Fourth Grade Math: Solving Exchange Problems
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ScribdTranslationsFourth Grade Math: Solving Exchange Problems
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ScribdTranslationsEDUCATIONAL INSTITUTION “EDUCANDO MUJERES PARAMOQUEGUA Y EL MUNDO”
SANTA FORTUNATA
LEARNING SESSION
GRADE Fourth
AREA Mathematics
SESSION NAME We solve exchange problems
DIDACTIC PURPOSE In this activity, the girls will learn to
solve basic verbal additive problems of change 1 and 2 using strategies
of calculation.
EXPECTED LEARNINGS
AREA COMPETITION and
STANDARD PERFORMANCE
CAPACITY
Mathematics solves problems
of quantity Solve problems
referred to one or more✓ Employs strategies y
✓ Translate quantities
actions of add procedures like those
a expressions
remove, equal, repeat or following:
numeric. distributing an amount, heuristic strategies.
✓ Use strategies and combine two collections Mental calculation strategies
procedures of of objects, as well as to split or written how the
estimation and calculation. a unit in additive decompositions and
✓ Argument. equal; translating them to multiplicative, doubling and dividing
affirmations about expressions additive and by 2 repeatedly,
the relationships multiplicative with completion to the thousand more
numerical y the numbers natural and close
operations. additive expressions.
DEVELOPMENT OF PEDAGOGICAL PROCESSES
MOM/ METHODOLOGICAL STRATEGIES RESOURCES
PROCESSES
START
• Collect the prior knowledge through the following game:
Problematic
action Flip chart
Motivation • "Addition and subtraction" Ask the students to group into pairs and
markers
delivery of the data to each one. PDI
Knowledge • In turns, each participant will roll the dice and say the result.
previous from the sum and the difference of the numbers. If you do it correctly,
you will get a point.
Purpose/ • The game will continue until everyone has made sums and
organization subtractions done correctly.
Battery of
• Pregunta: ¿qué creen que aprenderemos hoy? Guía sus respuestas questions
associating them with the activity that will be done; write them on the board to
review them during the learning process and, upon completion, verify if
They achieved what was proposed.
• Communicate the purpose of the session:
Purpose: cartel
today you will learn to solve problems by finding the sum or the
final result of a problem stemming from an increase in the
initial amount.
• Review with the students the necessary coexistence rules for
work in a favorable environment. Emphasize the talents that
each one has and in what they must be valued and put at the service of
the others.
Pose the following problem:
DEVELOPMENT
PDI
Management of
accompaniment
nto
• Ensure understanding of the problem through some questions: What about
What does the game of Carlos and Gloria consist of?, What number did Carlos show?, What
the number that Gloria thought will be greater or less than the one she showed
Carlos?
• You could suggest to the girls to perform a dramatization of the problem.
PDI
• Help them in the search for strategies. To do this, ask: how
Can we find the number Gloria thought of? Can we represent it
problem?, what will we use to represent the quantities?
• Organize the students into groups and provide each one with basic material.
Ten counting objects to represent the quantities.
• Check that all groups know how to properly use the materials.
to find the amount that Gloria thought of.
• Request that they represent the amounts and ask: what amount
Shall we represent first? Why? Would the result be the same if
Do we represent the smaller amount first? It is expected that children and the
girls indicate that it is possible to represent first the greater quantity and then
increase the other amount.
Material
Base Ten or
objects of
count
(seeds,
lids, etc).
notebooks
Management of • Indicate that they should read the problem again and pay special attention to the
accompaniment Question. Then, ask the following query: what is the answer? Ask that
nto write it in your notebook and check that it is this way or some other
Gloria thought of the number 136.
• Formalize together with the students:
Para resolver problemas en los que nos piden aumentar una
initial amount to calculate the final amount, we must
use a sum or addition. Before that, we can model
the problem using concrete material.
It poses other problems
• Invite the girls to solve the following problems (guide them if they have)
doubts and motivate them to carry out the work)
• Invite the students to solve problem 3 on page 34 of the notebook.
of Work.
• Guide in solving the problem emphasizing the strategy of the
decomposition for problem resolution. If necessary, delivery
base ten material for better understanding.
.
Formula las siguientes preguntas: ¿qué aprendieron hoy?, ¿al final tuvieron
CLOSURE the same difficulties as at the beginning of the class?, what will it help them to do
additions and subtractions in their daily activities?, what strategy do they Card of
Evaluation List of
does it help to better solve problems? comparison.
Tarea: Crear tres problemas y encuentra la solución.
CLASSROOM TEACHER