Math

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

In math we are learning about area and surface area. One of the things I am good at is finding the area and surface area of cubes and rectangular prisms. One of the things I am not confident in is finding the missing length when given the area of a parallelogram. Another idea that I am good at is understanding the concept of area as the measure of the amount of space inside a two-dimensional shape. I am also confident in finding the surface area of a rectangle and cubes. In all, these are some of the skills we have learned and worked on.

Unit 2: Introduction 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.

Stella Standifer - 6th Grade Equivalent Ratios {6.RP.3A}

Refection Paragraph

Unit two was all about introducing ratios. First I will be covering what equivalent ratios are. Equivalent ratios are basically like equivalent fractions. If you have one half and two fourths it means they equal the same thing, they both are one half. Equivalent ratios are the same, there might be two to 4 and an equivalent ratio would be one to two. That is what equivalent ratios are. I used equivalent ratios in many different projects. One example would be when we use recipes. Ratio recipes are like when somebody used one cup of orange juice and two cups of mango. We use equivalent fractions to figure out and solve the ratio recipe. We also used different skills involving ratios and different representations of them. We used double number lines and ratio tables. Double number lines are two number lines above each other that you then place the numbers and split them up between the categories. I personally liked the ratio tables better because you can put more information on them. One of the funnest examples of ratios is part-part whole ratios. They are very important to learn because they are all about finding the ratio. I did not encounter any problems using this technique but sometimes with bigger numbers they were harder. I think that I have mastered the part-part whole ratios. This is just a small fraction of our unit two.

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.

Stella Standifer - Halloween Ratio Activity

Reflection Paragraph

We have learned a lot during unit three. Things such as, Double number lines, line diagrams, different vocabulary to use with these things, and how I grew on them. First, I learned many vocabulary words to help me better understand the problem I am working on. One example of this is the term, Percentage. Say a problem said, Sam ate 25 apples out of 50. What percentage of apples did he eat? I would know that I needed to find the percent in the problem. Another example of things I learned is, using tables and double number lines, Diagrams and more. We mainly used double number lines and tables more than others. A double number line is two number lines on top of each other. If you found fractions in a problem you could use a double number line and put the fractions on top. Tables are similar, but instead if you were trying to find the rate per something for me the table was easier. You just have to divide or multiply to get your rate to one and it gives you the answer. I think I could use ratios and rates often maybe. If I ever needed to find out the rate for something I would know. Or if I saw ratios I would know how to solve the problem. That's only some of the things that I have learned in our unit three portion.

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

On our fourth unit test I got a meets. Our learning target was, : I can adeptly apply division with fractions, interpret various division expressions, use equations and diagrams for multiplication and division scenarios, reason through problems with non-whole number divisors and quotients, employ tape diagrams for equal-size groups, address 'what fraction of a group?' questions, solve measurement problems with fractional lengths and areas, and seamlessly integrate multiplication and division for multiplicative comparison and volume problems. I can confidently solve contextual problems, model real-world scenarios, and demonstrate proficiency in diverse fraction-related operations within the 6th-grade unit. The first thing I'm going to be reflecting on is, looking at the relationship between multiplication and division in fractions. I think both are very similar mainly in fractions because in the problems where it was asking to pick all the correct selections on which situation was correct for the problem. I think that you can easily see that some of the problems of division and multiplication were the same, if not very similar. Next, With this I had some challenges that came with the unit, the dividing and multiplying fractions was easy but the word problems were very confusing. I was getting messed up whether to divide or multiply and still do. I tried to overcome them by looking at certain words that made sense to be multiplication or division. Lastly, I think some challenges with dividing fractions was trying to simplify them. I think I did well most of the time, but it was still kind of hard to make sure. Overall, I think this unit was hard and easy at the same time. I think next time I could try even harder than before.

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.

Stella Standifer - Lets Go Shopping Project

Reflection Paragraph

So far Unit five has been pretty easy for me. 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.First, I learned a lot about place value when I am calculating sums. I figured out that If I get the place value even a tiny bit wrong it can affect my whole answer and I can get it very wrong. Another example, I learned the importance of dividing, subtracting, multiplying and Adding. Before I thought decimals were not that important but then I saw all the real world problems and I realized there are decimals everywhere! One real world problem that I could use multiplying decimals is if I am in a store, Say I only had one hundred dollars and I wanted to buy a lot of ramen noodles. I would have to multiply the cost until it got to one hundred or close. A lot of things almost always have decimals in them when buying things. One challenge that I came upon when learning about decimals was when I kept getting the wrong answer and I was very confused. But then I tried looking at what I did wrong. As soon as I found it I realized what a big mistake I had made. Then I figured out what the real answer was. The mistake was that I was mixing up my numbers.

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