Mathematics

FirstgradeBasicCycle
 AuthoritiesoftheMinistryofEducation

Oscar Hugo López Rivas

Minister of Education

Héctor Alejandro Canto Mejía

Technical Deputy Minister of Education

María Eugenia Barrios Robles de Mejía

Deputy Minister of Administrative Education

Daniel Domingo López

Deputy Minister of Bilingual and Intercultural Education

José Inocente Moreno Cámbara

Deputy Minister of Design and Verification of Educational Quality

Samuel Neftalí Puac Méndez

Director General of Curriculum (Digecur)

Carlos Alfonso López Alonzo

Subdirector de Diseño y Desarrollo Curricular

Zaida Lorena Aragón Ayala de Argueta

Deputy Director of Curriculum Evaluation

Specialists

Digecur Sofia Noemi Gutierrez

Dayanara Ramos
Erick Ruedas
Digecade Clara Luz Solares
Cayetano Salvador
Alejandro Asijtuj
Digebi Agustín Pelicó
Visitors Chieko NAKAYAMA
Adonias Tohom
 LettertotheTeacher

Dear Teacher

The Ministry of Education with the purpose of supporting and promoting improvements in development
of the national educational process and aware of the important work it does with the
students in their educational center, provides them with the National Basic Curriculum of the area of
Mathematics, whose curriculum has been reviewed and updated for you to use as
a resource that will guide you in your teaching practice and in the organization of your classes.

Among the changes made is the improvement in the writing of some

achievement indicators and the reorganization and presentation in a declarative manner
generalized content, analyzed by the degree to which they correspond; therefore
you as a teacher of the area will promote their academic freedom by proposing the
specificity of each of those contents focusing on the development of the
competencies.

El enfoque del área de Matemática responde al modelo educativo del Curriculum Nacional
Base, in such a way that it must be an area developed in a participatory manner and that seeks
to establish meaningful learning in the student, so that Mathematics has a
meaning in their daily tasks.

Usted como facilitador de la presente área, es garante de utilizar los “medios” adecuados
to transform the prescribed knowledge in this curricular design into meaningful ones.

Sincerely,

Doctor Oscar Hugo López Rivas

Minister of Education
Curriculararea
Mathematics
Descriptor

En la actualidad no es posible reducir la definición de las matemáticas a las ciencias de

los números (aritmética) y las formas (geometría). El uso de símbolos (álgebra y teoría de
sets), the study of change (calculus) and uncertainty (statistics and
probability), the analysis of forms of reasoning (mathematical logic) and the
considerations about mathematical approaches in different cultural groups and
Social (ethnomathematics) are the subject of study of contemporary mathematics.

It is also undesirable to consider mathematics in isolation from the varied technology that ...
the present offers. Both to study science and to improve or use it, the
cutting-edge technology, the internet, telecommunications, audiovisual media,
calculator (from arithmetic to scientific and graphical) and other instruments
(abacuses, measuring and drafting instruments, among others) should become commonly used.
in the classrooms to strengthen learning and open opportunities for students
work, communication, and time management.

Current mathematical science recognizes and values the presence of methods and perspectives.
mathematics in different peoples and cultural groups, past and present; for the
thus, the curriculum will favor the integration of the different cultural elements with the
practical knowledge.

Por último será importante considerar las matemáticas como integradoras de saberes,
enfoques, métodos, y aún de valores y actitudes para que su aporte al currículum sea
significant.

Therefore, to guide the development of analytical, critical, and reflective thinking, through the
integración de la búsqueda de patrones y relaciones; la interpretación y el uso de un
particular, symbolic, abstract language; the study and representation of figures; the
logical argumentation and demonstration; the formulation and application of varied models
(arithmetic, geometric, trigonometric, and algebraic), as well as provide
useful tools to collect, present, and read information, analyze it and use it
to solve practical problems of everyday life.

Similarly, to put the scientific method into practice to make conjectures, create, investigate,
cuestionar, comunicar ideas y resultados, utilizando esquemas, gráficos y tablas e
interpret information from different sources to share, analyze, make decisions and
issue judgments; and promote situations that stimulate reading, writing, and operation with
quantities written in different systems and bases of numeration, valuing the contributions
from Mathematics coming from different cultures, there are also intentions of the area
Mathematics curriculum.
Components

For its development, the area of Mathematics is organized into the following components:

1. Forms, patterns, and relationships: the component includes the study of patterns and the
relaciones entre formas, figuras planas y sólidas, variables y operaciones entre
They help students develop observation strategies,
clasificación y análisis para establecer propiedades y relaciones entre distintos
geometric, trigonometric and algebraic elements.

2. Mathematical models: the component consists of the application of Mathematics to

other sciences and the resolution of personal and community everyday problems.
Develop the creative formulation of diverse mathematical models such as formulas,
graphs, tables, relationships, functions, equations, concrete models, simulation
by computer, approximations on calculators, etc.
This component is one of those with the most connections to other areas.
curricular and with everyday life and aims to solve problems,
evaluate conjectures or address problematic situations in the environment.

3. Sets, numerical systems, and operations: in this component, the study of

numerical sets of rationals, integers, irrationals, and reals. The students
they will be able to define the elements of each set, their forms of representation and
conversions between them, the order, the operations, properties, relationships and
posibilidades de aplicación. Además del estudio del sistema decimal, se desarrollará
reading and writing in different systems such as binary and vigesimal.

4. Uncertainty, research, and communication: this component develops in the

estudiantes la posibilidad de “manejar” la información del contexto cotidiano a partir
de conocer analizar datos y emitir juicios sobre una situación. La lectura y uso de
graphs, the study of probabilities, the collection and analysis of data, is
information that allows evaluating the communities, making decisions, and solving
problems.

5. Ethnomathematics
The towns, cultural groups, and groups formed by professional and/or affinity.
labor practices have relevant mathematical practices and cultural contributions to the
community, since they arise from the context.
This component is oriented towards the observation, description, and understanding of the
mathematical ideas that go beyond systematization in a book, that form
part of the cultural heritage that allows for intercultural knowledge and appreciation. It
enfatizan costumbres, sistemas, jergas que puedan aportar a la construcción
scientific-professional mathematics, as a cross-cutting axis observed
mainly in numerical systems and measurement systems.
Competencias de área

1. Produce arithmetic, algebraic, and geometric patterns, applying properties and

relaciones, que faciliten el planteamiento, el análisis y la solución creativa de
mathematical problems.
2. Build mathematical models that allow for the representation and analysis of
quantitative relationships.
3. Use the different types of operations in the set of real numbers,
applying its properties and verifying that its results are correct.
4. Issues judgments regarding questions that have been raised; seeking to represent and
interpret information obtained from different sources.
5. Aplica métodos de razonamiento, el lenguaje y la simbología matemática en la
interpretation of situations in your environment.
 CurricularframeworkoftheMathematicsorientation
FirstBasic

Competition Indicador de logro Declarative Contents

1. Identify elements 1.1 Represents information 1.1.1 Expresiones algebraicas

common in patterns generalized quantitative to (variables).
algebraic and geometric. starting from variables. 1.1.2 Convert to language
algebraic situations
everyday and vice versa.
1.2 Recognizes figures, 1.2.1. Representation of
relationships, properties and elementos básicos (punto,
measurements in designs line, ray, plane, segment,
angle)
proposed.
1.2.2. Representación de figuras
["open","closed","concave"]
and convex.
1.2.3. Terminología, propiedades y
drawing of parallel lines and
perpendicular.
[Link] Angles: complementary,
supplementary, alternate and
interns.
[Link] Properties and construction
of regular polygons.
[Link] Axes of symmetry of the
figures
1.3 Calcula áreas y perímetros 1.3.1 Characteristic and properties
of regular polygons. of regular polygons
(right triangle, between
others)
1.3.2. Perimeter and area of
regular polygons.
2. Utiliza gráficas y símbolos 2.1 Build propositions 2.1.1 Open sentences
in the representation of compuestas usando
information and solution of logical connectors. 2.1.2 Truth value
problems.
2.1.3 Simple propositions.

2.1.4 Compound propositions.

2.1.5 Quantifiers

2.2 Representa de forma 2.2.1 Sets:

symbolic and graphic the [Link] Generalities
relaciones entre variables. [Link] Symbolism of the
sets Relationships between
elements (belonging and
containment.
[Link] Cartesian product:
Domain and codomain.
Ordered pairs.
 Competition Achievement indicator Contenidos Declarativos

2.3 Distinguish between relationships 2.3.1 Variables:

and functions. [Link] Relationships
[Link] Properties of the
relationships (Variation
direct and inverse
2.4 Aplica ecuaciones de 2.4.1 First degree equations:
first grade in the [Link] Definition
problem solving. [Link] Resolución de ecuaciones
with an unknown applying
properties of
inverse operations.
[Link] Problem Solving
with first degree equations
degree.

3. Calculate operations 3.1 Operates within the 3.1.1 Integers:

combined of the numerical sets [Link] definición,
different sets natural and whole, [Link] representation on a line
numerical (natural,
through procedures numerical,
integers and rationals) with
written algorithms, corresponding. [Link] order relation,
mental, exact and absolute value,
approximately. [Link] operations and their
properties.
3.2 identifies the representation, and 3.2.1 Rational numbers:
location of the set of the [Link] Representación (fracciones
rationales when making and decimals),
hierarchical operations and [Link] Ascending order and
estimates. descendant.
[Link] Location on the line
numérica.
[Link] Operations and their
properties.
3.2.2 Order of operations.
3.2.3 Mental calculation and of the
estimates using
calculator.
3.3. Applies reasons and 3.3.1 Reason and proportion
proportions when solving [Link] Application of media law
problems. and extremes.
[Link] Tablas de variación directa
and inverse.
[Link] Calculation of percentages,
discounts and interest.
4. Interpreta información 4.1 Apply procedures 4.1.1 Collection techniques of
represented statistics statistics and measures of datos.
in tables, schemes and central tendency for [Link] Data Organization
graphics. according to the sample and
ungrouped data.
population.
[Link] Measures of central tendency
central in data not
agrupados: media, mediana
and fashion.
 Competition Achievement indicator Declarative Contents

4.2 Unaggregated data table 4.2.1 Organización de datos en

to represent them and frequency tables
determine its frequency. simple.
4.2.2 Reading and preparation of
data in tables.
4.2.3 Uso de Excel para elaborar
tables and graphs.
4.3 Graphic polygons of 4.3.1 Reading and preparation of
frequencies and histograms data in graphs:
what do the data represent. [Link] Pictogram,
[Link] Bar Chart
[Link] Frequency polygon.
[Link] Histogram.
[Link] Sector diagram.
5. Establish strategies 5.1 Relates the systems of 5.1.1 Conversions:
varied when solving measures to calculate your [Link] Unidimensional (linear).
problems that arise from the equivalences. [Link] Bidimensional (areas)
context for
3D
mathematize them.
(volumetric)
5.2 Recognizes the function of 5.2.1 Cycles, sequences and
universe, time and space meaning of the days in the
with a cultural focus. Maya calendar.
5.2.2 Movements of the earth:
equinoxes and solstices.
5.2.3. The quadrants and their
energies.
5.3 Identify patterns and 5.3.1 The patterns in the
features of the system Maya thought.
vigesimal. 5.3.2. Numbering system
vigesimal
5.3.3. Execution of
operaciones en el sistema
vigesimal (use of the abacus)

Evaluationcriteria
The evaluation criteria are statements that primarily serve to guide
the teachers towards the aspects that should be taken into account when determining the type and level
learning achieved by students at each stage of the process
educativo, según las competencias establecidas en el currículo. Desde este punto de
From this perspective, it can be said that they function as regulators of learning strategies.
evaluation-teaching.

Para esta área del currículo, se presentan algunas propuestas de los criterios de
evaluación presentados por indicador de logro:

1.1. Represents generalized quantitative information based on variables.

• Use variables to represent patterns.
1.2 Recognizes figures, relationships, properties, and measurements in proposed designs
• Locate the figure that corresponds to the missing area in an assigned pattern.

1.3. Calculate areas and perimeters of regular polygons.

• Determine the value of the area in a given polygon.
• Build compound propositions using logical connectives.
• Apply logical connectives to form compound propositions.

2.2. Symbolically and graphically represent the relationships between variables.

• Identify the domain and the codomain in the relationship of two variables.

2.3. Distinguish between relations and functions.

• Differentiate a relationship from a function.
• Determine the direct and/or inverse proportional relationship in a variation.

2.4. Aplica ecuaciones de primer grado en la resolución de problemas.

• Solve problems represented by first-degree equations.

3.1. It operates within the sets of natural and integer numbers, through
corresponding procedures.
• Apply the properties of integers to obtain correct results in your
operations.

3.2. Identify the representation and location of the set of rational numbers when performing
hierarchical operations and estimates.
• Make estimations that respond to reasoning situations where
use tools like the calculator to speed up the process.
• Operate rational numbers respecting their properties.

3.3. Apply ratios and proportions when solving problems.

• Solve situations that present arithmetic or geometric comparisons.

4.1. Apply statistical procedures and measures of central tendency for non-data
grouped.
• Organize ungrouped data to establish measures of central tendency.

4.2. Table ungrouped data to represent it and determine its frequency.

• He/She reads data organized in tables and presents them in various graphs.

4.3. Graph frequency polygon and histograms that represent the data.
• Interpret data represented in graphs.

5.1. Relate the measurement systems to calculate their equivalences.

• Solve conversions between measurement systems.

5.2. Recognizes the function of the universe, time, and space with a cultural focus.
• Identify the numerical sequences in the days of the Mayan calendar.

5.3. Identify patterns and characteristics of the vigesimal system

• Operate according to the specificities of the vigesimal system.
Bibliography

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