JULIO ARMANDO RUIZ VASQUEZ

PLANNING OF THE LEARNING SESSION

PROFESSOR: HUMANAN RAMIREZ, RICARDO JUNIOR

UNIT 7
Grade: First Secciones: “A” y” B” Duration: 2 pedagogical hours SESSION NUMBER
10/15
I. TITLE OF THE SESSION
We take care of the planet and learn progressions

II. EXPECTED LEARNINGS

COMPETITION CAPACITIES INDICATORS
ACT AND THINK ▪ Use diagrams and tabular schemes
MATHEMATICALLY IN to recognize a constant reason.
SITUATIONS OF ▪ Communicate and represent ▪ Explain the development of a progression
REGULARITY ideas matemátcas arithmetic using the nth term,
EQUIVALENCE AND index of the term, reason or rule of
CHANGE training.

III. DIDACTIC SEQUENCE

Start: (20 minutes)
The teacher welcomes the students, reminds them of the rules and agreements for coexistence, and presents
un eslogan sobre nuestro compromiso de cuidar el medio ambiente:

!For a balanced world: I love, conserve, and recycle!

The teacher places the slogan in a visible location within the classroom.
Immediately, the teacher provides a reading about recycling in Peru. The teacher guides the students.
so that they apply the technique of underlining and summarizing to the salient data.
Next, the teacher poses the following questions:
What is the outlook regarding paper waste? And regarding plastics?
What will be one of the possible solutions that is proposed?
The plastic waste that Peru recycles comes from...
What is your opinion on the segregation program?
Does your district or province have a segregation program?
Do you know how many trees are cut down to make 1 ton of paper? And to make 4 or 5 tons?
How many plastic bottles do we generate in a day?
In groups, the students respond to the questions and place their answers on cards. The teacher
It organizes information and promotes reflection. It reminds students that in Peru we are 3.
different regions but with common goals. The teacher presents the following situation:
Deforestation is a serious problem for the health of the planet that affects us all. More than talking about trees,
let's talk about forests, ecosystems and everything that affects or depends on them. Therefore, indiscriminate logging is
much more than an ecological attack in a specific area, as it ultimately affects the entire planet. The logging
indiscriminate accelerates the disappearance of forest mass, large natural carbon sinks that absorb CO2
from the atmosphere and renew the air. Did you know that it takes 17 trees to make one ton of paper? For this reason,
we must promote paper recycling as it not only prevents tree felling and thus avoids deforestation of our
forests, but also to save water. How many trees would we save in a year if we recycle one ton every month?
of paper more than the previous month?
 The teacher presents the purpose of the session: We take care of the planet and learn progressions.
Then, outline the following work guidelines that will be agreed upon with
the students
o They are organized into work groups of 4 or 5 members.
o They work in groups and support each other in the activities to
achieve better learning.

Development: (55 minutes)

The teacher provides the work groups with two infographics: one about the role
and its recycling, and another about the world of recycling of bottles and plastics
(annex 1)
He asks you to observe and read the information provided by each one.
of them.
Next, the teacher hands out a work sheet (annex 2) in order to
start building knowledge, starting from the information brought by each of the infographics.

The teacher asks the teams to observe and extract the information from each infographic while he...
he/she accompanies in his/her responses.
How many liters of water are needed to produce a ton of paper?
What is the average paper consumption of a person per year?
To make 3 blankets, how many bottles do I need to recycle?
What does virgin cardboard mean?
If only 1% of plastic is recycled in the world, where does the other part go?
The teacher promotes dialogue and reflection on the information provided.
The students respond to the following question:
How many trees would we save in a year if each month we recycled one ton of paper more than the previous month?
anterior?
The students, with the mediation of the teacher, organize the data in a two-way table:

Months Quantity of paper (tons) Number of trees

Enero 1 17
February 2
March 3
April 4
… …
 The students, with the support of the teacher, analyze the information and build the notion of progression.
increasing arithmetic, its characteristics (common difference, first term, nth term) and the strategies for
organize the data: This ordered formation is achieved: 17, 34, 51, 68, 85, …

Elements Mathematical expression Value

Reason r
First term a1
Number of terms n
Nth term an
Then the teacher asks the students to carry out activity 2. He suggests that they research information.
from the infographics and to write two arithmetic progressions considering the data found, likewise
describing the reason and its terms.

Closure: (15 minutes)

The students solve the following situation of activity 3 of the work sheet:
The Pérez family has recycled paper for 5 years, thus increasing their collection by 1 ton.
every year. If they started their work in 2012, how could we find the total number of trees saved?
at the end of 2016? Find your strategy (use the table).
The students present their answers on cards, the teacher systematizes the information.
The teacher guides the students to reach the following conclusions related to progressions and
its elements, which will be completed with the subsequent classes.

Arithmetic progressions
It is said that an arithmetic progression is formed when two consecutive terms are any.
they are a same quantity called difference or constant ratio.
In general, it is denoted:
a1, a1 + r; a1 + 2r; a1 + 3r; ... + a1 + (n-1)r

IV. TASK TO WORK ON AT HOME

The teacher asks the students to take on commitments to support paper recycling and
plastic bottles, each team should create their own slogan related to the commitment to recycle and present it
in the next class.
They suggest using recyclable material in its .
In addition, he requests that they create gardening tools using recycled bottles, for which they
provide the following link:ht[Link]
plastcase/
V. MATERIALS OR RESOURCES TO BE USED
- Activity sheets.
- Markers, notebook and chalkboard, reading sheet, activity sheet
 Slogan

For a world in balance: I love, I conserve and

I recycle!
Annex 1 - Information sheet

Paper recycling

In Peru, theproblemsofpollutionenvironmental, they are

just like in other countries. Regarding paper, its waste
they occupy 25% of the landfillsgarbagein Peru and they are destroyed
thousands of hectares of forest of the Peruvian Jungle for the
productionof all kinds of paper.
On the other hand, we have a plastic-laden sea: 80% of the
garbage dumped in the sea issplattcoPlastic, although
breaks down over hundreds of years, does not disappear. It simply,
breaks into smaller and smaller pieces and remains in the
to be a consumer forever. "The first step to being a consumer
Being responsible means being aware of what we use and the impact it can have on the environment.
The objective is to rethink, recycle, and reduce. There are things that we do on a daily basis and whose
we do not calculate consequences. We can achieve great things just by changing some of our
habits.
It is important to understand that there are seven different types of plastic. And only two are easily
recyclables in Peru. The PET plastic, from which soda bottles are made: and polypropylene,
with which the caps of these bottles are made.
In some districts of Lima, such as Surco or Miraflores, there are home segregation programs.
Find out if there are any in yours. If so, you can gather recyclable materials at home and the municipality.
will be responsible for picking them up once or twice a week.

Adapted from:htp://[Link]/actualidad/notCIA Recycling Plastictco-best-gift-sea-30260 y

htp://[Link]/ind_display.php?id=21
INFOGRAPHIC THE PAPER AND ITS RECYCLING IN NUMBERS
The world of recycling bottles and plastics
 Annex 2 - Work Sheet

Purpose: Use diagrams and tabular schemes to recognize a constant ratio.

Activity 1
1. Observe carefully and read the information provided by the two infographics.

Infographic 2
Infographic 1

2. Extract the following data from the two infographics. Before giving your answers, discuss among yourselves.
group members:

How many liters of water are needed to produce one ton of paper?
______________________________________________________________________________________
_____________________________________________________________________________________
b. What is the average paper consumption of a person per year?
______________________________________________________________________________________
______________________________________________________________________________________
c. To make 3 blankets, how many bottles should I recycle?
______________________________________________________________________________________
______________________________________________________________________________________
d. What does virgin cardboard mean?
______________________________________________________________________________________
______________________________________________________________________________________
If only 1% of plastic is recycled in the world, where does the other part go?

______________________________________________________________________________________
____________________________________________________________________________________

f. What is the average paper consumption of a person per year? _________________________

 g. How many trees can we save by recycling 1 ton of paper?
_____________________________

And by recycling 4 tons of paper, how many trees will we save? ______________________________________

How many trees would we save in a year if each month we recycle one more ton of paper than the previous month?
previous month? Organize the information in the following table:

Months Quantity of paper Number of trees

(tons)
January 1 17
February 2
March 3
April 4
… …

i. Between a ton and a ton of recycled paper, what is the number of trees saved? That is to say
Another way, how much does the number of trees saved increase for each ton of
recycled paper?

_______________________________________________________________________

j. Well, apply the same strategy to the question: How many bottles should I recycle to
to make 3 blankets? And to make 2, 3, 4, 5, and 6 blankets?

Number of bottles
recycled
15

Number of blankets 1 2 3 4 5 6
manufactured

k. Consider the data on the number of trees saved from being cut down by recycling 1, 3, 5, 7
tons of paper, arrange them in a horizontal line.

17 _____ _____ _____ _____ _______ _________

Also consider the data on the number of bottles recycled for each blanket produced.

15 _____ _____ _____ _____ _______

1. Describe the particularities presented by the arrangement of the two pieces of information, note it down:

- ______________________________________________________________________________

- _______________________________________________________________________________

- _______________________________________________________________________________

In the field of mathematics, this type of ordering is called: ________________

_______________________________________________________________________________

What is the constant difference for the first case?

And for the second case, what is that difference?

This found value is called: ___________________________________

n. Complete the data and the table after receiving guidance from your teacher:

Elements Mathematical expression First case Second

 case
Reason r
First term a1
Number of terms n
nth term a

Activity 2

1. Research information about infographics and create two arithmetic progressions with your team. Indicate the value.
of reason,a 1nyan

For the first case:

Reason r =
First term a 1=
Number of terms n=
n-th term an=

For the second case:

Reason r =
First term a 1=
Number of terms n=
n-th term an=
Activity 3

The Pérez family has recycled paper for 5 years, thus increasing their collection amount.
1 ton every year. If they began their work in 2012, how could we find the total amount of trees?
saved when finishing 2016? Find your strategy (use the table).
 ---------------------------------------------------------- --------------------------------------------------------------
TEACHER: MOSQUEIRA CASTAÑEDA ADRIEL DIRECTOR(A):PANDURO DE VILLAFUERTE,BETTY

---------------------------------------------------------------------------
PRACTICANTE: HUAMAN RAMIREZ RICARDO JUNIOR

JULIO ARMANDO RUIZ VASQUEZ

PLANNING OF THE LEARNING SESSION

PROFESSOR: HUMANAN RAMIREZ, RICARDO JUNIOR

UNIT 7
Grade: First Secciones: “A” y” B” Duration: 2 hours SESSION NUMBER
pedagogical 11/15

I. TITLE OF THE SESSION

The recycling industry and arithmetic progressions
II. EXPECTED LEARNINGS
COMPETITION CAPABILITIES INDICATORS
ACT AND THINK
▪ Reason and argue It raises conjectures regarding positions of a
MATHEMATICALLY IN
generating ideas arithmetic progression.
SITUATIONS OF mathematics
REGULARITY
EQUIVALENCE AND Recognizes implicit relationships between data
CHANGE numeric in situations of regularity that
▪ Mathematical situations allow expressing the rule of formation of a
arithmetic progression.

III. DIDACTIC SEQUENCE

Inicio: (20 minutos)
The teacher welcomes the students, reminds them of the rules and agreements of coexistence, and,
continuation, requests the groups formed in the previous session to present their slogan.
They ask them to display it in a visible place in the classroom.
The teacher reflects with the students based on the phrases they have presented. He invites them to propose.
actions in order to contribute ideas to the recycling plan that they are developing. It reminds them that the plan for
Recycling will be implemented in the educational institution.
Then, it presents a video about recycling plants in Peru.
htps://[Link]/watch?v=cE3tr3c9Azs

During the video: the teacher will have to pause at minute 2:07 and ask them to record the information.
numeric provided at that moment.
After the video ends, the teacher poses the following questions:
What is the video about?
What type of waste is recycled at the recycling plant?
In the process of recycling tetra pack boxes, what kind of products can be rescued?
What objects can be made with recycled products?
Interpret the information about the projection of the amount of recycled waste. What has been its
trend?
If it is known that they double their revenue every year and in 2009 they recycled 900 tons, can it be determined
How much did the company manage to recycle from 2009 to 2014?
The teacher suggests leaving the conflicting question pending to determine it as the closing of the session.
El docente acompaña a los estudiantes en sus respuestas, los motva y hace que reflexionen entre ellos.
Next, the teacher writes on the board the interpretation of the information from the last question; the
The objective is for them to identify that the amount of recycling will double year after year.

The teacher presents the following situation:

The Peruvian company 'La Andinita' is entering the field of recycling paper, cardboard, and newspapers.
magazines. Its objective is to carry out imports for the construction of chairs, pens, bags, and boxes of
packaging with recycled material. In the year-end meeting of 2014, a recycling projection was made.
in tons for the next 5 years, which is shown in the following table:
 The teacher presents the purpose of the session, while also laying out the following work guidelines that will be
agreed upon with the students:
o The students are organized into groups of 3 or 4 members through a proposed dynamic by
the teacher.
o Each member will take on a role within the team:
- Coordinator: promotes the active participation of their group members by reminding them
constantemente el propósito de la actvidad.
- Secretary: take notes on the answers of your classmates and complete the tables with
the group's responses.
- Evaluator: Question if the group's responses provide a solution to the situation presented.

Development: (55 minutes)

After the orientations and the organization of the groups, the teacher does
submission of a work sheet 1 (annex 1) in order to begin the construction of the
knowledge.
The students read the situation presented at the beginning through a reading.
pausing and highlighting new data and information in your vocabulary. Then,
They respond to the questions, verifying the understanding of the situation.
asking some students to paraphrase in their own words what they have understood from the problem.

The students respond to the questions in the section: Recognizing the situation of the work sheet
that will facilitate understanding of the problem.

What can you tell me about the company La Andinita?

What objectives does the company have?
What type of materials do they recycle?
What are we asked to find in the proposed problem situation?
How many tons of white paper increase each year?
What is the reason for the increase?
Once this process is completed, the teacher seeks strategies to solve the problem. He asks the students
that identify the generated arithmetic progression and, in turn, determine the values of its terms.

130 150 170 190, 210 230 _____

 The teacher emphasizes the formation of arithmetic progression, the reason, and the identification of terms.
Propose a specific end. a
to experiment and determine the strategy for
find the unknown of the problem.
It is proposed to construct the consecutive term.
considering that any term is equal to
first plus the reason multiplied by the number
of terms minus one. The purpose is
find and deduce the formation of the equation.
a n = a1 + (n - 1)r
Next, with the strategy and the equation clear, the
the teacher requests that you carry out the same process,
Considering that the application of the equation is not required, if
not to build following the previous model.

How would we determine the value of the 6th term?

So, how many tons of white paper are
Will they raise in 2037?

At the end of the activity, the teacher requests that the coordinator promote the election of a representative.
to socialize the processes and results found.
Closure: (15 minutes)
The teacher concludes the session by emphasizing strategies and the use of organizers and tables in order to generate
deductions from formation rules.
The teacher proposes that they develop the following questions:
How many tons of magazines and newspapers does La Empresa Andinita plan to collect in 2030?
If we assume that in 2030 the kilogram of recyclable newspaper will cost S/ 0.40, how much will the income be
will it generate in the cardboard sector that year?

IV. HOMEWORK TASK

The teacher refers to the final product of the unit: the institution's recycling plan. For this, they
invites you to see the experience of Albina Ruiz. It is suggested that you follow the project to develop your final plan.
promote recycling activities as a way to care for the environment, a source of savings
raw material and the income of capital to families or institutions.
htps://[Link]/watch?v=XAtLeVtuyJU
V. MATERIALS OR RESOURCES TO BE USED
Activity sheets.
Markers, tza, blackboard, masking tape, flipcharts, markers.
 Annex 1 - Work Sheet

Purpose: Recognizes implicit relationships between numerical data in situations of

Regularities that allow expressing the formation rule of an arithmetic progression.

The Peruvian company 'La Andinita' is venturing into the paper and cardboard recycling sector.
newspaper and magazines. Its objective is to generate income and carry out imports for construction.
chairs, pens, bags, and packaging boxes made with recycled material.

In the end-of-year meeting of 2014, a recycling projection in tons was made for the
next 5 years, which is shown in the following table:

a. How many tons of white paper will be collected in 2037?

b. If we consider the provided data. How many tons of cardboard will be collected from
from 2015 to 2020?

Recycling projection for the period 2015 - 2019

 Years Recycling of white paper Cardboard Recycling Recycling of magazines and
tons newspapers
2015 130 22 44
2016 150 28 48
2017 170 34 52
2018 190 40 56
2019 210 46 60
2020 230 52 64

RECOGNIZING THE SITUATION:

What can you tell me about the company La Andinita?

_________________________________________________________
2. What objectives does the company have?
_________________________________________________________
3. What type of materials do they recycle?

_________________________________________________________________
4. What do they ask us to find in the proposed problem situation?
_____________________________________________________________________________________________
_
5. How many tons of white paper increase each year?
This increase will be maintained
constant:________
6. And regarding cardboard, what is the reason for the increase?_______________________________________________

HOW DO WE SOLVE THE PROBLEM?

7. Regarding the recycling of white paper, do you identify the arithmetic progression? Record it and determine the
requested values.

130 ____ _____ _____ _____, _____

Reason:r= Number of terms: n=

First term:a 1= N-th term:an=

8. What strategies will allow us to find the revenue in the year 2037?

_____________________________________________________________________________________________
_

EXPERIMENTATION:
9. Observe the following arithmetic progression:
 2, 4, 6, 8, 10, 12 Determine: r=_____a1_____an =_____ y

n=____

a)This progression has ________ terms, and thea6___________ .isThat is to say, in a progression of 6
terms the last will corresponda6
b)To find the last term, let us use the following strategy.
We are going to build the consecutive terms starting from the first term:

2 = a1 2
4 = a2 2+2 a1 + r
6 = ___ 2 + ____ a1 +____
8 = ___ 2 + ___ a1 +____
10 = ___ 2 + ____ a1 +____
12 = ___ 2 + ____ a1 + 11r
How did you manage to determine the 5th term? ____________ we know thata6it is the last term,

so,
What is the equation that allows us to find the last term?
WE APPLY THE MODEL:
10. Return to the previous situation. Identify and determine the terms of place 1st, 2nd, 3rd,... Organize it in a
table.

Place of Years Paper recycling

term white / tons
a1 2015 130
a2 2016 150
a3 2017 170
a_ 2018 190
a_ 2019 210
a_ 2020 230
.
.
.
an 2037 a n=

11. How would we determine the value of the 6th term? Consider the strategy from the previous situation.

_________________________________________________________________________________________
__
12. Therefore, how many tons of white paper will be collected in 2037?

How many tons of cardboard will be collected from 2015 to 2020?

14. Write down your processes and results on a large sheet of paper and share with your classmates.

---------------------------------------------------------- --------------------------------------------------------------
TEACHER: MOSQUEIRA CASTAÑEDA ADRIEL DIRECTOR(A):PANDURO DE VILLAFUERTE,BETTY

---------------------------------------------------------------------------
PRACTICANTE: HUAMAN RAMIREZ RICARDO JUNIOR

JULIO ARMANDO RUIZ VASQUEZ

PLANNING OF THE LEARNING SESSION

PROFESSOR: HUMANAN RAMIREZ, RICARDO JUNIOR

UNIT 7
SESSION NUMBER
Grade: First Secciones: “A” y” B” Duration: 2 educational hours
12/15
I. SESSION TITLE
Applying progressions

II. EXPECTED LEARNINGS

COMPETENCE CAPABILITIES INDICATORS
 ACT AND THINK . Use heuristic strategies when solving
MATHEMATICALLY IN Develop and use arithmetic progression problems.
SITUATIONS OF strategies . Perform procedures to find the n-th term.
REGULARITY nth, index of the term, ratio or rule of
EQUIVALENCE AND CHANGE formation with natural numbers of a
arithmetic progression.

Razona y . Justify the dependency relationships between the n-

argument n-th term and the positional value of a
generando ideas arithmetic progression.
mathematics

III. DIDACTIC SEQUENCE

Start: (15 minutes)
The teacher warmly greets the students and asks for their attention to establish agreements.
coexistence and the development of the class session.

o Listen attentively to your classmates at the moment of

socialization
o Participate by raising your hand.
o Respect the opinions of your colleagues.

Then, the teacher invites the students to take their seats to watch a video:
htps://[Link]/watch?v=CW2LyIRccrM
The students respond to the following
questions that will help gather knowledge
previous of the students:
What functions does OEFA have?
If we want to reduce a lot of waste, is it
Is it correct to burn it? Why?
What is the appropriate place to place the
garbage?
What actions should we take at home,
the industries and in the companies to support with
the proper management of waste?

The teacher is attentive to the answers, writes them on the board to later organize and systematize them.
information according to the students' prior knowledge; the teacher only organizes, does not issue
value judgments. The teacher presents the following situation:

According to the information provided to us by the OEFA, the Zapallal sanitary landfill, located at the exit
from the north of Lima, receives 24 tons of garbage every day. Assuming we are at the beginning
From my month, how many tons of garbage will accumulate on the 12th?
 Then, the teacher presents the purpose of the session and writes it on the board: Use cube models,
prisms and cylinders for posing and solving problems.
El docente pasa a formar grupos de trabajo de 4 o 5 estudiantes aplicando dinámicas.

Desarrollo: (55 minutos)

The teacher hands out work sheet 1 (annex 1) to each student so they can develop it in
group.
The students analyze the initial situation, connect it to reality, assume or experiment with solutions,
mathematical processes are formulated and ultimately validated.
In the first stage of problem recognition, it is important to identify the data and the unknown.
of the problem.
In the second stage, of data organization, the teacher accompanies the students with the objective of
determine the arithmetic progression and at the same time determine the values of the terms.
In the third moment, it is the search for strategies and the testing of models in order to extend them in the
original problem. The teacher helps to induce that the sum of equidistant terms is equivalent.
The sum of the terms of the progression
arithmetic

The teacher supports the students in deducing that the sum of the extreme terms and the others
Equidistant points always yield the same result; part of this premise is to determine the total amount of garbage in 12.
Once the model is determined, you are asked to apply it to the proposed situation.
The role of the teacher is to closely support the achievement of the model, for this, they can propose situations.
simple. Students will be able to apply the model or they can also use their own strategies.
The teacher concludes this part by arriving at the following conclusions:

o First: The sum of an arithmetic progression can be determined by the sum of the
equidistant terms of the progression.
o Second: The sum can be obtained by applying the equation.

Closure: (20 minutes)

The students develop the situation proposed in worksheet 2.
The teacher together with the students reaches conclusions.
IV. TASK TO WORK ON AT HOME
The teacher asks the students to create a glossary of terms:
Progression
Equidistant
Dump
Sanitary landfill
OEFA
V. MATERIALS OR RESOURCES TO BE USED
- Activity sheets, markers, cups, board, scissors, printed images.
 - Various objects from their environment.
- htp://[Link]/estlife-ecologism/organic-waste-recycling/
- htp://[Link]/[Link]
- ht[Link]
- ht[Link]

_______________________ ________________________
V° B° DIRECTOR V° B° TEACHER BY HOURS

Annex 1 – Work Sheet 1

Propósito:Resuelve problemas usando modelos referidos a cubos prismas y cilindros.

Initial situation:
According to the information provided to us by the OEFA, the Sanitary Landfill of Zapallal, located at the northern exit of
Lima receives 24 tons of garbage every day. Assuming we are at the beginning of the month, how many tons
Will the trash be collected on the 12th?
RECOGNIZING THE PROBLEM:
1. Where do the events take place?_________________________________________________________________
2. What do they ask you to calculate? __________________________________________________
3. How much waste is received at the Zapallal landfill?________________________________________________
 Do you know how many kilos are in 1 ton?

_______________________________________________________________
IDENTIFYING AND ORGANIZING DATA:

5. How do you organize the information provided? Considering only the first four days?
6. What is the formation rule that you have identified?:________________________________________
7. Identify the terms of your progression:

Reason: r= Number of terms: n=

First term:a 1= n-th term:a__=

8. How do you determine the last term? Apply your strategies with your team.
ASSUMING AND EXPERIMENTATION:

9. Before addressing the central question, investigate strategies for making quick sums in the following progression.
You don't need to add a number to its successor or predecessor, look for another strategy and check in another.
progression.
5, 10, 15, 20, 25, 30, 35, 40
WE APPLY THE MODEL:

10. Apply the previous model, consider the information from question 5. Add to it the information found.
in question 8.

11. Answer the question, how many tons of garbage will accumulate on day 12?____________________
12. If the population of Lima manages to recycle 4 tons of waste per day, how many tons of waste will no longer be sent to?
those 12 days?
13. Work sheet 2
14.
15. A recycling paper shredder carries out the shredding of 12 tons in one hour. For an effective
performance, management decided to increase its production by 3 tons per hour. If the machine started
operated at 7:40 a.m. and finished at 4:40 p.m., how many tons of recyclable paper was reduced?
shredding machine?

16. RECOGNIZING THE PROBLEM:

17. Explain in your own words what the problem consists of.
18. What is the unknown?_______________________________________
19. How many tons of paper does the machine shred?
_____________________________________________________
20. How many hours was the machine operational?
________________________________________________________

21. IDENTIFYING AND ORGANIZING DATA:

22. Apply a strategy to organize the data:
23. Determine the progression formed:
_________________________________________________________________
24. Find the values of the terms:
_____________________________________________________________

25. APPLY YOUR OPERATIONS:

26. Determine the n-th term
27. The sum of the terms of your progression will be:
28. ANSWER THE QUESTION:
29. How many tons of recycled paper did the shredding machine manage to reduce?
30. Suppose the machine only operated until 2:40 p.m., how many tons of paper did it shred?

---------------------------------------------------------- --------------------------------------------------------------
TEACHER: MOSQUEIRA CASTAÑEDA ADRIEL DIRECTOR(A): PANDURO DE VILLAFUERTE, BETTY

---------------------------------------------------------------------------
PRACTICANTE: HUAMAN RAMIREZ RICARDO JUNIOR

JULIO ARMANDO RUIZ VASQUEZ

PLANNING OF THE LEARNING SESSION

PROFESSOR: HUMANAN RAMIREZ, RICARDO JUNIOR UNIT 7
SESSION NUMBER
Grade: First Sections "A" and "B" Duration: 2 teaching hours 13/15

I. TITLE OF THE SESSION

We take care of the planet and prevent diseases

II. EXPECTED LEARNINGS

COMPETENCE CAPABILITIES INDICATORS
ACT AND THINK
. Describe the characteristics of the
MATHEMATICALLY IN Communicate and represent exponentiation considering its base and
SITUATIONS OF
mathematical ideas exponent with natural numbers.
QUANTITY
III. DIDACTIC SEQUENCE
Inicio: (20 minutos)

The teacher warmly greets the students and requests their attention to establish the guidelines for the
class participation, which will be validated by the students:
o Listen carefully to your peers.
o Participate by raising your hand.
o Respect your teammates' opinions.

The work groups of 4 members are formed through a dynamic.

proposal by the teacher (proposal: numerical cards). Likewise, there is
determine the roles of each member: team coordinator, secretary,
materials manager, evaluator.
The teacher asks the students to take a recyclable sheet from the box
of materials that you have in the classroom. It provides the following instructions:
- Fold the paper so that the parallel edges match up. In
how many parts has the sheet been divided into?
- Fold again. How many parts do we have now?
Students carry out the experiment and answer the questions through brainstorming.
ideas.
The teacher proceeds to formulate the following questions:
How many folds will we have to make to obtain 64 parts?
How could we represent the process followed for 'n' times of folding?
The teacher indicates the purpose of the session: Describe the characteristics of the
exponentiation considering its base and exponent with natural numbers.

Development: (55 minutes)

Then, the teacher hands out a worksheet (annex 1) that begins with the following reading:

The students read the sheet using the sequential reading technique.
Upon completing the reading, the students answer the following questions from activity 1:
Suppose you have a culture of 1 microorganism, how many microorganisms will there be after a
generation? For this question, the teacher informs the students that the generation time is the
time required for a cell to divide or a population to double.
The students complete the following table:

GENERATION NO. cells

Expression
 mathematics
1st generation
2nd generation
3rd generation
4th generation

The teacher will emphasize highlighting what the correspondence rule would be that responds to the situation.
proposed. Likewise, it poses the following question: What would be the number of microorganisms for 'n'?
generations? The following situations are raised:

Let's suppose we have a culture of 4 microorganisms. If each microorganism has 4 descendants.

In each generation, how many microorganisms will there be in 3 generations?
Suppose you have a culture of 5 microorganisms and each microorganism has 5 descendants.
After several generations, there are 625 microorganisms, how many generations have passed?
Suppose that after 5 generations there are 729 microorganisms, how many microorganisms were there?
At the beginning, do microorganisms in each generation have the same number of descendants?

The teacher proceeds to monitor the work of each group, making some necessary clarifications with
Regarding the topic. Each of the teams participates by sharing their results.
The students proceed to develop the following activity.
The teacher asks the students to develop activity 2 of the work sheet and formulates the following
questions regarding the proposed activities.
Can the following expressions be written as powers? Why?

2·2·3·2 (SÍ) (NO) ¿Por qué? ……………………………………………………………………………………………..

5+5+5 (SÍ ) (NO) ¿Por qué? ……………………………………………………………………………………………..
7·7·7 (SÍ) (NO) ¿Por qué? ……………………………………………………………………………………………..

Then, it suggests completing:

The cube of a number is the result of multiplying that number by itself three times.
A power is a representation _________________________________
The students proceed to solve a situation:
Daniel has prepared 6 trays with 6 loaves each.
How many loaves of bread are there in total?
Could we express that result using powers?

Verónica has prepared a box of cookies for her grandmother and has arranged them in 5 rows of five cookies.
each one. How many cookies did he prepare in total?
Express the result in power: ____________________________________________________
If each cookie has a preparation cost of S/1.20, how much will Verónica have spent on preparing them?
The teacher concludes this moment with the following conclusion:
A power is a shorthand way of writing a product of a number by itself.
The exponent of a number tells us how many times the number is used in a multiplication.

In this activity, students are expected to identify the base and the exponent of a power.
Closure: (15 minutes)
El docente entrega a cada equipo una baraja de 26 cartas, sobre dominó de potencias con números
natural. The rules of the game are established. The group that finishes first by assembling their domino wins.
2).
 IV. TASK TO WORK ON AT HOME
The expected students of recycled materials create a math game that involves powers.
(monopoly, dominoes, bingo, among others).
The teacher requests that for the next class they present progress on their recycling plan for the institution.
educational, in order to be oriented.
V. MATERIALES O RECURSOS A UTILIZAR
Activity sheets, markers, a cup, and a whiteboard.
Printed images, rulers, various objects from your environment.

Annex 1 - Work Sheet

Activity 1

Propósito:Reconoce y describe las característcas de la potenciación.

What is life?
Almost everyone takes for granted that there is something called 'life',
but very few would know how to define it. It's a matter of asking him/her.
whoever wants to and will see. If they do, they will realize that
nobody is very sure how to define 'life', even today with
all technological advancements.
Apparently, life is much more adaptable and needs less.
conditions to appear than we believed. For a long time
Time was thought that life, as we know it, needed
6 essential elements for generating oneself: carbon, hydrogen,
nitrogen, oxygen, phosphorus, and sulfur. However, in 2010, it
they found the first forms of terrestrial life, some microbes
that use arsenic as one of the primary components for
replicate its DNA and thus be able to reproduce.
Did you know that arsenic is a deadly poison for most of the
living beings? Until 2010, no one would have thought that it could exist
a living being that was "made" of arsenic. This discovery
it is surprising because it allows for the exploration of the possibility of new
forms of life that can be very different from those we know.
This simple discovery shows us that we know very little.
of life and that maybe it is a much more probable event than
what we believed. Many astrobiologists (scientists who study the
life on other planets) are beginning to seek new ways

GENERATION Number of cells Mathematical expression

1st generation
2nd generation
3rd generation
4th generation

What would be the number of microorganisms for 'n' generations?

Let's suppose you have a culture of 4 microorganisms. If each

microorganisms have 4 descendants in each generation,
How many microorganisms will there be in 3 generations?
Let's suppose you have a culture of 5 microorganisms and each
microorganism holds 5 descendants. After several
generation has 625 microorganisms, how many generations?
Did they pass?
Suppose that after 5 generations there are 729.
microorganisms. How many microorganisms were there at the beginning if in
each generation the microorganisms have the same amount of
descendants?

Activity 2
1.- Can the following expressions be written as powers? Why?

a) 2 x· 2 ·x 3 x· 2 (YES) (NO) Why? ……………………………………………………………………………………………..

5 + 5 + 5 (SÍ) (NO) ¿Por qué? ……………………………………………………………………………………………..

c) 7 x· 7x · 7 (SÍ) (NO) ¿Por qué? ……………………………………………………………………………………………..

2.- COMPLETE:

a) The cube of a number is the result of multiplying that number by itself three times.

b) A power is a representation ___________________________________

3.- SOLVE:

Daniel has prepared 6 trays with 6 loaves each. How many loaves are there in total?

Could we express that result using exponents?

4.- Verónica has prepared a box of cookies for his grandmother and
He arranged them in 5 rows of five cookies each. How many cookies did he prepare in total? Express that result.
potential

If each cookie has a preparation cost of S/1.20, how much will Verónica have spent to make them?
Annex 2
---------------------------------------------------------- --------------------------------------------------------------
TEACHER: MOSQUEIRA CASTAÑEDA ADRIEL DIRECTOR(A):PANDURO DE VILLAFUERTE,BETTY

---------------------------------------------------------------------------
PRACTICANTE: HUAMAN RAMIREZ RICARDO JUNIOR
 JULIO ARMANDO RUIZ VASQUEZ

PLANNING OF THE LEARNING SESSION

PROFESSOR: HUMANAN RAMIREZ, RICARDO JUNIOR

UNIT 7
SESSION NUMBER
Grade: First Secciones: “A” y” B” Duration: 2 pedagogical hours
14/15
I. SESSION TITLE
We reduce waste and increase recycling.

II. EXPECTED LEARNING OUTCOMES

COMPETITION CAPABILITIES INDICATORS
. Use models related to strengthening at
to pose and solve problems in situations
Mathematical situations
of regularity.

ACT AND THINK . Emplea operaciones de multplicación entre

MATHEMATICALLY IN Develop and use strategies powers of the same base when solving
SITUATIONS OF problems.
QUANTITY
. Propose conjectures related to relationships
Reason y argument
in order of powers of base 10 with
generating ideas
integer exponent.
mathematics

III. DIDACTIC SEQUENCE

Start: (15 minutes)

The teacher warmly greets the students and asks for their attention to establish agreements.
coexistence for the development of the class session.

o Listen carefully to your peers at the moment of

socialization
o Participate by raising your hand.
o Respect the opinions of your colleagues.

Then, the teacher presents some images (appendix 1) and asks the students to observe them.

Next, the teacher raises some questions in order to gather the prior knowledge of the
students.
What phenomenon do you observe in the figures?
Why do we compress objects?
 How do we manage to compress recyclable waste?
Do you know how much space is saved by compressing waste?
Is compressing the same as wrinkling?
The teacher is attentive to the students' answers, noting all contributions on the board without subtracting.
importance to none.
The teacher leads the students to reflect on the following question: Is compressing the same as
to wrinkle? After discussing it, the teacher shares the following information:
Compressing, folding, or crushing is not the same as wrinkling. If you wrinkle the paper, before

taking it to the container achieves the opposite effect of saving, as that ball of
paper takes up much more space than if it were not wrinkled.
The students resolve the following situation:

The recycling company 'Cartones S.A.' has provided us with information about the comparison of the
quantities of recycling blocks in their real size and their size after being
compressed, which is shown in the following table:
Size
Material reciclado Actual size compressed
compressed
1 bottleneck 1000m3 200 m3
1 block of stacked boxes 8000 m3 800 m3
1 block of cans 1200 m3 400 m3
According to the table, by how much did each block reduce?
Which of the products saves the most space when compressed?
Assuming that I am given a block of bottles already reduced, which has 600m.3,
What is its real size?

The students are conversing within the group.

Then, the teacher presents the purpose of the session, writes it on the board: Solve related problems
to the reduction of waste and increase of recycling applying powers of base 10
Then, it proposes to form work groups of 4 or 5 students using dynamics.
Development: (55 minutes)
The teacher hands out work sheet 1 (annex 2) to each student so that they can develop it in
group. The students analyze the initial situation and formulate conjectures related to powers of base
10. They also use operations with powers to solve the problem.
The students, with the mediation of the teacher, express the size data in terms of power.
real and compressed size. The teacher encourages the students to first do the
decomposition into the product of two factors, and then into a power expression.
The teacher supports through simple situations in order to achieve learning.
Example:
30 = 3 x 10 250 = 25x10
300 = 3 x 10 x 10 = 3 x 100 = 3 x 102 32,000 = 32 x 10 x 10 x 10 = 32 x 1000 = 32 x 103
In the second stage, the teacher guides the students to deduce the division operation and
They manage to determine the relationship between the two quantities, however, the guide for them to reach this.
reasoning:

You can divide, however, it guides to

simplifying by pointing out the
cancellation of 3 -2
 1000 1x1000 1x1000 1 10 1
= = = x = x 10 =
200 2x100 2x100 2 1 2

1000 1x103 1 1 1
= = x 103−2 = 101 = x 10
200 2x102 2 2 2

The student solves other particular situations in order to generate conjectures.

107 45 67
10 4
= 43
=¿
69
=
The teacher accompanies and guides the achievement of learning. The students provide the first response.
The students respond to the question of the initial situation:
Assuming that I am given a block of bottles already reduced, which has 600m³, what is its
actual size?
The teacher asks the students to propose their own strategies to determine processes and
operations; students must identify what is through the product.
The teacher concludes this part by proposing the following conclusions:

Powers of base 10 are used to express very large numbers.

Every power of base 10 is equal to the unit followed by as many zeros as the exponent indicates.

Closure: (20 minutes)

The teacher proposes that they develop the situation 'The mathematics of rumors' located in the module
we solve 1, page 117
The teacher reviews the progress of the equipment recycling plan.
IV. TASK TO WORK ON AT HOME
The teacher asks the students to develop the work sheet 2 (annex 2) at home.

V. MATERIALS OR RESOURCES TO BE USED

Activity sheets, markers, notebook, board, scissors, printed images.
Recovered images:
ht[Link] to do
htp://[Link]/22346699/[Link]
htp://[Link]/stock-photos-compressed-tn-cans-image10527313
 Annex 1

WORK SHEET

Propósito:resuelve problemas usando modelos referidos a cubos prismas y cilindros.

 Annex 2 - Work Sheet 1
Purpose: To solve problems related to waste reduction and increased recycling by applying
powers of base 10.

Members:

Situation:
The recycling company 'Cartones S.A.' has provided us with information about the
comparison of the quantities of recycling blocks in their actual size and of their
size after being compacted, which is shown in the following table:

Size
Recycled material Real size compressed
compressed
1 bottleneck 1000m3 200 m3
1 block of boxes 8000 m3 800 m3
stacked
1 block of cans 1200 m3 400 m3

Determine through exponentiation how much each block was reduced.

Which of the products saves the most space when compressed?
Assuming I am given a block of bottles that has already been reduced which measures 300m.3What is its size?
real?

RESOLVING:

1. Rearrange the data in the table and complete it:

Decomposition like the Expression in

Recycled material Actual size
product of two factors powers
1 bottleneck 1000m3
1 block of stacked boxes 8000 meters3

1 block of cans 1200 m3

Compressed size/ Decomposition like the Expression in

Recycled material
compressed product of two factors powers
1 bottleneck 200 m3
1 block of stacked boxes 800 m3
1 block of cans 400 m3
2. In what other situations do we find these expressions? Complete:
1 kilometer = 1000 m = 1000 m
1 gigabyte = 1,000,000,000 bytes = _______________
1 gram = 0.001 kilograms = ________________

3. Performing the quotient:

Expression in Expression in
Recycled material powers of size powers of size Dividing with powers
real compressed
1 bottleneck
1x103 2x102

1 block of stacked boxes

1 block of cans

4. Let's see other examples:

107 45 67
10 4
= 43
=¿
69
=
5. Finally, interpret the information and answer the question: How much has each block been reduced?

6. In the already reduced bottle block, which is 300m long.3, what is its real size? Find your own strategy and
solve.

Annex 2 - Work Sheet 2

Problematic situation:
The NGO 'Save Me and I Give You Life' is promoting the campaign to recycle white paper, as according to a study
carried out by them, there are 5 companies that manufacture paper and record production in tons of white paper.
Knowing that for every ton of paper, 15,000 liters of water are used:

Table 1: Raw material consumption in paper manufacturing in the month of July

Companies Tons of Liters of water
paper
The Lights 1t 15,000
Yarni 3t
The White Sun 7t
Money Heist 4t
Girl 5t
Total per month

Determine:
How many kilos of paper have the five companies produced in the month of July? Solve the problem.
applying exponentiation.
How many liters of water have the 5 companies used in the month of July?

---------------------------------------------------------- --------------------------------------------------------------
TEACHER: MOSQUEIRA CASTAÑEDA ADRIEL DIRECTOR(A):PANDURO DE VILLAFUERTE,BETTY

---------------------------------------------------------------------------
PRACTICANTE: HUAMAN RAMIREZ RICARDO JUNIOR

JULIO ARMANDO RUIZ VASQUEZ

PLANNING OF THE LEARNING SESSION

PROFESSOR: HUMANAN RAMIREZ, RICARDO JUNIOR

UNIT 7
NÚMERO DE SESIÓN
15/15
Grade: First Secciones:“A” y ”B” Duración: 2 horas pedagógicas

I. TITLE OF THE SESSION

We reduce waste and increase recycling

II. EXPECTED LEARNINGS

COMPETENCE CAPABILITIES INDICADORES
Propose conjectures regarding the change of
Reason and argue
sign of the base and the related exponent
generating ideas
ACT AND THINK exponentiation.
mathematics
MATHEMATICALLY IN
SITUATIONS OF . Employs multiplication operations between
QUANTITY Develop and use strategies powers of the same base when solving
problems.

III. DIDACTIC SEQUENCE

Start: (15 minutes)
The teacher cordially greets the students and requests their attention to establish agreements on
coexistence for the development of the class session, the teacher requests:
Listen carefully to your peers.
Participate by raising your hand.
Respect the opinions of your peers.

Then, the teacher presents some images (annex 1) related to water recycling. The
The teacher motivates the students to identify the topic that will be discussed.
The teacher asks: Is water recycled? He waits for the students' answers and invites them.
Read the text of Annex 3, 'Save water in your daily routine.'

After finishing the reading, the teacher poses some questions in order to gather knowledge.
previous of the students.
Did you know about these ways to recycle water?
What other objects can we recycle and reuse?
Do you know the dimensions of an Olympic swimming pool?
How many liters are in a gallon?
How much is paid for a m3of water in poverty areas?
The teacher is attentive to the answers, supports the students in reflection, guides their
learning and dispels their doubts.
The students solve the following situation:

Pilar visited a warehouse of recycled boxes and observed 3 ways to stack them. How can we
calculate the total number of boxes in each of the accumulated arrays without using sums?

Next, the teacher presents the purpose of the session. Then, he proposes forming work groups.
of 4 or 5 students applying a dynamic.

Development: (50 minutes)

The teacher hands out the work sheet (annex 4) to each student so that they can analyze the situation.
posed and developed in a group. To aid in familiarization, present the image that accompanies the
problem.
 Figure 1 Figure 2 Figure 3

What is intended is for the student to express in terms of product and then of power the
operations towards the response.

In this first part, the teacher suggests that they work using a table as a strategy. The teacher
guides the students to identify the initial operations, they then express as powers and,
Then, conjectures and situations are being posed concerning the properties of powers.
To build the properties of exponentiation, three particular cases are proposed, starting from the
previous situation.

Case 1: Product of powers with equal bases Case 2: Power of a product

Case 3: Power of a quotient

The specific cases are mostly guided and accompanied by the teacher; of this
it will depend on the achievement of the construction of learning. To support learning of
the students, the teacher will propose other simple and easy-to-understand examples to
in order to achieve learning outcomes.
 The teacher keeps in mind that each particular case ends with the generalization of the property.

Closure: (25 minutes)

The teacher proposes that they develop activity 2 of the work sheet in order to reaffirm the learnings.
The teacher concludes by providing the following conclusions:

Source: htps://[Link]/site/estudiarencasa/potenciacion
The teacher takes a break from the final activities. He requests that the work groups formed at the beginning of the
unit present their 'Recycling Plan in the educational institution'.

IV. TASK TO WORK ON AT HOME

The teacher asks the students to solve exercise 5 on page 93 of the textbook.
Mathematics 1 from MINEDU.
V. MATERIALS OR RESOURCES TO BE USED
Activity sheets, markers, scissors, board, scissors.
Printed images
Recovered images:
ht[Link]
ht[Link]
htps://[Link]/site/estudiarencasa/potenciacion
Annex 1
 Annex 2

Figure 1 Figure 2 Figure 3

 Annex 3 - Reading Sheet
Save water in your daily routine.

Water conservation is a fundamental link for recycling, and there are many effective ways to
save water at home and in the pond.

Simply shutting off the tap of

water while you brush your teeth
teeth, you can save 300
gallons of water per year.

Reduce the time it takes to

bathe. When you bathe, you use about
2.5 gallons of water per minute.

Recycle the rinse water of

wash the clothes. The second and third
Rinsing can be used for cleaning.
the floor.

The water from washing vegetables,

use it to water the plants.

Wash the dishes by reducing the flow of water coming from the faucet.

And what are we doing in Peru? According to thistransmissions ofSEDAPALthe carnival goers
they waste up to 120 million liters of water in the capital. To be more clear: they throw away the water that
it would fill one fifth of the National Stadium or 30 Olympic swimming pools. Most waste water, as
pays about S/.3 per m3, while in the outskirts of the city about 600 thousand people in extreme
poverty pays three times more for a m3of drinking water. That is why we must all take
awareness of the great importance of conserving and recycling water.

Lima residents consume double the water of Parisians

[Link]
 Annex 4 - Work Sheet 1

Purpose: Uses multiplication operations between powers of the same base.

Members:

Activity 1

Situation:
Pilar visited a warehouse of recycled boxes and observed 3 ways to stack them.
How can we calculate the total number of boxes in each of the accumulated arrays without using addition?

Figure 1 Figure 2 Figure 3

We express the total number of boxes using products, then powers.

Total figure of recycled boxes TotalTransforming

number of boxes into power
(Write like a
product of factors
Figure 1

Figure 2

Figure 3
Let's look at particular cases:
Particular case 1:

a) How many recycled boxes are there in total? How do we express it in terms of power?

Number of boxes in an array x Total arrays = __________ x_____ =

= ________ x _______

= ________________ = __________

That is: 2x2 = 2--- + ----= 2----

In general: an x am =

Particular case 2:

b) ¿Cuántas cajas hay en total? ¿Cómo lo expresamos en términos de potencia?

 Number of boxes in one arrangement x Total arrangements = ________ x ___________

Express as a product: _________________________

Group and express as a power (you will find two ways to group)

__________________ = ______________________

_____________ = ___________________

In general:

Particular case 3:

c) It is desired to separate the shown array into 4 equal arrays, so that the number of boxes along,
Width and height should be equal in quantity. Solve the situation using powers. What will the new ones be like?
arrangements and how many boxes are there in each of them?

Total recycled boxes applied

numberofarrangementsordered = - = = =

In general:

Applying:

56
a) = = = =
53

3 13
b) =
39
What happens in this case?

Express as a product, then simplify.

24 1
27
= = = 23
Apply the property: Compare the results
4
2
27
= =

Therefore:

Applying:

63
a)
65
=

1
b)
25 2
=
 Activity 2
1. Based on the conclusions proposed in cases 1, 2, and 3, resolve:

Multiplication Development Written as a single power

42 x 43
33 x 32

(−2)2 x
(−2)3

23 x 4 3
52 x 4 2
79
75

−4
¿
¿
¿
(−4)5
¿
1 1
X
22 23

[Link]'s clarify very special cases.:

2
a) The −23
expression is equal to (
−¿ ¿ 3
5−2
b) In the case of:
4
c) The expression:3 ) -2
¿

---------------------------------------------------------- --------------------------------------------------------------
DOCENTE: MOSQUEIRA CASTAÑEDA ADRIEL DIRECTOR(A):PANDURO DE VILLAFUERTE,BETTY

---------------------------------------------------------------------------
TRAINEE: HUAMAN RAMIREZ RICARDO JUNIOR