Embedded Files
unit one surface area
unit one surface area
I need to learn how to understand surface area and other things like volume, more surface area and area.
Reflection Paragraph
Reflection Paragraph
In math we are learning how to do surface area. We are doing 2D and 3D it was hard in the beginning but then it got a lot easier and it got a lot less complicated. We are also doing surface area of nets. The way you figure out the way to find triangles is b*h/2 the way you figure out squares is to do b*h. It is a lot easier to find 3D shapes if you make the net. If you make a 3D shape to 2D shape it makes the surface area different because you lose dimensions that you would have in a 3D shape. For 3D shapes you multiply one face by how many there is and then you multiply the hight and then divide by 2.
unit 2: intro to ratios
unit 2: intro to ratios
reflection paragraph
reflection paragraph
Equivalent ratios are like 200:900 and 200,000,000:900,000,000 they are the exact same because you X by 1,000,000.like if you make two cookies with 2 cups of sugar how many cookies would you be able to make with 6 cups of sugar you would make 6 cookies. The double number line is one of my favorite ways to find equivalent ratios because you can count up and find the ratio really fast. I don't really like tables because there are so many missing numbers most of the time. To understand the equivalent ratios you have to find how much one of your things is like if you have 3 cookies and 9 cups of sugar that is 3 cups of sugar for one cookie. so if it asks how much sugar is needed for six cookies the answer is 18 cups of sugar. Part-part-whole ratios are like 10 to 20. What is one thing you do 5+5 and 10+10 and then you add them and you get 10 to 20.
unit three rates and parentage's
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.
paragraph
paragraph
I understand how ratios and rates work like how the work said that which would take longer 15 miles at 3 miles an hour or 33.3 miles an hour for one hundred miles it is the same rate you would get there at the same time. Or if you and your friend are going to meet half way to school and the half what point is half a mile and you are walking at 3 miles an hour you will get there in 15 minutes but your friend is walking 1 mile and hour you will weight 30 minutes for your friend to get there
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
unit 4: paragraph
unit 4: paragraph
I have learned how to accurately divide decimals as well as adding subtracting and multiplying like you can take the decimals away and just do the math and then you add the decimal back that is how i like to do math with decimals say you have five dollars and you need some food and drink you would look at the price and add it up say beef jerky was 3.50 and a doctor pepper was 1.50 then you would not have any money left. I faced some challenges like at first I did not have a good way to solve them so i just took the decimals a way and that made it a lot easier.
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
I personally liked this math unit because I got a meet’s on my math test and this unit was like a redo of 5 th grade because I already knew how to divide decimals so i think that i did great in this unit.I understood the way that you put the decimals in there places say you are dividing 0.004 by 4356 you would add three zeros to 4356 because you would have to move the decimal three times on 0.004 and that is how you put a decimal in its place. There were multiple ways that you can divide decimals. You can do my favorite way which is doing normal division and then adding the decimal or you could do my least favorite way which is doing base ten blocks which is really confusing.The learning target for this unit 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.
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