Embedded Files
unit 1: area and SURFACE area
unit 1: area and SURFACE area
Unit 1: 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 are learning about area and surface area.I am able to find an area of a triangle if I have the height and the base.I'm not so good at the multiplication.
unit 2: intro to ratios
unit 2: intro to ratios
Unit 2: 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
Hello you are going to read about what I am good at and not so good at in ratios. One thing that I am good at is Equivalent Ratios.You use Equivalent Ratios when you cook, for when you double a recipe or divide it in half.If the recipe has 3 cups of milk and 1.5 cups of water you can double it and it would be the same but you would have more.I have use Equivalent Ratios when I bake to make a smaller Bach of pan cakes or to make a bigger Bach of cookies for a party.I need to work on Representations.This is when you use a double number lines and tables to get the answer.This is hard for me because I like to now all the info I need. I hope you liked reading about me.
unit 3 unit rates and PERCENTAGES
unit 3 unit rates and PERCENTAGES
Unit 3: 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
For this test I got approaching. So far this year I have learned how to multiply decimals and how to read and wright rates.Rates will help me in the real world by when something is on discount.I can know how much I am paying more for one or the deal they are offering. In this unit I have gotten better at rates we have done a lot of with rates.Table and double number lines help me figure out what I am trying to solve.
unit 4 dividing FRACTIONS
unit 4 dividing FRACTIONS
Unit 4: 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 division with fractions has grown in this unit because now in can not have to think as much about same,change,flip,.this can help me in real life because if someone ask me what is 3 ⅗ divided by 1 ⅔ can do the math and not have to get all stressed out.The hardest part of this unit was making the fractions improper.During this unit I have gotten real good at simplify fractions.
Unit 5: Arithmetic base ten
Unit 5: Arithmetic 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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