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unit 1:area and surface area
unit 1:area and surface area
My goal based on my i ready math is to work on my geometry
My goal based on my i ready math is to work on my geometry
unit 1: area and surface area
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
Hello, welcome to my final reflection of area and surface area. In math we have been learning about how to find surface area,area, volume, and bass.but we are just focusing on area and surface area In the following shapes, triangles , triangular prisms, rectangles, rectangular prisms, squares, cubes, etc. The second thing we did in our journals was the area and surface area of triangular prisms, what you do first to find the surface area of a triangular prism is bxh divided by 2, and a square is bxh
unit 2: ratios
unit 2: 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 for unit 2
reflection for unit 2
Hi i'm olive Bowen and this is my reflection on ratios, I think I did good and I learned a lot of things about ratios, for example one of the things we learned was “Equivalent Ratios” equivalent ratios are when two ratios are the same but different numbers like 3:6 and 6:12 when you need to make equivalent ratios it helps to know your math factors. One way I learned to represent ratios is a double number line. It works like a diagram except there are two number lines on top of eachother for example the top number line might have kilometers, and the bottom number line would be hours. Number lines helped me understand ratios because instead of a confusing table which is just a rectangle with lines splitting up sections it has labels and has lines showing where things go, and I'm not saying tables are bad I just personally like double number lines better. Next is Part-Part-Whole Ratios. I don't really remember them that much but I do know that we did a slideshow learning experience in class one day and I think that it had some Part-Part-Whole Ratios in it. Anyways part part ratios are kinda like looking at a picture of cats and dogs say there are 5 dogs and 7 cats in a sentence it would look like “ there are 5 dogs and 7 cats what is the ratio of cats to dogs?” now I don't know exactly if thats it but ya thats my reflection all summed up for you, see you next reflection! bye!
unit 3: rates and percentages
unit 3: 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.
unit 4: MULTIPLYING and DIVIDING FRACTIONS
unit 4: MULTIPLYING and 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
coming soon...
unit 5:Arithmetic in base ten
unit 5:Arithmetic in base ten
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
In unit 5 we have been learning about “Arithmetic in Base Ten''. 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.one thing I learned that I thought was fun was long division,personally I thought it was really fun sure it was hard in the beginning but then I started to be fun and I liked it the only thing I did not like about it was the homework I would always get worked up and,most likely skip that problem,but now I understand it and think it is fun.I hated the work books though it was horrible but I think most of the class thought that too so it wasn’t that big of a deal to hate it.when I was in fourth or fifth grade I was horrible at long division I would take forever to finish and would take it home with me if I didn’t,and now I don’t take as long as I did sure I still might take a long time but its still faster than before. But overall I learned a lot in this unit even though it was short.
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