I.E.

PNP 'SANTA ROSA DE LIMA'

NEW CHIMBOTE LEARNING SESSION

We distinguish shapes
two-dimensional in objects

I. INFORMATIVE DATA
I.1. I.E. : PNP 'SANTA ROSA DE LIMA'
I.2. PLACE : NEW CHIMBOTE
I.3. AREA : MATHEMATICS
I.4. Grade : Second Grade 'B'
I.5. TEACHER : ZOILA RENEÉ VILLANUEVA
CALONGE
I.6. THEME : GEOMETRIC SHAPES
I.7. DURATION : 3 pedagogical hours
I.8. DATE : 14 DE OCTUBRE DE 2015

II. SELECTION OF COMPETENCIES, CAPACITIES AND INDICATORS

COMPETENCE CAPACITY INDICATOR

Act and think Mathematize . Identify elements
mathematically situations. essentials of the
in situations of objects in your environment and
form, movement and it expresses it in a way
localization. bidimensional
(triangle, square,
rectangle and circle
with concrete material.
Relate the 'footprint'
left by an object
three-dimensional with a
two-dimensional figure.

III. DIDACTIC SEQUENCE

COMMUNICATIVE SITUATION SITUATION ANALYSIS

COMMUNICATIVE
In this session, the students Why is it important to recognize
they will learn to recognize shapes two-dimensional shapes in objects
bidimensional with characteristics of his environment?
special (triangle, square, BEFORE THE SESSION
rectangle and circle) into objects of I prepare the materials that are
environment, and to represent them with they will be used in the development of the
concrete material and activities.
graphically. We reviewed pages 167 and 168
from the Mathematics Workbook
2.
We ask in advance that the
students gather cardboard boxes and
cylindrical containers (small and
mediums).
Materials or resources to be used:
-Logical blocks. - Small and medium-sized boxes and
forms.
 - Sheet with images formed by basic geometric shapes.
Sheets of colored paper, pencil, ruler, colored tempera.
Double entry table (drawn on a large paper).

LEARNING ACTIVITIES RECUR

S

They start the session by reviewing the homework left from the previous session. Dialogue
START They create a list of the students' birthdays and remind them.
the date is located in a visible place.
15 We gather the students' prior knowledge. To do this, we show
minutes a sheet with images formed by basic geometric shapes.
We ask you to indicate in the table the number of squares, rectangles,
triangles and circles that exist.

Then they answer questions, for example: what image is formed

by circles, triangles, and rectangles? What shapes are seen in the house?
What shape is the ball?, where do all the pieces rest?
(flat surface), how are the figures? Describe with their own
words.

We communicate the purpose of the session: today you will learn to distinguish,
in environment objects, shapes of triangle, square, rectangle and
circle. They will use concrete material and represent them with drawings.
We agreed with the students on the rules of coexistence that are
they must comply to work in a pleasant and respectful environment.
RULES OF COEXISTENCE
Be supportive of your colleagues.
Share the materials among everyone.
Listen carefully to the teacher's instructions.

We present the following problem in a paper:

Reading
In the Educational Institution 'Lord of the
DESARR Miracles, a contest will take place to Dialogue
OLLO build robots with recycled containers. For
65 Hello, the girls and boys have recycled with
minutes anticipation small and medium boxes of
different shapes, cans, among others. What
What tasks can robot models perform? How do they do it?
will they decorate?
We help to understand the problem.
We read with them aloud and calmly the first part of the
statement. We ask that you observe the boxes. We encourage you to use your
own words to express what they have understood. Ask: what
What should we do?, what materials will we use?, have they ever...
built robots?
They are organized into groups of five or six participants.
We delivered to each group the boxes, cans, and containers they recycled with
anticipation.
We promote the search for strategies to solve the problem.
Question: How will they build the robot? What will they do first?
What will they do next? What will they do to decorate it? What materials?
Boxes,
Cans,
they will use?
container
We listen to your answers. We guide so that they manipulate the
materials and conduct tests on what the robot would be like (before gluing them
parts). Then, we ask them to draw it so that they don't forget how.
assemble it, as we will proceed to decorate the boxes.
We asked questions regarding which box or packaging they will use for the
head. We ask that they touch the faces of the box and say what shape
They have. Ask how many vertices that figure has. Do the same with
the rest of the containers. We guide the students so that
identify the main geometric shapes (triangle, square,
rectangle, circle.
Then, we asked how they can color the faces of the boxes and
containers. Will it help them to make paper cutouts and stick them on the
faces of boxes and containers?, what can they do so that the cut
Does the paper fit exactly over the face of the solid? We orient the
answers so that they realize that they can support the face of the
box or container on the sheet of paper and trace the edge, which will be
trimmed.
They paint one face of the robot parts with tempera and print it.
on a paper to observe the shape of the "imprint" left.
They respond to questions: how many vertices do you see in the "trace"?
What did the box leave?, Do you remember what that shape is called?, How many sides?
do you have?, among others. Dialogue
We accompany the group process from group to group. We monitor the work.
providing personalized attention.
We put a large sheet of paper on the board with a double-entry table.
like the one shown. We ask the students to, in a way

Scheme

rotating, mark with a cross (X) the corresponding place for the shapes
flat geometric shapes identified in the pieces that make up the robots
They verify that the marked answers are correct.
The groups that used the wrapping to decorate the boxes can
 proceed to assemble the robot by joining the parts. If you don't remember how
they had thought about building the robot, you can check the drawing that
they developed. We monitor teamwork so that everyone
Collaborate in the development of the robot.
The groups that used paint must wait for it to dry.
before assembling the robot.
We congratulate the students for their participation and for how well they have done.
worked. They congratulate each other.
Formalize what has been learned by indicating that:

Flat geometric shapes

Flat geometric shapes such as the square, the
triangle and the rectangle are formed by lines
closed lines. The circle is also a figure
geometric, but it is formed by a curved line
closed.

Rescue
give it to them

difference between the faces of a three-dimensional body and the sides of one
flat geometric figure. Uses the example of the 'footprint' left by the
face of a three-dimensional body.
Scheme

We encourage reflection among the students. They answer: what did you feel?
upon reading the problem?; was it easy to solve or was it difficult?; what did they do
first?, what did they do afterward?; have they encountered any difficulties?,
¿cuál?; ¿la han superado?, ¿cómo?

They raise other problems

We invite students to carry out the activities on page 167.

and 168 of the Mathematics 2 Workbook.

CLOSURE Conversamos con los estudiantes sobre sus aprendizajes a partir Meta
of questions, for example: what have they learned?, how have they Cognic
10 learned?; have you had any difficulty?, which one?; for what purpose do you
minutes Will what they have learned be useful?

HOMEWORK TO WORK ON AT HOME

With the help of their parents, they draw objects in their notebook.
 square, triangular or circular faces. Extensi

IV. EVALUATION

_ Checklist.

___________________________
Approved by the Directorate ZOILA VILLANUEVA CALONGE
Teacher 2nd "B"
I. [Link] 'SANTA ROSA DE LIMA'”

CHECKLIST

EDUCATIONAL INSTITUTION: [Link] 'SANTA ROSA DE LIMA'

LEVEL PRIMARY.
GRADE/SECTION :SECOND "B"
AREA MATHEMATICS
THEME Geometric Shapes
TEACHER VILLANUEVA CALONGE ZOILA Reneé
DATE :14/10/ 15

INDICATORS

STUDENTS

Surnames and Names yes no if no

01 ACOSTA VARGAS SHERLYN A

02 ARCOS ACOSTA MY VALENTINA

03 ARCO HUERTA GIANMARCO

04 AREVALO ORELLANO MARIA ELEN

05 BALLESTEROS GIL PAULA DANIE

06 Cabanillas Beltran Ariana and

07 CASTILLO VALVERDE CAROLINA J

08 CRISANTO ACUÑA HECTOR

09 DELGADO ROQUE EMERALD

10 RIGHT KEMPER GEORGE JESUS

11 HERRERA BENITES CAMILA

12 LARA ROSALES MARICIELO KEYLA

13 LOYAGA LOYAGA MARCOS

14 MENDOZA GUM YIVKHA

15 Milking light Najely

16 OTERO REQUESTS FATIMA

17 VEGA BECERRA SCOTT MILLER

18 VILLANUEVA BRAVO FREDESMIND

 I.E.P.N.P. 'SAINT ROSE OF LIMA'
AREA: MATHEMATICS
Second Grade "B"
TEACHER: ZOILA R. VILLANUEVA CALONGE.

QUALIFIED PRACTICE
Student: _______________________________________________

Tema: ___________________________________________ Fecha: _____________

1. Review the lines with the corresponding color according to their shape:

2. Find the hidden figures:

3. Read and mark the answer.

The triangle has:

a) 4 sides b) 3 sides c) 5 sides

2. Figure that has unequal sides:

a) circle b) square rectangle

3. A figure that has equal sides

circle square triangle

4. Six-sided figure:
 Pentagon b) Square c) Hexagon

HANDS ON THE WORK

Take a magazine and carefully observe the objects it has.
cube shape, prism and cylinder, cut them out and place them in
their respective lockers

Cube

Prism

Cylinder