Creating Numeric Patterns in Math
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ScribdTranslationsCreating Numeric Patterns in Math
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ScribdTranslationsFifth grade.
Didactic unit: VII Session: Fecha:04/11/19
Título: “CREANDO [Link]”
1.-PROPOSITOS DE APRENDIZAJE:
Competencies/abilities Performances What will give us evidence of
learning?
Solve problems of Establish relationships between the data of a Use heuristic strategies
situations of regularity, regularity and transforms it into a pattern of to expand and create patterns
repetition (that combines a criterion numerical.
equivalence and change. geometric symmetry or translation and a .
perceptual criterion) or in an additive pattern
Translate data and conditions to second order (for example: 13 - 15 -
algebraic expressions. 18 - 22 - 27 - …).
Communicate your understanding
about the relationships
algebraic.
USA strategies y
procedures for
find general rules.
Argument affirmations
about exchange relationships and
equivalences
Transversal approaches Observable attitudes or actions
Inclusive approach or of the All the actors in education at I.E.E 15513 demonstrate tolerance,
attention to diversity. openness and respect for each and every one, avoiding discrimination.
Intercultural approach. Teachers and students welcome everyone with respect.
Teachers prevent and directly confront all forms of discrimination.
2.- PREPARATION OF THE SESSION:
What do we need to do before the session? What materials or resources will be used in this
session?
Prepare a checklist with the names of the Paper bags.
students (Annex 1). Self-assessment form
Develop the problematic situation on a poster board. Checklist (Annex 1)
List the work notebooks. Markers
Adhesive tape
3.- MOMENTS OF THE SESSION:
Start: Approximate Time: 15 minutes.
We welcome the students.
We carry out permanent activities: praying, attendance control, organizing the classroom.
Motivation and prior knowledge:
In class group
In class group
I gather the prior knowledge of the children by talking to them about what they know about
numerical patterns and some repeated figures that they have appreciated or created in some object. I propose the
siguientes preguntas: ¿alguna vez han creado un patrón numérico?, ¿han visto un patrón dibujado en otro
material?, ¿podrían mencionar algunos ejemplos?, ¿cuáles?
I indicate to you that today I have brought you a very interesting topic, which I found in your workbook and that
I am sure they will like it,
The teacher presents the following problematic situation on a poster.
Familiarization
Mariana sells fruit at the market. Today she received two boxes with 30 apples.
Each one must be bagged. How many apples should he count at a time?
What does it have to do it faster? If each bag must contain more.
From 9 apples and less than 12, how many ways can they be bagged? And
How could you represent it?
Read the problem and answer the questions orally:
I help students understand the problem. For this, I ask some children to express it in their own words.
words what they understood from this. Then I ask about the problem data: What does Mariana sell?
¿Qué ha recibido hoy?, ¿Cuántas cajas recibió?, ¿Cuántas manzanas hay en total?, ¿Qué tiene que hacer con las
apples?¿What should be the content of the bags? What should be taken into account??
I guide the children to look for some strategies to solve the problem; I can pose some questions to them:
Does it resemble any problem we solved? In what way do you think we could solve it? How?
Could we find the fastest way to count the apples? Could we create a scheme for a
better explanation?
_I communicate the purpose of the learning session: Today they will use their own strategies toestablish
relationships between the data of a regularity and transforms it into a second additive and multiplicative pattern
order.
I communicate the evaluation criterion: I will be attentive to the strategies you will develop to find patterns.
numerical
I establish with the children what agreements they need for this session.
I indicate to you to make an effort in your work because you will be evaluated throughout the session.
Development: Approximate Time: 75 minutes.
MANAGEMENT AND SUPPORT:
SEARCH FOR STRATEGIES
To the workgroups. I deliver graph paper, markers,
I promote the search and implementation of strategies. To that end, I ask the following questions: how can we
solve the problem?, how could we find the quickest way to count the apples?, could we
make a diagram for a better explanation?, how?
The students will make their proposals for the project and will organize themselves to obtain the materials and the
data they need.
I go through the work teams and talk to them about the strategies they plan to develop. The strategy
it can be:
Guide the boys and girls to choose a strategy. They are expected to propose ideas such as the following:
Try different patterns and build various additive patterns to find the most convenient one.
Choose a random amount between 10 and 11. Ask: Is it easier to count by fours, by fives?
or six by six ... 11 by 11 ?, how can we know that?
I encourage the groups to apply the chosen strategy using posters.
9, 18, 27, 36, 45, 54, ……
-10, 20, 30, 40, 50, …….
-11, 22, 33, 44, 55, ………
Haz estas consultas: ¿qué regla de formación nos permite contar más fácilmente?, ¿por qué?; ¿qué forma de
Is it convenient for us to pocket in order to count?
Ask the boys and girls to explain the procedures they followed to resolve the situation. In order to
deformalize knowledge, concludes that it is possible to create increasing additive patterns (that start from
zero or any other number) or decreasing, applying a formation rule as needed, in order to facilitate
the counting.
I ask them to resolve their schemes and I talk to them about the procedures they followed for
Solve the problem. Then I ask the following question: what operation have we used in this problem?
If they have difficulties, guide them to realize that that amount is added to the tower number.
How many cans to the next tower? Then you will be able to demonstrate that you have used patterns.
REFLECTION AND FORMALIZATION
I formalize with them the procedure that is followed to solve this type of problems.
Numerical Pattern
We call a numerical pattern to a
list of numbers that follow a certain sequence or pattern.
1, 4, 7, 10, 13, 16, 19, ... Starts at 1 and jumps 3 each time.
Example: 2, 4, 8, 16, 32, ... Doubles each time.
REFLECTION AND FORMALIZATION
Reflect with the boys and girls about the processes they followed to solve this problem.
I request some children to explain the processes they carried out to solve problems with patterns.
PRESENTATION OF OTHER PROBLEMS.
Solve the problems of a work sheet.
Closure: Tiempo Aproximado:10 minutos.
A dialogue is promoted with the children about what they learned in this session: What was the thing they liked the most?
Did you enjoy the session? What difficulties did you have? Why? How can it be solved? What
Did we learn in today's class? What usefulness do the things we have done have in our lives? What did you know about?
topic before the class?
They record what they have learned on a piece of paper, which will contain what they have declared as learning.
in all sessions.
We review the compliance with the agreed coexistence norms and how they can improve in respecting them.
same.
4.-REFLECTIONS ON LEARNING:
What progress did the students make?
What difficulties did they experience?
What learnings should I reinforce in the next session?
What activities, strategies, and materials work and which do not?
____________________________ _____________________
SIGIFREDO JUAREZ JIMENEZ Vº, Bº
5th 'E'
Checklist
Competence:ACT AND THINK MATHEMATICALLY IN QUANTITY SITUATIONS
Capacity: Translate quantities into numerical expressions
Use estimation and calculation strategies and procedures
Establish relationships between
the data of a regularity
and transforms it into a pattern
of repetition (that combines
No. First and last names a geometric criterion of
symmetry or translation and a
perceptual criterion) or in a
second additive pattern
order (for example: 13 - 15 -
18 - 22 - 27 - …
01 ANTON NAVARRO Enny S
02 ARCELA JARA Anyely M
03 BEAUTIFUL MOGOLLON Jhordan
04 CASTILLO CARCAMO Brisma
05 CODARLUPO MADRID Kalet
06 CORONADO NUNJAR Dayana
07 CORREA CARHUAPOMA Jenifer
08 CORTEZ MANCHAY Yennifer
09 CHUNGA GONZALES Oswaldo
10 JIMENEZ NAVARRO Imene Belen
11 LLACSAHUANGA NAVARRO Anderson
12 LOPEZ LEQUERNAQUE Margarita
13 MOGOLLON RUMICHE Anyelina
14 MORANYE FERNANDEZ Ashley
15 MULATILLO GUERRERO Tania
16 PALOMINO MARTINEZ José A.
17 PANTA BAYONA Genesis A.
18 PAITAPOMA ECHEVARRIA Yamil
19 PRADO VILLARREYES Stven
20 PUCCIO RODRIGUEZ Owen S.
21 PURIZACA AZANSA Walter A.
22 RAMIREZ MULATILLO Luis
23 REYES MORALES Rosa Elena.
24 ROSADO VILLALOBOS Fernanda
25 SERNAQUE FLOWERS Andrio J.
26 SERNAQUE YOVERA Brayan S
27 SULLON TALLEDO Paolo D.
28 TEJADA MACALUPU Steven A.
29 VILELA ARISMENDIS Klisman J
30 VILLALTA MEDINA Carlos E.
31 VILLEGAS PEÑA André Nathanael
32 VITE RODRIGUEZ Anaís Nicol
33 YARLEQUE VILLALTA Elías
34 ZAPATA AREVALO Piero A.
ADDITIVE AND MULTIPLICATIVE PATTERNS
NUMERIC PATTERNS