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
In math we have been learning about area and surface area. I think that one thing that I can work on is getting better at all of the steps. By doing this all I will have to do is multiply and add. I am able to find the base of a triangle when given area and height.
Unit 2: Introduction to ratios
Unit 2: Introduction 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
Looking back at the project I should have put in a little more effort and time into learning more about ratios. I think that if I did put more effort into this project I would have learned more. I even think that I like ratios, and that they are very useful. Ratios and proportions are foundational to student understanding across multiple topics in mathematics and science. In mathematics, they are central to developing concepts and skills in math. What I think ratios mean is for example, if there is 1 boy and 3 girls you could write the ratio as: 1 : 3 for every one boy there are 3 girls.
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.
Reflection paragraph
Reflection paragraph
Ratios learning target: 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 line diagrams to reinforce the concept of percentages as rates per 100
In this unit I met the standard with help from the teacher. I think that getting help is a very big thing for me to be able to understand what I am working on. Ratios are really important. One way that I could use ratios is in finding the unit price in an item to see which one is cheaper. Another example is tipping 20% percent at a restaurant.
I am excited to use this later on in the real world.
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
I feel like dividing fractions was the easiest thing I have ever done in my life. As soon as Mrs. Burton explained It, I immediately knew what to do. One struggle that I had with dividing fractions was the word problems. They were hard for me because of some problems I didn't know if I had to divide them or multiply. That's why I got an Approaching.
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