LEARNING SESSION

I.-INFORMATIVE DATA:
1.1 [Link] 20976 "Miguel Grau Seminar"
1.6 Nombre de la sesión: “Entrevistando a los papás y mamás”
1.5 Fecha: 18–10–2016

II.- APRENDIZAJES ESPERADOS

INSTRUMENT
AREA COMPETENCE CAPACITY INDICATORS
OF EVALUATION
Order sus
It is expressed orally Expresses with ideas surrounding
clarity of your ideas various themes
according to
the purpose.

Card of
Communication
observation
Listen
actively
various texts - Pay attention
Understand oral texts. giving signals
oral. verbal and non-verbal
verbal

Materials and resources

Purpose of the session, planning sheet, microphone, camera, envelopes, notebook
notes, photo check, coexistence rules.
III.- DIDACTIC SEQUENCE
MOMENTS METHODOLOGICAL STRATEGIES
The teacher welcomes the students and expresses that we will begin a
new learning adventure.
The teacher starts a dialogue with the students by asking them:
What do they do in their free time?
What games do you play?
The children's responses are being recorded on a paper.
START
Which of these games do you think their parents played?
What can we do to find out what games their parents used to play?

The teacher announces the purpose of the session: 'Today we will conduct a'
Interview with the parents to learn about traditional games

BEFORE THE INTERVIEW

Students organize their ideas within a box.

What we will do How When who lo

DEVELOPMENT
To know what we will do? Shall we? will they do?
games they practice
your parents?
Interviewing. Visiting sus today The boys and girls
 Dialoguing. homes.
Conversing. Calling them.
Asking. Gathering them.

They are asked, 'Shall we all go together to do the interview? How will we do it?'
Students organize into teams of 5 members through an envelope.
which contains the list of the members.
Each team deliberates on what questions they will ask:
What games did you play when you were a child?
Which of these games were your favorites?
Can you please demonstrate for us?

DURING THE INTERVIEW

Students remember the rules they must consider to carry out the
interview

When I have the role of speaker: When I have the role of listener:
Express calmly and enunciate - Remain silent.
clearly the words. Listen carefully to what is expressed
for the companions.
I avoid straying from the topic. Stare intently at whoever has the use of
the word.

The students are heading to the homes of the parents.

They apply what was planned during the interview.
The teacher is recording the correct answers in the evaluation instrument.
students.

AFTER THE INTERVIEW

Each team shares what they have done in the field.
We discussed the interview conducted by asking him the following questions:
Did you know about these games?
Which one do they practice?
What games are you currently practicing?
What is the difference between current games and those of their parents?
Will these games help you in your learning? Why?

We congratulate the students for the work done.

What have we learned in this session?
CLOSURE
Did you like what you have done? Why?

5.- Bibliography
Learning Routes, learning sessions from the MED, communication book
…………………………….. ……………………………

Marieta Saavedra Huillcas Rómulo Varillas Rebata

Classroom Teacher Director
 LEARNING SESSION

I.-INFORMATIVE DATA:
1.1 [Link] 20976 "Miguel Grau Seminario"
1.6 Nombre de la sesión: “Organizamos datos”
1.5 FECHA: 19–10–2016

II.- EXPECTED LEARNINGS

INDICATOR
AREA COMPETENCE CAPACITY 1st grade

Act y think Math situations Identify data in

mathematically in situations, expressing them in
management situations simple counting tables and
data and uncertainty. bar chart.

MATERIALS AND RESOURCES EVALUATION INSTRUMENTS

Purpose of the session Checklist situation.
issues, soda caps, power strips
of colors, sorbets, base 10, paper balloons
markers, application cards.

3.- SECUENCIA DIDÁCTICA

MOMENTS METHODOLOGICAL STRATEGIES
The teacher discusses the session from the previous day, asking the following questions:
questions:
What did we learn yesterday?
What was the interview about?
What can we do with all this collected data?
START
What can we do to find out which game the moms practiced the most?

The purpose of the session is communicated: "Today they will organize the data about the
traditional games on simple tables and bar graph

The following problem is presented to the students.

Understanding the problem
First and second grade children want to know what the game is.
What else do their parents practice? After having completed the
interview - survey where they obtained the following results:
DEVELOPMENT
World, leagues, board, doll, world, yas, leagues, jump rope, break
the can, jump rope, yas, leagues, world, people killer, kiwi, world, yas
world, kite, world, doll, world, kite, world, jump
soga, world.
 What do children want to know?
How will they discover what the parents' favorite game is?

Search for strategies

It is guided towards the search for strategies through the questions:
What strategy could they use?
What materials could be used to represent the favorite games of parents?

Representation
Each student chooses the material to represent the data of the problem.
The teacher monitors the work of each student by asking the following questions.
questions:
What is the parents' favorite game?
What is the least preferred game by parents?
How much does the jump rope game lack to match the world game?
In groups of four members, they graph their table and their bar graph.
In each group, they choose a presenter and speaker to share the work.

Formalize
The teacher discusses the importance of the interview.
Students transcribe their productions in their notebooks.

Reflect
Boys and girls reflect on the processes and strategies followed to
solve the problem
What have we learned?
What is the purpose of collecting data?
What other data can we gather information on?

Transfer
The students answer 3 questions about the raised problem.

We congratulate the students for their effort and dedication.

CLOSURE

4.- Tasks: They solve an application form.

5.- Bibliography:
Learning pathway, learning sessions from the MED and workbook of
mathematics.

…………………………….. ……………………………
Marieta Saavedra Huillcas Rómulo Varillas Rebata
Classroom Teacher Director
 LEARNING SESSION

I.-INFORMATIONAL DATA:
1.1 [Link] 20976 "Miguel Grau Seminario"
1.6 Nombre de la sesión: “Jugando al mundo”
1.5 FECHA: 20–10–2016

II.- EXPECTED LEARNINGS

INDICATOR
AREA COMPETITION CAPACITY 1st grade

Act y Think Communicate and represent ideas Express orally and

mathematically in mathematics. written the previous and the following
quantity situations of a number up to three
figures.

MATERIALS AND RESOURCES EVALUATION INSTRUMENTS

Purpose of the session, situation Application form.
issues, number cards, chalk,
tejas, reglas de juego, galleta, frugos,
relaxing music, water.

3.- DIDACTIC SEQUENCE

MOMENTS METHODOLOGICAL STRATEGIES
The children sitting in a semicircle breathe and take a little water.
The teacher puts the bar chart made by the children on the board and starts
a dialogue formulating the following questions:

START

According to the bar chart, which game do their moms prefer?

Why do you think this game was preferred by their moms?
The students' responses are being recorded.
How will we discover that this game is fun?

The purpose of the session is communicated: "Today we will play the world"

The following problem is presented to the students.

DEVELOPMENT Understanding of the problem
 Daira Camilia wants to play the game of the world. But she doesn't know
how to do it.

What is the problem about?

What should Daira Camila do first to play?

Search for strategies

It focuses on the search for strategies through the questions:
What do you need?
What should we keep in mind to play the world?
What are those rules?
The teacher demonstrates by stating the rules:

1.- The tile must always fall inside the box and not
on the line.
2.- It should not fall into the soap opera either.
3.- You should only use one hand to pick up the tile.
4.- Jumping on one foot.
5.- Skip the box that contains the tile.
6.- Close the drawers in an inverted position.
7.- One should not step on the owner's box.
8.- It is possible to exchange or sell with the drawer of the
owner.

Representation
The students are organized by drawing lots to start the game.
The teacher gives the instructions to start the game.

Formalize
We talked about the game that was played:
What amount does the third drawer contain?
How many tens does the number 30 equal?
Who is before and after 20 according to the game of the world?
How much do the numbers progress in the game?
 The students solve a worksheet.

Reflect
The students reflect on the game played.
Was the game fun? Why?
Has this game helped you learn? Why?

Transfer
The students practice the game of the world at home with their parents.

We congratulate the students for their effort and dedication.

CLOSURE

4.- Tasks: Solve an application sheet.

5.- Bibliography:
Learning path, learning sessions of the MED and workbook of
mathematics.

…………………………….. ……………………………
Marieta Saavedra Huillcas Rómulo Varillas Rebata
Classroom Teacher Director