GRADO: 4º de primaria DIDACTIC UNIT 3–Mathematics

SESSION No. 01

TITULO:“Resolvemos problemas aditivos que impliquen comparar y juntar.”

1. PURPOSES AND EVIDENCES OF LEARNING

What will give us evidence of the

Competition Capabilities Performances
learning?
2. Solve 2.1. Translate -2.1.1: Establishes relationships between They resolve the application form with
problems of data and data of up to two equivalences and additive problems that involve
regularity conditions to turns them into equalities that compare and join.
equivalence and expressions contain additive problems that
change. algebraic and involve comparing or bringing together or
graphs. subtractions, or multiplications or
divisions.

2. SESSION PREPARATION

What resources or materials will be used in this session?

Paper with the proposed problem in Development.
Paper bags.
Markers.
Rods and abacus or Base Ten material.
Workbook (p. 75). Checklist.

3. MOMENTS OF THE SESSION

Start Approximate time: 20 min

In class group:
Motivation They play the game: 'Throw, Calculate, and Color' with 4 members and discuss what they have done and the
importance of being able to calculate well in order to win the game.
Knowledge The teacher gathers prior knowledge. To do this, he presents a problem accompanied by a graph.
Previous respective.

-Guide the boys and girls to interpret the graph, asking these questions: what does it represent?
each green box?, and each yellow box?; who has more wooden toys?; how many
How many more wooden toys does Rosa have than Miguel? How many plastic toys do Rosa and Luis have?
total?
After hearing their responses, other questions arise: what actions did they take to respond to
the questions?, who among them likes wooden toys the most?; will it be important to know
our tastes?, why?
Conflict They are asked: In what way can we solve additive problems to compare and join?
cognitive
Purpose Today you will solve additive problems that involve comparing and combining.
didactic

Development Approximate time: 50 min

In group class
Students agree on the rules of coexistence that will allow them to work in a favorable environment.
Raise your hand to request the floor.
1
4th grade DIDACTIC UNIT 3–Mathematics
Work with order and cleanliness.
PROBLEMATIZATION
The teacher presents a problem on a poster.
UNDERSTANDING THE PROBLEM
The teacher asks questions to guide the boys and girls in understanding the problem, for example: What about
qué trata el problema?, ¿qué debemos encontrar?, ¿cuáles son los datos que tenemos?
SEARCH FOR STRATEGIES
They are asked: how are we going to solve the problem?, can we solve it in parts?, where would you start?
They are requested to form groups, and the person in charge of materials is asked to provide each group with markers and poster paper.
stick and abacus or base ten material.
REPRESENTATION
Indicate that they read the problem again and the following questions are asked: what dish of food was sold the most:
anticucho or cebiche?, will it be useful for us to use the strips to make the comparison? After you have used the
rulers and they have understood that more cebiche plates were sold than anticucho, guide them to elaborate a
a scheme that helps them solve the first stage of the problem.
-1. Stage: How many anticucho dishes were sold?
Students are informed that they can use the abacus or the Base Ten material to solve the operation.
Invite them to compare their answers with those of their classmates. In case they have made a mistake, guide them to
analyze your procedures so that they find the error. 587 - 57 = 530
-Respuesta: Se vendieron 530 platos de anticucho.
The teacher guides the students to read the problem in order to solve the next stage. He asks them: what does it ask us?
the problem?, how can we calculate how many plates were sold in total?, what action should we take?, what
will the operation help us?
-2. stage: How many dishes were sold in total at the festival?

FORMALIZATION
How to solve two-stage problems:
First: Read carefully to recognize which part of the problem needs to be solved first.
Second: For better understanding, use the rods and/or rely on a diagram (graphic).
Third: Solve the operation with the support of a resource such as Base Ten material or the abacus.
The teacher reflects with the children about the procedure carried out. Question: What should we have?
When solving two-stage problems, did it help you to create a diagram?
RAISE OTHER ISSUES (TRANSFER)
In a warehouse, 2,300 bottles of sparkling mineral water are stored and 260 bottles less of still mineral water.
¿cuántas botellas de agua mineral sin gas hay en el depósito? ¿Cuántas botellas de agua mineral hay en total?
El docente los ayuda a identificar las diferentes etapas del problema y oriéntalos a reconocer por dónde empezar.

Closure Approximate time: 20 min

In class group
Metacognition Students are asked if they enjoyed solving problems in teams. Ask them: why
Why is teamwork important? What should our attitude be when a colleague or a ...
Does our colleague ask for help?
They will be evaluated with a checklist.
Work -As homework for their home: Indicate that they solve activity 1 on page 75 of the Notebook.
home work (see Annex 1).
Reflection The teacher completes reflectively.
What did the students achieve?
What difficulties were observed during learning and teaching?

2
GRADE: 4th grade TEACHING UNIT 3–Mathematics
4. EVALUATION
Situation of Instruments
evaluation Competence/Ability Performances Evidence of
instrument valuation
Area: 2. Solve problems of - Establish relationships betweenThey resolve the List form
Mathematics. regularity, equivalence and data up to two application with comparisons
change. equivalences and the additive problems
2.1. Translate data and transform into equalities
conditions to expressions that contain problems
algebraic and graphical. additives that imply
compare or join the
subtractions, or
multiplications or
divisions.

3
Grade: 4th of primary DIDACTIC UNIT 3–Mathematics
ANNEXES
ANNEX 1
WE SOLVE TWO-STAGE PROBLEMS
WRITTEN EVALUATION
Comment
1. Benjamín and Nico almost always play with their taps during recess, and they have managed to accumulate many. How many taps do they have?
Nico at the end of recess?
At the beginning of recess... At the end of recess... I played and lost
If I win 102 43 taps.
Nico, I have more taps
I will have so many
285 taps.
like you.

a. Comment:
At the beginning of recess, who has the most taps?
How many taps does Nico have?
At the end of recess, did Nico win or lose taps? How many?
b. Represent the situation with base ten material.
c. Complete the outlines and resolve the situation
At the beginning of recess.
He/She has If it wins
¿? 102
285
It has

At the end of recess

At the end of recess, Nico has _______________.

4
4th grade of primary school DIDACTIC UNIT 3 - Mathematics
ANNEX 2

No Name and surname of the students

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
...
Achieved Not achieved

5
GRADO: 4º de primaria DIDACTIC UNIT 3 - Mathematics

SESSION NO.02

TITULO: “Resolvemos problemas aditivos empleando esquemas.”

1. PURPOSES AND EVIDENCES OF LEARNING

What will give us evidence of

Competition Capabilities Performances
learning?
2. Solve 2.1. Translate Establish relationships between data from Solve problematic situations of
problems of data and up to two equivalences and the addition using schemes.
regularity conditions to transform into equalities that
equivalence and expressions they contain additions.
change. algebraic and
graphics.

2. SESSION PREPARATION

What resources or materials will be used in this session?

Worksheet with the proposed problem.
Papers.
Markers.
Colored rods and rulers.
Checklist.

3. MOMENTS OF THE SESSION

Start Approximate time: 20 min

In class group:
Motivation START
-Team members are given cuisiner strips to indicate the characteristics and
equivalence of the same.
They manipulate the material and answer questions: How many red blocks do I need to form a
Orange strip? How many white strips do I need to have a strip of color
blue? In this way, the students will continue exploring the equivalences of the blocks.
Knowledges Prior knowledge of the children is gathered based on their experiences with the rods.
Previous colors and indicate their findings
Conflict The cognitive conflict is presented; for this, the following images are displayed on the board:
cognitive

Raise these questions: if Carlos wanted to have as many marbles as Miguel, what should he do to
averiguar cuántas le faltan?; si Miguel quisiera tener tantas canicas como Carlos, ¿qué debería hacer?
The ideas and suggestions of the students are collected on the board.
Purpose Today they will solve additive problems using a scheme that will help them observe with
Didactic greater clarity of the data.
The coexistence rules are agreed upon with the students that will allow them to work in a conducive environment.
favorable
Raise your hand to request the floor.
Listen carefully to the opinions of your peers.

Development Approximate time: 50 min

6
GRADO: 4º de primaria DIDACTIC UNIT 3 - Mathematics
In group class
Problematisation
The paper presents the following problem:
The Mario Vargas Llosa school organized a campaign to collect recyclable material. Sections A and B of the 4th
grade collected a large number of bottles. 4th A collected 45 bottles. If they had collected 11 more bottles,
It would have the same number of bottles as the 4th B. How many bottles did the 4th B collect?
Understanding the problem
The teacher asks questions to guide the students in understanding the problem, for example: What is it about?
problema?, ¿cuántas botellas recolectó el 4.o A?, ¿cuántas botellas recolectó el 4.o B?, ¿qué aula recolectó más
bottles?, what do they ask us to find out? It promotes the search for strategies based on questions like these: how
Are we going to solve the problem? Can we do a simulation? Will using concrete material help us? What?
What material can we use?
Search for strategies
The search for strategies is promoted based on questions like these: how are we going to solve the problem?
{"question1":"Can we conduct a simulation?","question2":"Will using concrete material help us?","question3":"What material can we use?"}
Representation
Organize teams of four to five members and instruct the materials manager to provide each team with half.
sheet of paper, markers, rulers and colored strips. Guide the children to use the strips of
colors to simulate the greater and lesser amount of bottles collected. They are asked to overlap them and identify
the space that represents the surplus.
Based on the manipulation and the observations, students are asked to create a diagram and place in it the
Numbers representing the amounts of bottles collected by both sections. Like this:
Join them in analyzing the scheme and pose this question: what should we do to know how many bottles
Did the 4th B collect? Induce them to recognize that they need to make an addition.
45 + 11 = 56
Response: The 4th B collected 56 bottles.
You can also use the little boxes of liro to represent the problem.
Formalization
With the students, some aspects are formalized to consider when solving problems that we must
add to equal.
They are instructed to have everyone record what is indicated in their notebook. Reflect with the boys and girls about the ...
developed procedures. Question: What did we do first to solve the problem? Did it help us to use the
{"color_strips":"color strips?","why":"why?","was_it_useful_to_create_a_scheme":"was it useful to create a scheme?","why_2":"why?"}

It raises other problems (transfer)

The following problem is proposed for you to consolidate the model. You are asked to carry out the simulation with the
colored strips and then create a chart.

Closure Approximate time: 20 min

In group class
Metacognition Talk to the students about what was worked on in today's session. Ask: how did they feel?
Did you like working with color rods and diagrams? Did you have any difficulties? Which ones? How did you...
Did they overcome?
The proposed rules of coexistence are reviewed at the beginning of the session. If deemed necessary, it is
Strengthen any situation that has been difficult to fulfill. Finally, everyone is congratulated for their work.
done.
They will be evaluated with a written test.
Work As extension work they create and solve problems similar to those worked on.
residential
Reflection The teacher reflects and completes.
What did the students achieve?
What difficulties were observed during learning and teaching?

7
GRADO: 4º de primaria DIDACTIC UNIT 3 - Mathematics
4. EVALUATION
Situation of Instruments
evaluation Competence/Capacity Performances Evidence of
instrument valuation
Area: 2. Solve problems of Establish relationships Solve Test
Mathematics. regularity, equivalence and between data of up to situations writing.
change. two equivalences and theproblems of
2.1. Translate data and transform into equalities addition using
conditions to expressions what do they contain schemes.
algebraic and graphic. additions.

8
Grade: 4th grade DIDACTIC UNIT 3 - Mathematics
ANNEXES
ANNEX 1
WRITTEN TEST
APELLIDOS Y NOMBRES: ……………………………………………………………………………… GRADO: …………..
Solve the following problems using rods or Liro's boxes.
A man has 30 days of vacation. He has spent the first 12 days resting at home, but the rest
During the holidays, how much has he/she traveled?

A shepherd has 75 sheep of which 37 are white and the rest are black. How many black sheep does he have?

This morning I took a packet of cookies to school. During recess, I ate 7 and I still have 25 left.
cookies How many cookies were in the package?

They have increased the tuition this year by 250 soles. Now we will have to pay 860. What was the amount before?
pension last year?

5. How much did a watch I sold for S/. 96 cost me, losing exactly S/. 8?

6. La primera función de cine duró 115 min y la segunda 25 min más que la primera. ¿Cuántos minutos duró la
second?

9
Grade: 4th grade DIDACTIC UNIT 3 - Mathematics

SESSION NO. 03

TITULO: “Resolvemos problemas aditivos igualando cantidades.”

1. PURPOSES AND EVIDENCES OF LEARNING

What will give us evidence of the

Competition Capabilities Performances
learning?
2.1. Translate data and
2. Solve conditions to expressions
Establish relationships between data of - They solve additive problems
problems of algebraic and graphic. up to two equivalences and the equalizing amounts
regularity transform into equalities that
equivalence and they contain additions or subtractions,
change. or multiplications or divisions

2. SESSION PREPARATION

What resources or materials will be used in this session?

Slide.
Felt pen.
Markers.
Area notebook.
Concrete material.
MINEDU U2 Session 6

3. MOMENTS OF THE SESSION

Start Approximate time: 20 min

In class group:
Motivation The following graph is presented on a slide or on a poster.
What do you observe in the image?
How many small balls are there in the top graph?
At the bottom?
What notes do you notice between them?

Knowledge Recover prior knowledge using the following questions:

Previous What would you have to do for both to have the same number of balls?
Which graph would you increase the dots in?
How many little balls would you increase?
Conflict PROBLEMATIZATION
cognitive Raise the following problematic situation:
Don Gregorio is a chef who will participate in a food fair today. He has prepared a sandwich.
creole of 46 cm in length. If I reduced the length of my sandwich by 8 cm, it would have the same
length of the northern sandwich that your friend José made. How long is the northern sandwich that
Did José prepare?
UNDERSTANDING THE PROBLEM
Ask questions to guide the students in understanding the problem, for example: what about
Does it deal with the problem? How big is the sandwich that Gregorio made? Who made more sandwiches?
big ones: Gregorio or José?
Purpose They will learn to solve additive problems.
didactic

Development Approximate time: 50 min

In class group

10
4th grade of primary education TEACHING UNIT 3–Mathematics
SEARCH FOR STRATEGIES
Promotes the search for strategies based on questions like these: How are we going to solve the problem? Have we...
Have you solved a similar problem? Will using concrete materials help us? What materials can we use?
REPRESENTATION
Organize teams of four to five members and instruct the materials supervisor to provide each team with half.
sheet of paper, markers, rulers, and colored strips.
Guide children to use color rods to represent the size or length of each.
sandwich
Accompany them in the observation and analysis of what is represented. Question: which sandwich is bigger: Gregorio's?
or José's? Ask them to overlap the colored strips and observe the space that represents the difference. Then,
keep asking: what should we do with Gregorio's sandwich so that it has the same length as the sandwich
of José? Guide them to differentiate whether they should 'add' or 'remove'.
Based on the manipulation and what was observed, ask the students to create a diagram and place in it the
numbers that represent the lengths of the sandwiches prepared by Gregorio and José.
Analyze the scheme with the students and ask: What should we do to know how long the sandwich is?
northern that José prepared? Induce them to recognize that they must perform a subtraction.
Students formalize some aspects to consider when solving problems where we need to remove.
to equalize.
-In teams and using diagrams, they solve the following situations.
Socialize the responses and use the question and follow-up question to make the necessary clarifications and corrections.

Closure Approximate time: 20 min

In class group
Metacognition Talk to the students about what was worked on in today's session. Question: How did you feel?
Did you like working with the material and diagrams? Did you have any difficulties? Which one? How?
They surpassed?
It will be evaluated using a written test.
Work As homework, they solve the problems posed in the evaluation.
house arrest
Reflection In this space, the achievements of the students are noted in relation to those that were planned.
El registro de logros y dificultades permitirá realizar retroalimentación de la enseñanza.
The teacher completes reflectively.
What did the students achieve?
What difficulties were observed during learning and teaching?

4. EVALUATION
Situation of Instruments
Competition
evaluation Performances Evidence of
Capacity
instrument valuation
Área:matemática [Link] problemas - Establish relationships between dataThey resolve Test
of regularity, from up to two equivalences and the additive problems written.
equivalence and change. transform into equalities that equalizing
contain additions or amounts.
subtractions, or multiplications
or divisions.

11
GRADE: 4th grade DIDACTIC UNIT 3 – Mathematics
ANNEXES
ANNEX 2
WRITTEN TEST
Apellidos y nombres:…….……………………………………………………………………… Fecha:………………………...
Mónica has 32 discs. If Susana lost 13, they would both have the same number of discs. How many discs does Susana have?
Susana?

2. On a plate there are 125 chocolates. If we took away 77 from a tray, there would be the same number left in both places.
chocolates How many chocolates are there in the tray?

3. In a pear tree, there are 236 pears. If we picked 151 apples from an apple tree, there would be the same number left on the tree.
apples that are pears. How many apples are on the tree?

A tanker is anchored 546 meters from the beach with a cargo of 17,000 tons of oil.
If a fishing boat approached 364 meters towards the shore, it would be at the same distance as the boat.
oil worker. How far is the fishing boat?

Raúl has S/.700. He has 300 more than Lola. How much money does Lola have?

Pepe won 140 marbles. If Perico loses 50, he will have the same amount as Pepe. How many marbles does he have?
Parakeet?

12
GRADO: 4º de primaria DIDACTIC UNIT 3–Mathematics

SESSION NO. 04

TITULO: “Calculamos mentalmente usando adición y sustracción”

1. PURPOSES AND EVIDENCES OF LEARNING

What will give us evidence of

Competition Capabilities Performances
learning?
1. Resuelve 1.3. USA -1.3.1: Use strategies and Mentally calculate additions and
problems of strategies and procedures such as the following: subtractions
amount. procedures Heuristic strategies.
of estimation and
Mental calculation strategies or
calculation.
written, like the
additive decompositions and
multiplicative, double and divide by
repeatedly, complete to
nearest mill, use of the
distributive property, rounding to
multiples of 10 and amplification and
simplification of fractions.

2. SESSION PREPARATION

What resources or materials will be used in this session?

Videos.
Online resources:
[Link]
mental calculation
Area notebook.
Information sheet

3. MOMENTS OF THE SESSION

Start Approximate time: 20 min

In class group:
Motivation Grouped in two columns, they play to add and subtract numbers.
-Dialogan a partir de las siguientes preguntas:
What did you think of the game?
What skills were put into play?
Why is it important to calculate quickly?
Knowledge How do you add faster?
Previous How do you make subtraction faster?
Conflict Pose the following problematic situation: The condition is that they do it mentally in 30 seconds.
cognitive In the 4th A classroom, there are 17 boys, while in the 4th B classroom there are 9 more boys, and in the 4th C.
How many males are there in total in the two sections?
The students present their hypotheses.
Purpose They will learn to calculate mentally using strategies for mental addition and subtraction.
didactic The rules of coexistence and work are made known:
Show perseverance at work.
Pay attention to the teacher's instructions.

13
GRADO: 4º de primaria DIDACTIC UNIT 3 - Mathematics
Development Approximate time: 50 min
In class group
Ask questions to guide students in understanding the problem, for example: What is it about?
Problem? What should we find? What data do we have?
Promotes the search for strategies, based on these questions: how are we going to solve the problem?, what about
How can we quickly calculate 17+9? What can we do to quickly calculate the total number of males in the
two sections?
Dialoguing based on the following questions:
How can I quickly calculate 17 + 9?
The interventions of the students are heard and the following strategy is shared: (if any student knows it, let them share it)
explain him).
-They observe the videoeo: [Link]
Dialogue is based on the following questions:
What did you do first?
What then?
How did it proceed finally?
Dialogue based on the following questions:
How can I quickly calculate the total number of males?
The interventions of the students are heard and the following strategy is shared: (if any student knows it, that)
explain him
-They observe the video: [Link]
Dialogue is based on the following questions:
What did he/she do first?
What then?
How did it finally proceed?
-For teams to address the following issues:
1. During the week, 54 packs of cookies have been sold at the store 'La Delicia' while at the store 'El Farolito'
28 packages less. How many packages were sold in total?
Pose the following questions:
How can I quickly calculate 54-28?
How can I quickly calculate the total number of packages sold?
2. Mario has 24 marbles and his friend Juan has 11 more than him. How many marbles do they have together?
24 + 11.
Raise the following questions:
How can I quickly calculate 24+11?
How can I quickly calculate the total number of packages sold?
In the 6th A classroom, there are 37 students, while in the 6th B there are 11 fewer. How many students are there in total?
both sections?
How can I quickly calculate 37-11?
How can I quickly calculate the total number of students?
4. Ramiro tiene 29 años y Pepe 14 años menos que él. ¿Cuántos años tiene Pepe?
How can I quickly calculate 29-14?
Socialize the responses and arrive at quick calculation conclusions based on decomposition and approximation.
numbers.
Formalize what you learned by stating that to add or subtract numbers, I can use quick calculation strategies based on the
composition and approximation of numbers: The following sheet is proposed for this.
Reflect with the students on the procedure developed, based on these questions: what did they do first?
What next? What do they need to keep in mind to avoid making mistakes?
-Suggest other situations: Create problematic situations based on the following algorithms:
9 + 11 13 + 9 59–13 34 –9
Share the responses and make any necessary clarifications and corrections.

14
GRADO: 4º de primaria TEACHING UNIT 3 - Mathematics
Closure Approximate time: 20 min
In class group
Metacognition Talk to the boys and girls about the importance of using the strategies learned for a
faster calculation: g In what situations can we use what we learned? Where do you present more?
Difficulties? How did you overcome them?
It will be evaluated using a written test.
Work As homework, they solve the situations proposed in the test.
house arrest
Reflection As home work, they solve the situations proposed in the test.
What did the students achieve?
What difficulties were observed during learning and teaching?

4. EVALUATION

Situation of Instruments
evaluation Competence/Capacity Performances Evidence of
instrument valuation
Area: 1. Solve problems of -1.3.1: Use strategies and Calculate Test
Mathematics. amount. procedures like the mentally writing.
1.3. Use strategies and next: additions and
procedures of Heuristic strategies. subtractions
estimation and calculation.
Calculation strategies
mental or written, like the
additive decompositions
and multiplicative, to double and
divide by 2 in a way
reiterated, complete to
closest mill, use of
the distributive property
rounding to multiples of 10
and amplification and
simplification of fractions.

15
Grade: 4th grade DIDACTIC UNIT 3 - Mathematics
ANNEXES
ANNEX 1
WRITTEN TEST
Apellidos y nombres:…….……………………………………………………………………… Fecha:………………………...
1. Calculate using the procedures worked on:
24 + 8 79–15 32–9

2. Propose a problematic situation based on the proposed algorithm and solve it:
a. 45 - 9
b. 35 + 11

3. Solve the following exercises.

a. 2700 + 3400 - 500 =

b. 4600 + 4300 - 800 =

c. 765 + (529 - 345) =

d. 1689 - (543 + 234) =

e. 587 - 349 + 186 =

4. Problems:
A real estate agency bought an apartment for S/. 648,320 and sold S/.
it 668,097.
for How much did he earn for the
sale?

S/. 19,777 b. S/. 1,977 S/. 29,777 S/. 19,700

A car advanced 10,250 km and then returned 1,235 km. At what kilometer is it now?

11,485 km b. 9 015 km c. 915 km d. 8 755 km

16
GRADO: 4º de primaria DIDACTIC UNIT 3–Mathematics
As homework, they resolve the situations proposed in the test.
EXTENSION WORK

a) 2700 + 3400 - 500 =

b) 4600 + 4300 - 800 =

c) 765 + (529 - 345) =

d) 1689 - (543 + 234) =

e) 587 - 349 + 186 =

Solve:

1. A real estate company bought an apartment for S/. 648,320 and sold it for S/. 668,097. How much did it earn from the sale?
sale?

a) S/. 19,777 b) S/. 1 977 c) S/. 29,777 d) $19,700

A car went forward 10,250 km and then reversed 1,235 km. What kilometer is it at now?

17
4th grade of primary DIDACTIC UNIT 3 - Mathematics

a) 11 485 km b) 9 015 km c) 915 km d) 8 755 km

APPLICATION FORM FOR HOUSE

1. Santiago has S/. 73,999 and wants to buy a house that costs S/. 140,000. How much money does he need?

2. The first telegram was sent in the year 1832 and the first television was built in the year 1926. How many
Years after the first telegram was sent, was the first television built?

3. Solve the following operations:

18
GRADO: 4º de primaria DIDACTIC UNIT 3 – Mathematics

19
GRADO: 4º de primaria DIDACTIC UNIT 3–Mathematics

SESSION No. 05

TITULO: “Resolvemos problemas aplicando las propiedades de la multiplicación.”

1. PURPOSES AND EVIDENCES OF LEARNING

What will give us evidence of

Competition Capabilities Performances
learning?
1. Solve 1.1. Translate -1.1.1: Establishes relationships between I apply the properties of the
problems of quantities to data and one or more actions of multiplication in the resolution of
quantity. expressions ["add","remove","compare","equal"]problems.
numerical. reiterate, group, distribute amounts
and combine collections, to
transform them into expressions
numerical (model) of addition,
subtraction, multiplication and division
with natural numbers up to
four digits. OPERATIONS X,-,
+.

2. SESSION PREPARATION

What resources or materials will be used in this session?

MINEDU Sessions U5 S9.
Slides.
Online resources.
Informative sheet.
Area notebook.
Multibase material, cardstock

3. MOMENTS OF THE SESSION

Start Approximate time: 20 min

In group class:
Motivation START
The teacher shows the following on a poster or slide:
They converse based on the following questions:
What operation is basically worked on?
What could you say about the cases presented?
What similar examples could you propose?
Knowledge Recover prior knowledge using the following questions:
Previous What is multiplication essentially?
What elements are considered in a multiplication?
What is the name of the answer in a multiplication?
What is a property?
Conflict -The following problem is posed for teams:
cognitive In the time of the Inca Empire, military service was mandatory for men. The Pachak-kamayuq was in charge of ...
command of a company, which in battle formation was arranged in 7 rows of 14 soldiers each.
How many soldiers will there be in an army of 5 companies?
Students present their hypotheses.
Purpose You will learn to apply the properties of multiplication in problem solving.
didactic
20
GRADO: 4º de primaria DIDACTIC UNIT 3 - Mathematics
The rules of coexistence/work are made known:
Show perseverance at work.
Respect each other.

Development Approximate time: 50 min

In class group
PROBLEMATIZATION
The problematic situation presented at the beginning is reconsidered.
UNDERSTANDING THE PROBLEM
-Preguntar: ¿de qué trata el problema?, ¿cómo se ordenan los soldados de una compañía?, ¿cuántas compañías hay?
SEARCH FOR STRATEGIES
-Guide the students to search for and propose strategies to solve the problem. Ask, can we
solve the problem in two steps? What do we calculate first? Will using some material help us understand better
How are soldiers in a company arranged?
Agree with the children to use the Base Ten material to make this representation.
REPRESENTATION
-First: We calculate how many soldiers are in a company? Ask the children to represent it with the material.
Base Ten is a company of the Inca army. Then ask them to express it through multiplication. Help them.
preguntando ¿cuántas filas hay?; ¿cuántas columnas?
Ask: What other properties does multiplication have?
Listen to the students' ideas and then individually provide the following summary table.
In teams, propose other problematic situations.
The teams share their responses, and any necessary corrections and clarifications are made.

Closure Approximate time: 20 min

In class group
Metacognition Encourage a dialogue about the activities carried out, you can ask the following questions: what
What did we do today? Did you like it? Why? Do you think what we learned will be useful?
member of each group to explain the processes they followed to solve the problem.
It will be evaluated using a written test.
Work Indicate that they must solve the problems posed on page 98 of the workbook.
homebody 4th grade mathematics.
Reflection The teacher reflects and completes.
What did the students achieve?
What difficulties were observed during learning and teaching?

21
GRADO: 4º de primaria DIDACTIC UNIT 3–Mathematics
4. EVALUATION
Situation of Instruments
evaluation Competence/Ability Performances Evidence of
instrument assessment
Area: 1. Solve problems of Establish I apply the Test
Mathematics. amount. properties of the
relationships between data and writing.
1.1. Translate amounts to one or more actions of multiplication in the
numerical expressions. add, remove resolution of
compare, equalize problems.
["reiterate","group","share"]
quantities and combine
collections, for
transform them into
numerical expressions
(model) of addition,
subtraction
multiplication and division
with natural numbers
from up to four digits.
OPERATIONS X, -, +.

22
GRADO: 4º de primaria DIDACTIC UNIT 3 - Mathematics
ANNEXES
ANNEX 2
WRITTEN TEST
Apellidos y nombres:…….……………………………………………………………………… Fecha:………………………...
Solve:
In Marcos' fish shop, they have left 6 boxes of sardines and 4 boxes of anchovies. Each box weighs 8 kg. How many kilos
What fish have they left to Marcos?

In Yolanda's fruit shop, there were 6 boxes of apples and a restaurant took 4 boxes. Each box weighs 8 kg.
How many kilos of apples does Yolanda have left?

3. Gustavo tenía 8 bidones llenos de aceite y ha gastado 4. Cada bidón contiene 6 litros. ¿Cuántos litros de aceite le quedan a
Gustavo?

4. Between Casma and Huaraz there are 149 km. If a person makes 4 trips weekly between these two cities, how many kilometers
does it run?

A movie theater has a capacity of 245 people. If on a holiday there was a full house in all 8 rooms, how many people were there?
Did they enter the movie theaters?

23
4th grade of primary DIDACTIC UNIT 3 - Mathematics

SESSION No. 06

TITULO: “Aprendiendo a multiplicar por dos cifras.”

1. PURPOSES AND EVIDENCES OF LEARNING

What will give us evidence of the

Competition Capabilities Performances
learning?
Solve 1.1. Translate Express with various I apply the multiplication of two digits in
problems of amounts to representations and language problems.
amount. expressions numeric (numbers, signs and
numerical. verbal expressions) their
understanding of: multiplication and
division with natural numbers, like this
such as the commutative properties
and associative property of multiplication.

2. SESSION PREPARATION

What resources or materials will be used in this session?

News.
Markers.
Poster board
Cardboard.
-Sheet with problems.

3. MOMENTS OF THE SESSION

Start Approximate time: 20 min

In class group:
Motivation The teacher presents the following excerpt from a news article:
They converse based on the following questions:
What is the excerpt of the news about?
Where is the museum?
What catches your attention the most about the news?
Knowledge Recover prior knowledge starting from the following questions:
Previous What numerical data does the news present?
What does that numerical data correspond to?
How many visitors will the museum receive in approximately a week?
Conflict How many people will approximately attend the museum in 12 days?
cognitive
Purpose You will learn two-digit multiplicative algorithms in the second factor from their application in the
didactic problem solving.
Agree on the rules of coexistence/work:
Show perseverance at work.
Respect each other.

Development Approximate time: 50 min

In class group
Formulate the following questions to ensure understanding of the problem: What is the problem about? What does it tell us?
Ask? Request a volunteer to explain the problem in their own words.

24
Grade: 4th grade DIDACTIC UNIT 3–Mathematics
Help students to find the relationships between the data. To this end, ask some questions. They can be the
following:
How many people visit the museum daily?
Promotes the search for strategies to outline a plan that allows them to solve the problem. In this regard, ask what...
next: Have you ever solved a similar problem? What was it? How did you solve it?
-Then ask the students the following questions: What materials can help them with this problem? How...
Would they use them?

Form teams and distribute pieces of cardboard marked with numbers like 10,000 and 5,000 and blank pieces, flip chart.
and markers.
The students solve the proposed situation, the teacher guides the resolution using questions such as:
How can they organize the data to solve the problem?
What can they do to record the number of visitors requested by the problem?
The teams socialize their work and explain it (proposal).
Formalize the knowledge of girls and boys by explaining how they would proceed to solve the problem.
using the multiplication algorithm: You can use these methods (other numbers are suggested so that later you
students practice it using the numbers from the problem.
-They solve the problem by applying the algorithm worked on and share their responses.
The necessary clarifications and corrections are made.
New problematic situations are raised. To be solved by teams. These can be. ANNEX 1.
-Se socializa las respuestas y se plantean las siguientes preguntas?
How did you solve the problem? What data helped you? Which of the problems presented the greatest difficulties?
why?
Systematize the work based on what was done in the session.

Closure Approximate time: 20 min

In group class
Metacognition They engage in metacognition by reflecting on what they've learned: What did you do? How did you do it? In what...
tuviste dificultades? ¿Qué materiales empleaste? ¿Para qué te sirve lo aprendido?
It will be evaluated using a written test.
Work As homework for the house, they solve the problems proposed in the evaluation.
house arrest
Reflection What did the students achieve?
What difficulties were observed during learning and teaching?

4. EVALUATION
Situation of Instruments
evaluation Competence/Ability Performances Evidences of
instrument valuation
Area: 1. Solve problems of Express with various I apply the Test
Mathematics. amount. representations and language multiplication of writing.
1.1. Translate quantities to numerical (numbers, signs andtwo figures in
numerical expressions. verbal expressions) his problems.
Understanding of: The
multiplication and division with
natural numbers, as well as
the commutative properties
and associative of the
multiplication.

25
GRADO: 4º de primaria DIDACTIC UNIT 3 - Mathematics
ANNEXES
ANNEX 2
EXTENSION SHEET
Apellidos y nombres:…….……………………………………………………………………… Fecha:………………………...
Solve the following problem situations:
The ABC company sells 32 sound devices at 312 dollars each. How much do they pay in total?

A truck carries 56 boxes of sugar and each one weighs 30 pounds. How many pounds do the boxes weigh in total?

A factory produces 187 vehicles a day. How many will it produce in 25 days?

4. While attending a party, I noticed that there were 345 people who ate a total of 24 throughout the night.
snacks each. How many snacks were consumed at the party?

In Rosita's school, there are 39 classrooms, in each classroom there are 9 windows and 2 doors that need to be cleaned. How many
things in total must be cleaned

In the raffle of my neighborhood, 1,247 booklets of 380 tickets each have been sold. How many tickets have been ...
sold?

7. An airline company transports 250 passengers on each flight. If it makes 5 flights daily, 6 days a week.
week, how many people could it transport in total?

26
GRADO: 4º de primaria DIDACTIC UNIT 3–Mathematics
ANNEX 3
EVALUATION

1. Find the corresponding multiplication relationship, then complete.

15
5 40 11 45
4 6 8 9
9 7 4 7
27 8 21 10
50

88
11 2 32
10 9 6 8
7 8 12 4
56 12 64 48 10

2. Solve the following problems:

a) Between Casma and Huaraz there are 149 km. If a person makes 4 trips weekly between these two cities,
How many kilometers does it travel?

b) A movie theater has a capacity for 245 people. If on a holiday there was a full house in all 85 theaters,
How many people entered the movie theaters?

27
4th grade DIDACTIC UNIT 3 - Mathematics

SESSION No. 07

TITULO: “Aplicando la multiplicación en la resolución de problemas.”

1. PURPOSES AND EVIDENCES OF LEARNING

What will give us evidence of the

Competition Capabilities Performances
learning?
2. Resolve 2.1. Translate Establish relationships between data of I relate data in problems and the
problems of data and up to two equivalences and the I solve it by applying multiplication.
regularity conditions to transform into equalities that
equivalence and expressions they contain additions or
change. algebraic and subtractions, or multiplications or
graphs. divisions

2. PREPARATION OF THE SESSION

What resources or materials will be used in this session?

-MINEDU Sessions U2 sessions 7 and 8.
Flip chart.
Abacus.
Online resources.
Area notebook.
Positional board

3. SESSION MOMENTS

Start Approximate time: 20 min

In class group:
Motivation The teacher proposes the following situation:
They discuss based on the following questions:
What algorithm does the exercise present to you?
What are the factors?
What name will the response receive?
Knowledges -Recover prior knowledge using the following questions:
Previous How is the proposed algorithm solved?
What is the obtained product?
In what situations do you use this algorithm?
Conflict Present the following problem situation.
cognitive The students present their first hypotheses.
Purpose You will learn to relate two or more pieces of data to solve problems by applying the algorithm of the
didactic multiplication.
The rules of coexistence/work are agreed upon:
Raise your hand to request the floor.
Actively participate and collaborate with my colleagues.

Development Approximate time: 50 min

In class group
Understanding the problem
Ask questions to guide students in understanding the problem, for example: What is it about?

28
GRADO: 4º de primaria DIDACTIC UNIT 3 - Mathematics
problema?, ¿para qué se necesitan estos materiales?, ¿cuál es el precio de cada material?, ¿qué pueden hacer para
calculate how many wooden slats will be needed in total? what can be done to calculate how much will be spent on
buy the wooden strips?, how can we calculate the expense that will be incurred to make the abacuses?
Search for strategies
It fosters situations for the search for strategies, through these questions: how are we going to solve the problem?
Can we run a simulation of the problem? Will there be only one way to solve it? Write down the answers in the
board and then form groups of three or four members.
Representation
Give each group ½ sheet of large paper, an abacus, place value boards, and other materials necessary for the.
solution to the problem. Provide a reasonable time (10 minutes) so that they can organize themselves, use the materials, and develop
their procedures and obtain their results.
After finishing, ask them to place their work on the board and ask: how many ways are there to solve the problem?
presented?, what is the most direct way?, is there any that they have not used before?
Indicates to choose the work that shows a strategy different from the use of operations. The team that has applied
that strategy will expose the procedure you chose to respond to the questions of the problem.
Formalization
They are shown on a poster other strategies:
Groups are presented with other problematic situations for them to solve as teams:
The responses are socialized by making any necessary corrections and clarifications.

Closure Approximate time: 20 min

In class group
Metacognition -Talk to the students about what was covered in today's session. Ask them: Did you have any
difficulty in solving problems?, how did they overcome it?; which of the strategies learned
would they choose to solve similar problems?, why?
It will be evaluated using a written test: ANNEX 1.
Work -As homework, they solve the proposed problems. ATTACHMENT 2
homeowner
Reflection What did the students achieve?
What difficulties were observed during learning and teaching?

4. EVALUATION
Situation of Instruments
evaluation Competence/ Capability Performances Evidence of
instrument valuation
Area: 2. Solve problems of Establish relationships between I relate data in Test
Mathematics. regularity, equivalence data of up to two problems and the writing.
and change. equivalences and transforms them
I solve by applying
2.1. Translate data and in equalities that contain multiplication.
conditions to additions or subtractions, or
algebraic expressions multiplications or divisions
and graphs.

29
GRADO: 4º de primaria DIDACTIC UNIT 3–Mathematics
ANNEXES
ANNEX 1
WRITTEN TEST
Apellidos y nombres:…….……………………………………………………………………… Fecha:………………………...
1. Solve the following situations:
Raúl is preparing for a race with training. If he runs 12 kilometers every day, how many kilometers
Will he/she run in 30 days of training?

To make a basket, 13 meters of rope are needed. How many meters of rope will be required to make 50?
baskets?

* In a building, there are 10 windows on each floor. If the building has 7 floors, how many windows does it have in total?

* In a parking lot, there are 350 cars on each floor. If the parking lot has 3 floors, how many cars will there be?
total?

* Upon attending a party, I observed that there were 345 people who ate a total of 24 snacks throughout the night.
each one. How many snacks were consumed at the party?

* At Rosita's school there are 39 classrooms, in each classroom there are 9 windows and 2 doors that need to be cleaned. How many items
a total of cleaning must be done

* In the raffle of my neighborhood, 1,247 books of 380 tickets each have been sold. How many tickets have been sold?

* An airline transports 250 passengers on each flight. If it operates 5 flights daily, 6 days a week,
How many people could I transport in total?

ANNEX 2
ACTIVITY

SOLVE THE PROBLEMS RAISED:

30
GRADO: 4º de primaria DIDACTIC UNIT 3 - Mathematics
Mariana and her friends are going on a trip to the countryside in 3 days. The trip costs a total of 72 soles.
And we know that 8 people will go on the trip. If they are going to pay equally, how much will each have to pay?
each one?

Carmela prepared 272 alfajores in 4 days. If she prepared the same number of alfajores each day, how many did she make each day?
day?

Tomás received 328 magazines in 8 equal packages. How many magazines does each package contain?

4. When dividing a number by 7, the quotient is 85 and the remainder is 2. What is the number?

5. On the shelf in the living room of my house, there are a total of 120 books placed on 6 shelves. Knowing that each
Each shelf has the same number of books, calculate how many books are on each shelf.

On the trip through the forest, we collected 80 blackberries, which we used up completely making pies. If we put 4
blackberries in each cake, how many blackberry cakes did we make?

[Link] que distribuir 56 boliches entre 4 niños. ¿Cuántos boliches le corresponden a cada niño? ¿Sobra alguno?

At a port, they took out 3450 kilograms of fish, the owner of the port brought 50 containers for them to
distribute the fishing done in these How many kilos of fish should they place in each container?

31
GRADO: 4º de primaria DIDACTIC UNIT 3 - Mathematics

SESSION NO. 08

TITULO: “Aplicamos estrategia para hallar divisiones entre una cifra.”

1. PURPOSES AND EVIDENCES OF LEARNING

What will give us evidence of

Competition Capabilities Performances
learning?
Solve 1.1. Traduce Establish relationships between data andI apply the division between a figure in the
problems of amounts to one or more actions to add, problem solving.
quantity. expressions remove, compare, equal, reiterate
numerical. group, distribute amounts and
combine collections, for
transform them into expressions
numerical (model) of addition,
subtraction, multiplication, and division
with natural numbers up to
four digits. OPERATIONS X, -, +
:

2. SESSION PREPARATION

What resources or materials will be used in this session?

Flip chart.
Markers.
Informative sheets
-Online resources.
Area notebook

3. MOMENTS OF THE SESSION

Start Approximate time: 20 min

In group class:
Motivation The teacher presents the following text: (use a flip chart).
They discuss based on the following questions:
What is the text about?
How many beats does your heart oscillate between?
And how about your parents'?
Knowledge Recover prior knowledge using the following questions:
Previous What do the numerical data present in the text express?
If a baby's heart beats 100 times in a minute, how many times will it beat in half a minute?
approximately?
What would you do to resolve the previous situation? What operation would you rely on? Why?
Conflict Propose the following situation:
cognitive Si tu corazón latiera 80 veces en un minuto ¿Cuánto latería en...½; ¼ y 1/8 de minuto?
They present their first hypotheses.
Purpose You will learn the algorithm for division by a digit through problem-solving.
didactic Agree on the rules of coexistence/work:
Show perseverance at work
Pay attention to the instructions of the teacher.

32
Grade: 4th grade DIDACTIC UNIT 3 - Mathematics
Development Approximate time: 50 min
In class group
Generate the understanding of the problem based on the following questions: What is the problem about? What data...
Do you introduce yourself? What does it ask of you?

Promote the search for strategies through these questions: how are we going to solve the problem?, what material
Will it be useful to represent it? How would they do it?
Offer the materials you have in the classroom (unit cubes from the multibase material, caps, small stones, etc.)
so that boys and girls can choose the one they like and solve the problem.
Organize the teams and distribute the material, flip chart, and markers so they can solve the situation.
Indicate that they apply their strategies and observe if they do so according to what they devised. If they have difficulties, clarify them.
questions or provide additional information.
-Guide them (based on questions) in the representation they make, for example:
Students in teams solve the problem situations posed using the division algorithm.
Socialize the responses and make the necessary clarifications.
-Reflect on the procedures developed. Question: What specific materials have we used? Encourage that
express in your own words how they identify the formation rule
Other problems are proposed for them to solve in teams.
Socialize the responses and make any necessary corrections and clarifications.

Closure Approximate time: 20 min

In class group
Metacognition Ask them to comment on what they thought of the learning session, which activities helped them.
better understand the division algorithm, what do they know now that they didn’t know before and where could they
apply what you have learned.
- It will be evaluated using a written test: ANNEX 1.
-
Work As homework, they solve the situations proposed in the evaluation.
home
Reflection What did the students achieve?
What difficulties were observed during learning and teaching?

4. EVALUATION
Situation of Instruments
evaluation Competence/ Capacity Performances Evidence of
instrument valuation
Area: 1. Solve problems of Establish relationships between I apply the division Test
Mathematics. amount. data and one or more actions enter a figure in the writing.
1.1. Translate quantities to to add, remove, compare resolution of
numerical expressions. ["equalize","reiterate","group"] problems.
distribute amounts and
combine collections, to
transform them into
numerical expressions
(model) of addition,
subtraction, multiplication and
division with numbers
natural numbers up to four
numbers. OPERATIONS X, -, + :

33
4th grade of primary education TEACHING UNIT 3 - Mathematics
ANNEXES
ANNEX 1
WRITTEN TEST
Apellidos y nombres:…….……………………………………………………………………… Fecha:………………………...
* Solve the following situations:
1. Patricia needs to place 96 books in boxes. If each box can only hold 8 books, how many boxes will she need? Is there any leftover?
any book?

Last year, Belén harvested 500 kilos of potatoes from her garden. She set aside 150 kilos to use at home and the rest of
The harvest was divided equally among his 5 brothers. How many kilos did he give to each of his brothers?

A businessman has 683 bags and wants to distribute them among his 7 stores. How many bags will each store get?

4. Un depósito con 12.250 litros de gasolina surte a 9 surtidores. ¿Cuántos litros repartirá por igual en cada uno?

5. Mariana and her friends are going on a trip to the countryside in 3 days. The trip costs 72 soles in total and we know
Eight people will go on the trip. If they are going to pay it equally, how much will each one have to pay?

Carmela prepared 272 alfajores in 4 days. If she made the same number of alfajores each day, how many did she make each day?

7. Tomás received 328 magazines in 8 equal packages. How many magazines does each package contain?

8. When dividing a number by 7, the quotient is 85 and the remainder is 2. What is the number?

34
4th grade of primary school DIDACTIC UNIT 3 - Mathematics

SESSION NO. 09

TITULO: “Aplicando la división entre dos cifras.”

1. PURPOSES AND EVIDENCES OF LEARNING

What will provide us with evidence of

Competition Capabilities Performances
learning?
1. Solve 1.1. Translate Establish relationships between data and
I apply division between two figures in the
problems of quantities to one or more actions to add, problem solving.
amount. expressions ["remove","compare","equalize","reiterate"]
numerical. to group, to distribute amounts and
combine collections, for
transform them into expressions
numerical (model) of division with
natural numbers up to four
numbers. OPERATIONS x, -, +, :
between two figures.

2. SESSION PREPARATION

What resources or materials will be used in this session?

Flip charts.
Markers.
-Information sheet
Online resources.
- [Link]
two-and-three-digits/

3. MOMENTS OF THE SESSION

Start Approximate time: 20 min

In class group:
Motivation The teacher presents the following information (use a flip chart).
The day has 24 hours, my father told me to make a schedule in which a twelfth of the day...
distribute to do the house responsibilities. How many hours will I allocate for it?
They discuss based on the following questions:
What is the problem situation about?
What process will I undertake to resolve this situation?
How can I calculate this situation?
Knowledge Recover prior knowledge using the following questions:
Previous What steps should we consider to solve this problem?
What mathematical operation can help us find the solution?
Conflict STATEMENT OF THE PROBLEM: Propose the following situation:
cognitive At least in a week we dedicate 36 hours to responsibilities or work in the classroom out of the total of
At this time, the twelfth part is spent on artistic activities. How many hours do we dedicate to art?
Purpose You will learn the algorithm for division between two digits from solving problems.
didactic Agree on the rules of coexistence/work:
Show perseverance at work.
Pay attention to the teacher's instructions.

35
GRADO: 4º de primaria DIDACTIC UNIT 3–Mathematics
Development Approximate time: 50 min
In class group
They present their first hypotheses based on the discussion.
-Generate understanding of the problem based on the following questions: What is the problem about? What data
Does it introduce you? What does it ask of you?

Promote the search for strategies through these questions: how are we going to solve the problem? what material
What materials will be useful to represent it? How will we do it?
Representation
Materials available in the classroom are offered (unit cubes of multibase material, Mackinder box)
chips, small stones, etc.) so that boys and girls can choose the one they like and represent the problem.
Organize the teams and distribute the materials, flip chart, and markers so they can solve the situation graphically.
symbolic.
The teacher indicates that they apply their strategies and observes if they do so according to what they devised. If they have difficulties,
clears up their doubts or provides them with additional information.
Formalization
-Watch the following video:[Link]
They discuss what they observed and answer questions about what procedure was followed to divide a number by two.
numbers? Is it necessary to know the multiplication tables well in order to divide? Besides multiplication, what other operation is needed?
Do you use it to divide? Did you find this procedure easy or difficult?
Formalize what has been learned by indicating that to resolve situations, equitable distributions are made.
algorithm, this will be the division.
To perform divisions of two or three digits, the following steps must be followed:
We continue with our example of division by two digits. The next number we would have to bring down is 8, so
Now we would have to divide 628 by 73.
We take the first two digits again 62 and we would have to divide them by 7. Since 8 x 7 = 56, we write 8 in the
quotient and we multiply 73 x 8 = 584. Since 584 is less than 628, we proceed to do the subtraction 628–584 = 44.
Since there are no more numbers to lower, we have finished the division. The result is 78 and the remainder is 44.

Reflection
-Reflect on the procedures developed. Question: What procedures have been used to divide a
Number between two digits? It encourages them to express in their own words the procedure followed when dividing these.
situations.
TRANSFER
The teacher presents other problems for them to solve in teams.
Share the responses and make any necessary corrections and clarifications.

Closure Approximate time: 20 min

In class group
Metacognition Ask them to comment on what they thought of the learning session, which activities helped them.
better understand the division algorithm, what they know now that they didn't know before and where they could
apply what has been learned.
It will be evaluated using a written test: ANNEX 2
Work -How I work for your house application resolution. Annex 1.
homeowner
Reflection What did the students achieve?
What difficulties were observed during learning and teaching?

36
GRADO: 4º de primaria TEACHING UNIT 3 - Mathematics
4. EVALUATION

Situation of Instruments
evaluation Competence/Capacity Performances Evidence of
instrument valuation
Area: Mathematics 1. Solve problems of Establish relationships between I apply the division Test
quantity. data and one or more actions between two figures inwriting.
1.1. Translate quantities to to add, to remove, to compare, the resolution of
expresiones numéricas. equalize, reiterate, group, problems.
distribute amounts and
combine collections, for
transform them into
numerical expressions
(model) of division with
natural numbers up to
four digits.
OPERATIONS x, -, +, :
between two figures.

37
GRADE: 4th grade DIDACTIC UNIT 3 – Mathematics
ANNEXES

ANNEX 2
WRITTEN TEST
Apellidos y nombres:…….……………………………………………………………………… Fecha:………………………...
I have paid S/. 765 for 17 tickets to the zoo. How much does each ticket cost?

I have 2700 liters of oil, if this amount is distributed among containers with a capacity of 18 liters, how many?
What containers will be needed?

3. If 8150 dolls were manufactured in 25 days, how many dolls were manufactured in one day?

There are packs of paper with 1,000 sheets each and a pack of 300 sheets. If distributed evenly among 42.
people. How many sheets does each person receive? And how many are left over?

In a port, they extracted 3450 kilograms of fish, and the owner of the port brought 50 containers to distribute the catch.
How many kilos of fish should they place in each container?

6. In my school library, there are 1200 books in total placed on 60 shelves. Knowing that each shelf has the
same number of books, calculate how many books are on each shelf.

7. From the outing in the forest, we collected 800 blackberries, which we completely used to make pies. If we used 4 blackberries

8. We need to distribute 560 chocolate balls among 40 children. How many balls does each child get? Is there any leftover?
anyone?

38
Grade: 4th grade DIDACTIC UNIT 3 - Mathematics

PROJECT
DE
LEARNING

39
4th grade of primary DIDACTIC UNIT 3 – Mathematics

SESSION No. 10

TITULO: “Organizamos datos en gráficos de líneas.”

1. PURPOSES AND EVIDENCES OF LEARNING

What will give us evidence of

Competition Capabilities Performances
learning?
4. Solve 4.1. Represents Read bar charts with Create a line chart from
problems of data with scale, two-way tables, of a data table
data management graphics and easy frequency pictograms
and uncertainty. measurements with equivalences, to interpret
statistics or the information from the data
probabilísticas. contents in different forms of
representation and of the situation
studied.

2. SESSION PREPARATION

What resources or materials will be used in this session?

Slide.
Flip chart.
Information sheets. Markers.
Rules.
Online resources.

3. MOMENTS OF THE SESSION

Start Approximate time: 20 min

In class group:
Motivation Present the following graph on a slide or on a flip chart: ANNEX 1.
Engage in dialogue based on the following questions:
What do you observe in the image?
What is it about?
What data do you observe?
Knowledge Recover previous knowledge using the following questions:
Previous What type of graph are we showing?
How is it similar to a bar chart?
What is the difference?
Conflict How is a line statistical graph made?
cognitive
Purpose You will learn to create line statistical graphs from information search.
didactic Agree on the rules of coexistence/work:
Pay attention to the teacher's instructions
Respect the assigned times for the work.

Development Approximate time: 50 min

In group class
Present the following problem:
The understanding of the problem is ensured through the following questions: What is it about? What should we...
resolver?, what data do we have? Request some volunteers to explain the problem in their own words.

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Grade: 4th grade DIDACTIC UNIT 3 - Mathematics
The teacher promotes the search for solution strategies based on the following indications and questions:
Provide paper, markers, and rulers to each of the teams so they can solve the proposed situation.
-Guide the work and then socialize the tasks.
Formalize with the students that there are various ways to organize information, and one of them is using a graph.
of lines.
-Raises other issues: ANNEX 2.
Socialize the responses and make any necessary corrections and clarifications.

Close Approximate time: 20 min

In class group
Metacognition Ask questions like the following: what did you learn today?, did you enjoy creating line graphs?;
Why is what we learned important?
- It will be evaluated using a written test. ANNEX 3.
Work As homework, create a line graph from a table: with data
domiciliary
Reflection What did the students achieve?
What difficulties were observed during learning and teaching?

4. EVALUATION

Situation of Instruments
evaluation Competence/Ability Performances Evidence of
instrument valuation
Area : 4. Solve problems of -4.1.2: Read bar charts - Create a graph Test
Mathematics data management and with a scale, double tables from lines written
uncertainty. entry, of lines and of a picture of
4.1. Represents data with frequency pictograms data
graphs and measurements with equivalences, for
statistics or interpret the information to
probabilistic based on the data contained
in different forms of
representation and of the
studied situation.

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GRADE: 4th grade DIDACTIC UNIT 3 - Mathematics
ANNEXES

ANNEX 1

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Grade: 4th grade DIDACTIC UNIT 3 - Mathematics

ANNEX 3
WRITTEN TEST
Apellidos y nombres:…….……………………………………………………………………… Fecha:………………………...
Jacobo has recorded in this table the buns he has sold during the week.
Monday 40
Tuesday 29
Wednesday 33
Thursday 21
Friday 37
Saturday 12
Sunday 18
a. Create a line graph.

b. What day did he sell the most rolls?

c. How many buns did he sell on Friday?

This table lists the desserts that Miguel has served in his restaurant over the weekend.
Dessert Saturday Sunday
Tarts 12 8
Shakes 23 10
Fruits 15 25
Flans 6 7
a. What is the dessert that has been requested the most?

b. How many people asked for fruit?

c. How many desserts were ordered on Saturday?
d. And Sunday? And all weekend?
Iñaqui has observed the sky for 15 days and has recorded his data in this way.
Sun Sun Cloud Rain Cloud Cloud Wind Sun Cloud Wind Cloud Rain Sun Sun Cloud
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

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GRADO: 4º de primaria DIDACTIC UNIT 3–Mathematics
Sort this data and create a frequency table and make a line graph

In a musical instrument store, Verónica has noted in a table the sales of the last month.
Instrument Sales
Guitar
Piano
Violin
Flute
Oboe
Cello
Create a line graph using the data from the table.

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GRADO: 4º de primaria DIDACTIC UNIT 3 - Mathematics

SESIÓN Nº 11

TITULO: “Resolvemos problemas con gráficos de líneas”

1. PURPOSES AND EVIDENCES OF LEARNING

What will give us evidence of

Competition Capabilities Performances
learning?
4. Solve 4.1. Represents It represents the characteristics and theSolve problems with graph of
problems of data with data behavior lines
data management graphics and qualitative (for example, color of
and uncertainty. measures ojos: pardos, negros; profesión:
statistics or Doctor, lawyer, etc.) and
probabilistic. discrete quantitative (for example:
número de hermanos: 3, 2; cantidad
of goals: 2, 4, 5, etc.) of a
population, through pictograms
verticals and horizontals (each
symbol represents more than one
unit), line graphs with
given scale (multiples of 10) and the
fashion as the highest frequency in
situations of interest or a topic of
study.

2. SESSION PREPARATION

What resources or materials will be used in this session?

Quadrimax paper posters.
Markers.
-Information sheet. Area notebooks.
Colors.
Rule.

3. MOMENTS OF THE SESSION

Start Approximate time: 20 min

In class group:
Motivation The teacher presents the following information on a flip chart:
In a survey conducted at the I.E. of Huancayo, the following results were obtained regarding the following
pregunta:¿Cómo considera la participación de los estudiantes en los simulacros realizados en la I.E?
They dialogue based on the following questions:
What is the problem situation about?
How else can I represent the data from the table?
How many people were interviewed?
Knowledge Recover previous knowledge through dialogue and recollection of the activities worked on in the
Previous previous session using the following questions:
What is a line graph? When can they be used?
What elements does a line graph have?
Conflict STATEMENT OF THE PROBLEM
cognitive To propose the following conflict situation.
The students in order of the list mark the disaster that
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GRADO: 4º de primaria DIDACTIC UNIT 3 – Mathematics
causes more damage in a painting proposed by the teacher.

Purpose We will represent data in line graphs with a given scale (multiples of 10) and the mode as the
didactic more often, in situations of interest or a study topic.

Development Approximate time: 50 min

In class group
We agree on the rules of coexistence* We demonstrate responsibility in our work.
We pay attention to the teacher's instructions.
We respect the opinion of our colleagues
They present their first hypotheses. Based on what has been discussed.
Generate understanding of the problem based on the following questions: What is the problem about? What data
Do we have a presentation? What graph will we use to represent it?
Promote the search for strategies through these questions: How are we going to solve the problem? What
What materials do we need to create the graph or place the frequency? How will we do it?
Representation
Teams are provided with Quadmax flip charts so that they can base their work on the data obtained in the table.
it is proposed to create a double-entry table and subsequently the line graph.
Formalization
The teacher remembers that it is a line graph.
Reflection
Reflect on the procedures developed. Question: What procedures have been used to elaborate a
line graph? They are encouraged to express in their own words what procedure they followed if they had any.
difficulty.
The variation scale must be taken into account based on the data provided, as this scale can sometimes vary.
it will go from 10 to 10 from 100 to 100 from 1000 to 1000, etc.
Transfer
The teacher presents other problems for them to solve in teams:
Solve the activities on page 99 of the MINEDU book.

Closure Approximate time: 20 min

In class group
Metacognition They are asked to comment on what they thought of the learning session, which activities helped them to
elaborate precisely, what they know now that they did not know before and where they could apply what they have learned.
It will be evaluated using a written test: ANNEX 2.
Work -How I work for your house resolves application sheet. Annex 1
residential
Reflection What did the students achieve?
What difficulties were observed during learning and teaching?

46
Grade: 4th grade DIDACTIC UNIT 3 - Mathematics
4. EVALUATION

Situation of Instruments
evaluation Competence/ Capacity Performances Evidence of
instrument valuation
Area: 4. Solve problems of Represents the -Resolve Test
Mathematics. data management and characteristics and the problems with writing
uncertainty. data behavior line graph
4.1. Represent data with qualitative (for example,
graphics and measurements color de ojos: pardos, negros;
statistics or profesión: Médico, abogado,
probabilistic. etc.) and discrete quantitative data
(for example: number of
hermanos: 3, 2; cantidad de
goals: 2, 4, 5, etc.) of a
population, through
vertical pictograms and
horizontal (each symbol
represents more than one
unit), line graphs
with given scale (multiples of
10) and fashion as the greatest
frequency, in situations of
interest or a field of study.

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GRADO: 4º de primaria DIDACTIC UNIT 3 - Mathematics
ANNEXES

ANNEX 2
WRITTEN TEST
Apellidos ynombres:…….……………………………………………………………………… Fecha:………………………...

1. This line graph represents the sales made by the neighborhood bookstore in the last year.

a. In which month were the most books sold?

b. How many books were sold during the last quarter of the year?

2. The following table shows the number of births in a maternity ward in a certain year.
Month Number of births
January 25
February 30
March 12
April 37
May 40
June 30
July 24
August 21
September 35
October 38
November 40
December 15
a. Represent these data in a line graph.
b. ¿En qué mes hubo más nacimientos? ¿En cuál menos?
c. Was there any month with the same number of births?
3. Conchita and Mario have been part of the Amazon Trail for a week, and each day they took notes.
distance they traveled:
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Km. 24 30 20 30 18 32 28

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GRADO: 4º de primaria DIDACTIC UNIT 3 - Mathematics

With this data, create a line graph on these axes:

Km

a. How many kilometers did they travel during the week?

Day
b. What was the longest stage?

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