Math Panel on Rights and Duties
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ScribdTranslationsMath Panel on Rights and Duties
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ScribdTranslationsMATH LEARNING SESSION
TÍTULO DE LA SESIÓN:Elaboramos nuestro panel matemático sobre derechos y deberes.
Date: Friday, May 18, 2018
Docente: Milagros Jorge Abregú Grado y Sección: 3° “B”
PURPOSE OF THE SESSION:
Competencia Capacity Performance
Act y Think mathematically about situations.
Elaborates concrete, pictorial representations,
mathematically graphs and symbols of half or third of a
in situations of number of up to three digits.
quantity. Communicatey Elaborate concrete representations of the meaning
Understand texts mathematical ideas. of multiplication (repeated addition).
oral...
Cross-cutting approaches Observable actions
Orientation towards Good They respect the opinion and work of their colleagues.
Common
EVIDENCE OF Mathematical panel.
LEARNING
INSTRUMENT Checklist
TEACHING MOMENTS:
RESOURCES
MOMENTS DIDACTIC ANDTIME
STRATEGIES
MATERIALS
EDUCATIONAL
START I gather prior knowledge through a question dynamics. 2. Paper rolls, 15m
and quick answers, in order to calculate double and triple of pencils and
amounts less than 10. For example: markers.
We have 6 loaves of bread, the double is... Love
We have 8 colors, the double is... Glossy paper
I discuss with the students some of the rights of the child. the cardboard
what they have learned in previous sessions. Then, invite them to share of a color.
adhesive or
What would you like to do to learn more about your rights and
type cleaner.
homework. Data and
I write your ideas on the board and analyze their relevance and cards
possibility of adapting them and carrying them out during the next (buttons,
sessions. It suggests that an activity to be carried out may be the seeds,
development of a mathematical panel on rights and duties. caps
I communicate the purpose of the session: today the ... etc.).
learning multiplication and they will use it to count the Rock, paper
figures with which they will decorate the mathematical panel on rights Notebook of
work pag.
and the duties of children.
53.
I agree with them on some rules of coexistence that allow
that the session develops appropriately.
VILLAGE 70min.
ROLLING Problem statement:
Today we will prepare the Mathematical Panel on rights and
children's homework. Each group will use two joined sheets of paper
previously and will decorate its corners with geometric figures that
they will be cut from lustrous paper or cardboard.
I ask the boys and girls to ensure understanding of the
problema:¿cuántas esquinas tiene el panel que van a decorar?,
How many groups of figures will we create?; How will we
will determine the number of figures we will put in each
corner?; could you place eight figures at each corner?
What? What shapes should the figures that you will use have?
decorate the panel?
I listen carefully to their responses and clarify their doubts.
so that everyone has certainty about what they should do
to solve the problem.
I form groups of 5 students and the materials are delivered with
help from a child that they will need to carry out the activity.
In turn, I ask that a member from each group rolls the dice.
to know how many figures they will have to cut out and place in the
corners of the panel.
I indicate that before cutting, calculate how many figures you need.
in total. To do this, they will represent it with the materials that they
proportions (seeds, tokens, etc.) the amount. For example,
the group that rolled a 3 on the die will be able to represent from the
next way:
I ask them to write how many times they have to cut the same thing.
number of figures. Then, I indicate that they write the operation of
addition to find the total. When you have done it, write it down yourself.
on the board:
3+3+3+3 (4 times three figures)
I ask if you can think of a way to write 4 times 3 in one way.
simpler way, so we don't repeat the
same number. I give some time for you to express your ideas and
I write on the board. Then, I mention adding several times.
the same number can be written and read as follows:
I encourage the other groups to develop their models according to the
amount that came out when rolling the die. I guide if you have.
difficulties of being necessary, review the model again
chalkboard.
I formalize the knowledge, write some on the board.
models created by the students and, based on them,
mentioning that adding the same number several times is called
multiply.
I ask you to write the operations and the details in your notebook.
meaning of multiply: to add repeatedly or to add several
sometimes the same amount.
I organize the groups and ask them to start doing the
necessary cutouts to decorate the panel. I indicate that they trace a
12 cm frame with marker, measured from the edge of the paper
or the cardboard, and
consider the
size of the box
to form the
figures. Once
the figures have been made,
I indicate what the
place in the
corners of the panel,
in diferentes
positions y
forming designs
varied. For example:
Each group will stick their panel on one of the walls of the classroom to
that can be appreciated by other students.
I ask about the solution to the problem: how many designs
Different ones have been presented?; what was the minimum number of
figures that were cut out?, and what was the maximum number?
how many times did we have to add to find the amount of
Necessary figures?
I instruct the boys and girls to write at the top of
the paper sheets, the corresponding name: Mathematical Panel
about the rights and duties of children.
I raise other problems.
I ask the boys and girls to solve the problems on the page.
53 and 55 of the workbook.
CLOSURE The students solve an application worksheet on the subject. List of 10
Congratulate them for their dedication and the effort made. comparison.
References: MED Book, Annexes
............................................ ………………………………………………
Deputy Director. Prof. Milagros Jorge Abregú.
3rd 'B'