PLANNING OF DIDACTIC UNIT 1

Grado: 5to- Secundaria

Area: MATHEMATICS

I. TITLE OF THE UNIT

Promoting a healthy life

II. SIGNIFICANT SITUATION

Inadequate eating habits are causing various types of issues in adolescents.

diseases that are affecting your health. Two of the most common diseases are anemia and
overweight.
The highest incidence of anemia in adolescent women aged 15 to 19 occurs in the
departments of Pasco (32%), Madre de Dios (30%) and Tumbes (29%) (ENDES 2009).
Anemia in adolescents is related to the desire to project a stereotypical image.
of thinness, and in the case of women, it can reach dangerous extremes. Some symptoms
externals can raise the alert, but the most recommended way to detect it is through a sample
of blood.
Why is a blood sample necessary? What is counted? What are the values?
normal? Do the values vary with age and gender? How can we know if the foods that
Do the foods we consume provide us with enough iron? How can we prevent anemia?

III. EXPECTED LEARNINGS

COMPETENCIES CAPABILITIES INDICATORS
. Relate data based on conditions with
very large or very small magnitudes, for
Mathematize situations to propose a model referring to the
scientific notation.

. Express the writing of an amount or

Communicatey represents
large or small magnitude using
mathematical ideas
of exponential and scientific notation.
ACT AND THINK . Design and execute a multi-stage plan
MATHEMATICALLY oriented to research or resolution of
IN SITUATIONS OF problems.
QUANTITY . Carry out operations considering the
Develop and use strategies scientific notation when solving problems.
.Use the rule of three appropriately.
simple in related problems a
derived units of the SI.

Reason y argue Justify the percentage variation using

generating ideas recursive procedures.
mathematics
. Execute random sampling techniques
stratified when solving problems.
ACT AND THINK . Elabora una encuesta de un tema de interés
Develop and use strategies
MATHEMATICALLY recognizing variables and categorizing them
IN SITUATIONS OF response.
DATA MANAGEMENT
AND UNCERTAINTYCommunicatey [Link] preguntas cerradas y abiertas
mathematical ideas
 regarding the statistical study variable
for the items of the survey.

. Examine the proposed statistical graphics

that involve expressing characteristics or
qualities of a representative sample.
Mathematicizes situations
. Organize data into qualitative variables
coming from of one sample
representative.
Reason y argue. Formulates conjectures related to the study
generating ideas for probabilistic samples.
mathematics
IV. THEMATIC FIELD

. Scientific notation: Expressions with positive and negative exponents

. Operations with scientific notation
. International System of Measurement
. Random sample
. Sampling error
. Statistical graphs

V. MOST IMPORTANT PRODUCT(S)

Comparative table of normal hematocrit values at different stages of life.
Research work on the amount of iron consumed by students in their diet
food

VI. SEQUENCE OF SESSIONS

Session 1 (2 hours) Session 2 (2 hours)
Title: Organizing our activities for Title: Counting our red blood cells and
promote a healthy lifestyle whites

Indicator: Indicators:

. Design and execute a multi-stage plan . Relate data based on conditions with
research-oriented or problem-solving very large magnitudes to propose a
problems. model referred to scientific notation.
. Express the writing of an amount or
Activity: large magnitude making use of the
. The significant situation is presented and the exponential and scientific notation.
purpose to be achieved at the end of the
unit, exploring prior knowledge.
. The students propose a sequence of Thematic Field:
activities to be developed throughout the
unity and present it in a visual organizer . Notation scientific. Expressions with
. Commitments are established for the positive exponents.
consolidation of the work. . Unit conversion: Rule of three.
.
Actividad:
. They collect information about the composition of
the blood.
. They express through scientific notation the
 normal values of red blood cells and blood cells
whites; the they organizey establish
comparisons.
. They find the number of red blood cells and white blood cells
whites that a person has.
. They establish the difference between the amount of
red blood cells of the male regarding the
woman.
Session 3 (2 hours) Session 4 (2 hours)
Title: Determining the size of the red blood cell and Title: Determining the amount of iron that
white our body needs

Indicators: Indicador:
. Relate data based on conditions with. Emplea convenientemente la regla de tres
very small magnitudes to propose a simple in related problems a
model referred to scientific notation. derived magnitudes of the SI.
. Express the writing of a quantity or magnitude
little making use of notationField theme:
exponential and scientific. . Rule of three: Conversion of units of
. Perform operations considering the notation measure.
scientific when solving problems.
Activity:
Thematic field: . They collect information about the percentage of
. Scientific notation with negative exponent. nutrients in the diet (proteins, lipids and
. International System of Units. carbohydrates) according to size, weight, and age.
. Determinants of equivalences (nutrients) y
Activity: they create a double-entry table with
. Expressed through scientific notation the ICT help. Conversion applies to
size and volume of a red blood cell and the units.
dimensions of a white blood cell. It organizes. They resolve other situations where it applies
in a scheme. scientific notation and percentages; and explain their
. They express the values obtained in meters, liters, and grams. utility.
using the conversion rule of. They reflect on the importance of consuming
units. a balanced diet to prevent anemia.
. They interpret the obtained values and the need.
to use submultiples to express
quantities.
. They recognize the table of multiples and submultiples.
of basic units and their correspondence with the
positive and negative exponents. They establish
comparisons, they perform operations.

Session 5 (2 hours) Session 6 (2 hours)

Título: Elaborando el menú nutritivo del día Title: Determining the sample for our
research work
Indicator: Indicators:
. Justify the percentage variation using. They execute random sampling techniques
recursive procedures stratified when solving problems.

Thematic field: Thematic field:

. Population sample
. Percentage . Random and non-random sampling
. Unit conversion . Sample size

Actividad: Activity:
. They select a random sample of young people.
. They prepare a diet specifying the percentage adolescents from their [Link].
 of iron that each food provides. . They analyze the sampling error and the size of the
. They reflect on their eating habits, selected sample.
identifying foods rich in iron that . They discuss other scientific research.
are absent in their diet. what sampling involves.

Session 7 (2 hours) Session 8 (2 hours)

Título: Elaborando una encuesta Título: Tabulando nuestros datos

Indicators: Indicator:
. Redacta preguntas cerradas y abiertas respecto . Organize data into qualitative variables
of the statistical variable of study for the coming from a representative sample.
survey items.
. Create a survey on a topic of interest, Thematic field:
recognizing variables and categorizing them . Study variables
response. . Frequency tables

Thematic field: Activity:

. Survey . They tabulate the data and organize it in a table.
. Closed and open questions frequency distribution.
. Interpret the results obtained in the table
Activity: of frequency. They express an opinion about the
. They prepare a survey to know what obtained results.
percentage of students consume: Iron,
folic acid, vitamin B12, proteins and vitamin
C.

Session 9 (2 hours)
Título:Determinando el gráfico estadístico
from a survey
Indicator:
. Examine proposals of graphics
statistical that involve expressing
characteristics or qualities of a
representative sample.
. They propose conjectures related to
study of probabilistic samples.
Thematic field:

. Statistical graphics: Bar chart,

sector diagram.
Activity:

. They determine the most statistical graph

suitable for the presentation of your
results.
. They announce the results of their
research using graphs
statisticians and draw conclusions.
. They discuss the importance of the
statistical graphics for analysis,
interpret and communicate the results of
a research.
.
 VI. EVALUATION
SITUATION OF COMPETENCIES CAPABILITIES INDICATORS
EVALUATION
Preparation of . Relate data based on
tables conditions with very magnitudes
comparative Mathematize situations big o small for
of values ACT AND THINK propose a model related to the
normals of MATHEMATICSMEN scientific notation.
hematocrits and I am you . Express the writing of a
leukocytes. SITUATIONS OF Communicate and represent large quantity or magnitude
QUANTITY mathematical ideas little making use of the
Preparation of exponential and scientific notation.
one diet . Use it appropriately
specifying Elaborate y usa simple rule of three
the percentage strategies problems related to
of nutrients and derived magnitudes from the SI.
its benefits. Reason and argue . Justify the percentage variation
generating ideas employing procedures
mathematics recursive.
. Draft closed-ended questions and
Communicate and represent open regarding the variable
mathematical ideas study statistics for the
Preparation and survey items.
application of ACT AND THINK . Create a survey about a
a survey MATHEMATICS Elaborate y usa topic of interest, recognizing
I love you strategies variables and categorizing the
to know
SITUATIONS OF response.
in what MANAGEMENT OF Examine graphic proposals
percentage the DATA E statistics that involve
students UNCERTAINTY Mathematize situations to express characteristics o
consumer qualities of a sample
iron in its representative.
daily diet. . Propose related conjectures
to the study of samples
Organization probabilistic.
of data y
representation Reason and argue
graph of the generating ideas
mathematics
information
pickup of
a sample
representative.

VII. BASIC MATERIALS USED IN THE UNIT

- MINEDU, Ministry of Education. Learning Routes: Booklet VII (2015) Lima
- MINEDU, Ministry of Education. School text. Mathematics 5 (2012) Lima: Publisher
Norma S.A.C.
- Brochures, handouts, slides, multimedia equipment, etc.
- Markers, poster boards, large sheets of paper, masking tape, whiteboard, chalk, etc.
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 PLANNING OF DIDACTIC UNIT 1
INFORMATIONAL DATA
1.1 DRE: Ayacucho
1.2 UGEL: La Mar
1.3 Educational Institution: 'César Vallejo'
1.4 Area: Mathematics
1.5 Ciclo : VI
1.6 Grado : 2° “A” y “B”
1.7 Weekly hours: 06
1.8 Teacher: Lic. Yolanda Rosita Mallcco Velarde

I. UNIT TITLE
We organize information to optimize the purchase of school supplies.

II. SIGNIFICANT SITUATION

The students of the Educational Institution 'César Vallejo' come from families of condition.
precarious economy, therefore they require information on prices and to develop a budget plan
for the reasoned purchase of supplies.

How much do you think each parent should allocate to buy school supplies? How?
Can you set the budget for a reasonable purchase of supplies? If for next year it
it would produce a 6% increase in the prices of school supplies, how would it affect the budget?
familiar?

III. EXPECTED LEARNINGS

COMPETENCIES CAPABILITIES INDICATORS

Relate quantities and magnitudes in situations

and expresses them in a model of increases and
Mathematize
successive discounts
situations
Use additive models that express solutions with
decimals, fractions, and percentages when proposing and
solve problems.

. Represents a decimal or fractional number in a

power with integer exponent.
. Express the inverse operation of exponentiation
using exact radicals.
. Express the equivalence of rational numbers
Communicate y
(fractions, decimals, and percentage) with support
represents ideas
concrete, graphic, and others.
mathematics
. Develop an information organizer related to the
classification of fractions and decimals, their
operations, percentage and percentage variations.
. It is always possible to find a
decimal number or fraction between two others.

Elaborate and use. Uses procedures based on exponent theory

strategies for solving problems
 . Develop and execute a plan of multiple stages
oriented to the reasoned purchase of supplies
ACT AND THINK schoolchildren.
MATHEMATICALLY . Uses fraction simplification procedures to
IN SITUATIONS OF solve problems.
QUANTITY . Uses procedures to solve problems
related to mixed fractions, heterogeneous and
decimals.
Use various strategies to solve situations
issues that involve operations between
fractions, proportional magnitudes, increases and
percentage discounts.
. Perform operations considering the fractions to
solve problems.
.Use the expressions =, >, < appropriately for
establish order and comparison relationships among the
numbers rational expressed in fractions
heterogeneous and mixed.

.
Propose conjectures to recognize the theory of
exponents with fractional numbers.
. Check the operations from examples
with powers of integer base, rational and
Reason y
integer exponent.
argue
. Justify the percentage variation using
generating ideas
recursive procedures to obtain a
mathematics
successive percentage increase or decrease.
. Justify the use of a number line in problem-solving.
of problematic situations of order in the
rational numbers.
Mathematize Select and use models related to linear equations
ACT AND THINK situations raise and solve problems.
MATHEMATICALLY Communicate y Describe a linear equation recognizing y
IN SITUATIONS OF represents ideas relating the members, terms, unknowns and their
REGULARITY mathematics solution.
EQUIVALENCE AND Elaborate and use Employs heuristic strategies when solving problems of
CHANGE strategies linear equations with one unknown.
Reason y Test the additive and multiplicative properties
argue underlying in the equivalence transformations.
generating ideas
mathematics
IV. THEMATIC FIELD

. Fractions.
. Number line of rational numbers.
. Equivalent fractions.
. Percentages. Successive increases and discounts.
. Formulating equations

V. MOST IMPORTANT PRODUCT(S)

Preparation of the budget plan for the rational purchase of supplies.
.
VI. SEQUENCE OF SESSIONS
Session 1 (2 hours) Session 2 (2 hours)
Title: Organizing our activities for Título: Contabilizando nuestros útiles escolares
promote the informed purchase of supplies and expressing in fractions.
schoolchildren.

Indicator: Indicator:
Express the equivalence of the numbers
. Develop and execute a multi-stage rational plan (fractions, decimals, and percentage)
oriented towards the reasoned purchase of supplies with concrete, graphic, and other support
schoolchildren.
Thematic field:
Activity:
. The significant situation is presented and the . Rational numbers
purpose that is desired to be achieved by the end of the. Percentage increases
unit, exploring prior knowledge. . Simplification of fractions
. The students propose a sequence of
Activities to be developed throughout the
unity and present it in a visual organizer Activity:
. Commitments are established for the . They gather information about the amount of
supplies that bring to the School.
consolidation of work.
. They express through fractions and percentages.
they organize and establish comparisons.
. They establish the difference between the amount of
supplies that are brought to school.
Session 3 (2 hours) Session 4 (2 hours)
Título: Determinando la cantidad de dinero Título: Determinando el orden en las fracciones
intended for school supplies. And its
respective percentage
Indicators: Indicator:
.
. Justify the variation percentage
using recursive procedures. . Use them appropriately
. Apply various strategies to solve expressions =, >, < to establish
problematic situations that it implies order and comparison relations
fractions, increases y discounts among the rational numbers
percentages expressed in heterogeneous fractions
and mixed
Thematic field: . It expresses that it is always possible.
. Rational number. find a decimal number or fraction
. Percentage increases and discounts. among other two.

Thematic field:
Activity: . Order and density of rational numbers.
. They express the amount through percentages. . Equivalent fractions
money spent by each family on supplies
schoolchildren. It organizes it in a scheme. Activity:
. They pose contextual situations about the
. They interpret the obtained values and the need order and equivalence of fractions.
to use mechanisms for reasoned purchasing
of the supplies. . They solve other situations where it applies
equivalent fractions and decimal numbers.
Session 5 2 hours Session 6 (2 hours)
Título: Representando las fracciones en la recta Título: operando con fracciones.
numeric.
Indicator: Indicators:

Justify the use of a number line in the resolution . Employ procedures for resolver
of problematic situations of order in the problems related to mixed fractions,
rational numbers heterogeneous and decimal.
. Perform operations considering the
Thematic field: fractions when solving problems
Thematic field:
. Fractions
. Number line of the numbers
. Operations with fractions.
rational.
Activity:
Activity:
. Determine the most appropriate strategies
. Elaboran la recta numérica de los
to solve operational problems
rational numbers.
with fractions.
. They reflect on the importance of
. They interpret the results and disclose the
locate the fractions on the number line.
strategies used.
. They resolve other situations where it applies.
. They resolve other situations where it
operations with fractions.
apply the order of rational numbers.

Session 7 (2 hours) Session 8 (2 hours)

Título: Conociendo los precios de la prendas de Título: Elaborando la tabla de las potencias
to dress

Indicators: Indicator:

. Justify the resolution processes of . Propose conjectures to recognize the theory

problems implied by variation of exponents with fractional numbers.
percentage . Check from examples the
Thematic field: operations with integer base powers,
. Successive increases and discounts rational and integer exponent.
. Represents a decimal number o
Activity: fractional in a power with exponent
whole
. They collect information about the prices of the Express the inverse operation of the
clothing items. exponentiation using exact radicals
. They create a double-entry table with the
obtained data. . Thematic field:
. They propose contextual situations that involve. Exponentiation of rational numbers
successive increases and discounts.
. They analyze situations that involve increases and Activity:
successive discounts and announce their . They create a table to determine the power.
results. of integer and rational base.
. They raise contextual situations that
 involve enhancement of numbers
rational.

Sesión 9 (2 hours) Session 10

Título: Planteando ecuaciones en situaciones Título: Aplicando la proporcionalidad en las
of context context situations
Indicator: Indicador:
Employs heuristic strategies to . Develop strategies to solve problems
solve problems of that involve direct proportionality and
linear equations with a inverse.
unknown
Select y use models . Express the relationships graphically and in table form
referred to linear equations to of direct and inverse proportionality.
propose and solve problems Thematic field
Thematic field: Direct and inverse proportionality

. Linear equation formulation Activity

Actividad: . They present contextual situations that involve
direct and inverse proportionality.
. They propose, using language . They tabulate the data and graph on a plane.
mathematician, contextual situations.
Cartesian.
. They announce the results of their They interpret the graph and give their opinion on the
approach; through the method
obtained results.
algebraic and emit conclusions.
. They talk about the importance of the approach.
of equations to interpret different
situations of the context.
.

VI. EVALUATION

SITUATION OF COMPETENCIES CAPABILITIES INDICATORS

EVALUATION
Preparation of . Relate quantities and magnitudes
tables in situations and expresses it in a
comparatives model of increases and discounts
of expenses in ACT AND THINK Mathematize successive
the supplies. MATHEMATICALLY situations . Use additive models that express
IN SITUATIONS OF solutions with decimals, fractions
QUANTITY and percentages when proposing and solving
problems.
. It represents a decimal number or
fractional in a power with
integer exponent.
. Express the inverse operation of the
Communicate y
exponentiation using radicals
represents ideas
exact.
mathematics
. Express the equivalence of the
rational numbers (fractions,
decimals and percentage) with support
concrete, graphic and others.
 . Create an organizer of
information related to the
classification of fractions and
decimals, their operations,
percentage and variations
percentages.
. It expresses that it is always possible.
find a decimal number or
fraction between two others.

. Employs procedures based on

exponent theory when solving
problems.
. Employs procedures of
simplification of fractions to
solve problems.
. Employs procedures for
solve problems related to
mixed fractions, heterogeneous and
decimals.
Use various strategies to
resolve problematic situations
Elaborate y usa
that involve operations between
strategies
fractions magnitudes
proportional increases y
percentage discounts.
. Perform operations considering
Preparation of fractions when solving problems.
a painting of .Employ conveniently the
double entry =, >, < expressions to establish
specifying order and comparison relations
the percentage between the rational numbers
of expenses in expressed in fractions
the supplies y heterogeneous and mixed.
clothes of
to dress for . Propose conjectures for
families. recognize the theory of
exponents with numbers
fractions.
. Check from examples
operations with powers of
Reason and argue integer base, rational and exponent
generating ideas whole.
mathematics . Justify the percentage variation
employing procedures
recursive.
. Justify the use of a number line
in the resolution of situations
problems of order in the
rational numbers.

. Describe a linear equation

Communicates y recognizing and relating the
represents ideas
 mathematics members, terms, unknowns and their
ACT AND THINK solution.
Organization MATHEMATICALLY . Use heuristic strategies to
of data y IN SITUATIONS OF Elaborate y usa
solving equation problems
REGULARITY, strategies
representation linear equations with one variable
in the language EQUIVALENCE AND
Select and use referred models
mathematician of CHANGE. Mathematize
to linear equations when posing and
situations of situations
solve problems
context. Reason and argue. Justify the acquisition of the set
generating ideas solution of a linear equation
mathematics

VII. BASIC MATERIALS USED IN THE UNIT

- MINEDU, Ministry of Education. Learning Routes: Handbook VI (2015) Lima
- MINEDU, Ministry of Education. School text. Mathematics 2 (2012) Lima: Editorial
Norma S.A.C.
- Problem Solving Modules 2
- Brochures, handouts, posters, multimedia equipment, etc.
- Markers, construction paper, large sheets of paper, masking tape, whiteboard, chalk, etc.

SAN MARTIN, MAY 2015

-----------------------------------------------------------

Lic. YOLANDA ROSITA MALLCCO VELARDE

copy

PLANNING OF DIDACTIC UNIT 2

INFORMATIONAL DATA:

1. DRE: Ayacucho
2. UGEL: La Mar
3.I.E.: 'César Vallejo'
4. CYCLE: VI
5. AREA: Mathematics
6th GRADE: 2nd 'A' AND 'B'
7. HORAS SEMANALES : 06
8. TEACHER: Lic. Yolanda Rosita Mallcco Velarde

I. TITLE OF THE UNIT

We organize information to optimize agricultural production in our area.

II. SIGNIFICANT SITUATION

In different villages of our populated center of Unión Progreso, in the VRAEM zone, a great is observed.
amount of cultivable land suitable for the production of peanuts, cocoa, beans, etc. depending on the
climatic conditions and the specific characteristics of the terrain. However, there are various factors that
they can contribute to improving or reducing productive yields.
What factors can influence agricultural production? How do they influence? If in the current year
it doubles the number of agricultural workers who worked last year planting a 125 ha plot,
What results could be obtained? What happens to the price of an agricultural product when there is a shortage?
of that product? What is the perimeter of a square-shaped land with an area of 4x?

III. EXPECTED LEARNINGS

COMPETENCIES CAPABILITIES INDICATORS

Difference y use models

based on proportionality
direct and inverse when posing and
solve problems.
Mathematize
Relate quantities y
situations
ACT AND THINK magnitudes in situations and the
MATHEMATICALLY IN express in a model of
SITUATIONS OF QUANTITY increases y discounts
successive

Communicate y
. Describe that a quantity is
represents ideas
directly proportional to the other.
mathematics
. Organize data in tables for
 to express relationships of
direct and inverse proportionality
between magnitudes.
. Represents increases and discounts
employing units of
reference(based in
percentage cubes successive
using diagrams, graphs between
others.

. Employs procedures based on

exponent theory when solving
problems.
. Employs procedures of
simplification of fractions when solving
problems.
. Use procedures to solve
problems that imply expressions
algebraic related to fractions
mixtas, heterogéneas y decimales.

Elabora y usa. Apply various strategies to solve

strategies problematic situations related
to the proportionality, increases and
percentage discounts.

. Conveniently employ the method of

signs in problem solving
What does simple rule of three imply?

. Justify when a relationship is

inverse e direct
proportional.
. Proposes conjectures for
Reason y recognize the theory of
argument exponents.
generating ideas . Differentiate proportionality
mathematics direct of the inverse.
. Justify the percentage variation
employing procedures
recursive.

. Develop strategies to solve

ACT AND THINK problems involving functions
Develop y usa
MATHEMATICALLY IN affine and proportional lines
strategies
SITUACIONES DE REGULARIDAD, direct and inverse.
EQUIVALENCE AND CHANGE
Communicate y
represents ideas . Express graphically and in tabular form the
mathematics direct proportionality relationships,
 inverse and affine linear dependence.
.Represents polynomial operations
in first grade with concrete material.
.Uses tabular representations,
charts y algebraic of the
inverse proportionality, linear function
and affine linear.
. Organize data into schemes for the
Mathematize establishment of relationships of
situations proportionality and rule of three
simple
.
. It raises conjectures related to
study of direct proportionality and
inverse.
Reason y
argument . Justify the resolution processes of
generating ideas problems and the processes of variation
mathematics percentage.

Recognizes implicit relationships between

figures and expresses them in a model based
in prisms or pyramids.
Mathematize
Use models related to figures
situations
polygons regulars, composed,
triangles and the circle to propose and
solve problems.

Describe the development of prisms.

pyramids, cones, and cylinders considering
Communicate y its elements.
Act and think mathematically
represents ideas
in situations of form,
mathematics Represents polygonal figures, strokes of
movement and localization
parallel lines, perpendicular y
related to the circumference using the
rule and compass.
Utilizes characteristics and properties of
polygons to build and recognize
prisms and pyramids.
Elaborate y Find the area, perimeter, and volume of
strategies prisms, cylinders and pyramids (based on
cubes).

Reason y Justify the properties of prisms and

argument pyramids.
generating ideas - Propose conjectures to recognize the
mathematics properties of the sides and angles of
 regular polygons.

IV. THEMATIC FIELD

. Linear function and affine linear function.

. Direct and inverse proportionality. Algebraic expressions
. Simple and compound rule of three.
. Polygons. Regular polygons. Area of flat regions.
. Prisms and pyramids
. Cylinders and cone.
. Percentages. Successive increases and discounts.

V. MOST IMPORTANT PRODUCT(S)

Development of the budget plan for the informed purchase of supplies.
.

VI. SEQUENCE OF SESSIONS

Session 1 (2 hours) Session 2 (2 hours)
Title: Organizing our activities for Title: Applying linear functions in
promote the reasoned purchase of supplies our daily life.
schoolchildren.

Indicator: Indicator:
Develop strategies to solve problems that
. Design and execute a multi-stage plan involving linear and affine functions.
oriented towards research or resolution of direct and inverse proportionality.
problems.
Thematic field:
Actividad:
. The significant situation is presented and the . Linear function and direct proportionality.
purpose that one wishes to achieve upon completion of the
unit, exploring prior knowledge. Activity:
. The students propose a sequence of . They pose problems from their context
activities to be developed throughout the . They create tables, organize the information and
unity and present it in a visual organizer they establish comparisons between the variables
. Commitments are established for the independent and dependent.
consolidation of work. . Establish relationships between the
direct proportionality and linear function.

Session 3 (2 hours) Session 4 (2 hours)

Title: Applying affine linear functions in Title: Determining the constant of
our daily life. direct proportionality in problems of
context.

Indicators: Indicator:

Uses tabular and graphical representations . Express the relationships in graphic and tabular form.
algebraic of inverse proportionality, of direct proportionality, inverse and of
linear function and affine linear. affine linear dependency.
.Differentiate direct proportionality from
Thematic field: inverse
. Affine linear function. Campo temático:
. Direct proportionality
Activity: . Linear function.
. They express through tables the values of the
independent and dependent variables. Actividad:
. They propose contextual situations that involve
. They interpret the obtained values and graph in direct proportionality expressed by
a Cartesian plane tables and graphs in the Cartesian plane.
. They solve other situations where it is applied.
direct proportionality and linear functions.

Session 5 (2 hours) Session 6 (2 hours)

Title: Solving context problems that Título: Aplicando las expresiones algebraicas en
it involves simple and compound rule of three. our context.
Indicator: Indicators:
. Organize data into schemas for the .Represents operations of polynomials of
establishment of relationships of first grade with concrete materials.
proportionality and simple rule of three . . Justify the resolution processes of
problems that involve algebraic expressions
Thematic field:
and percentage variation
Thematic field:
. Direct and inverse proportionality.
. Successive increases and discounts
. Simple and compound rule of three.
. Algebraic expressions.
Activity:
.Activity:
. They develop schemes to establish the
direct proportionality relationships . They express the verbal statements of the context
inverse then apply in the resolution of using mathematical expressions.
simple rule of three problems. . They present contextual situations that involve
. They reflect on the importance ofsuccessive increases and discounts.
aplicar la regla de tres simple en la vida . They analyze situations that involve expressions
daily. algebraic.
. They resolve other situations where... . They discuss the importance of applying the
apply direct proportionality algebraic expressions in daily life.
inverse and simple rule of three.

Session 7 (2 hours) Session 8 (2 hours)

Título: Elaborando la tabla de las potencias. Title: Tabulating the relationships of
proportionality

Indicators: Indicator:

. Propose conjectures to recognize the. Develop strategies to solve problems that

theory of exponents with numbers involve linear and affine functions and of
fractional. direct and inverse proportionality.
. Check from examples the
operations with powers of base. Express the relationships graphically and in tabular form.
whole, rational and integer exponent. of direct, inverse, and of
affine linear dependence.
Thematic field:
. Exponentiation of rational numbers.
. Thematic field:
. Direct and inverse proportionality
Activity:
.
. They create a table to know the power
of integer and rational base. Activity:
. They present contextual situations that imply . They propose contextual situations that involve
exponentiation of rational numbers. direct and inverse proportionality.
. They tabulate the data and graph it on a plane.
cartesian.
. They interpret the graph and give their opinion about
the obtained results.
Session 9 (2 hours)
Title: Determining the statistical graph of
a survey
Indicator:
. Examine proposals of graphics
statistical expressions that involve expressing
characteristics or qualities of a
representative sample.
. They propose conjectures related to the
study of probabilistic samples.
Thematic field:

. Statistical graphs: Bar chart,

sector diagram.
Activity:

. They determine the most statistical graph

suitable for the presentation of your
results.
. They announce the results of their
research using graphs
statistical and draw conclusions.
. They talk about the importance of the
statistical graphics for analysis,
interpret and communicate the results of
a research.
.

VI. EVALUATION
SITUATION OF COMPETENCIES CAPABILITIES INDICATORS
EVALUATION
Preparation of . Relate data based on
tables conditions with very magnitudes
comparatives Mathematize situations big o small for
of values ACT AND THINK propose a model related to the
normals of MATHEMATICALLY scientific notation.
hematocrits and IN SITUATIONS OF Communicate and represent. Express the writing of a
leukocytes. QUANTITY mathematical ideas
 large quantity or magnitude
Preparation of little making use of the
a diet exponential and scientific notation.
specifying . Use it conveniently
the percentage Elaborate y usa simple rule of three in
of nutrients and strategies problems related to
its benefits.
derived magnitudes of the SI.
Reason and argue . Justify the percentage variation
generating ideas employing procedures
mathematics recursive.
. Draft closed-ended questions and
Communicate and represent open regarding the variable
mathematical ideas study statistics for the
Preparation and survey items.
application of ACT AND THINK . Create a survey about a
a surveyMATHEMATICALLY theme of interest, recognizing
Elaborate y usa
to know IN SITUATIONS OF
strategies variables and categorizing the
en DATA MANAGEMENT
answer.
percentage the AND UNCERTAINTY
students Examine graphic proposals
consumer statistical involving
iron in its Mathematize situations express characteristics o
daily diet. qualities of a sample
representative.
Organization . Propose related conjectures
of data y the study of samples
representation probabilistic.
Reason and argue
graph of the
generating ideas
information
mathematics
collection of
a sample
representative.

VII. BASIC MATERIALS USED IN THE UNIT

- MINEDU, Ministry of Education. Learning Routes: Booklet VII (2015) Lima
- MINEDU, Ministry of Education. School text. Mathematics 5 (2012) Lima: Publisher
Norma S.A.C.
- Brochures, handouts, sheets, multimedia equipment, etc.
- Markers, poster boards, large sheets of paper, masking tape, whiteboard, chalk, etc.
- [Link]
- [Link]
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- [Link]
- [Link]
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FFE894EA6AD671A5E38
- [Link]
[Link]
- [Link]
- [Link]
- [Link]
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- [Link]
- [Link]
- [Link]
- [Link]
- [Link]
- [Link]

- [Link]
[Link]; [Link]/di/r/a_a.html
[Link]
- [Link]
media-info-es-final_spanish.pdf
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