LEARNING SESSION

I. General Data:

Educational Institution G.T.V.

Area Mathematics
Grade and section 5° ( )
Professor Joselito Vásquez Becerra
Theme We discovered geometric patterns in artistic designs

MATERIALS OR RESOURCES TO BE USED

Handout with the image to gather prior knowledge.

Paper with the problem.
Paper with the proposed example in the conclusion.
Sheet with the image presented in "Pose Other Problems".
Squared paper.
Pencils, colored markers, rulers, and adhesive tapes.
Workbook (pages 15 and 16).
Checklist.
II. Organization and Evaluation of Learning:

ARE
COMPETENCE CAPACITY PERFORMANCE
A
Communicate and represent Use mathematical language to
mathematical ideas: express the geometric criteria (with
translations and rotations) that are involved in
Express the properties
the formation of the pattern and the rule of
of the shapes, location
Act and think training growing del pattern
and movement in the
mathematically numeric.
space, orally and
in situations of writing, making use of
Use mathematical language to
regularity different
express the geometric criterion
equivalence y representations and
(translation) that intervenes in the pattern and
change. mathematical language. the rule of increasing formation of
numerical pattern.
Use heuristic strategies to
expand patterns of repetition
geometric translation and criteria
perceptual.
 III. Teaching Sequence

PROCESS
S TIME
STRATEGIES
PEDAGOGY PO
COS
Talk to the students about the organization of the classroom.
Invite them to share their thoughts on how they could continue.
15
improving said organization. Minute
START Gather the prior knowledge of the boys and girls using the os
(Motivation
next image (present it on a poster) and ask these questions:
Exploration
Problematic ¿qué figuras geométricas forman este diseño?; ¿qué figura se repite en este
action Design? Does that figure just repeat? Ask them to explain with their own words.
words that observe in the design.

Communicate the purpose of the session: today you will learn to identify

geometric patterns in artistic designs formed by geometric shapes,

and will describe the transformations that they undergo.
Talk to the students about the importance of creativity for
create these artistic designs made up of geometric figures. Explain them
that to develop them not only knowledge related to the
mathematics, but also with art. Examples of such creations are
they find in the legacy
artistic that our ancestors left, like the cloaks of
Paracas, the friezes of Chan Chan, etc.
Agree with the boys and girls on some coexistence rules.
ayudarán a trabajar y a aprender mejor.

Be supportive when working as a team.

Maintain order and cleanliness.
 Present the document with the following problem:

In the decoration of fabrics, murals, and walls or floors it is common 90

distinguish various artistic designs formed by figures MINU
DEVELOP geometric, in whose development not only have been applied TOS
LLO knowledge of art, but also of mathematics. If you observe
With attention to the following mural, you will be able to distinguish a lovely design.
artistic formed by different geometric figures.
How could they continue completing the figures of the mural, taking into account
Does this design count?

Ensure understanding of the problem

asking some questions: what is it about?; what do they have to find?; what
What will they do first?, and then?; what materials will they need?; etc.

Organize the students into teams of four members and give them the
necessary materials for them to work in class.
Guide them in the search for strategies
through the following questions: have you ever solved a problem
similar? How did they solve it? Did they find it easy or difficult to do? How
Will they solve this problem? What shapes do they see? Which ones are repeated?
what colors are repeated?; etc.
Representation
Indicate to the teams that find the pattern or patterns of formation of the
design and describe how you observe the figures: if they change, if they move, if
giran, etc.; that is to say, that they explain what transformations they underwent.
Then, request that, in the notes and based on the pattern or patterns of
training, complete the image of the mural.
Accompany the work of each team by formulating some questions:
What figures are repeated in the design? Can you explain how they are repeated?
Do only figures repeat or also colors? What colors appear in the
design?, etc.
Once the students have completed the mural, indicate that
Stick your papers on the board and let a representative explain.
to the whole class the procedure they followed to solve the problem.
Record in the checklist the learnings that are being achieved by the
students.
Formalization
the mathematical knowledge of boys and girls about
the geometric patterns asking these questions: do the figures
Did they relocate?, Have they turned?, Why?; What colors were repeated?, Why
what?; etc. Concludes with the students the following:
A geometric pattern is a sequence of shapes where one or more
they repeat forming a design according to a core or structure
basic. These figures can undergo some transformations
geometric, such as reflection symmetry, translation or rotation.
For example, in the design they completed, some figures suffered
transformations (stick the designated paper on the board for this
part of the session).
 Reflection with the students through the following questions: what is
a pattern?, how do we enlarge a geometric pattern?, what is the shape
from the core of the design?, what other problems can we apply what we have
built?
Congratulate the students on their class work and the achievements made;
Then, ask them to decorate the classroom with the elaborated murals.
RAISE OTHER PROBLEMS
Ask the teams to complete the following design. Then, indicate that
One or two members explain what the criterion is for forming the pattern.
corresponding and how they found it.

Talk to the students about: what did you learn today?, do you
CLOSURE
Did it seem easy to find the pattern in the designs? In what situations?
from life we can use knowledge about patterns
geometric? Do you know anyone who uses patterns
geometric shapes to create artistic designs? How are they used? How
Did you feel it? Did you like it? What should we do to improve?
What is it good for what they have learned? How would they complement it?

this learning?
Check with the students if they followed the rules of coexistence and,
If that's the case, discuss what you could do to improve.

MINISTRY OF EDUCATION (2009) CURRICULUM DESIGN OF EDUCATION

PRIMARY
2. MINISTRY OF EDUCATION (2009), Mathematics 5th grade primary (Publisher
Bruño

ANNEX1
In the decoration of fabrics, murals, and walls or floors, it is common to distinguish various
artistic designs formed by geometric shapes, in whose elaboration not only have been
applied knowledge of art, but also of mathematics. If you observe with
stopping at the following mural, you will be able to distinguish a beautiful artistic design made up of
different geometric shapes.
How could they continue completing the figures of the mural, taking this into account
design?

In the decoration of fabrics, murals, and walls or floors, it is common to distinguish various
artistic designs formed by geometric shapes, in whose creation not only have been
applied knowledge of art, but also of mathematics. If you observe with
stopping at the following mural, you will be able to distinguish a beautiful artistic design formed by
different geometric shapes.
How could they continue completing the figures of the mural, taking this into account?
design?
 ANNEX 2
V. EVALUATION:
TECHNIQUE INSTRUMENT
The observation Checklist

PERFORMANCE 5° 6th PERFORMANCE

Use language Uses mathematical language

mathematician to express the criterion
express the geometric criteria (translation) that
geometric (involves the pattern and the
translations and rotations) rule of increasing formation
LAST NAMES AND FIRST NAMES
that intervene in the numerical pattern.
pattern formation
y the rule Employ strategies
growing training heuristics for expansion
of the numerical pattern. patterns of repetition
translation geometric shapes and
perceptual criteria.
1
2
3
4
5
6
7
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9
10
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 LEARNING SESSION
I. General Data:

Educational Institution G.T.V.

Area Mathematics
Grade and section 5° ( )
Professor Joselito Vásquez Becerra
Subject We solve quantity problems.
II. Organization and Evaluation of Learning:

COMPETENCE CAPACITY PERFORMANCE

Solves problems Communicates his understanding of Expresses his understanding of place value
of quantity. the numbers and the operations. in numbers up to six digits, the multiples,
operations and their properties
(distributive), as well as the decimals
(up to the hundredth) and of the operations of
addition and subtraction of decimals or
fractions. For this use various
representations and mathematical language.

III. DIDACTIC SEQUENCE

MO STRATEGIES RECUR TIME

ME SOS
NT
OS
BEGINNING
Kindly greet the students. Then have a dialogue with
IO they about the work that the town and the government do. 15
Then an image will be shown about the town and the [Link] minutes
pose the following questions. yes
blackboard
plumon
it
image
for the
motivation
on
marker
es.

Who is the people and what do they do? What is their work?
government?, Why does the government gather wealth?, How many
What fish will be in the basket? Who is more important the
people or the government? The children give their answers
generating a brainstorming session and the teacher writes on the board
all his answers.
The purpose of the session is presented. Today
you will learn to solve quantity problems starting from your
context.
 Agree with the students on the rules of coexistence
necessary to learn in a favorable environment.

DE Form groups by counting numbers from 1 to 6 and

SA one mud the ones, the twos, the threes, etc. 60
RR Then pose the following problem. minutes
OLL
O Fernando is reading a 50-page book. On the first day, he read
13 pages and on the second day I read 17 pages. How many pages
Does he still have to read to finish the book?

It facilitates the understanding of the problem through reading.

all at once and then in groups.
Ask some students to explain the problem with their
own words
It promotes the search for strategies. To this end, it carries out
questions like the following: What operation can be
["resolver?","Could you state the problem in another way?","Have they"]
Have you solved a similar problem? How did you do it?
Then they solve the problem using their own
strategies and then present them.
Then the teacher formalizes the problem.
clarifying their difficulties.
Similar problems will be developed to verify the
children's learning.
Then they are assigned the following task: to consider a
problem about the buying and selling of domestic animals and
present it on a structured sheet.
CIE They discuss the activities carried out. 15
RR What did we do first, then, etc.? minutes
What will the learned material be used for?
E
 V. EVALUATION:
TECHNIQUE INSTRUMENT
The observation Check list

SURNAMES AND NAMES PERFORMANCE PERFORMANCE

Express your understanding
of positional value in
numbers up to six digits,
the multiples the
operations y suspicious
properties (distributive)
as well as the decimals
(up to the hundredth) and of
the operations of addition and
subtraction of decimals or
fractions. For this use
various representations and
mathematical language.
1 VASQUEZ BECERRA JOSELITO
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
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20
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 LEARNING SESSION

I. General Data:

Educational Institution G.T.V.

Area Mathematics
Grade and section 5° ( )
Teacher Joselito Vásquez Becerra
Theme We create patterns of repetition and additives.

II. Organization and Evaluation of Learning:

COMPETENCE CAPACITY PERFORMANCE
Solves problems Communicates understanding of Expresses understanding of place value
of quantity. the numbers and the operations. in numbers up to six digits, the multiples,
operations and their properties
(distributive), as well as the decimals
(up to the hundredth) and of the operations of
addition and subtraction of decimals or
fractions. For this use various
representations and mathematical language.

III. DIDACTIC SEQUENCE

STRATEGIES RECUR TIME

SOS

Greet the students warmly. Then pick them up.

students' prior knowledge discussing creation 15
of additive patterns. For this, it asks to be arranged forming a Paper minutes
The circle indicates that they will play "Rhythm of Numbers." Use the tune.
yes,
of 'Ritmo ago-go' and starts singing like this:
blackboard
Rhythm... of the numbers..., you count...
plum
numbers of two
is
in two, in a growing manner; by
image
example: 2, 4, 6,… for the
In a second round, change the instruction: motivation
Rhythm... of the numbers..., you say... numbers, three at a time
on
three, in a decreasing manner, from 99; for example: 99, 96,
dry cleaning
93,... is.
Propose other additive patterns using the same song.
Then, ask the students: what do they have in common?
additive patterns that were completed?; when do we say that a
Is the additive pattern increasing? And decreasing? Could they vary?
the additive patterns with another indication?, which?
Communicate the purpose of the session: today they will resolve
problems with increasing and decreasing additive patterns with
numbers up to 4 digits; moreover, they will propose their own
patterns for your colleagues to identify them and
complete additive patterns.

Agree with the students on the rules of coexistence

necessary to learn in a favorable environment.
Form groups by the name of 6 fruits and they join by
name of fruits.
Then pose the following problem.

Gabriela sells bananas at the market. Today she received two.

Boxes with 150 bananas each and must bag them.
how many bananas should he count that he has to
do it more quickly?; if each bag must contain more than
three bananas and less than 12, in how many ways can it be
pack them?, what are those forms?

Formulate some questions to ensure understanding of the

problema: ¿qué vende Mariana?, ¿cuántas cajas recibió?,
How many bananas are there in total? What do you have to do with them?
bananas?, what should be the content of the bags?, what
Should I keep in mind?
Guide the groups to look for a strategy that will help them.
let's solve the problem. Question: how many bananas
Should each bag contain? How many bananas?
Is it advisable to place in each bag in order to facilitate counting?
Students are expected to respond that each bag must
to contain 4, 5, 6, 7, 8, 9, 10 or 11 bananas and that it still cannot be
to know how many to place to facilitate counting, since
first, it should be tested with different amounts.

60
minutes

The responses are aimed at applying the trial method and

error.
Consultation: Is it easier to count by fours, by fives in
five or six out of six?, how can we know?
Motivate the groups to apply the chosen strategy using
wrappers.
Question: what are the additive patterns that we are going to
to develop? The following responses are expected:
4, 8, 12, 16, 20, 24, 28, 32, 36…

5, 10, 15, 20, 25, 30, 35, 40...

In some patterns
6, 12, 18, 24, 30, 36, 42, 48… additives will remain bananas,
that is, they will not be able to
7, 14, 21, 28, 35, 42, 49, 56… pocket all of them. For
example: in the pattern
8, 16, 24, 32, 40, 48, 56, 64… additive 7, 14, 21, 28, 35,
42, 49, 56..., 91 and 98
9, 18, 27, 36, 45, 54, 63, 72… two bananas will be left over

10, 20, 30, 40, 50, 60, 70, 80, 90…

11, 22, 33, 44, 55, 66, 77, 88…

The students prepare their work and present it.
Ask the boys and girls to explain the procedures.
that followed to resolve the situation.
Raise questions regarding the solution to the problem: what
strategy they used to discover the formation rule that most
was it convenient?, why is it important to choose a rule of
appropriate training?
In order to formalize the knowledge, it concludes that it can be
create increasing additive patterns (starting from zero or from
another number) or decreasing, applying a formation rule
as appropriate, in order to facilitate the counting.

Proposes other situations

Indicate that in their notebook they write additive patterns of 5.
terms with the following conditions:

a) Let it begin at and progress of in

b) Let it start at and goes back from in
c) Let it begin at and advance of in
d) Let it begin in and retreat from en
The teacher points out that each one must choose the number that starts.
the boss.
After working on the activity, ask them to present their
results.
Encourage students to appreciate the knowledge acquired
in the session.
Formula las siguientes preguntas: ¿creen que el tema
will it help them practice mental calculation? How?
they would apply the knowledge of additive patterns in some
situation of your life?
Talk to them about the values of respect and help.
mutual.
Indicate to carry out the activity from the book page of
Mathematics ( )
The teacher asks the following questions: Do you think the topic 15
Will it help them practice mental calculation? How? minutes
they would apply the knowledge of additive patterns in some
situation of your life?
Congratulate them on the achievements made while working in a way
individual and in group.
 V. EVALUATION:
TECHNIQUE INSTRUMENT
The observation Checklist

LAST NAMES AND FIRST NAMES PERFORMANCE

Express your understanding of positional value in
numbers up to six digits, the multiples, the
operations and their properties (distributive), thus
like the decimals (up to the hundredth) and of the
addition and subtraction operations of decimals or
fractions. For this use various representations
and mathematical language.
1 JHAN POOL
2 DEILY
3 PEDRO DAVID
4 LESLY JHOHANA
5 JOSE CRISTIAN
6 BRANDY SHARMEL
7 Ayrton Brahe
8 ANDREW JACKSON
9 CLARA ALXANDRA
10 JORGE ANTONY
11 ANGEL EDUARDO
12 ROSE OF THE PIILLAR
13 ANGELA KARINA
14 DARWIN SMITH
15 PATRICIO
16 JENY MILENY
17 JADE SAMIRA
18 KAROLAY JHAMIN
19 LUIS ANGEL
20 YARI ARELY
21 FERNANDO DAVID
22 DELDINA DEL CARMEN
23 AMY NICOL
24 JOHAN LLENER
25 AYRTON KEVIN
26 MANUEL ANTONIO
27 RONALDO SAYCHI
28 SANDY ARABELY
29 KREHISY SAFIR
30 EDGAR ANTONIO
31 ALVARO DE JESUS
32
33
34
 LEARNING SESSION

I. General Data:

Educational Institution G.T.V.

Area Mathematics
Grade and section 5° ( )
Professor Joselito Vásquez Becerra
Theme : Preparing a survey

II. Organization and Evaluation of Learning:

COMPETITION CAPACITY PERFORMANCE
Solve Represent data with Create double-entry tables and
problems of graphs y measures graphics of bars doubles
data management statistics o selecting the most suitable. For
and uncertainty. probabilistic. this, recognizes variables (For example:
sports, number of children, meals) and
represents qualitative data (By
example: volleyball, tennis) and quantitative
discrete (for example: 3, 4, 5 children) that
must collect or has obtained in
random situations or on topics of their
interest.

III. DIDACTIC SEQUENCE

STRATEGIES RECUR TIME

SOS

The teacher welcomes the students and refers to

the importance of determining a sample to conduct work 15
of research. Specify in which cases it becomes necessary Paper minutes
take a random sample. yes,
The teacher emphasizes the purpose of determining the sample: blackboard
Conduct a survey to understand eating habits of plum
the 5th grade primary school students. is
The teacher asks: What is a survey? What type of image
Which survey is the most suitable for our purpose? How for the
Can we prepare a survey? What instruments does it use? motivation
a survey? ón
The students respond in a brainstorming manner, the plum
The teacher collects their responses and systematizes the information. es.
The teacher presents the expected learning 'Today you will learn'
how to conduct a survey and what instruments will be necessary
for data collection
The teacher proposes guidelines that will be agreed upon with the
students
Agreements and timelines are selected and respected.
stipulated for each activity ensuring effective work
in the learning process.
Form groups using the names of 6 foods that
we consume and are grouped according to the chosen food.
The teacher invites the students to watch the video located at
the next link: (optional)
[Link]
The video can be replaced by an image or by a
comment.
The students, based on the video and with the help of their text
school (page of to the), answer the questions and
they present the results through a creative scheme.
The teacher systematizes the information with participation
active participation of students and emphasizes the following ideas
force

The teacher explains that in order to conduct a survey it is necessary 60

responder a las siguientes preguntas: 1. ¿Qué preguntaremos? 2. minutes
¿A quiénes preguntaremos? 3. ¿Para qué preguntaremos?
The students respond in a brainstorming manner. The
The teacher collects their answers and systematizes them.
The teacher engages in dialogue with the students about the purpose of the
research and, jointly, identify the variable
estadística de estudio. Variable estadística:Tipo de alimentos
what fifth grade students consume in their
dietary diet.
Each group prepares a survey. For this, the teacher requests
to write 8 questions (it is suggested that they be 7 closed and 1 open)
open). Students use the help of their textbook and the
support from the teacher.
The teacher provides the following suggestions for the preparation
from the survey: 1. Short instructions need to be included. 2. The
questions must be oriented towards the statistical variable of
study. 3. The number of items should not be so extensive as
it can tire the interviewee. 4. Avoid items that contain
more than one question. 5. The items must be written in
a simple way, so that they can be understood with
ease (do not use technical terms).
The groups present their work applying the museum technique.
The teacher, with the participation of the students, selects
the most relevant questions and prepare the questionnaire that will be
applied by the students to the selected sample.
 The teacher shows the students the annex.
1: EXAMPLE OF SURVEY ON HABITS
FOODSTUFFS.
The students make final adjustments with guidance.
of the teacher.
HOMEWORK
The teacher asks the students to, at alternative times,
apply the survey to the family members in your neighborhood.

The teacher asks: What should we take into account when we 15

do an interview? minutes
The students respond in a brainstorming manner. The
docente anota las ideas fuerza y brinda recomendaciones para
its application.
They conclude the following:
The survey is a research method that serves to
obtain specific information from a sample of the population
interviewed. - There are several types of surveys: face to face, by
telephone, by internet, etc.
The teacher asks metacognitive questions: What did we learn?
Today? How did we learn it? Is what we've learned useful?
What day is it today? Why?
 V. EVALUATION:

TECHNIQUE INSTRUMENT
The observation Checklist

LAST NAMES AND FIRST NAMES PERFORMANCE

Express your understanding of positional value in
numbers up to six digits, the multiples, the
operations and their properties (distributive), so
as of the decimals (up to the hundredth) and of the
addition and subtraction operations of decimals or
fractions. For this, use various representations
and mathematical language.
1 JHAN POOL
2 DEILY
3 PEDRO DAVID
4 LESLY JHOHANA
5 JOSE CRISTIAN
6 BRANDY SHARMEL
7 AYRTON BRAHE
8 ANDREW JAKSON
9 CLARA ALXANDRA
10 JORGE ANTONY
11 ANGEL EDUARDO
12 ROSE OF THE PILAR
13 ANGELA KARINA
14 DARWIN SMITH
15 PATRICIO
16 JENY MILENY
17 JADE SAMIRA
18 KAROLAY JHAMIN
19 LUIS ANGEL
20 YARI ARELY
21 FERNANDO DAVID
22 DELDINA DEL CARMEN
23 AMY NICOL
24 JOHAN LLENER
25 AYRTON KEVIN
26 MANUEL ANTONIO
27 RONALDO SAYCHI
28 SANDY ARABELY
29 Krehisy Safir
30 EDGAR ANTONIO
31 ALVARO DE JESUS
32
33
34
 LEARNING SESSION

I. General Data:

Educational Institution G.T.V.

Area Mathematics
Grade and section 5°
Professor Joselito Vásquez Becerra
Theme : Tabulating the survey data

II. Organization and Evaluation of Learning:

COMPETENCE CAPACITY PERFORMANCE
Solve Represents data Prepare double-entry tables and bar graphs
problems with graphs and doubles, selecting the most suitable one. For this,
data management measures recognizes variables (For example: sports, number
and uncertainty. statistics o of children, meals) and represents qualitative data
(For example: volleyball, tennis) and discrete quantitative.
probabilistic. (for example: 3, 4, 5 children) that must be picked up or has
obtained in random situations or on subjects of their
interest.

III. TEACHING SEQUENCE

STRATEGIES RECUR TIME

SOS O

The teacher welcomes the students and begins by asking

about the previous class What did you do in the previous class?: What 15
What difficulties did you encounter while conducting the interview? Papelot minutes
Were the questions answered easily? What was the attitude? yes,
of the interviewees? Why? blackboard
The teacher promotes dialogue by reflecting on the marker
recommendations that should always be taken when applying a it
survey. marker
The teacher asks: es
How can we organize and systematize information, such that Calculate
way, that allows us to know if the fifth grade students now
degree consume foods that provide them with enough scientific
amount of iron? cardboard
The students respond in a brainstorming manner and in a way s
voluntary. cards
love
The teacher presents the purpose: today you will learn to tabulate the
data from a survey applying the established frequencies. masking
The agreements and the stipulated times for each are respected. etc.
activity.
Form groups using the elephant song and they group themselves from
6 members example.
An elephant balanced on a spider's web, as they see
those who resisted went to attract another elephant and so on
until reaching 6
The teacher asks each group to count the responses of
the survey conducted on the selected sample in the previous class.
Each group presents its tabulations in a free format.
The teacher refers to the distribution tables of
frequencies worked the previous year.
Present an example of a frequency distribution table.
Then, he reminds the students of the following: Frequency
absoluta (fi) Frecuencia relativa (hi) Frecuencia relativa
percentage (hi%) Annex 1
VARIABLE fi hi hi Fi Hi HI
% %

The teacher invites each group to organize the obtained data into
a frequency distribution table for the entire sample (record
of work 1, annex 1).
The teacher, to streamline the work, assigns the number of the 60
minutes
survey questions that correspond to organize for each
group. Suggestion: Group No. 1: Questions 1 to 3 Group No. 2:
Questions 4 to 6a Group No. 3: Questions 6b to 6d Group
N°4: Preguntas del 6e al 6g Grupo N°5: Preguntas del 6h al 6j
Group No. 6 questions from 6k and 7 The students prepare their
frequency distribution tables and present them on posters.
A member of each group presents and interprets the results.
Example:

BREAKFAST fi hi hi Fi Hi HI
% %
Every day 64
0.7 70
Only once a week 6
0,0 3
3
Only two times a week 3 0,0 7
7
More than two times by 18 0.2 20
week
Never 0 0 0
Total 91 1 10
0

64 fifth grade students have breakfast every

days. 6 fifth-grade students have breakfast alone
twice a week. 3% of the students have breakfast
only once a week. 20% of the students take
breakfast more than twice a week.
If the students have difficulties filling out the table of
frequency distribution is suggested to develop the following
indicador: “Expresa información presentada en tablas y gráficos
pertaining to the type of statistical variables. Routes of
Aprendizaje-2015, fascículo VII, 3er grado, página 61). El docente
proposes to work on annex 2.
The teacher organizes all the information into a single table of
frequency distribution and places it on the board.
The teacher, with the participation of the students, verifies the
results obtained and emphasizes the way of interpretation
of the results, emphasizing the purpose for which it was made
elaborate.
HOMEWORK
The teacher asks the students to look for information.
about statistical graphical models.
The teacher asks: What is your opinion on the results? 15
obtained from the survey conducted? Which of all the results minutes
which one has caught your attention the most?
Students voluntarily express their opinions to
based on the results of the survey.
A frequency distribution table allows us to organize
statistical data, assigning a frequency to each data point.
The absolute frequency is the number of times that appears a
determined value in a statistical study.
The teacher asks the following metacognitive questions: What
Did we learn today? How did we learn it? Is it useful?
What did you learn today? Why?
 V. EVALUATION:

ANNEX 1
TECHNIQUE INSTRUMENT
The observation Checklist

SURNAMES AND NAMES PERFORMANCE PERFORMANCE

Express your understanding
of positional value in
numbers up to six digits,
the multiples, the
operations y sus
properties (distributive),
as well as the decimals
(up to the hundredth) and of
the operations of addition and
subtraction of decimals or
fractions. For this use
various representations and
mathematical language.
1 VASQUEZ BECERRA JOSELITO
2
3
4
5
6
7
8
9
10
11
12
13
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 LEARNING SESSION
I. General Data:

Educational Institution G.T.V.

Area Mathematics
Grade and section 5° ( )
Professor Joselito Vásquez Becerra
Theme Use the double, half, triple of a natural number.

II. Organization and Evaluation of Learning:

COMPETITION CAPACITY PERFORMANCE
Solve Model objects Models characteristics of objects, data from
problems of with forms location and size changes of objects,
form geometric and their identified in problems with forms
movement and transformations. bidimensional (quadrilaterals) or three-dimensional
(rectangular prisms) and their elements; as well as
localization.
enlargements, reductions, and reflections in the plane
Cartesian.

III. DIDACTIC SEQUENCE

STRATEGIES RECUR TIME

SOS O

Start the session with ongoing activities

Deliver cards with the image of a pet to form groups. 15
I suggest that a woman and two children be grouped, then a boy and 3 Paper minutes
children, then 6 girls and 6 boys and so on.
How many children are there in the first group? How many children are there in the...yes
2nd group?, How is the 3rd group formed? blackboard
Then the teacher asks if Fernando has 16 oranges and María has double. plum
How many oranges does María have? If Lucas has 18 apples and gives her... it
Luis, how many apples does Lucas have left? plume
So, what will our topic be? nes
Purposeofthesession:todaywearelearningthata
Calculate
samenumberwhenaddingtwoorthree now
sometimes it increases its quantiy and every even number is divisible. scientific
Then we will tell you the rules of coexistence to carry out a job. cardstock
organized. s,
Wefilouttheboxasareview cards
love
masking
Halfof84
etc.

Doubleof71

Tripleof17

How many ways can the result be found?

What will be the result if we add 3 times 13?
PROVIDETHENEWINFORMATION,
EldocentepidequeinvestiguenenloslibrosporquesellamaMITAD, DOBLE
ANDTRIPLEOFANATURALNUMBER.
Entregamospaleógrafo,plumonesymaterialconcretoporequipos).El
Teacherexplainstheuseofstripsfortheworktheyaregoingtodo.
Theteacherhandsoutthecoloredrods.
Boysandgirlsrepresentthedoubleandthetripleofthe
quantitiesthatarerequested.
Theydotheirworkandsocializeit.
CONSTRUCTIONOFLEARNINGORFORMALIZATION:
Thedoub
eloa
fnumbe
srisa
do
itbehtesumo
w
tfm
oiteshtesamenumbe.r
60
The equivalent of multiplying a number by two. It is said that the triple of a number is the sum. minutes
three times the same number. It is equivalent to multiplying the number by three and it is said
half when a quantity is divided into two equal parts.
Wiltherebeothernaturalnumbersthathaveahalf?
Wiltherebeothernaturalnumbersthathavethedouble?
Wiltherebeothernaturalnumbersthathavethetriple?
HOMEWORK
Theysolveothereverydayproblemstoverifylearning,
throughtheposingofproblemsintheirenvironment
Theyareprovidedwithcardscontainingcasessothattheycanrepresentthemwiththeblocks.

The teacher asks the following questions: Do you think the topic 15
will developed help them exercise mental calculation?, how? minutes
they would apply the knowledge of half, double, and triple in
any situation from your life?
Congratulate them on the achievements made by working in a way that
individual and in group.
 V. EVALUATION:

ANNEX 1
TECHNIQUE INSTRUMENT
The observation Checklist

LAST NAMES AND FIRST NAMES PERFORMANCE PERFORMANCE

Express your understanding
of positional value in
numbers up to six digits,
the multiples the
operations y sus
properties (distributive),
as well as the decimals
(up to the hundredth) and of
the operations of addition and
subtraction of decimals or
fractions. For this use
various representations and
mathematical language.
1 VASQUEZ BECERRA JOSELITO
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