Grade: 3rd grade Teaching unit 2: Session 28

We design the cover of our album

1. PURPOSES AND LEARNING EVIDENCES

Competencies and capabilities Performances (evaluation criteria) What will give us evidence?
of learning?
Solve problems of Establish relationships between repeating data. Create your personal album
regularity, equivalence and (objects, colors, designs) regularly and when using both shapes
change. transform into repetition patterns (with geometric shapes and measurements

Translate data and conditions perceptual criteria or position change criteria. for the design of the cover
to algebraic expressions and Make statements and explain what should beas patterns of
graphs. consider to continue or complete the repetition to decorate the
Argue affirmations patron through concrete examples. Thus cover and the pages of the
about exchange relations and also, explain your resolution process. album.
equivalence.
Rating scale

Cross-cutting approaches Observable attitudes or actions

Gender Equality Approach Teachers and students freely express their ideas and participate in the
activities and decisions.
Search Approach of the Teachers and students converse and reflect on the importance of
excellence work as a team respecting the ideas or proposals of others.

2. PREPARATION OF THE SESSION

What should be done before the session? What resources or materials will be used in the session?
Prepare a poster with the problem. Flip chart with the problem
Write on a flip chart the purpose and the Paper chart with the purpose and the criteria to
criteria to observe during the session. observe during the session
Prepare borders for each group, according to the Borders
problem. Color markers
Review pages 19 and 20 of the workbook. Scissors, glue, ruler, adhesive tape
Workbook (pages 19 and 20).

3. MOMENTS OF THE SESSION

Start Approximate time: 20 minutes

In class group

Talk to the students about what they did in the previous session; from that, ask them: Where
Will they include the personal description they did? How is your personal album turning out? Will they be able to apply?
any additional decoration that improves the presentation of the content of your album?

Present a poster with the following problem:

Forming patterns with shapes
We want to create borders to decorate the cover of our personal album, just like the one observed in the
Image. What figures would they need to draw to complete the displayed border?

Familiarization with the problem

For students to understand the problem and the mathematical relationships it presents, carry out the
siguientes preguntas: ¿Todas las figuras tienen la misma forma?, ¿tienen el mismo color?, ¿algunas se repiten?,
What varies between one figure and another?
Communicate the purpose of the session: "Today you will learn to design a border for your personal album using
patterns.

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Grade: 3rd of primary Didactic Unit 2: Session 28

It informs that during the development of this session and the next, you will constantly observe how they relate to the
drawings among themselves to find a rule that allows them to continue or create a design, taking into account shapes
and colors. You will also pay attention to the statements they make about what they find in the
design.
Write on a poster the purpose and the criteria to be observed and stick it in a visible place in the classroom.
Agree, along with the students, on some coexistence rules suitable for this session.

Development Approximate time: 50 minutes

Search and execution of strategies
In teams
Before forming work teams, give students a few minutes to explore and recognize the design.
the shape, the color, and the number of dots that each of the figures forming the border has. Propose this
How do we know which figure continues in the border? What do we need to do to continue the border?
Organize everyone into teams and give each one of them one of the borders you prepared for this part of the session.
Look for them to find the regularity or the relationship that exists between each figure and the order in which they appear.
border. To do this, use the following questions: How does the color change from one figure to another? Does it change or not?
forma de las figuras?; ¿hay algún cambio en los puntitos que acompañan las figuras?, ¿cómo es ese cambio?
It is expected that some teams will mention the following:

Encourage the groups to practice affirmations about how the shapes are formed or arranged in the border. Pose this
example, so that you have a reference: 'There is always an orange figure, a yellow one, and a green one together;'
this keeps repeating, but the dots next to each other increase from one to three and then return to
"start one below the other". Ask if these statements allow them to determine which figures continue in the
border. Then, ask them to complete the borders that were given to them.

Comment that up to this moment you have observed how they have related the figures and found a rule for
complete the border. Direct their gaze towards the flip chart where you noted the criteria.
Socialization of representations
In class group
Indicate that a representative from each group will present the complete border in plenary, explaining how it is formed.
sequence or the pattern and why the figures they have used to complete it are the correct ones.
Guide this moment through some questions: How did they discover what is repeated? How many times do they...
repeat?; are you sure you used the correct colors?, why?, etc.
Encourage the groups to ask questions. Keep in mind that as the teams present their proposals,
Some errors may arise; therefore, you must provide proper error handling, giving feedback.
to the team. To this end, you can ask questions like these: What figure comes after this one?, How do we
How do I form this border? What should the continuing figure look like?

Reflection and formalization of knowledge

It is important to observe the shapes, the colors, and the patterns to find the next figure in the border.
sizes of the proposed figures, in order to identify which ones always repeat, change position or increase.
Stick a border on the board and invite the students to point out which figures are repeating.
It mentions that when there is a group of figures, objects, etc., arranged in a way that they repeat fulfilling
Always the same rule, a pattern of repetition is formed. Indicate the pattern in the drawing and name it:

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 Grade: 3rd of primary Didactic Unit 2: Session 28

Elaborate on the board, with the intervention of the students, the following graph that summarizes what has been worked on:

Ask them to copy the chart in their notebook and draw the corresponding figures (flowers) to complete their.
molds.
Reflect with the students on the processes and strategies they followed to solve the problem.
proposed, through the following questions: Was it useful to think about a strategy?; Was it necessary to relate the
drawings and colors?, why?; what mathematical knowledge have we discovered by doing these activities?;
Will there be another way to solve the proposed problem?; How else can we organize the information?

It raises other issues.

Indicate to the students that, individually, they create various creative borders using paper.
grid for the design of his personal album cover.

Closure Approximate time: 20 minutes

Engage in a dialogue with the boys and girls based on these questions: What did you learn today?; How do you recognize
a graphic pattern?, what are graphic patterns useful for?; did you enjoy completing the designs for the cover?
from their personal album?; in what other situations could they identify and complete designs?; would they like to receive a
design of your best friend from class?, how would they feel about a gift like that?

To work from home

Assign the students to complete the activities on pages 19 and 20 of the Workbook.

4. REFLECTIONS ON LEARNING

What progress did the students make?

What difficulties did the students have?
What learnings should I reinforce in the next session?
What activities, strategies, and materials worked and which did not?

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Grade: 3rd of primary Didactic Unit 2: Session 28

Annex 1

Rating scale for the competency 'Solves problems of regularity, equivalence, and change'

Sessions 28 and 29
Establish relationships Makes statements and Employ strategies
Performances among data that are
explain what should be heuristics for
of the degree repeat consider for continue,
regularly and the continue the complete and create
transform into complete the pattern patterns.
Names and patterns of through examples
surnames repetition. concrete. Thus
also, explain your
process of
resolution.

It does.
He/She does it with help
- It doesn't do it.