PRESCHOOL LESSON PLAN

School: CCT: Group:

Teacher: Shift:
Date: School cycle 2018-2019

Thought Number, algebra and

Subject: Axis Theme: Number
Mathematician variation
Identify some equivalence relations between
Learning Understand the relationships between the data of a
coins of $1, $2, $5 and $10 in real situations or Purpose:
expected problem and use your own procedures to solve them.
buying and selling fictions.
Component Period
Academic training
curricular lecture
Session DIDACTIC SITUATION Resources
Approximate time: 30 minutes
Purpose: Use the money to develop mathematical reasoning.
We will start by asking the children: Have you bought something in the store? What things? With what coins have you used?
paid? Have they given you change back? Do you know the 1 peso coins? The 2 peso ones? And the 5 and 10 peso ones? Coins
Next, the actual coins of these denominations will be shown before starting the next. cutouts and
activity. data.
Small teams will be formed. We will start by playing with one peso coins, but several of five will be cut.
10 pesos. All that are necessary will be cut according to the size of the teams. The coins will be placed
al centro de la mesa e iniciará el primer miembro del equipotrando el dado. Se dirá el número que resulte en la
Start read aloud and the child will receive the same amount in coins as indicated. For example: if the die shows
4, he/she will take four coins of 1 peso.
Each time a student gathers 5 coins, they will be exchanged for one 5 peso coin and it will be explained to them that 5 coins
One peso is equal to 1 coin of 5 pesos. The same will be done when they manage to obtain 2 coins of 5 pesos.
giving them one of 10 pesos.
The player who first reaches 20 pesos or two 5 peso coins will win.
Later, they will be asked: if they were real, what could they buy with the coins they won? What?
Do you think they couldn't buy? They will share their answers.

Development Estimated time: 30 minutes

o Purpose: Use the money to develop mathematical reasoning.
It will be established that the number 1 represents the one peso coin, the 2 represents the two peso coin, and the number 5 represents the coin
of five pesos and the 10 to the ten peso coin. Immediately, an estimation will be made among the smaller coins.
denomination with the highest value. For these, the cuts of the coins used in the
previous activity. Questions will be asked such as: Tags of
¿Cuántas monedas de 1 peso se requieren para obtener 2 pesos? ¿y para obtener 5 pesos y 10? prices
How many 2 peso coins are needed to obtain 10 pesos? Can a 5 peso coin be obtained? coins
only with 2 peso coins? why? which are required? And how many 5 peso coins are needed for cutouts of
to get 10 pesos? If I want to change a 5 peso coin for 1 peso coins, how many 1 peso coins 1, 2, 5 and 10
How much weight do I need? Each of the answers should illustrate them with the cut coins. coins and dice.
Once the above is done, some objects will be placed such as a lunchbox, a ball, some crayons,
etcetera, so that they serve as products; these 'products' will have a large label placed on them with
prices from 10 to 30 pesos.
Then they will start another round of the game with the dice to collect 'money' equal to that of the first activity.
so that the students, as soon as they gather what is necessary for some product, say something like 'I already have enough for the '
10 peso lunchbox" or "I've already gathered what I need for the 12 peso colors" and so on in that style.
We will carry out the activity in small teams.

Approximate time: 30 minutes

Purpose: Recognize the value of coins and use counting to solve various problems.
With the following activity, the children will use coins and understand that, with two 1 peso coins, or with one of
2 pesos can buy something that costs 2 pesos; or they can pay with ten 1-peso coins or one 10-peso coin.
something that costs 10 pesos. They will also understand that in some cases they must receive change and will look for the Printed image
way to know how much they should receive, depending on the problems that are presented to them. The will be explored of situations
next slide with the children and the following questions will be posed: for sale.
What are the numbers that can be seen?
What toys are there?, how much does it cost...? (They will ask about each toy to know if they identify the number)
which indicates the price).
Which toys are the most expensive?
Which toys are the cheapest?
Which toys cost the same?
If I have 5 pesos, how much do I need to buy the soldier?
How many rackets can I buy with 10 pesos?
If I have 10 pesos, how much change should I get if I buy the cart?
I have 10 pesos and I have to spend them all. What can I buy so that I don't have any left over?
Approximate time: 2 sessions of 60 minutes
Purpose: Recognize the value of coins and the handling of change in buying-selling situations.
 Prior to the activity, packaging of products such as cookies, soaps, bottles, and anything else they can provide will be requested. Wrappers of
bring. products, of
We will start by discussing the market and its characteristics: what products can be found, what is... cookies
sells, how it's paid, how they know the cost of a product, who sells, who buys, etc. soaps
they will prepare the products by putting paper inside, seeds, rice, etc., to fill and close them as if bottles, and everything
they were new. The products will be classified, signs will be made, and the names will be written on them. what they can
Products, some simple cash registers will be made and labels will be made with the prices of and will be bring. Labels
we will stick them to the products. and furniture
The group will be organized into sellers and buyers, the furniture, products, signs, etc. will be arranged. simple for
they will deliver coins of various denominations (1, 2, 5, and 10 pesos) and they start playing several times in the market, to assemble
switching roles. small
While the children shop, the educator will walk by the 'stalls', observing if the coin exchanges are happening. positions.
They are correct (paying with a $5 coin for something that costs $3 corresponds to a change of 2 pesos - two $1 coins.
or one of $2). After a while, the roles of the buyers and the sellers will switch. The children will be asked
to keep a record of what they bought and paid for and they will organize a meeting to review some
from the records. It will be observed how they register (numbers, drawings, etc.). The children must explain their
records and comment if any are similar to each other. This activity will be repeated on at least one more occasion.

Closure Approximate time: 30 minutes

Purpose: Recognize the value of coins and use counting to solve various problems.
With the following activity, the children will use coins and understand that, with two 1 peso coins, or with one of
2 pesos can buy something that costs 2 pesos; or you can pay with ten coins of 1 peso or one of 10.
pesos something that costs 10 pesos. They will also understand that in some cases they must receive change and will look for the
way to know how much they should receive, depending on the problems that arise. It will explore the
next slide with the children and the following questions will be raised:
What objects are there?, How much do they cost...? (They will ask about each object, to see if they identify the number)
which indicates the price.
Which objects are the most expensive?
What are the objects that cost less?
Which objects cost the same?
If I have 10 pesos, how much do I need to buy the shampoo?
How many juices can I buy with 20 pesos?
If I have 10 pesos, how much change should I get if I buy the coffee?
I have 20 pesos and I have to spend them all. What can I buy that will leave me with change?
 Evaluation of Key Learnings
Indicators It was achieved On the way Not achieved
Represent amounts given in coins in numbers.
Play to solve simple problems involving the use of 1, 2, 5, and 10 peso coins.
Play market by solving simple addition problems, for example, if they are carrying two boxes of
milk requires two coins.
Use mathematical reasoning in situations that require establishing equivalences between
coins.
Compare and arrange numbers from smallest to largest and vice versa, using concrete materials and national coins.
manual way.
Recognize the value of coins and use counting to solve buying and selling problems.
INDICATORS

It was achieved In the process of being achieved 3. It was not achieved

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