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 calculate the area of an Rectangular shape when given base and height. I am able to calculate the surface area of rectangular prism and cubes. I'm not too confident in my ability to understand the concept of area the sum of all the areas of 3D shapes and faces. In conclusion we have learned a lot this year so far and are confident in getting better in our skills.
Unit 2 : intro 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
Reflection paragraph
What are ratios? Well ratios are two quantities of products. Equivalent ratios are The same ratio when we compare them. One example of when I use equivalent ratios is when I make up my own recipes. Some of the ways I can represent ratios is with tables and double number lines. Also when you use Part-Part whole ratios it can be important to know if you are splitting money with a friend. You can use rate in a sentence for example my care is going at an even rate. I feel like I have mastered Part-Part whole ratio so now I have a better understanding of splitting or sharing. But I feel like I could still work on rate.
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
In this unit I got a meets on the test and an Exceeds on the quiz.The learning target for this unit is 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. You can solve real world problems using Rates. One Time I was at the Store and I was looking for a new pair of shoes for school and I had found two pairs of shoes and my mom wanted to get the cheaper ones so I had to use unit rates. I think that i could understand how to use tables and double number lines to figure out Rates but what I could understand really well was tape diagrams when we had homework and had to use tape diagrams i found using that easier for me but when we used double number lines that helped me figure out the problem quicker. In conclusion I think that I had a good understanding of this unit.
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 paraghraph
Reflection paraghraph
In this unit I think I understood pretty well how to multiply and divide fractions especially in the real world like when I would double a recipe I would have to multiply or add. Something in this unit that I struggled with was the part where you flip the problem and when you don't the problem would be incorrect but I did the dividing fractions more and more then I got the hang of it and then dividing fractions became easy. For example on the unit 4 quiz I got them all correct and that shows that I could understand. In conclusion I think I had a good understanding of the unit dividing fractions and could use it in the real world.
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
In this unit We learned how to divide , multiply, and subtract/add decimals. On the mid unit quiz I got an Exceeds and on the End of unit Assessment I got an Exceeds . After I refined the test at first I got a meets and only 2 questions wrong on a 7 problem test. How my understanding of decimals changed throughout the unit is at first i could not understand how to divide decimals because I was confused but then i worked on that with my teacher ms burton and then on the test I showed that I understood. What was hard in the unit was when we were reviewing for the test and doing that through trashket ball but on the test when I was not rushed I did really well.
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