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UNIT #1 AREA AND SURFACE AREA
UNIT #1 AREA AND SURFACE AREA
Learning Tearget: 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
My goal for Math, based on my iReady math data is to improve my Numbers and Operations scores. For example, to achieve this goal I will work on IXL skills related to expressing fractions with denominators of 10 or 100 as decimals, to improve my confidece, and get better grades. In a test we recently did on iReady, I got very great results, but needed to work on the decimals. So now, I am working on improving my decimals in IXL, and improving incredibly well.
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
On the test in math, I’ve gotten a meets and one approaching, lucky, I NOW know what to do instead of getting an embarrassing approaching. That was on the first unit test, and the learning target was: I can analyze and identify geometric shapes, understand their properties, relationships, and find their area and surface area. I now understand this and could use this in the future for if I am going to buy something for my house or some situation like that. Now, the second test I had was called the unit 2 test, I got a good meets as you know. And it was all about ratios, I am glad I did well and it was actually pretty cool! I now know my ratios! Yes, yes, I’ll take autographs, but not today. But I think it will be handy in case I get a job that will need this. Now here's an example of ratios.
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
On the unit rate 2 test of introduction to ratios, I got a meets and know my ratios and I will give you an example of how I know my equivalent ratios. If you have 2:3 tablespoons of syrup to tablespoons of batter for a recipe, and you want to make a cake twice the size of the original recipe, then you have to multiply both of those numbers by two, and then you have a grand total of 4:6. Or in other words, tablespoons of syrup to tablespoons of batter. Another example is if you have that same recipe of 2:3, and you only want a tenth of that, you would divide by ten. With a total of .2:.3 tablespoons. This would be very useful for cooking, or if I work at a construction site, and I want to buy a certain amount of concrete, or something like that.
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
My understanding of fractions has grown quite a lot! Now I know very much of how to divide, multiply, and add, or subtract my fractions. In the beginning, I could not remember how to divide, multiply and even add fractions, but now, my knowledge is great that I could teach somebody how to do this! An example of how I could use this in real life, is if I'm going to buy a bookshelf for some books, I’m going to need to know how many books I have, to tell which bookshelf I want. (It goes into a whole big process) One struggle I had with this was dividing fractions but it all came back to me and I am now more fluent than ever! Overall, I feel great about my fractions, and think that I will use this in my life very much.
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.
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