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Understanding Intervals in Mathematics

The document outlines a 2-hour learning session for 4th-grade students focused on understanding measures and intervals in mathematics. It includes expected learnings, a didactic sequence with brainstorming, presentations, and problem-solving activities, as well as a homework assignment for further practice. The session aims to enhance students' abilities to use intervals in mathematical contexts and justify their reasoning.

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4 views3 pages

Understanding Intervals in Mathematics

The document outlines a 2-hour learning session for 4th-grade students focused on understanding measures and intervals in mathematics. It includes expected learnings, a didactic sequence with brainstorming, presentations, and problem-solving activities, as well as a homework assignment for further practice. The session aims to enhance students' abilities to use intervals in mathematical contexts and justify their reasoning.

Translated by

ScribdTranslations
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

IE PNP MARTIN ESQUICHA LET'S LEARN WITH MG VICTOR

CHEERFUL

LEARNING SESSION OPERATIONS WITH INTERVALS


MG PNP VICTOR ALEGRE FREYRE Grade: 4TH A, B, C NUMBER OF
Duración: 2 Horas SESSION
I. TITLE OF THE SESSION SESSION
Measures, intervals in other contexts

II. EXPECTED LEARNINGS


COMPETITION CAPABILITIES INDICATORS
THINK AND Use the union of intervals when solving.
Elaborate y use
ACTS problems.
strategies
MATHEMATICALLY
NTE IN Reason and argue Justify the relationships between expressions
SITUATIONS generating ideas symbolic, graphic and numerical of the
OF QUANTITY mathematics intervals.

III. DIDACTIC SEQUENCE


Start (15 minutes)
The students respond by expressing their ideas (brainstorming strategy). The
The teacher writes on the board the key ideas of each intervention, highlighting them.
importance of using the BMI, and recognizing the intervals in them.
Next, the teacher presents a PPT regarding the registration actions.
data, BMI and intervals (6 minutes), to recognize in them what they have
developed in previous sessions; as well as to reinforce the ideas expressed
for the students.

Next, the teacher presents slides No. 6 and 7. The students participate.
responding to the problems that arise there.

Development: 60 minutes

Given the following intervals A = < 2-1, √5] B= [ (1/4)-1-√2>

DIFFERENCE INTERSECTION UNION OF INTERVALS


INTERVALS INTERVALS
A < 2-1, √5] M= < ¼ , √8] A = < 2-1, √5]
B= [ (1/3)-1, √2> N = [ 2, 7/2 > B= [ (1/3)-1, √2>
Find A ᾑB = <1.4, Find N - M = <0.3, Find A UB = <0.5
2,2 2 3

0.5 1.4 2.2 2 0.3 2 0.5 1.4 2.2


3 2.8 3.5 3
Closure: 15 minutes
Each work group presents its results on a flip chart.
The teacher guides the students to value the strategies more.
effective at solving problems.
IE PNP MARTIN ESQUICHA LET'S LEARN WITH MG VICTOR
CHEERFUL

The teacher reminds the students to continue


relating the intervals in your work since it starts
The work of the unit is to present information on BMI.

Observation: This session is an adaptation of the strategy


"Mathematics Workshop" - Learning Pathways 2015, cycle VII
page 72.
IV. HOMEWORK ASSIGNMENT BOOK OF THE STATE
WORK SHEET FOR THE STUDENT
A= <- 5-1(1/4)-1] C=<-π, 2√3} E = <-8, 2 ] find (x -
5)
B=[√12, -6-1] D={2π, √36> F = <-9, 1] find (2x
-7)

1. Find (A - B) 6. Find (AUC) – G = < 7/2, √12]

2. Find (B U D) 7.- Find (CUA) - F

3.- Find (C Ω B) – H=< 9/2, .8- Find (B - D) Ω E


8√2

4.- Find ( F – A ) U M= < √5 , 9 Find ( E U A) – ( B Ω F)


√12
IE PNP MARTIN ESQUICHA LET'S LEARN WITH MG VICTOR
CHEERFUL

.5- Find (EUD) – T=< 1/5, 10 Find (DΩ A) – (E U F)


120>

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