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My goal in math based on my iready math data is to improve my level in geometry.
My goal in math based on my iready math data is to improve my level in 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
In math we have been learning about area and surface area. I have mastered the formula of the area of squares, rectangles, which is base times height, and triangles, which is base times height divided by two. I am also good at the surface area of triangular and rectangular prisms. That is my reflection paragraph, thank you for listening.
UNIT 2: Intro To Ratios
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
In math we have been learning ratios. I will prefer a ratio table to a double number line. A ratio table doesn’t have to be in order whereas a double number line needs to be in order and if you try to make it into smaller fragments then you have to write smaller, so the double number line is just worse.
UNIT 3 : Unit Rates and Percentages
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 our third math unit we have been learning about unit rates and percentages. The learning target for this unit is, “I can analyze and interpret ratios and unit 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.” Learning percentages is kind of easy but it is not my favorite form of math. A way you can learn percentages is like if you just know at the top of your head that 10 divided by 2 is 5 then you know 50% of 10 is 5. A way you can use percentages in real life is if you are at a restaurant then when you are giving a tip to a waiter then you will use a percentage of the price you paid to give to the waiter.
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 the 4th unit in math this year we have been doing division. I personally think that I am doing great at division (but I am not the best), and I am still getting used to that cross-reducing stuff that confuses me but it definitely makes the whole problem easier. We have mostly been doing division with fractions, but at the beginning of the unit we were doing a bit of long division to warm up a bit I think. But overall I think that it was a pretty decent unit.
Unit 5: Arithmetic in Base 10
Unit 5: Arithmetic in Base 10
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, I think that I have mastered basically everything that we did, like multiplication, division, multiplying decimals, dividing decimals, and adding and subtracting decimals. I think that all of the stuff that we did wasn’t very challenging for me, because I already did it, like how I did division and multiplication in 4th grade and multiplying, dividing adding and subtracting decimals I did in 5th grade. But I think even though I have mastered all that stuff I still am not the best at dividing decimals.
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