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.
REFLECTION PARAGRAPH
REFLECTION PARAGRAPH
In math we have been learning about area and surface area. I can find the area and surface area of most two dimensional shapes such as squares, rectangles, triangles,and parallelograms when given a base and a height. We also reveal how to find the volume of 3d shapes. I am confident in my ability to find a missing base or height given the proper area. In conclusion I am not having trouble with math I like it.
Unit 2: intro to ratio
Unit 2: intro to ratio
I can understand how to find equivalent ratios by multiplying or dividing the top number so it matches the other ratio and do the same to the bottom of the ratio. Here is an example of an equivalent ratio: say you are making a recipe for cookies and it only makes 6 cookies, that's not enough right so you can double it and the cookies will taste the same there will just be more of them. We learned about ratios with number lines and then number tables. This helped me understand the concept of equivalent ratios. We also learned the words that go along with ratios such as rate,ratio,and unit rate unit rate is the speed it is increasing or decreasing on my final test I got a meets but I did it again and got an exceeds.
intro to PERCENTAGES Unit 3
intro to PERCENTAGES Unit 3
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.
My understanding of ratios has evolved throughout this unit because I learned that percentages are just rates per 100. I have also learned about how this can be used in the real world. I can understand how to find equivalent ratios by multiplying or dividing the top number so it matches the other ratio and do the same to the bottom of the ratio. Here is an example of an equivalent ratio: say you are making a recipe for cookies and it only makes 6 cookies, that's not enough right so you can double it and the cookies will taste the same there will just be more of them. We learned about ratios with number lines and then number tables. This helped me understand the concept of equivalent ratios. We also learned the words that go along with ratios such as rate,ratio,and unit rate unit rate is the speed something is increasing or decreasing. The learning target is I can analyze and interpret ratios and understand their significance in real world contexts. like I just showed you.I can find percentages using a formula, the formula is “ Y times X ”. To find the percent you would divide the two numbers you have. I got a meets on my quiz. I have applied this in my life by finding how much something is if it has a 75 percent discount. I have been having a good year with math and I love it.;
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.
reflection PARAGRAPH
reflection PARAGRAPH
In this unit we reviewed how to divide fractions. It was very easy because I already knew how to do it well. This can help me in real life when I am cooking.
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 a bit of a review for me. Our class last year learned this so it was not very challenging. Place value is very important when multiplying and dividing especially when it involves decimals. In the real world I can use this when I am trying to find the unit price of something also when converting different units. This will help me in later reference when I am doing multi step equations. That way division will give me no trouble. On our final test I got an exceeds.
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