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Goal for mathematics: Based on my i-ready results I will work harder to improve my comprehension of measurement and data. I will work to achieve my goal by learning how to choose between units of length. For example, in math we learned how to calculate the areas of many different shapes. Area is technically measurement so I am working fast to improve at this needed skill. Another example of measurement is distance or volume. Distance being miles or kilometers or acres. Volume the inside and general space being taken up by an object.
Unit One: Area and Surface Area
Unit One: 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 the first unit of the year, sixth grade, Mountain Middle School, I have learned about the concepts of area and space. The two dimensional objects that we have spent hours deciphering and creating different shapes, it has branches into several categories. These categories include 3D shapes, made of at least 4 different 2D shapes, conjoining into a third dimension. And another branch, one of area is the rectangles, squares, triangles and other shapes that create our world. Appropriate formulas and dimensions that create 2D and 3D.
Surface area is very closely related to area, even in name. Surface area is the area of the surface of 3D items. We dove deep into this concept as we learned about how dimensions can change in the millionth of a second. This affects the area and surface area of the shape. During the test at the end of the unit, I saw all of these things into one. Over all, I did well with the understanding of the area of 2D shapes, yet I struggled a lot with surface area. Formulas of different things, such as triangles. I have mastered that as I can divide by 2 very easily.
I need to work on my multiplying and dividing decimals, as it is very difficult for me as shown on the test. Overall, I think I did pretty well, as I had learned all the formulas needed for many types of shapes, such as triangles, base and height divided by two. Or the area of a cube. The area of one of the faces multiplied by 6. In conclusion, I think I did pretty good during this unit, whats next?
Unit Two: Introduction to Ratios
Unit Two: 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
Reflection of unit 2: Intro to ratios. Equivalent ratios are two different ratios of two things that would be the same in real life as it is on paper. For example, in the beginning of the unit we used equivalent ratios to work with paint for painting our exhibition project and to work with food word problems, such as baking. We learned to use ratios easily by learning about double number lines and ratio tables. Personally, I think that the ratio table is much easier to use because you can line up your numbers easier and you don't have to write super tiny. While learning about part-part whole ratios, I thought it was going to be very easy but then I discovered it's a whole new kind of ratio that I had not learned about yet. Eventually I figured it out while I was doing my homework and it's been easy ever since. Also, during this unit, we learned a bunch of new math vocabulary such as unit rate, ratio, and proportion. Understanding what these words meant made my learning successful and easy. Overall, during this math unit, I learned a lot and I am very excited for the next one!
Unit Three: Unit Rates and Percentages
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
Reflection of unit 3: The third unit for the first semester of sixth grade was on unit rates and percentages. The learning target was 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.” I got an overall score of exceeds on the unit test by showing all of my world on 2 pieces of paper. I am very proud of this accomplishment and learned a lot about the vocabulary and adding on to my understanding of ratios and rates.
Unit Four: Dividing Fractions
Unit Four: 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
In the fourth unit of the math school year, we learned how to divide fractions. 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. In fifth grade my understanding of fractions was relatively good, now in sixth grade my understanding of fractions and how to divide was much better after a summer of being able to relax. In real life when I will have to use fractions or division I’ll be able to do it without struggling with mental math. The fractions issue with multiplication and division being interchangeable really confused me. In the beginning of the unit I could barely comprehend how that worked, but now I have become more adept in recognizing the way they work together. On the unit test, I got three questions wrong which earned me a meets and not an exceeds.
Unit Five: Arithmetic in Base Ten
Unit Five: Arithmetic in Base Ten
Reflection Paragraph
Reflection Paragraph
In the 5th unit of math in 6th grade the long term learning target 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.” My understanding on how to calculate sums and use place value got a lot better in this unit, in the real world I think I will have to be able to do fast division on my dream job of becoming a dermatologist. Connecting the mathematical equations that I learned to do in this unit was actually really easy. I got a meets on this unit because I got a meets on the unit test. In a real world problem that you would have to do decimals and division on would be in the grocery store, debating on which item to buy.
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