PLANNING OF THE LEARNING SESSION

Juan Tomis Stack AREA: Mathematics

Grade: Fifth grade "A" Duration: 2 teaching hours

Teacher: CARMEN GRÁNDEZ TIRADO

I. TITLE OF THE SESSION

We find patterns in the objects that surround us.

II. EXPECTED LEARNINGS

COMPETENCE CAPABILITIES INDICATORS

Act y think Mathematically . Interpret the data in regularity problems

mathematically in situations. graphic and numerical, and expresses them in an additive pattern
situations of
regularity of natural numbers.
equivalence and change Reason y
argument . Justify your conjectures about the non terms
generating ideas known in additive patterns of natural numbers.
mathematics.

III. DIDACTIC SEQUENCE

Start: 10 minutes

We kindly greet the students. Then we discuss with the students about the various patterns.
what we can find around us—like the house numbers, the pattern of our clothes,
etc.—and we mentioned how quick and interesting it is to transform them into numbers. Next, we deliver
the XO Laptops and use the calculator.

We gather the prior knowledge of the students who take out their Mathematics 5 book and open page 29.
We encourage students to use the calculator for this activity. We mentioned that they will create a pattern.
Additive that increases by 3 and we ask that everyone mentions the first 10 numbers of that sequence.

Then we asked some questions:

1. What was the first term of the pattern?

2. What was the formation rule?
3. If we are at term 3, what can we do to return to the previous term?

We communicate the purpose of the session: today you will learn to solve problems about additive patterns and to
justify your predictions about the ongoing term.

We agreed with the boys and girls on the rules of coexistence necessary for working in groups.

Development: 100 minutes

We present below the following problem from page 35 of your workbook:

We ensure that the boys and girls have understood the problem. To do this, we carry out the
siguientes preguntas: ¿de qué trata el problema?, ¿qué datos nos brinda?, ¿qué está realizando Paola?,
¿cómo es su secuencia?, ¿qué forma tiene su secuencia?, ¿qué nos pide el problema?

We request that some students explain the problem in their own words.

We organize the students into groups of four members and ask everyone to take out the circular cards.
requested.

Later we encourage students to seek strategies to answer each question.

We help by asking these questions: how could you determine the number of tokens for the arrangement 7?
Do you think it's necessary to consider all the data? Could you state the problem in another way? Have you solved it?
a similar problem? how did you do it? imagine this same problem in simpler conditions, how
Would you solve it?

We allow students to converse in groups, organize themselves, and propose how they will solve the
problem using the bottle caps. We are aware that some students can use the bottle caps and assemble
the sequence, others may look for relationships between each quantity of caps and others may resort to using
only numbers.

We allow students to assemble their sequences using the circular cards and we ask:
What shape does each term in the sequence have? How many tokens are there in each term?

We accompany the group to solve the problem using their circular chips to create the other arrangements.

We ask: if we look for a relationship between the first three arrangements, what can we assume? Possible
conjectures:

Every time we create a new array, it increases by one floor.

2. If we look for a relationship between 1, 3, and 6, we can say that it increases by 2 and then by 3.
We ask: if we look for a relationship between the first five arrangements, what can we assume? Possible
conjectures:

Each time we create a new array, a floor increases.

2. If we look for a relationship between 1; 3; 6; 10 and 15, we can say that it increases by 2, by 3, by 4 and by 5.
respectively.
3. We can determine that there is no number that repeats constantly.

We propose that if we look for a relationship between only the numbers in the sequence, we can draw more.
conclusions:

We mentioned that since we did not find a consistent relationship at the first level, we can look at the
second level

We conclude that the formation rule is +1 at the second level and arrives at the answer that in the arrangement
number 7 has 28 bottle caps:

To be able to find the formation rule from arrangements of chips and numerical sequences,
we ask:

Do the tokens increase or decrease in each following arrangement? Possible answer: the tokens increase.
in an orderly manner; this is observed on the floor of each new arrangement.
2. Is the sequence increasing or decreasing? Possible answer: the sequence is increasing because its
The formation rule is on the rise.
3. What do you observe about the number of tokens in each lower row of the arrangements?

Possible answer: that they are directly related to the number of rows, that is, if the array has one row,
 there is only one record in the database; if it has two
lines, there are two pieces in the database; and so
successively.

We formalize what we have learned with the

participation of the students. For
Hello, we ask: what regularities
have we found?, with what operation
have we been able to find the pattern?
how we have found the rule of
correspondence of the pattern?

Then we consolidated these answers into a graphic organizer along with the students using the
laptops XO through the Etoys program.

Then they save their files in the public repository.

We will reflect with the boys and girls through the following questions regarding the processes and
strategies they followed to solve the proposed problem: did the strategies they used work for them?
útiles?, ¿cuál les pareció mejor y por qué?, ¿qué concepto hemos construido?, ¿qué significa patrones
additives?, how do we find their rule of correspondence?, in what other cases can we use it?

WE PRESENT OTHER PROBLEMS

We ask the boys and girls to work in groups to complete the "Partner Work" activity on page 17 of the
Mathematics Book 5.

We ask: what strategies or procedures can we use to find the formation rule?, what in
What does the second level strategy consist of? How can we find the number that continues in the following?
patterns?

Closing: 45 minutes

We asked the following questions about the activities carried out during the session: What have they learned?
Today?, did you find it easy?, where did you find difficulties?, why?, did working in groups help you?
to overcome difficulties?, why?, what types of additive patterns can be used?, what rules of
where can training be found?

Homework to work on at home

We instruct the boys and girls to complete the activities on page 36 of the workbook.

V. MATERIALS OR RESOURCES TO BE USED

- Mobile Classroom FT
- Laptops XO
- Work sheets
- 5th Grade Mathematics Book
- Workbook 5°

Attachments
 UNIT 1

INNOVATION SYSTEM

AT SCHOOL

Title of the Narrative Report:

FINDING PATTERNS IN THE

OBJECTS THAT SURROUND US.

Teacher:

Carmen Grandez Tirado

2015
 Presentation
The Pedagogical Proposal "Finding patterns in the objects that surround us."
was carried out in the fifth grade 'A' classroom composed of 21 children of both sexes, whose ages
they range between 10 and 11 years of age.

The purposes that led me to develop this proposal were:

DIDACTIC PURPOSE:

Boys and girls interpret data in problems of graphical and numerical regularity, and the
they are expressed in an additive pattern of natural numbers.

SOCIAL PURPOSE: For our boys and girls to find numerical patterns in objects
from their environment and justify their conjectures about the term that continues in a sequence
special triangular arrangements to decorate cards.

The main objective was to assist this group of children with a small contribution.
Fundamental learning of the National Curriculum Framework in the area of Mathematics.

Description of the pedagogical proposal

ACHIEVEMENTS

- In developing this session, we observed enthusiasm and active participation from the
students, when discussing the various patterns we can find around us
they easily mentioned several such as: like the house numbers, the
printing of our clothing, etc

By presenting the problematic situation, we encouraged students to seek

strategies to respond to each question, we help by asking questions such as:
How could you determine the number of pieces for the arrangement 7?, do you think it is necessary?
consider all the data? Could you state the problem in another way? Have you solved a
similar problem?, how did you do it?, imagine this same problem under more
simple, how would you solve it?

The students demonstrated creativity in assembling their sequences using the

caps.

By formalizing what was learned with the participation of the students, they demonstrated what?
What regularities have been found, with what operation have they been able to find the pattern?, how

Have you found the correspondence rule of the pattern?

Finally, while reflecting with the boys and girls, through the following questions regarding
to the processes and strategies they followed to solve the proposed problem they responded
that the strategies used were useful to them and that in different everyday life cases
they can use.

DIFFICULTIES

There were small difficulties with some children while creating a graphic organizer using the
XO doesn't handle the Etoys program easily.

ANNEX PHOTOS