I loved math so far. Some things that we learned are things like the area of triangles  and surface area. At first I found surface area confusing but now it makes a lot more sense. The reason that I found it confusing was because of the net. Without the net it made a lot more sense to me. I think that it was confusing with the net because of all the sides that look different and have different or the same numbers and all of the numbers and sides confused me. After I looked at the IXL explanation it made more sense and I found a process that helps me. I think that overall I have mastered surface area. I think that I have also mastered finding the area of triangles. The thing that really helped me do this was the formula, base times height divided by two. I am also able to the base of the triangle when given area and height. Overall I think that I am doing well in math. 

In the introduction to ratios unit I learned how to find ratios and equivalent ratios. Equivalent ratios are when you have 3:2 then an equivalent ratio to that is 6:4, how I got this is I multiplied 3x2=6  and then 2x2=4 so the equivalent ratio is 6:4. In math we learned a lot of different ways to represent ratios. One of them is using a table. When we are using a table I found it easier to understand because the information is neat and you can see how you got to those numbers and easily get new numbers.  One way that we learned how to find equivalent ratios is by using drink mixes and doubling them and seeing if they would taste the same. The other way that we learned how to find ratios is a double number line. With a double number line we would put the money on top and the amount on the bottom. I found this confusing because it was harder to put more numbers in and there were too many numbers all jumbled up. Another thing that we did was part part whole ratios. Part part whole ratios were the most confusing because if 30 went in one box it would have to go in all of the rest. 

In unit 3 our 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. In this unit I got meats for the unit 3 test. In this unit we did a lot of things. In this unit I think that unit 2 was very helpful because we knew the basics of using ratios and how to solve them. Now we just had to learn how to switch them to a percent or a fraction. In this project we looked at examples of something that could be a real world problem and had to solve them. One way that we did this was by following the different formulas. In this unit we also use tables and double number lines and tables. I think that this was tricky for me because I did not understand the tape diagrams. In a tape diagram you had to make all of the boxes the same number and I am better using formulas. This will help me in the real world a lot, for example I can use this in the grocery store. 

In this unit 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 this test I got an exceeds after doing a little bit of refining my work. When I first got my work back I had a meets and I had the chance to refine it to get and exceeds. I think that throughout this unit I got better at refining my work and going back after the test (if it is on paper) to check if it is correct and also to make sure that I read the problem correctly. I think that this will be helpful in the real world for things like cooking, building things and the grocery store. In this unit I think that my ability to divide and multiply fractions has grown immensely throughout this unit. In this unit we used a lot of formulas but the main one we used was: Same, change, flip. We also learned how to find the volume and area when there are fractions as the sides. The big difference with dividing and multiplying fraction is: In division you use the formula same, change, flip. It looks like this: 9/2 divided by ¾ then you do the same change flip so it looks like this: 9/2 x 4/3 = 6. In my opinion I think that division with fractions is the hardest because you have to multiply and flip the divisor fraction. 

In unit 5 our 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. In my opinion I think that this is the easiest unit because I already knew how to add, subtract, multiply and divide decimal. I think that this unit will not only help me in the rest of school, it will help me in the everyday world. It will help me in the everyday world because if I go out and become a doctor I will need to know how to use and calculate sums with decimals. In this unit we use a lot of things that most of us already knew how to do. In this unit we build off of long division and multiplication, all we did is learn how to do it with decimals. The most challenging part of this unit was the fact that I already knew how to do this and had to sit and listen while I was told how to do it again. I think that it was really helpful that we were building off of mathematical knowledge that we already had because we already knew how to keep things in place value and knew when to move and change the decimal place based on what type of problem we were solving. I think that what we learned in this unit is going to be very beneficial in the next unit because I am more comfortable solving problems with decimals and problems that have decimals and fractions in them. When I got the unit test back I saw that I had a meats. I am more of a perfectionist and chose to fix the one problem that I got wrong and then updated my grade and got an exceeds.