Didactic Sequence

5th hour

EP No. 34 'Republic of Chile'

Grade: 6A Shift: Morning

Master: Bustamante Alexis

Area: Mathematics

Modules: 12

Contents: The integer and its different modes of

subdivision.
Fractions and equivalences.
Addition and subtraction of fractions.
Multiplication between a fraction and an integer and between
fractions.

Ways of Knowing: Relate fractions in terms of means,

quarters, eighths, thirds, fifths, sixths, and tenths
regarding the whole.
Develop resources that allow for comparing fractions
and determine equivalences.
Solve addition and subtraction problems between
fractions.
Put into play mental calculation strategies,
relationships and equivalences between fractions for
solve the additions and subtractions.
Solve problems that involve a fraction and a
whole.
Solve problems involving multiplying two
fractions.
Purposes: Propose various problematic situations that allow for resolution
problems of addition and subtraction between fractions.
Provide problem situations that involve the analysis of the
fractions.
Provide situations of direct proportionality to multiply one
fraction and an integer.

Objectives: Identify the concept of fraction through its graphical representation

Solve problems involving commonly used fractions:
½, ¼, ¾, 1 and ½, and 2 and ¼, associated with liters and kilos.
Use different strategies to solve distribution problems in the
The result can be expressed using fractions.
Solve division problems where it makes sense to distribute the remainder.
relationships between fractions and division are at play.
Establish relationships between fractions and the quotient of numbers
natural.

Class 1 (1 module)

The teacher will start the class by presenting the following problematic situation to be resolved.
among all

April and Benjamin wanted to fold a square paper each into 4 equal parts.
to make a card and they did it like this:

APRIL BENJAMIN

Abril says that Benjamín was wrong, and he says that they both did it well. Who do you think?
who is right?

Through the last question, the idea of how many parts the little papers were divided among will be posed.
two.
At another instance, each person will be given a small square piece of paper (all the same size) and will be asked
the following:

1) Draw other ways to fold a square paper into four equal parts.

They will then be given the following instructions:

At the end, there will be a discussion, and everyone will share how they solved the tasks and
they will solve some on the board.

Class 2 (1 module)

The class will begin with the following activities:

1) Match with arrows the fraction that has been painted in each case.
 2) In which of these drawings do you think half of the square was painted? Explain how.
Did you notice.

To conclude, there will be a discussion among everyone.

Class 3 (1 module)

The teacher will start the class by reviewing equivalent fractions using different graphs.
plotted on the board.
Then the following activities will be carried out:
To conclude, it will be proposed that you solve the following task:
1) Draw and connect the equivalent fraction. It will be solved together on the whiteboard.

1/3 4/10
3/4
2/5 6/8
4/6

Class 4 (2 modules)

1) Observe each graphic representation carefully and, if necessary, mark the partitions.
may they help you find the answers.

a) To do a job of
Natural Sciences in its
computer, Mariela drew this
picture

In the shaded area, you will place an image.

Which part of the painting did Mariela dedicate to the image?

b)Juan, on his screen, designed this picture:

It will stick the image in the shaded part,

What part of the painting will you allocate to the image?

c)Federico put the initials of Natural Sciences in the title of his work as:

WhatpartoftheletterCdidyoushade?
In the initial N, it will shade 4/7. Show me how I could do it.
Is it true that 3/5 of the letter N will remain unpainted? Justify your answer.

In each case, according to the parts, assemble the entire figure.

a)This triangle corresponds to 1/4 of another figure in the shape of a triangle.

b)This figure corresponds to 1/9 of a warning sign with a diamond shape.
c) This piece corresponds to 1/8 of a guard in the shape of a rectangle.

3)Observe the number line:

a) What number is represented by the ?

0 1
c)Is it true that in Is the number 10/2 represented? Justify your answer.
b) What number is represented by the ?

10 11 12 13
0 1 2 3

With great attention!

d) What numbers do these symbols represent here? y ?

 7
16/3

Class 5 (2 modules)
The class will begin by presenting a problematic situation to be solved by everyone.
will write the following problem on the board:

How much bread did I buy if I went to the bakery to get ¾ of breadsticks and ¼ of rolls?

At the end, there will be a debriefing among everyone and a dialogued exchange will take place with the
following issues:

Parts into which the whole is divided.

The result is 4/4, which is equivalent to an integer.
What other way can the same result be achieved?
Use of graphs for problem solving (through cardstock brought by the teacher)

In another instance, the same problem will be posed, but changing the quantity of small rolls to 1/2.
(changing the denominator). It will be emphasized that there are different procedures to solve it.
Then the teacher will display graphs of halves, thirds, and quarters on the board and will explain what they are.
fractions that we use the most in our daily lives, which we use when we refer to
elements that are divided into equal parts or that can be divided into equal parts.

After the explanation, the following problem will be given to be solved in pairs.

Jana, Julieta, and Alan went to the supermarket yesterday. Each of them bought a dozen eggs because
they were on sale. Upon arriving home, Jana cooked an omelet using a third of her dozen of
eggs, Julieta cooked scrambled eggs with half of her dozen and Alan used a quarter of his
Dozen to make a sponge cake. How many eggs did each one use?

There will be a joint presentation by everyone through graphs to facilitate understanding.

To conclude, you will be given the following photocopy to do individually.

1. One bottle has ½ of water. In another there are ¾ liters of water. Do they together hold more or
Less than 1 liter? How much more or how much less?

2. How much does ¼ need to reach 1 ½?

3. How much does 1/2 need to reach 2 ¼?

4. 11/6 is greater than 1. By how much?

Class 6 (1 module)
The teacher will start the class by presenting the following activity; at first, they will ask for
perform the first two calculations on your own and will be shared. Then, in the sharing,
You may ask: What data does the account give me, in order to resolve it, without having to perform the entire sum?

They will be asked to continue with the resolution and then it will be shared. For the exchange, there will be
take into account:

Parts into which the whole is divided

What happens when I have 'a single number'? Will it have a denominator?
In this first instance, we will use graphs to facilitate the resolution
One will be taken as an example and variables such as the opposite operation will be applied, what
Could we modify to obtain 'x' result?
 1) Complete the missing numbers so that the equality holds.
each case.
a. 1/3 +… = 1
b. 1/3 +... = 2
c. 1/3 + ... = 3

d. 2/5 + ... = 1

e. 4/5 + ... = 2

f. 14/5 - … = 2
g. 14/4 - ... = 3
h. 10/5 - ... = 2

i. 7/6... = 1
2. Is it true that 6/5 + 1/5 equals 1?
3. Is it true that 1 1/4 + ½ is greater than 2?

Class 7 (2 modules)

The teacher will start the class by proposing the following problematic situation to be solved among
todos

Luciano has permission to play with his cell phone for 5/3 hours each day. Today he has already played for 4/3 hours.
What fraction of an hour does he still have left to play?

When stating the result through a subtraction, it will be proposed to solve it.
situation, but changing the time fraction he played to 8/6 hours.

A brief explanation will be made and the following will be written on the board:

The teacher will orally explain that to solve the sums and subtractions of fractions of
To a different denominator, it is necessary to look for equivalent fractions for each of them.
equal the denominators so that they can be carried out.

What are equivalent fractions?

They are the fractions that represent the same amount. For example, which of the
Which of the following fractions do you think will be greater?

The teacher will display pizzas made on poster board on the blackboard and will present them from the
next form:

To represent 1/2, we will cut the pizza into 2 pieces and keep 1 piece:

To represent 3/6, we will cut the pizza into 6 pieces and keep 3 pieces:

To represent 4/8, we will cut the pizza into 8 pieces and we will keep 4 pieces.
You may wonder if there is a piece of pizza that is larger, and it will be pointed out that the
Fractions represent the same amount of pizza, exactly half, that's why they are fractions.
equivalents.

Then the teacher will ask the following question: How can we find a fraction that is
equivalent to another?

If we want to find a fraction equivalent to another, we can:

Multiply the denominator and numerator by the same number. We find an equivalent fraction.
with larger numerator and denominator. That is why this process is called amplification.

Divide both the denominator and the numerator by the same number (both must be divisible by this number).
number). Thus, we are finding a fraction that is equivalent with numerator and denominator.
smaller. That's why this process is called simplification.
After the explanation, the problematic situation raised at the beginning will be resolved among everyone.
class. If there are any doubts at the time of solving it, we will return to the explanation given by
the teacher. In another instance, the following photocopy will be provided:

In a deli, there was ½ of mozzarella, Ariel needs to use 2/4kg to prepare.

pizzetas for your birthday. What part of the rest of the cheese is left?
2. Alexis ate 1/6 of a cereal bar and Madeline 1/4. How much did they eat together?
the two?
In a rectangle, ¼ was painted and then 1/8 was painted, what part of the rectangle remained?
painted?

Class 8 (2 modules)
The class will begin by reviewing the following:

To remember

To divide 62 equal candies among 4 boys, this calculation was made:

 How much does each one receive if everything is distributed equally and nothing is left over?

Florencia is solving a problem in which 21 alfajores need to be distributed among 4 kids.

She did this account and explained it like this:
 They touch 5 alfajores and a quarter.

to each one, because

one remains and is distributed
in four parts

Do you agree with Florencia's explanation?

3. To solve in pairs: To make an equitable distribution without leftovers.

nothing, a person performed the following division:

a- How many things were distributed?

b-How many people?

How much did each one receive?

4. Propose a division equation to distribute 60 kg of tea among 8.

equal packages without anything left over, and indicate how much tea will remain in each.
package.

In another instance, the following problems will be given:

15 equal chocolates are distributed among 2 friends so that both receive

the same amount and nothing left over. How much does each friend get?
2. Miguel bought 15 pens for his office and is going to distribute them between himself and his
companion Malena so that both receive the same amount. How many
Will each one receive pens?
Three friends made a cake and cut it into equal parts so that
everyone eat the same and nothing is left over. What part of the cake did you receive?
each friend?