Embedded Files
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.
My goal in math is based on my iReady math scores. I need to work on my numbers and operations.I will achieve my goal by focusing on my numbers and operations when I work on IXL at the beginning of math.
Reflection Paragraph
`In math we have been learning about area and surface area. For example, I learned how to calculate the surface area of things which I did not know before. Learning the surface area of things was also a good reminder of how to find the area. Speaking of area we also learned how to find the area of triangles which was very helpful. I feel that I have mastered using the specific formulas for volume, surface area, and area. But I also feel that I am able to find the area of a triangle when given a base and height. Finding a missing height or base is a little more tricky for me though.
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
In this unit we learned about ratios. Equivalent ratios are when two ratios are the same thing like 5:10 is equivalent to 10:20 because it’s times two. You would use equivalent ratios in baking or to mix paint colors. For example to make a shade of light blue you would need to mix 5 cups of white paint to 10 cups of blue paint. It depends on how light you want your paint. We can represent ratios in two different ways. One, is double number line diagrams and Two, is tables. They help you understand ratios better because they show you what is happening to get to equivalent ratios and what you need to do to find more. I have had only a few experiences with Part-Part-whole ratios and they were confusing at first but when I started to understand them they were very fun. The challenge that I encountered was that at first I didn't understand that every number inside of the diagram/table had to be the same so that made me struggle a little bit.
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
For the unit test I got a Meets for my grade. I understand ratios and rates because at the beginning of the year and units I didn't understand how to find ratios or what ratios even are. One strategy that I like is If you have to find all the shapes to all the squares you draw them or count all the shapes and squares then you put whichever one they said to find first goes on the left side of the :. One way that ratios and rates have applied to my future is that when I'm baking I need to use ratios for finding how much flour or sugar and for unit rates I can use this to find out which coupon I should use. One strategy for percentages is that in a sentence for a percentage problem whatever number has is before it it goes over the one that has of before and then on the other side It has 100 on the bottom and if you are trying to find the percentage then you put the x over the 100 then find the percentage. I am very excited to learn more about percentages and ratios!
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
In this unit we learned how to divide fractions, interpret various divisions expressions and a lot more. Here is the learning target for this unit: 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. My understanding of fractions has improved a lot with this unit. For example, at the beginning of this unit I completely forgot how to divide and multiply fractions but after a little refresher I understood how and learned some new tricks along the way! How you divide fractions is pretty simple. All you have to do is use the same,change,flip strategy where we keep the first fraction the same, change the division symbol to a multiplication symbol, then flip the last fraction. How we can use this in the future if you want to become a space scientist or mathematician. In the unit test my grade was a Meets.
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.
Reflection Paragraph
Reflection Paragraph
This unit was all about long division and dividing decimals. The learning target for this unit is; 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. A real world problem that you can use dividing decimals would be if you are trying to find which is a better deal out of two different deals. You would have to find the unit price. Let's take the deal 24 cupcakes for $56 bucks. You would start by dividing 56 by 24. 24 can go into 56 twice making the remainder 8. Now that we are in 6th grade there are no remainders, so you add a decimal and a zero. You keep doing that until there is no remainder. The answer for the problem is 2.30. On the unit test I only missed one question giving me a Meets.
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