Aaron's Portfolio

In this unit we learned about how to serve, drop shot, and clear shot. And I think I know how to serve and clear shot but I think I still need to work on doing the drop shot and countering the drop shot.

I chose to do a video of Minecraft clips because I like to make videos so I chose to do this. Also I think it was very successful because it turned out to have explained my topic really well.

In this unit, we built an RC car, then modified a 3D model in Onshape and placed it on the car.

But after I made my 3D model it didn’t fit and it broke so next time I need to check for mistakes and stuff.

In this unit, we learned how to use the DECIDE model. The DECIDE model means Define, Explore options, consider, identify values, and decide what to do, and evaluate decision.

We made a clock that our client wanted us to make, which was an elephant clock. When we made the clock, we also demonstrated our technical skills which is in the keynote I put on the top of this page.

Next time I can use my time more efficiently so I can show more technical skills, and not use all my time on building the clock and forget to do the assignments.

What I Learned

I learned how to dribble the ball in soccer, using both the inside and outside of my foot to control the ball while moving. Learning these skills has helped me feel more confident on the field.

What Helped

My teammates really supported me during practices and games. For example, when I wasn’t sure where to position myself, they would point out specific spots to stand and explain why it was important.

What I Am Proud Of

I am proud of how much I have improved in soccer over the season. Before, I mostly just chased the ball, but now I know how to help my team by playing smart defense. I stopped a few goals by blocking shots and intercepting passes.

Something I Can Work On

One thing I would like to improve is participating more in offense. Sometimes I stay back on defense because I feel more comfortable there, but I want to challenge myself to join the attack.

U – What do you understand about the topic?
I understand that similar figures are shapes that have the same angles and whose sides are proportional. This means if you multiply or divide all the side lengths of one figure by the same number, you get the other figure. I feel confident explaining how to use a scale (like on a map) to find real distances and how to check if two figures are similar by comparing their angles and side ratios.

N – What new information do I have?

• I practiced using the CER method (Claim, Evidence, Reasoning) to explain my math thinking.
• I now know how to measure a path on a map, use the map’s scale to convert to real distances, and figure out how many laps are needed to walk a certain number of kilometers.

I – What is interesting about the unit?
It was cool to see how similar figures and scales are used in real life, like in maps. Choosing walking paths around Shanghai and calculating laps made the math feel useful. I also liked the “Would You Rather” warm-up question—it was funny to think about having clown shoes for feet or tiny baby hands!

T – What was tricky for me?
Sometimes I mixed up similar figures and congruent figures. Congruent means exactly the same size and shape, but similar figures can be different sizes. Also, when using the map scale, I had to remember to convert carefully between centimeters, meters, and kilometers. Checking my work with proportional reasoning helped clear up mistakes.

U – What do you understand about the topic?

1. I understand that “percent” means “out of 100,” and that percent problems are about finding parts of a whole.
2. I know how to use models like tape diagrams and double number lines to visualize and solve percent problems, which makes it easier to see what the “whole” and the “part” are.

N – What new information do you have?

1. I learned new vocabulary: the “whole” is the total amount you start with, and the “part” is the portion of that total you are finding.

I – What is interesting about the unit?

1. It’s interesting to see how percents are used everywhere in real life, like calculating how much sugar was removed from a drink or figuring out a sale price for a jacket.
2. I thought it was cool that there are so many different ways to solve the same problem (using fractions, decimals, or reasoning). It lets me choose the method that makes the most sense to me.

T – What was tricky for you?

1. Sometimes it’s tricky to figure out what number represents the “whole” in a word problem. For example, knowing whether I’m finding a percent of the original price or the new sale price.
2. Setting up a tape diagram or double number line correctly can be challenging at first. I have to think carefully about where to put the numbers and how to label the parts.