Rulers

Teaching Guide

[Link]
Primary level Grade

Irene González
Rod connectors
Didactic Guide
Irene González
author

Strips
Didactic Guide
Primary Level, 3heDegree

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Rulers
Teaching Guide

[Link]
Primary level grade
First Edition

Irene González
 29

Index
 97

47

81
67
Introduction
Citizen training as it provides them with tools that students formulate and validate conjectures, and raise questions
Mathematics have a very important place in the for-
questions, use their own procedures and acquire the
intellectuals and habits that allow him to respond in a way tools and mathematical knowledge socially
suitable for the problems of the modern world, which demands established, while they communicate, analyze and interpret
Individuals capable of acquiring knowledge on their own. ten ideas and resolution procedures.
skills that enable them to develop in their school life, The positive attitude towards mathematics consists of des-
labor and social effectively. to awaken and develop the curiosity and interest of the students
The teaching and learning of mathematics proposed to undertake search processes to solve problems
You are in the Plan and Program of Primary Education but, creativity to formulate conjectures, flexibility
establishes, as general purposes, that the students of- to use different resources and intellectual autonomy to
develop facing unknown situations; likewise, it consists of
assume a position of confidence in your ability to learn.
A way of thinking that allows them to interpret Collaborative and critical participation will result from the or-
tar y comunicar matemá camente situaciones que organization of collective school activities in which re-
they are presented in various sociocultural environments. I want the students to formulate, communicate, argue and
Appropriate techniques for recognizing, posing, and solving show the validity of mathematical statements by putting in
see problems. practices both mathematical rules and social rules
A positive disposition towards the study of this dis- from the debate, that leads them to make relevant decisions in
discipline and an attitude of collaboration and criticism, both each situation.
in the social and cultural field in which they operate The use of instructional materials promotes the achievement of learning
as in other different environments. designs and facilitates the student to understand the educational process
as a creative and motivating activity for achieving
To achieve the above, the school will have to provide the con- of the stated purposes.
indications that guarantee an autonomous mathematical activity
more flexible, that is, it should foster an environment in the
 The development of mathematical thinking cannot be to use mathematics as a tool to recognize,
obtain without manipulating the material, since the students to pose and solve problems in everyday life.
they need to touch, feel, experience and explore in order to Using the strips, the student acquires knowledge.
to learn. It aims to foster a attitude of search, by performing physical and mental actions through playful practices
to cultivate initiative habits and help students find continuous cases, and faces practical problems with it
strategies to resolve situations. In this way, it approaches time played. The rods allow students to
it will increase the interest in the game that the students possess to develop activities in which they will come into contact with their
enhance their learning. companions to dialogue, confront ideas and achieve consensus.
The rods are a manipulative educational material that The activities with rods are designed so that the
facilitates the performance of activities in which students pa- student acquires knowledge based on their experiences
They participate in the construction of mathematical concepts from previous days and their learning continues from what
of concrete experiences, which develops the capacity he already knows, but always presenting new challenges of which
may learn.
10
Description
of teaching material
Manipulate them, do activities that build with-
as rods have the purpose that students, when the ma- The kit is a set of strips of 10 sizes and colors.
they are different. Their length ranges from one to
mathematical concepts based on their own experiences and thus ten centimeters.
develop the ability to use mathematics as
an instrument to recognize, formulate, and solve problems 10 orange strips of 10 cm x 1 cm x 1 cm
in daily life. 11 blue strips of 9 cm x 1 cm x 1 cm
The counting rods are an educational material with which the 12 brown strips measuring 8 cm x 1 cm x 1 cm
students of all levels of basic education learn 14 strips of 7 cm x 1 cm x 1 cm black
they laid the foundations for the composition and decomposition of the nu- 16 strips of 6 cm x 1 cm x 1 cm dark green
meros. In addition, they serve to introduce them to the activities of 20 yellow strips measuring 5 cm x 1 cm x 1 cm
playful and manipulative calculation. 25 purple strips of 4 cm x 1 cm x 1 cm
The bars do not have any brand type, as 33 strips of 3 cm x 1 cm x 1 cm light green
one of its objectives is to carry out activities in the 50 red strips of 2 cm x 1 cm x 1 cm
which is the student, omitting the use of sight, sensitize 100 white cubes measuring 1 cm x 1 cm x 1 cm
other skills that allow him to perceive and differentiate his ta-
well, in addition to simulating memory capacity to
relate size-value-color, perform calculation activities
the mental act of separating objects into collections based on their ta-
mane, numerical value or color.
 The colors were chosen based on the primary colors. 2. The Green-Blue family is made up of the strips
rivers (red, yellow, blue) and each of them represents light green, dark green and blue, among which-
a family. the following relationships are established:

The Rojo-Café family is composed of the strips. The it's the third part of the green of course the sex-
red, purple, and brown among which is this- your part of dark green is a ninth of the blue
establish a multiple-submultiple relationship. blue nine times the .

Larojaes is double the or the it is half

of the red.

14
The home is double the red, the red is half.
of the beloved.

3. The Yellow-Orange family is made up of the

rulers, yellow, orange, among which
the following relationships are established:
The coffees are twice as adorable as mine.
a bit of coffee. The it is a tenth of orange.
The yellow is a mix of the orange.

The it's a fifth of the yellow.

15
Educational purposes
Playful and diverse energy, in addition to relying on materials
The learning of mathematics can be approached in a way- Empirically verify the properties of the
sum and the product.
manipulated, so that every time it is entered a Make deliveries.
numerical knowledge, it arises from the observation of a
fact of the immediate environment. Then, it must allow the More specifically, the activities with rods have
experimentation and exploration through different mate- as purposes:
rails and games.
This is where the colored bars will allow understanding Identify, compare, and order natural numbers.
the numbers, the ways to represent them and their relationships. fractions and decimals.
With the strips, operations can be introduced and practiced. • Know the four basic arithmetic operations
arithmetic ratios, and the students can build like this such, understanding the meanings of the operas
their own numerical knowledge through the regularities actions, their algorithms, and the usefulness of each operation
arithmetic facts and operations that they observe with the rods, in daily problems.
what the third grade elementary student will be able to do Effectively perform numerical calculations.
effectively the following: Anticipating rational solutions to problems.
I can do procedures and personal strategies
Compose and decompose numbers. sisters-in-law.
Acquire the concept of number. Effectively carry out the search and analysis of data.
Associate the length with the color. tools that allow for the formulation and solution of pro-
Establish equivalences. numerical problems, regardless of whether they arise or
Check the inclusion relation of the nu series not of mathematical contexts.
America.
• Manipulatively working on the relationships 'greater
less than” and “greater than” of numbers based on the
comparison of lengths.
• Carry out different serializations.
Contents
Curriculum for third grade of primary school.
the use of rulers helps to address various topics of These numbering systems were additive, that is,
to represent a number, as many symbols were added
The following presents the mathematical contents that the do- as they were necessary in such a way that when summed they represent
you need to address the proposed activities in they will sit a number.
this guide. But none of these systems had a symbol for
represent the zero.

Numerical sense and algebraic thinking

Thousands
Decimal numbering system Billions of a million Millions Thousands Units

The reason why a numbering system had to be developed

ration was the need to count. For example, a person
that had a large number of cows, needed to know if each
2 3 1 6 5 4 7 9 8 0
the day I was going to see them, none had been stolen. A way
to count them could be by marking the number of cows with pa-
lithos and comparing them with the previous day, but this results- The numbering system used today appeared
It would be very difficult to have a large number of objects. It was created in India and then copied by the Arabs. In this
The Egyptians used symbols that represented the system, the value of the symbols depends on the position that
1, 10, 100, 1,000, 10,000, 100,000, 1,000,000, and for the nu- they occupy, thus forcing the creation of a symbol to represent
intermediate meros repeat the symbols. set to zero; therefore, it is a positional system.
The Greeks initially used a system of This system has a base, that is, a quantity of digits.
I asked for symbols for 1, 5, 10, 500, 1,000, 5,000, and 10,000. different digits that can be used, and there are 10 (0, 1, 2, 3, 4, 5,
Later they used letters, which was perhaps confusing, 6, 7, 8, and 9). That is why it is called the decimal system or base
since the union of figures produced words. 10, which means that every 10 units in an order cons-
The Roman numeral system was similar. request a unit from the next immediate higher order.
 When it is necessary to write numbers with more than 4 digits Natural numbers
it is suggested to separate into groups of 3 digits starting
to the right. Natural numbers are the first to emerge in the dis-
For example, the number 2316547980 can be separated- Among civilizations due to the need to count the ele-
do como2 316 547 980. mentos from a set. With only 10 digits it is possible to form
This number is made up of two thousand million, any number from the number system. To this with-
300 million, 10 million, 6 units of my- The set of numbers is called natural numbers and is denoted
lion, 500,000, 40,000, 7 units of like N.
thousand, 9 hundreds, 8 tens and 0 units.
Another way to represent it is: N = { 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, ….}

2 X 1,000,000,000 + 3 X 100,000,000 + 1 X 10,000,000 + Natural numbers are infinite, since if you add to any na-
6 X 1 000 000 + 5 X 100 000 + 4 X 10 000 + 7 X 1 000 + Adding 1 to a natural number will result in another natural number.
9 X 100 + 8 X 10 + 0 X 1 Additionally, they have two utilities: they are cardinal when they serve
20
to count and are ordinal when used for ordering
The above reads: two thousand three hundred sixteen my- the elements of a set.
five hundred forty-seven thousand nine hundred Natural numbers are ordered, which allows
eighty compare two of them:

8 is greater than83is greater than 3

The relationship that exists between various units is:
In addition, natural numbers are closed under the operations.
1 dozen = 10 units neither sum nor product, that is, whether they are added or multiplied
1 hundred = 10 tens two natural numbers, the result will be another natural number
1 thousand = 10 hundreds ral, for example:
1 hundred thousand = 10 ten thousands
1 million = 10 hundred thousands 5 + 9 = 14 2 x 5 = 10

However, with division and subtraction, the same does not happen.
not, since the result may not be a natural number.
Basic arithmetic operations The multiplication

Addition and subtraction If there is a sum in which all the addends are equal
Yes, the result can be obtained in a quicker way.
When two sets of elements are held and it is desired to... through an operation called multiplication.
but what is the total of those elements, what is done is to combine Example:
the elements of the two sets and count them all together. 3 + 3 + 3 + 3 + 3 = 15
5 times 3 = 15
5 x 3 = 15

Multiplication is a shortened addition in which the same

the number repeats several times. It is a shorter and more
quick, but to use it you need to know the tables of
multiply. 21
6 + 4 = 10 Multiplication is commutative, meaning the order of
the factors do not alter the product. For example: 4 x 9 = 36 and
This operation is called addition. 9 x 4 = 36.
The following is an example of a multiplication table.
If a set of elements is obtained, some will be rearranged and
wants to know how many are left, an operation is being carried out x 0 1 2 3 4 5 6 7 8 9 10
0 0 0 0 0 0 0 0 0 0 0 0
called subtraction.
1 0 1 2 3 4 5 6 7 8 9 10
2 0 2 4 6 8 10 12 14 16 18 20
3 0 3 6 9 12 15 18 21 24 27 30
4 0 4 8 12 16 20 24 28 32 36 40
5 0 5 10 15 20 25 30 35 40 45 50
6 0 6 12 18 24 30 36 42 48 54 60
7 0 7 14 21 28 35 42 49 56 63 70
9 - 3 = 6 8 0 8 16 24 32 40 48 56 64 72 80
9 0 9 18 27 36 45 54 63 72 81 90

Subtraction is the inverse operation of addition. 10 0 10 20 30 40 50 60 70 80 90 100

 How can you multiply numbers with more than 2 digits? Once the multiplications are finished, the results are added together.

264 264
x52 x52
528
1320
First, the units of the number below are multiplied by
the number that is written above. In this case it must be multiplied- 13728
car 264 by 2. The result is 528.
When you need to multiply a number by 10, 100, 1,000,
264 etcetera, they should only be added to the right of that number
x52 or as many zeros as accompany the unit.
528 For example:
22 4 x 10 = 40
4 x 100 = 400
Then the tens must be multiplied by the number of 4 x 1,000 = 4,000
above: 5 x 264 = 1320. 4 x 10,000 = 40,000
From the second line, the number must be traversed. 4 x 100,000 = 400,000
a space to the left. 4 x 1,000,000 = 4,000,000

264 Division is an arithmetic operation of decomposition

x52 in which one wants to know how many times a number fits in
another. They are classified as exact, if the remainder is zero, and inexact
528 if your remainder is different.
1320 A division has the following parts:

8 Quotient
Divisor 8 67 Dividend
3 Residue
They can also be expressed as: Every fractional number represents the exact quotient.
between two quantities, where the numerator represents the
D = d X c + r where r < d dividend and the denominator as the divisor.
Where D = dividend, d = divisor, c = quotient A fractional number represents one or several parts
y r = remainder. equal to the main unit. If the unit is divided into two
equal parts are called 'half' for each of the parts;
To divide a composite number by the unit followed by if it is divided into three equal parts, "thirds"; if it is divided into
zeros, it is only necessary to remove the same amount of zeros four equal parts, "quarters"; etc.
that possesses the divisor. The numerator indicates in how many equal parts it has been divided.
Example: given to the unit. The denominator indicates how many of those parts
10 000 ÷ 2 000 they are being taken.
10000 ÷ 2000
10 ÷ 2 = 5
3 Numerator
Three sixths 23
6 Denominator
Rational numbers
To read a fraction, first read the numerator and then
It was previously explained that natural numbers are not the denominator; if it is 2, it is read as 'halves'; if it is 3,
closed under division, meaning that two can be divided thirds; if it is 4, quarters; and if it is greater than 10, it is added to
natural numbers and it may not be obtained as a result a number the ending "avo".
natural number. This is why the set of the Fractional numbers are divided into common and...
rational numbers Q. cimales.
Rational numbers are those that can be expressed Common fractions are those whose denominator
as the quotient of two integers. it is any number different from 10 and its multiples, for example-
Exact division is not always possible; for example, 4 plo: 2/5, 6/9, etcetera.
between 6 is not exact, since there is no natural number that Decimal fractions are those whose denominator ...
multiplied by 6 gives a result of 4. So, to re- or 10 or any of its multiples, for example: 4/10,
to present the exact quotient of 4 divided by 6, the use of 7/100, 12/1000, etc.
fractional parts 4/6. Thus, 4/10 can be written as 0.4; 7/100 is written
How 0.07 and 12/1000 is written as 0.012.
 Equivalent fractions represent the same thing even - Algorithm for subtracting fractions
to seem different, for example:
In the case of subtraction, the same procedure is used as
for the sum, it's just that in the end it is subtracted instead of added.

1 2 4
2 4 8 Example:
2 - 1 = 6-4 = 2
4 3 12 12
These fractions are equivalent because they represent the same.
my portion of the circle. Equivalent fractions can be obtained Shape, space and measure
lenses multiplying or dividing both the numerator and
the denominator by the same number. Symmetry
24
Algorithm for the sum of fractions It is an imaginary line that cuts a figure in two.
equal parts. For example, if when placing next to a mirror the
a. The denominator of the sum is the product of those of- half of a figure, this along with its reflection forms the figure
nominators of each summand. complete, then there is symmetry.
[Link] the numerator of the sum, the first addend is A figure is folded in half along the line of symmetry.
the result of multiplying the numerator of the first tría, it can be observed that the two halves are equal and one
adding with the denominator of the second addend. it would be exactly on top of the other.
For its part, the second addend is the result of The face of a person, for example, is symmetrical.
multiply the numerator of the second summand with the
denominator of the first summand.

Example:

2 + 1 = 6+4 = 10
4 3 12 12
 It is possible to intuitively determine the axis of symmetry. A figure can have more than one axis of symmetry. In
from a figure when drawing it and folding the paper in such a way that Lines can be drawn at various points of a figure.
the strokes of both faces match. in such a way that they divide the figure into two equal parts.
The following example shows a line that is not an axis.
of symmetry, since when folding the figure along this line the
sides are not the same.

In daily life, one can find a large amount

of symmetric figures.

On the other hand, the second figure has 4 axes of symmetry. 25

Strips in the plan
and programs
3rd grade of primary school

The mathematics was presented to the students of for-

In the conservative paradigm of education, teaching Larieb establishes the curricular map of the three levels.
that make up basic education, which is organized into
my memory, forgetting the reasoning processes. The fields that are articulated coherently to
the teacher was the only exhibitor and transmitter of knowledge, set of subjects that comprise them.
which generated mechanical learning in the students. The five fields of basic education are:
In light of these facts, the need for a...
teaching and learning that develops skills in students Competences for learning
significant thoughts and knowledge that they Competencies for information management
let them understand and solve the infinity of problems to the Competencies for handling situations
that face in everyday life. Competencies for coexistence
These changes are taking place in our country in Education. Skills for life in society
sica through larieb (Comprehensive Reform of Education
Basic), which constitutes a response to the needs Basic education in our country, composed of the ni-
social, economic, and cultural indicators that point to progress in children of Preschool, Primary, and Secondary, have as pro-
this 21st century. to form integral citizens who have the capacity
That is why this Educational Reform begins in the to develop its full potential. To do this, the plans and pro-
2004 with Preschool Education, in 2006 with Education study grams have been constructed in an articulated manner
Secondary and in 2009 with Primary Education. which in order for teachers to guide the learning process
they make up the Basic Education of our country. of the students.
Larieb ene aims as a central purpose to offer to the es- The competencies outlined in the curriculum are
Mexican students a coherent training that is they are expressed in formal fields, which make up the
agreement with each of its levels of development, with its curriculum map of basic education and entail a series
specific educational needs and with the expectations that of themes and didactic proposals aimed at providing
the society has of the future citizen. develop in students the necessary competencies to
 personal, social, scientific, civic and artistic education. The cam- As for the subject of mathematics, in the programs
The forms that make up basic education are: a study from 2009 suggests that students learn with
greater clarity to:

Lenguaje
Solve problems independently.
and communication Communicate mathematical information.
Validate procedures and results.
• Handle techniques efficiently.
Thought Exploration and understanding
mathematician of the natural and social world The contents studied in primary education are
they have been organized into three thematic axes, which coincide with the
secondary: Numerical sense and algebraic thinking,
Shape, space and measurement Information management.
28 Numerical sense and algebraic thinking refers to the
Personal development
and for coexistence most relevant findings of the study of arithmetic and algebra:

Modeling situations through the use of

As a result of the training process throughout the mathematical language.
basic education, it is intended that the student, with the study The exploration of arithmetic properties that in the
from mathematics, develop: secondary can be formulated and validated with the
algebra.
A way of thinking that allows you to interpret The implementation of different forms of repre-
to bring together and communicate mathematically situations that sit down and perform calculations.
they appear in various sociocultural environments.
Appropriate techniques for recognizing, posing, and solving
Form, space, and measure encompass the three essential aspects.
see problems. the surroundings around which it revolves, in basic education, the
A positive attitude towards the study of this discipline
study of geometry and measurement:
in collaboration and criticism, both in the social sphere-
cultural and social in which they perform as in others • Explore the characteristics and properties of the figures
different. geometric shapes.
 Generate conditions for students to enter Use shortcuts to multiply digits by
in a job with deductive characteristics. 10 and 100.
Know the basic principles of spatial location Compare lengths using different resources
and geometric calculation. to measure.
Solve delivery problems.
Information management includes aspects that in the society- •Solve problems involving division by
current dad, filled with a large amount of information that various procedures.
comes from different sources, makes its study from the • Solve problems involving different operations.
basic education is fundamental. Primary school students ciones.
they will have the possibility of: Identify division as the operation that allows
resolve distribution or grouping situations.
• Formulate questions and collect, organize, analyze,
interpret and present the information provided The competencies related to third grade in the Progra-
puesta a dichas preguntas. Primary Education are those detailed below- 29
Know the basic principles of randomness. tion and can be addressed using the material Strips.
Link the study of mathematics with that of other subjects
subjects.

The teaching material of Regletas supports the student for the

development of competencies in the field of Thinking
mathematics, helping the third-grade student
would be able to:

Compare and order three-digit numbers.

Use mental calculation when subtracting digits and multiples.
from 10 minus one digit.
Quickly obtain digit products
that are needed when solving problems or operations.
Identify and compare numbers written as ex-
subtractive or multiplicative pressures.
 Axis Knowledge
Degree Subject topic Block Theme Subtopic and skills

Use the fractions of the

Numbers po m/2n (halves, quarters,
fractional eighth) to express
orally and in writing
Numeric sense various measures.
and thought
algebraic Resolve different positions
of multiple problems
Meaning Problems
carnation (relationship

II and use of the multiples proportional between measures,

operaciones rectangular arrangements,
expression of simple reasons
among candidates:
30 double, triple.

Compare, sort
Conceptualization
and intersperse longitudes.
Shape, space Measure
and measure Estimation Read longitudes
and calculation and verify with the rule.

Use the fractions of

Numbers half, quarter,
fractionals eighths...) to express
Meaning orally and in writing the
Numeric sense
distribution results.
and thought III and use of the
algebraic numbers
Determine the most resourceful
Numbers relevant for carrying out
natural a calculation: calculator
mental calculation, calculation
written.
 Axis Knowledge
Subject Degree topic Block Theme Subtheme and skills

Solve problems that

Numeric sensor involve dividing (of distribution
Meaning and use Multiplication and grouping) through
and thought
of the numbers and division various procedures, and
algebraic
in particular the mul-ti-
III song.

Recognize properties.
Form, space
Figures Plane figures Axes of symmetry of a
and measure
figure. Symmetrical figures.

Identify writings
Meaning and use Numbers equivalents with fractions. 31
of the numbers fractional Compare fractions in cases
simple.

Numeric signal
and thought Problems Solve problems
algebraic IV adiʋ os that involve different
Meaning and use and multiples operations.
of the operations

Explicitly identify
Multiplication
the division to par of the
and division
procedures used.

Numeric sense Elaborate and interpret

Meaning and use Numbers
and thought V of the numbers fractional
graphical representations
algebraic of fractions.
 Axis Knowledge
Subject Grade topic Block Theme Subtopic and skills

Multiplication Establish some

relationships and properties
and division
Meaning and use of the division.
of the operations
Solve problems
Numerical sensor
Problems simple ones that involve adding
and thought V adiʃ vos to subtract fractions
algebraic (semifinals, quarterfinals, eighth finals).

Use the repertoire

Numbers
32 Mental calculation
natural
multiplicative to resolve
divisions.
Recommendations
for the teacher
Positioning beyond the model of the informing teacher
the teacher must act as a mediator of learning, It stimulates the creativity of the students through
the manipulation of didactic material.
and explainer. This means that you can select appropriately- Encourage the student to handle the teaching material.
mind the basic processes of learning, the material di- in an appropriate manner.
adequate dác co and subordinate mediation to its development Move to the group to express their hypotheses and analysis
through the use of cognitive strategies. sister, just like her doubts.
The following presents a series of recommendations. Invite the student to be positive and thus strengthen the dialogue.
is for the use of the material: logo.
Encourage students to suggest new exercises;
Check that the material is complete. They will regularly increase the difficulty.
Identify the student's level of knowledge. Make the use of didactic material awaken the
Establish rules for the use of the material and the way ofstudent interest.
work before starting the activity, with the pro- • At the end of the activity, check that the box of
aiming to prevent the pieces from getting lost. The slats are complete.
Make sure to give clear and precise instructions.
Encourage collaborative work using different
your ways of working in a team.
 Training field: Mathematical thinking
Subject: Mathematics
Thematic axis: Numerical sense and algebraic thinking

Block: 2
Theme:Meaninganduseofoperations
38
Subtema:Problemas multiplicativos

Expected learning: Knowledge and skills:

Solves different multiplication problems. • Solve various problems of multiplication
tion (proportional relationship between measures, arrangements
rectangular, expression of simple ratios between
quantities: double, triple.
How many are there?
Activity 1

Expected learning: Duration: 60 min.

Solve different types of problems of
multiplication with the help of rods. Suggested grade: 3°

Organization of the activity

Preparation 39
Material:

A box of rods

Material not included:

White sheet
Pencil

The group will be organized into six teams that have the same
number of members and a box of strips will be repaired for
team.
 Inicio: (10 minutos) The question is how many pencils are there in 8 boxes; then re-
let's present the 8 boxes.
The teacher can start the activity with the following
acer jo, that the students will be able to solve as a team since
they will only have 10 minutes.
The digits from 0 to 9 have been used in the multiplication.
down. Place the missing numbers without them
repeat.
If we stack the cubes:
?02X?9=1???8

Solution:
402 x 39 = 15678
40
Development: (30 minutes) If we count the cubes we can see that there are 24, the same
that if we multiply the base of the rectangle by its height.
Present the following situation to the students:
Ask the students to solve the following problems.
We have a pencil case that contains 3 pieces. in a team with the help of the blocks.
How many pencils are there in 8 boxes?
My 3 friends and I bought 9 tickets for a raffle.
Let’s take the strip of 3 to represent the box of 3 pencils. each one. How many tickets do we have altogether?

Solution:

4 X 9 = 36
They have 36 tickets.
among all.
 On Saturday, I bought 7 chocolates that cost me My brother has 9 cards, but I have 5 times that.
$6 each. How much money did I spend? more than him. How many cards do I have?

Solution: Solution:

7 X 6 = 42
I spent $42.
9 x 5 = 45
I have 45 cards.

41
Armando has 10 bags of marbles with 8 marbles each.
Each one. How many marbles do they have in total?
5. If an apple costs $5, how much will I have to pay?
Solution: for a dozen?

Solution:

5 x 12 = 60
8 X 10 = 80 I will have to pay
He has 80 marbles. $60 per dozen.
 Closure: (10 minutes) Are there other ways to represent the number 20 with multiples?
songs?
Discuss the following question as a team:
If there are any, show what they are.
Can problems be represented in another way?
but with the rods? Evaluation: (10 minutes)

Each team will choose a representative to go to the Solve the following problems on a blank sheet of paper.
show and demonstrate (if they exist) different ways of representing individual manner.
a problem. Each team must choose a problem.
Carlitos had 32 marbles and won double that amount.
Solution to a problem: Dad. How many marbles do you have now?
My mom bought 3 boxes of oil with 6 jars yesterday.
Anita bought 5 boxes of 4 chocolates. How many chocolates are there?
each one. If each bottle costs $12, how much did he pay?
42 for everything? How many bottles did you buy?
How many en total?
3. Find all the multiplications that give as
It can be represented in different ways. result 48.
Ask the students:

5 x 4 = 20 4 x 5 = 20
 Training field: Mathematical thinking
Subject: Mathematics
Thematic axis: Form, space, and measurement
Block: 2
Theme: Measure
46
Subtheme: Conceptualization. Estimation and measurement.

Expected learning: Knowledge and skills:

• Compare lengths using different resources Compare, sort and intertwine lengths.
to measure. Measure lengths and verify with the ruler.
Estimate distances
Activity 2

Expected learning: Duration: 60 min.

Compare, sort and estimate lengths with
help from the rods. Suggested Degree: 3rd

Organization of the activity Start: (10 minutes)

Preparation: The teacher can start with the following activity: 47

Pedro, Carmen, Eduardo, and Anita are friends, and they are
Material: seeing who lives more apart and who lives more closely
search. Measure the distances of each pair of houses with
A box of rods help of the manipulatives.

Material not included:

Sheet of paper
Pencil Eduardo
Anita
The teacher will divide the group into six teams and will distribute a
box of strips to each one.

Pedro
Carmen
 Who lives farther away? Ask the students to record their results in a table.
Who among them lives closest to each other? ordering them from shortest to longest.
Sort the distances from greatest to least.
Articles Length
Development: (30 minutes) 1.-
2.-
Ask the students to choose 5 articles in teams that 3.-
Have it on hand and measure its length with the help of the rulers. 4.-
For example: 5.-

To conclude, instruct them to measure the length of the sides.

from a living room window.

a. What length does the longer side have?

48 b. What length does the shorter side have?
c. What is the difference between their lengths?

Closure: (10 minutes)

Tell the students to take the articles they measured.

with the bars and measure them now with your ruler so that they come-
It can be noted that three 9 cm strips were used for a parent their answers.
notebook and two 10 cm and one 7 cm for the other. They will do the same with the length of the sides of the window.
Each team chooses a representative to come forward to
compare their answers of the window lengths with
those of the other teams.

So, it is concluded that the green book has a length of

27 cm, just like the blue one.
Evaluation: (10 minutes)

Pida a los alumnos que resuelvan los siguientes problemas.

From my house to the church there are 127 m and from the church to the
school 95 m. How far will I travel to go from
Is my house on the way to school if I pass in front of the church?
Pedro has to travel 250 cm to pick up the ball. If
Has traveled 130 cm, how much does it have left to travel?

49
 Training field: Mathematical thinking
Subject: Mathematics
Thematic axis: Numerical sense and algebraic thinking
Blocks: 3 and 4
Theme: Meaning and use of numbers
52
Subtheme: Fractional numbers

Expected learning: Knowledge and skills:

Solves distribution problems whose result Use the fractions of the time m/2n (halves, quarters, or-
be a fraction of the form m/2n. to express orally and in writing the result
of distributions.
Identify equivalent writings with fractions.
rare fractions in simple cases.
Delivery problems
Activity 3

Expected learning: Duration: 60 min.

Solve problems with fractions and identify
equivalent writings with fractions with
help from the rods. Suggested grade: 3°

Organization of the activity

Preparation Start: (10 minutes) 53

Material: The teacher can begin with the following approach:
The sum of the age of Juanito's dad and mom
A box of rods he is fifty years old. If Juanito is 1/4 of that age.
His mom is 6 years old, how old are they?
Material not included: parents?

Sheet of paper Solution: The mom is 24 years old and the dad is 26.
Pencil

The students will be numbered in the order in which they are.

numbers from 1 to 6 in such a way that all those with the number-
mero uno hagan un equipo, los que tengan el dos otro, y así
successively.
Distribute a box of strips per team.
 Development: (30 minutes)

Present the following situation to the students:

At my birthday party, I was bought a cake.
tangular.

Now I want to split each part in half.

How is each part of the cake represented?
How is it read?
54 Represent the cake in the following way with the cubes: Divide the cake into 3, 6, 8, 12, and 24 parts, represent each
part of the cake and write how each one is read.

Parts Representation It is read

2 1/2 A medium
3
4
If I wanted to split the cake into two equal parts, each part 6
I would call it 1/2, which is read as 'one half'.
8
12
24

One of them is called a fraction. Fractions are

If we divide a unit into several equal parts, to each

formed by two parts.

 So, the half of the brake components are 16.

1 Numerator brakes
4 Denominator

A quarter is read.

1 1
Ask the students to solve the following problems.
2 2
in a team and with the help of the rods:
And half of those left were stripped, which are 8.
In a workshop, they repaired 32 cars in this one.
half of the cars were broken down dislocated
from the brakes, half of those left were 55
Dismantled and 2/4 of the total had broken glass.

a. How many cars needed each of the repairs?

rations? 1 1
4 4
b. ¿Qué fracción de carros es mayor y cuál es menor?

You can represent each car with a cube and form a rec- So 2/4 of the total have some broken glass, and there are 16.
triangle that represents your unit.
broken glass
Solution: Let's assume that these are the 32 cars.

2
4
 We can see that 1/2 is greater than a quarter, but 2/4 is the same. It can be seen that both of them were repaired in the same way.
the same as 1/2.

2. Raquel has 24 cards with pictures of fruits, see-

hard and flowers. One third of the postcards are of flowers,
Another is called equivalent fraction.
A fraction that represents the same amount as

the vegetable ones are half of the flower ones and the res-
so many are of fruits. Closure: (10 minutes)

a. What fraction is of vegetables? Discuss as a team how fractions can be found.

b. What fraction is of fruits? equivalents. Ask them to give two examples.
c. Which cards do you have more of? Each team will choose a representative who will proceed to
d. How many of each one? in front of presenting the answer that your team reached and will give
your examples.
56 Karla was given 6/8 of a chocolate bar and to
Juan 3/4 of another equal bar. Who was given more? Solution:
chocolate?
You can find an equivalent fraction to another.
Solution: if you multiply or divide both the numerator and the
Let's suppose that the following is the chocolate bar. denominator by the same number.

For example:

1 - 2 They are equivalent, as they multiplied the nu-

the numerator and the denominator by 2.
2 - 4
Karla got 6/8 repaired.

9 - 3 They are equivalent since they divided the nu-

the numerator and the denominator divided by 3.
6 - 2
 Evaluation: (10 minutes)

Ask the students to individually write on a sheet.

Blanca, solve the following problems:

In a competition that took place in the hall, they are going to

deliver prize chocolates in such a way that:

The 1st place will win 1/2 of the total chocolates.

The 2nd place will win 1/5 of the total.
The 3rd place will win 1/10 of the total.

a. Can the prize be given if there are 20 chocolates?

b.Y, what if there were 25 chocolates?
c.Y, what if there were 60 chocolates?
57

In an aquarium, 1/3 of the fish are yellow and 2/6 are

blues. Which ones are more?
 Training field: Mathematical thinking
Subject: Mathematics
Thematic axis: Numerical sense and algebraic thinking

Block: 3
Tema: Meaning and use of numbers
60
Subtopic: Multiplication and Division

Expected learning: Knowledge and skills:

Solve problems that involve division. Solve problems that involve division (distribution)
and grouping) through various procedures, and
in particular the multiplication.
How much do they get?
Activity 4

Expected learning: Duration: 60 min.

Solve problems that involve division
with the rods. Suggested degree: 3°

Organization of the activity Start: (10 minutes)

Preparation: The teacher can start the activity with the following 61
the students must solve in teams.
Material: A lady repaired a bag of popsicles for her 5
children divided equally and there were 5 left over. If I had
A box of rods If divided among 3, there would have been 2 left over, and if they had...
If he had 2, he would have had 1 left over. How many popsicles did he have if

Material not included: Were they less than 30?

Sheet of paper Solution: 29 palettes.

Pencil
Desarrollo: (30 minutos)
Ask the students to number themselves from 1 to 6 and form equi-
positions where all the 1s, all the 2s, etc. Present the following situation to the students and guide them to re-
solve it using rods.

I want to repair 18 flowers among 5 bees.

 We are going to represent the number 18 with the blocks. I bought 48 apples that I have to divide into 6 groups.
terriers. How many apples do I have to put in each
fruit bowl?

Solution:

Let's take several 5 cm strips to represent the 5.

bees and let's see how many strips of 5 fit into 18.

I would have to put 8 apples in each fruit bowl.

3. How many bracelets can I make with 45 beads if

Does each bracelet need to have 9 beads?
We can see that the 5 stick fits 3 times in 18, with a remainder.
62 2, that is, each bee gets 3 flowers and there will be 2 left over. Solution:
Indicate to the students to represent the following
problems with the strips and reach a solution as a team.

1. If there are 36 marbles and 4 children, how many marbles does each child get?
Each one? Is there any left? I will be able to make 8 bracelets.

Solution: In a restaurant, they place vases with 3 flowers in each.

table. If they have 16 flowers, how many tables can they al-
Will they sing? Is there any left?

Solution:

It can be seen that when dividing 36 marbles among 4 children, they each get
8 for each and none left over.
The flowers will be enough for 5 tables and there will be 1 left over.
 The school year started and 60 children entered 1st grade. If Evaluation: (10 minutes)
wants all groups to have the same number
of students, how many students will each have if there are Indicate to the students that they should solve individually.
3 groups? the following on a sheet:
Match each statement with the number that fulfills it.
Solution: condition.

If I divide the number by

6, the division is exact. 50
There should be 20 children in each group.
If I divide the number by
Closure: (10 minutes) 5, the division is integer and
4 are left.
48
63
Ask the students to choose a representative from each group.
team to come forward to present any of the If I divide the number by
8, the division is exact.
54
problems. Each team will be assigned a problem.
The teacher will ask the following questions: If I divide the number by
7, the division is whole and 83
a. Are the ones we saw the only ways to represent over 1.
Are there problems or are there others?
b. If there are others, what would they be?
If I divide the number by
9, the division is exact and 29
there are 2 left.
 Training area: Mathematical thinking
Subject: Mathematics
Thematic axis: Form, space, and measure
Block: 3
Tema: Figures
66
Subtema:Figuras planas

Expected learnings: Knowledge and skills:

Identify figures that are symmetrical with respect to • Recognize properties. Axes of symmetry of a
to an axis. figure. Symmetrical figures.
My other half
Activity 5

Expected learning: Duration: 60 min.

Identify symmetries using
rulers. Suggested grade: 3°

Organization of the activity Start: (10 minutes)

Preparation: Indicate the following to the students: 67

Material: Take a white sheet and cut a square of 20 x 20 cm.
2. Fold it in half as shown below.
A box of rods 3. Think of the figure you want and draw half of it.
that figure on one of the halves of the sheet.
Material not included: 4. Cut out your drawings along the edge and unfold them.
they will have symmetrical figures.
White sheets
Pencil
Rule

The students will form five teams that have the same
number of members, and a box of strips will be given to them
by team.
 *that cuts the figure into two equal parts or if, when placing it
A figure is symmetrical if there is an imaginary line.

in a mirror halfway, the reflection is exactly the other

Ask the students:

How did you figure out if the shapes are symmetrical?

middle of the figure. What aspects did you take into account?
Do the figures that are symmetrical only have one axis of symmetry?
symmetry?
Development: (30 minutes)

Ask the students to build the following figures with

the rods and say whether they are symmetrical or not.
* A figure can have more than one axis of symmetry.

Ask the students to construct a figure that is symmetrical.

triple and one that is not.

68 Closure: (10 minutes)

The teacher will choose a representative from each team and will
Each team will repair one of the previous figures.
The representative will come forward to say if the figure that
Is it symmetrical or not, and what aspects were taken into account?
to know it. It will also present the figures they made in
your team of your choice.
Assessment: (10 minutes)

Ask the students to individually write on a sheet of paper.

Blanca, make the following drawings and say whether they are or are not similar.
Tricos. If they are, they must say how many axes of symmetry they have.

69
 Training field: Mathematical thinking
Subject: Mathematics
Thematic axis: Numerical sense and algebraic thinking
Block: 4
Theme: Meaning and use of operations
72
Subtheme: Additive and multiplicative problems

Expected learning: Knowledge and skills:

Solve problems that involve different Solve problems involving different operations.
operations.
Operations
arithmetic and strips
Activity 6

Expected learning: Duration:60 min.

Solve problems that involve the dife-
perform operations with the help of the rods. Suggested degree:3°
Organization of the activity

Preparation: Start: (10 minutes) 73

Material: The teacher can start the activity with the following approach.
The students will solve in teams:
A box of strips Sandra went to a clothing store. She had $500 to
buy socks, t-shirts, and scarves. The socks are...
Material not included: bas $5, t-shirts $25 and handkerchiefs 5 for $1. What
What could Sandra have bought with her money?
Sheet of paper
Pencil Solution: He could buy, for example, 1 pair of socks, 80
handkerchiefs and 19 t-shirts.
The teacher will organize the group into five teams with the same
number of members.
 Development: (10 minutes) If what we want to do is a multiplication, for
example 5 x 6, which means 5 times 6, then-
Explain the following to the students: We take the 6 strip and place it 5 times.

One way to add with the blocks is the following:

5+4=

The sum is the union of two sets, so if we unite the 5 If we stack cubes to see how many there are, we can see
with the 4 it gives us a new bar, the one of 9. what are 30 cubes, because 5 x 6 = 30.

74 So 5 + 4 = 9.

When we want to require a set from another, it is

to say subtract, we can do it with the bars of the
the following way:

10 - 7 = 3 Lastly, divisions can be made, such as 26 ÷ 8,

That is, how many times does 8 fit into 26.

We can see that by removing the strip of 7 from the strip of 10,
We have an extra 3-socket power strip that fits in the gap.

Therefore 10 - 7 = 3. We can see that 8 goes into 26 three times with a remainder of 2, which
it is the remainder of the division.
We already saw how we can represent the different operations Mariana had saved $15 and her grandparents gave her
You have the blocks. Now work together to solve the following. $28. How much do you have saved now?
problems:
Solution:
1. My sister Rosario is 45 years old and I am 9. How many
Sometimes does it feel like my age? had $15 they were given 28

Solution:
now I have $43 saved

Now I have $43 saved.

My father is 4 times my age.
A repair truck carries 15 boxes of soda. 75
2. Miguel started collecting football cards. Yesterday Each of them has 6 containers of 2 liters of capacity.
he counted 24 cards and his friends gave him some. Dad. How many containers does the truck carry?
more. If he/she now has 42, how many did they give him/her?
friends? Solution: 6 X 15 = 90

Solution:

When you do the subtraction, you can see that his friends gave him 18.
cards. Therefore, the truck carries 90 containers of soda of 2
liters.
 Hernán and his sister have been saving money. Evaluation: (10 minutes)
Her sister has $16 and Hernán has 3 times that amount.
Good morning, sister. How much money did Hernán save? Ask the students to solve the following problems:
How much money will they both have if they combine it?
Carlos, Roberto, and Cecilia have a box of chocolates.
Solution: each one. Carlos's box has 2 dozen chocolates.
Roberto's has double that of Carlos and the
Sister $16 Cecilia has what Carlos and Roberto have together.
How many chocolates do Roberto and Cecilia have?
Among the 2, 4 x 16 = 64 2. A train has 20 cars. Each car carries 5 containers.
Hernán 3 x $16 In each container, there are 5 boxes and in each box
two cabinets. How many cabinets is the train transporting?

76

Closure: (10 minutes)

Ask the students to comment as a team if there is only one.

method of solving each of the operations with the rules-
it is or if there are several.
Each team must choose a representative who passes-
go to the front to give their answer and explain how they solved it
they addressed one of the problems.
The teacher will assign the problems to each team.
 Training field: Mathematical thinking
Subject: Mathematics
Thematic axis: Numerical sense and algebraic thinking
Blocks: 4 and 5
Theme:Meaninganduseofoperations
80
Subtopic: Multiplication and Division

Expected learning: Knowledge and skills:

Identify division as the operation that per- • Explicitly identify the division to start the process
to solve distribution or grouping situations used dimensions.
pavement. Establish some relationships and properties of division.
What is the relationship?
Activity 7

Expected learning: Duration: 60 min.

Solve problems that involve repair
to and division using the rods Suggested degree:3°

Organization of the activity

Preparation: Start: (10 minutes) 81

Material: Write the following problem on the board and ask the students
those who try to solve it:
A box of rods If my parents give me $50 a week to spend on
the school, how much money can I spend daily?
Material not included:
Ask them the following questions:
Sheet of paper
Pencil a. How did they solve the problem?
b. What operation did they use?
The teacher will organize the group into five teams and will give them... c. Do you know the algorithm for that operation well?
There will be one box of strips per team.
 Remind the students that:
* In a division, we can see the following parts:

Distribution is called division. This operation gives us

The operation used to solve problems

You can find out how many times one number fits into another.
Divisor 4 23
5 Quotient
Dividend
Residue
3
For example: 12 ÷ 4 = 3
That is, 4 goes into 12 three times and can be prov-
four multiplied by three equals twelve. How many candies would we get if my grandmother had te-
25 sweets?

Development: (10 minutes) Solution:

Present the following problems to the students and guide them.

guarantee its resolution.
82
My grandmother gave sweets to me and my two siblings.
hands. She had a bag of 20 candies. How many
sweets were given to each of us if he gave to all of us We would each get 8 candies and there would be 1 left over.
same amount? The dividend was increased and the divisor remained fixed.

What happens to the quotient if we increase the divisor?

Does the dividend and the divisor remain constant?

2. If my grandmother had 16 candies, how many would we get?

We each got 6 candies and there were 2 left over. We can see
the number of candies such as: Solution:

3 x 6 + 2 = 20

Now we would each get 5 and there would be one candy left over.
We are decreasing the dividend and the divisor remains fixed. 5.Y, what if 9 children had attended the party?

What happens to the quotient? Solution:

At my little brother's party, 26 popsicles were handed out.

to the children. If 7 children attended, how many popsicles does he
Did they touch each one?

Solution: The divisor increases even more but the same dividend is used.
What happened to the quotient now?

Closure: (10 minutes)

Each child received 3 popsicles and 5 were left over. Indicate to the students to discuss as a team what happened 83
of with the quotient when the divisor increases or decreases or
4. If 8 children had attended the party, how many pale- the dividend.
Would they have all touched them? Subsequently, ask them to complete the following table.
Ask the students how the remainder varies when the divi-
Solution: it is increasing or decreasing 1 by 1.

Dividendo Divisor Cociente Residuo

32 9
33 9
In this problem, the divisor increased while keeping the dividend fixed. 34 9

What happens to the quotient? Choose a representative from each team to come forward.
and present your conclusions.
 Evaluation: (10 minutes)

Ask the students to solve the following problem of

individual form:
About 150 people are going to attend a trip, but
It is not known for sure whether they are 150, 151, 152, or 154. If in each
A truck holds 40 people, how many trucks will they need?
Create a table where you can record the results.

84
 Training field: Mathematical thinking
Subject: Mathematics
Thematic axis: Sentido numérico y pensamiento algebraico
Block: 5
Theme:Meaninganduseofoperations
88
Subtheme: Additive Problems

Expected learning: Knowledge and skills:

Solves simple problems that involve •Solve simple problems that involve adding or res-
to add or subtract fractions. take fractions (halves, quarters, eighths).
The parts of a whole
Activity 8

Expected learning: Duration: 60 min.

Solve addition and subtraction problems of fractions.
We do it with the help of the rods. Suggested degree:3°

Organization of the activity

Preparation: 89
Material:

A box of rods
Solution: It would require two cuts to divide the cake into quarters.
Material not included: a cut in half of the cake as in the following figure:

Sheet of paper Development: (30 minutes)

Pencil
Explain to the students that the rods help us solve
Start: (10 minutes) easily problems with fractions like the following:
In class 3º B there are 48 students, of which 4/6 are
The teacher can start the activity with the following Girls and 1/4 of them wear glasses. How many girls with
acer jo: How many glasses are there in 3rd B?

If I want to divide a cylindrical cake into eighths, but so- We can represent the 48 students with the cubes and
I can make 3 cuts, how would those cuts be? make a rectangle as shown below.
 Of the 48 students, 4/6 are girls. We can divide the rec- Solution:
triangle into 6 equal parts and take 4 of those parts, which re-
they present 4/6. Ana Raquel Peter

4 they are girls

6
They ate 7/8 of the pizza. 1/8 of the pizza remained.

A mathematics teacher gives 7/2 hours of class.

Of those 4/6 of girls, 1/4 wear glasses. in the morning and 10/4 hours in the afternoon. How many
How many class hours are there during the day?

90
1 they wear glasses Solution: In this problem we can represent the unit,
4
what would the hour be, like squares of 4 cubes, for example:

Therefore, the number of girls who wear glasses is 8.

Indique a los alumnos que resuelvan los siguientes pro-
problems in team:
Now let's represent the 7/2 hours of class in the morning.
On Raquel's birthday, a pizza was divided into 8. 4:10 PM would be represented as:
parts. Ana ate 1/8, Raquel ate 2/8, and Pedro
4/8.

a. What fraction of the pizza did the three of them eat?

b. What fraction of the pizza is left?
If we combine them to add them up: For the other use 4/8 of a liter:

Therefore, we can express the result in quarters or in To know how much serum we used, we need to bring the two together.
We have 12/4 or 24/8 of an hour. quantities, that is, to add them.

A doctor uses 5/2 liters of serum for a

hundred and 4/8 for another. How much serum does he use for the
two?

Solution: We can take the unit (the liter) as the rectangle Therefore, he used between the two patients 24/8 liter, or 91
next group: well 6/2 if we simplify the result.

4. Rubén bought 9/4 of a kilogram of beans. If he uses 6/8

From a kilogram, how much bean do you have left?

Solution: We can take the unit (the kilogram) as a rec-

For one patient, use 5/2 of a liter: triangle like the following:
 He bought 9/4 kg of beans:

Used 12/8 kg:

So 1/2 of his salary is the following:

By subtracting them:
Salary of
employee

Salary of
92 supervisor

Therefore, you have 24/8 or 6/4 kilograms left.

From that salary, he spends 1/8 on transportation:
5. An employee earns daily 1/2 of their salary.
supervisor, who earns $80 daily. The employee spends
1/8 of his salary on transportation. How much money does he have left?

Solution: We can represent the supervisor's salary of the

next way:

Therefore, he has $35 left.

 Closure: (10 minutes)

The teacher will assign a problem to each team, asking them to

a representative from each one to come forward and resolve it.
When fractions have different denominators,
What are we looking for to be able to solve them easily?
One way to do it is by looking for the two fractions.
they have the same denominator. We can look for fraction
equivalents, for example: 1/2 + 1/4 = 2/4 + 1/4 = 3/4

Evaluation: (10 minutes)

Tell the students to solve the following problems.

more individually: 93
To prepare the food for my party, you need
7/2 kg of chicken meat and 9/4 kg of beef. What
Is it the total amount of meat needed?
David bought 6 meters of plastic to cover his
notebooks, of which he used 3/2 and his brother others
2/8. How much plastic did they use between the two? How much
Did you have any leftover?
 Training field: Mathematical thinking
Subject: Mathematics
Thematic axis: Numerical sense and algebraic thinking
Block: 5
Theme:MentalCalculation
96
Subtema:Números naturales

Expected learning: Knowledge and skills:

• Solve problems involving different Use the multiple repertoire to solve
operations. divisions.
Multiplication or division?
Activity 9

Expected learning: Duration: 60 min.

The student will use the multiple repertoire
to solve divisions with the help of the rods. Suggested degree:3°

Organization of the activity

Preparation: Start: (10 minutes) 97

Material: You can start the activity with the following question:

A box of strips How many days will have passed in 48 hours?

Material not included: Solution: We know that there are 24 hours in a day. Let's see how much-
How many times does 24 fit into 48.
Sheet of paper
Pencil

Organize the group into five teams and distribute a box of re-
substitutes per team.
In this problem we seek the quotient of the following division:

48 ÷ 24 = 2
 Since we do not know it, we can represent it with a 'c'. A person lives on average 75 years and sleeps 8
what multiplied by 24 gives us a result of 48, that is: hours a day, that is, a third of it, since
There are 24 hours in a day. How many years of your life do they
24 x c = 48 Is he/she still sleeping?

This way we can easily see with the blocks that 24 repeats. Solution:
te 2 veces, es decir, si mul plicamos el 24 por 2 nos da como
resultado 48.

Development: (10 minutes) It can be seen that the 3 is repeated 25 times to complete 75
years, so that:
Indicate to the students to solve the following problems
more in team, using their multiple repertoire with c = 25
98 help from the rods. 3 x 25 = 75

1. A taxi driver travels 25 km daily. How many days re- Raúl wants to share 57 marbles among his 4 friends.
Will you run 100 km? How many will each one get?

Solution: 4. Carmen's grandmother wants to divide $68 between her and

her sister. How much will each of them get?

5. Minerva, Julián, and Gaby bought a pizza that they

The operation we need to solve is: It cost $96. How much does each person have to contribute?

25 x c = 100

25 is repeated 4 times to reach 100, so c = 4.

Closure: (10 minutes)

Ask the students to complete the following table:

Operation Division
24/8
65/5
32/4 4 x __ = 32
58/2

Evaluation: (10 minutes)

Indicate to the students to solve the following problems 99

more individually:

A water tank with a capacity of 80 liters

He raffles 20 houses. How many liters does he distribute equally?
each house?
2. In a tennis club, there are 72 balls. If there are 6
people who need balls to play, how many
How many balls will each person get?
Evaluation
All educational levels use forms of assessment.
the current education in Mexico demands teachers to When evaluating by competencies, it involves the com-
grasping concepts, the acquisition of skills and the ac-
congruent with the curriculum, for which it is necessary to break- Attitudes required to carry out a task, that is, the performance
through traditional paradigms such as evaluating only how- achievements made in the use of knowledge for resolution
foundations. of problems, whether in real life situations or in your
The changes of the Comprehensive Education Reform application in specific contexts.
Basic (rieb) have impacted the evaluation paradigm, The evaluation has a formative character, as it per-
transforming it into one oriented towards new forms that can detect the difficulties of the students during their
allow the teacher to carry out evaluation practices of learning, obtain information about the help group
learning and for learning through constructed criteria what should be provided to them, to know the degree of appropriation of
two in collective, with instruments and techniques in line with the approach the knowledge and skills and have indicators of their
that for competencies. achievements and weaknesses.
The evaluation must become a process of assessment. The assessment in the classroom is a continuous process, as
what quantitative and qualitative evaluation of the progress and achievements of the has been present since the beginning of the activity to determine
students, both in the development of activities, as what knowledge does the student have (pre-knowledge)
in the quality and relevance of the products obtained; everything vios), in the development of it to evaluate its aspects
this based on the development of competencies for conceptual, attitudinal, and processual, and in the end, for co-
the life and the graduation profile. it is not known if the goal that was intended to be reached was achieved
Based on the above, evaluation is understood as expected designs). Likewise, it applies to assess the for-
set of actions aimed at obtaining information about strengths and deficiencies in learning and take actions that
the degree of appropriation of knowledge, skills, value- help improve that process.
skills and attitudes that students learn based on the Evaluation is a part of the teaching process.
experiences provided in class; actions that in turn contribute and of learning that not only encompasses the final part or that one
elements for the feedback on teaching work. what determines a passing or failing grade,
 but determines the degree to which the objectives have been achieved In the subject of Mathematics, it is important to evaluate
sites and help adjust the strategies that drive the process What can students do and to what extent do they apply it?
of student learning. what they know, since the objective is to go beyond the learning-
It is important for the teacher to consider the aspects and expected and of the contents, considering the way
criteria presented by the program, that is, the purposes to conduct oneself competently both in study and
of the level and the expected learnings, in order to observe in the application of mathematics to situations that arise
the performance indicators that account for progress both gr... they are presented in everyday life.
as an individual of the students to know the degree When evaluating by competencies, the elements must be considered
of appropriation of concepts, skills, and attitudes. ments shown in the diagram.
The expected learnings are statements that include It is up to the teachers to choose the techniques, ins-
the basic contents that students must learn instruments and evaluation procedures so that these
to access increasingly complex knowledge in provide relevant information regarding progress
a learning context. They reveal concepts, skills and achievements of student competencies. Therefore, it is
102 and attitudes that learning activities must consider- It is necessary to have clear indicators and criteria that allow
regarding the contents and express the development of to observe and record evidence to assess the achievement of the
as part of the competencies. They also constitute indicators competence that is sought to be developed.
for the teacher about the aspects he should consider when To achieve a comprehensive evaluation, it is necessary to use
evaluate the performance of the students. different techniques and instruments, since each of them

The competencies that students Design scales

they must acquire. and define performance categories.

How to determine
What to evaluate? the level of learning?

Evaluation
What mechanisms What criteria?
to use?

Instruments for observation Based on indicators

and to record the performance.
of performance.
take into account different factors that intervene in the b. Esoteric scales
learning process.
Observation is a technique that is applied in the mo- It consists of a series of characteristics, qualities, or aspects
while the students carry out activities, and for me- students' cough, whose degree of presence is required of-
God knows her achievements and the difficulties that in- end. The degree of presence is expressed through catego-
they face in the learning process, in addition to aspects rías, including the following:
that are not revealed in other instruments and methodologies of
evaluation. Qualities
When applying observation, it is advisable to take a re-
record with some notes on the performance of the es- Can dad: Mucho – Bastante – Poco – Casi nada –
students, especially those who show more difficulty Nothing
trades. To this end, this technique relies on tools such as Frecuencia: Siempre – Casi siempre – A veces – Casi
the Checklist, the Scales are never - Never
the Rubrics. 103
Below are some of the instruments • How much canvas
that can be used.
Excelente – Muy bueno – Bueno – Regular – Malo
[Link] or checklist Suficiente – Insuficiente – Deficiente

It consists of a list that helps determine the presence or The minimum number of categories is three and the maximum of
absence of characteristics, aspects, qualities, or sequences five, and these must be clear, defined, and precise.
action committee (traits). The checklist is suitable for re-
register two aspects: c. Evaluative exercises

Yes - no. They look for one or two pieces of content at most.
He did it - he didn't do it. assess the level of understanding that the students reached.
Present - absent. They should be small exercises containing between 5 and 10.
receivers.
 Problem solving

A problem is a question or matter that requires a solution.

Problem-solving is currently considered the
an essential part of education, as through it, the es-
Students experience the potential and usefulness of math-
marks in the world around them.

[Link] exam

It is a formal evaluation instrument in which the student...

He/she responds according to what is requested. It allows verification.
the acquisition of the content to provide feedback to the pro-
104 teaching and learning process, verifying the correct answers
and errors.
Rulers, Educational Guide
Primary level, 3erdegree
Reproduction, in whole or in part, is prohibited by
any means, without written authorization
of the holder of property rights.
 Rulers Teaching Guide

Belgium had the idea of creating the strips as a means

George Cuisenaire, a primary school teacher in Thuin,

of teaching for their students. Over several decades,

The use of strips allows for addressing topics such as the

four basic operations, fractions, area, volume, roots
squared, resolution of simple equations, systems of
equations and even quadratic equations.
By manipulating the strips, the students discover,
through their own experience, notions or concepts linked
to the physical characteristics of them. In this way, they
they rely on their own reasoning, faculties, and creativity,
achieving an internalization of knowledge.
The material consists of a set of rods of 10 sizes.
and colors. Each size is associated with a color and a number.
The length of the strips ranges from one to ten centimeters.
they have no type of mark and allow to stimulate the layer-
city of memory and relationship of apparently unrelated concepts
linked to each other, such as quantity, color, and length.
Through the activities proposed in this guide, we
they will work on different concepts and problems in a way
completely playful that is attractive to students.
Likewise, the teacher may make use of their creativity and
knowledge to find different uses of the material and
thus design new activities.