Sticker Album Project

Start: 01/8/2021 until the end of the year.

Third sections of both shifts
Foundation:
The action of collecting stickers to paste in the album helps children memorize numbers or images, exercising their concentration. Initially,
They must develop the recognition of numbers to understand the location within the album of each sticker.
In addition to entertainment, there are several reasons to say 'yes' to the sticker album: among other things, it improves attention and fosters relationships with peers.
It is an excellent learning vehicle.
Purposes:
Communication purpose: For students to complete recognizing numbers, the album created with stickers up to 100.
In relation to children:
Provide situations for children to relate to written numbers and the numbering system.
Offer students teaching situations that allow them to use their mathematical knowledge.
Create a mathematical activity space in the room that allows them to participate in problem-solving.
AREAS CONTENTS PROPOSALS
Mathematics System of Recognition Observation of different sticker albums (complete, incomplete, and unused, from past and present).
numbering of numbers Analysis of the different formats they present, number of stickers per page, arrangement of them,
and number. written in box for control, comment about the adhesive stickers.
distant
carriers. Presentation of the garden sticker album to the children. It will be explained that it was created by
teachers, which is not for sale, that will be delivered in each class along with an envelope containing five stickers,
Reading of corresponding to each child.
written numbers Information on the communicative purpose of the project: to complete the sticker album.
in different Individual exploration of its format.
carriers. Possible interventions: what do they find in the albums?, how are the stickers placed?, can they be stuck?
Anywhere?, How do you look for where to stick them?, What is the first and the last sticker of the album?, And
Comparison of per page?, how many are there on each page?, and in the album?, how can we remember the
scriptures Stickers that I've already glued? What is the first and the last sticker? Will it be in the castle?? On each page?? Or in the
numerical. album?? How many stickers are there on each page?
Put the name on each album and paint.
Written record of the contributions.
Usage rules: they are discussed among everyone, and a record is kept for consultation before each sequence.
Practices of PRACTICES Writing and 1-Take a figurine, look at the number,
dictating
SOCIAL diversity language 2-Place it in the number castle and mark it with a color (with each sequence they should use one)
THE READINGtexts different)
AND OF THE * Plantearse y 3-Search for the page and the slot that contain the same number, and paste it there. (Remember to use little adhesive,
WRITING to hold a to prevent the sheets from sticking together).
purpose for the
writing. In each proposal, the figurines will have an educational intention that the children will need to discover.
Awaken what is leaving This will be recorded on a poster.
to write and how,
Before starting with *Sequence No. 1 and No. 2: random figures, to acquire and put into practice rules of use.
to write. Sequence number 3 and number 4: in sequence 3, all start with the number 1; in number 4, all start with 3.
Write your own Possible interventions by the teacher to resolve problematic situations: what numbers did you get?
PRACTICES name in what number do they start?, what number do they end?, how do they have to do to locate each
DEL conventional. number in the control panel?, a little figure that starts with 2 in the row of numbers that start with
LANGUAGE What number are they going to call? Record of the answers.
LINKED *Listen to the *Secuencia n° 5 y n° 6:en la secuencia n°5, todas terminan con el número 4; en la n°6, todas con 8.
WITH SPEAKING colleagues and to the Possible interventions of the teacher to resolve problematic situations: what numbers did they get?
AND LISTEN: adults by What number do they start with?, What number do they end with?, What do they have to do to locate each one?
periods each time number in the control panel?, a little figure that ends with the number 5, in the number column
longer. What number are they going to mark? Record of the responses.
Relate what Sequence No. 7 and No. 8: In this, the children will encounter figures that are shaped by the
it is heard with the same numbers but in alternating order (e.g.: 21 and 12).
own Sequence no. 9: In it, all the figures belong to the family of 40. The children will have to discover it.
experiences. Sequence No. 10 and No. 11: All the numbers are knots. An investigation is conducted regarding their location in the castle.
numerical and on the pages of the album. It is investigated: do you know all of them? What is the purpose of knowing their names?
Sequences No. 12 and No. 13: in them, the children will have to discover which is the figure with the highest number, and
which with the least.
Sequence No. 14: the figurines are composed of digits of the same number; for example 77; 55.
Sticker kiosk: starting from this stage, and with the 27 stickers that remain, why 27, at some point
Are they given more than 5?? It will be played at the kiosk, that is, the children will be able to buy the figures they need.
previously recorded on a piece of paper as a list. Each one at the time of 'buying' will have to bring the envelope
where the teacher will previously place play money and the list of numbers they wish to acquire.
EVALUATION CRITERIA:
Mathematics. Reading numbers
Recognition of numbers written on different carriers.
Reading one and two-digit numbers.
Comparison of numerical writings.
Use of numerical carriers to solve problems with assistance.
*Acttud frente al trabajo grupal e individual.
Language practices:
Participation in conversations adapting one's intervention to the diverse communicative situations and to the recipients.
The production of narratives, explanations, justifications increasingly suited to the communicative situation.
The expression of opinions and respect for what others have expressed.
The preparation of written texts for different purposes