is. So one time I used knowing equivalent ratios to help me bake. The recipe called for ½ a cup of flour and ½ a cup of chocolate chips but I wanted to double that so I used 1 cup of flour and 1 cup of chocolate chips too. That is how I used equivalent ratios to help me in the real world.
Unit 3: Rates and Percentages
Unit 3: 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.
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 the unit 3 test I got an exceeds in it. The test was about unit rates and ratios. I think I have grown a lot in this unit because at the beginning of the year I didn’t know how to do this. If I got a question about unit rates or percentages I would skip it and move to the next question. But now I can do it. One way I can show you how I am doing well in rates and percentages there was one question that was how many crabs each sea diver sees each dive. There were three people one was named bob the other was named sally and the last one was named willy. Willy has dived 105 times and has seen 5 crabs. Sally has gone diving 4 times and has seen 4 crabs. Bob has gone diving 3 times and has only seen 1 crab. So at first glance you might think that Willy had seen the most each dive. But no it was really sally. It was her because she sees one each time she has dived and so that means she has seen the most crabs each time she has dived into the sea. I can use this in the future because if I am buying some tickets and the original price is $300 per ticket. There is also a pack of tickets that is $500 for 3 tickets. You should get the pack of 3 because if you buy three tickets alone that would be $900. So the pack of three is a better deal.
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.
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
My unit 4 test I think went well. The learning target 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 got a meets on it and went back to retake it so I could understand it more and so I could get a better grade. When I did that I got an exceeds on the test and I understood how I got some of the questions wrong. In this unit I think I understood what we were doing pretty well and I was able to show my work on everything. One challenging thing for me was which fraction went first because if you mess up the order of the fractions your whole problem could be messed up and you would get the wrong answer.
Unit 5: Arithmetic in base ten
Unit 5: Arithmetic in base ten
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.
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.
Reflection paragraph
Reflection paragraph
I think I did really bad on my test. 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. I understood the problems well but I put the problems in the wrong order and I didn’t organize my division so I got some of the numbers mixed up and that is why I got an approaching on my test. I could use this math when I am counting how much money I have but I have cents. So you would need to be able to add, multiply, divide, and subtract the decimals the correct way. When I had some homework that had to do with subtracting decimals I was checking my work when I realized that I got a question wrong because I didn’t line up the decimals. If I didn’t notice it I would have a wrong answer and would have gotten the problem wrong too. I went back and looked at the problems trying to understand what I did wrong and I found out that I did division instead of multiplication. This is why I think I did badly on my test.
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