SESSION No.

4
I. INFORMATIVE DATA
1.1 PROJECT THE MAGIC OF STORIES
1.2 THEME WE PLAYED TO GROUP BY COLOR
1.3 FECHA : 21-09-17
1.4 TIME 50’
PURPOSE OF THE SESSION: STUDENTS INTERVENE TO CONTRIBUTE IDEAS AROUND THE TOPIC OF CONVERSATION
AREA COMPETITION CAPABILITIES PERFORMANCES
MATHEMATICS Build the notion of quantity Translate quantities into numerical expressions Relate the objects in your environment on your own initiative according to their
perceptual characteristics are grouped by some criteria, it can be color,
CROSS-CUTTING APPROACH OBSERVABLE ACTIONS:
INTERCULTURAL: allows adaptation to the environment and the resolution of the problems that it presents.

PERSONAL SOCIAL LIVE TOGETHER

Y PARTICIPA Participate in actions that promote the common good He/She carries out responsibilities in his/her classroom to collaborate with order, cleanliness and
DEMOCRATICALLY well-being of all.
CROSS-CUTTING APPROACH OBSERVABLE ACTIONS:
INTERCULTURAL: RESPECT FOR CULTURAL DIVERSITY Promotes the recognition of differences among people

MOMENT STUDENT A DES OBSERVATION SHEET

PEDAGOGICALT RESOURCE ES S EMP
STRATEGIES
I YEAR
ASSISTANCE 5 Each child marks their attendance individually: The attendees will mark their attendance. posters S
READING BY 1 2 EVENT
PLACE MARIA
IKER
ACT 15 Greeting, Calendar Review, Attendance, Time. VALENTINO
PERMANENT Reading of rules of coexistence and songs Cards LUNA
NEWS OF THE DAY.- The children mention to their classmates about some experience s of CESIA
PLANNING: In assembly, the children remember the rules of coexistence and decide on the area to play. classroom FABRICIO
ORGANIZATION: The children are organized in groups. Where to play? What to play? Who to play with? NICOLE
GAME EXECUTION OR DEVELOPMENT: The children play in the different areas. Material ANDRE
SECTORS of class BETHSAIDA
60 ORDER: While the teacher sings, the children organize the toys.
SOCIALIZATION: Sitting in a semicircle, they verbalize and recount what they played, who played, how they played. GERARDO
felt and what happened during the course of the game. Material JOHAN
REPRESENTATION: Children express themselves through drawing, orally, painting, or modeling. MINEDU MAURICIO
His Holiness They are heading to the bathroom. NATHANIEL
Sitting in a circle we hold the assembly where the students mention the agreements for the session. Soap ALESANDRA
[Link]. MAURICIO M REFLECTION
JUAN
Chalkboard
ANGELY B
lamina
DYLAN
Silhouettes
START KAMILA
The purpose is communicated that students make various representations of groupings of objects. MATHIAS
according to a criterion with concrete and graphic material.
YARLEY
ARGEN
A gift box will be presented to the teacher to create anticipation among the students. NATHALY
so that they guess what it could be Sheets PAOLA
What will be in this box, students? silhouette BELLY
 What do you think there will be? They mention it and the teacher writes down what they mention on the board. paperback GEFERSON
s
How can I find out what will be inside?. It shows the drawing with colored geometric shapes, JHOSEP
Sheet ANGELY T.
Students are asked: What do you observe? What shapes will the children have? duvet
CRISTIANO
They take out of the box and mention what they took out: color, size, shape, purpose, etc. crayons
gum KARLY
50 How can we use it? Material
It raises a problem by posing a question, how can we group these figures. s
EXPERIENTIAL: MINEDU.
Students are told that we will play grouping. blocks
How would we group the small materials? They mention logical
To do this, several logical blocks are placed on the floor, which the children have to pick up and place at the signal.
DEVELOPMENT paperwork the sets that will form, as appropriate. Then they are divided into groups to carry it out.
What did you do after the game to the students? How did you place it? Are there groups that
were placed in other places? What did you do? they mention
CONCRETE:
We entered the classroom and asked the kids what they observe in the classroom. They are provided with various materials.
classroom so they can group by color We ask, what other ways can you group?
Why did you do that?
Tell me how you did your groupings?
GRAPHIC:
They will be given a sheet to represent what they did, then they will verbalize it.
Presenting their work and explaining the criteria used to group the materials.

METACOGNITION:
CLOSURE
¿Qué hicimos? ¿cómo lo hicieron

What difficulties did they have?

¿Cómo se sintieron?

His Excellencies Responsible children give soap and paper to the students heading to the restrooms. PPHH
soap
REFRESHMENT30 The responsible students: They say the prayer, they hand out lunchboxes to their classmates, Cep. when
and they finish, they clean up.
dental
tables and brush their teeth
Lunchbox
RECREATION individual
30 is

They go out to play freely. patio

WORKSHOP 45 PSYCHOMOTOR costume
EXIT 5 They prepare for the departure by recalling what they worked on, grab their backpacks, and sing a song to go home.
BIBLIOGRAFIA:O RUTAS DE APRENDIZAJE 2015 HERRAMIENTA PEDAGÓGICA PARATHEELFREE DOCENTE MINEDU
PLAY TIME IN THE GUA SECTORS OF EDUCATORS MINEDU
COMMUNICATION ROUTES THE DEVELOPMENT OF EXPRESSION IN ARTISTIC LANGUAGES