LEARNING SESSION

We solve problems with units of measurement of time.

magnitude
I. INFORMATIVE DATA:
Educational Institution Javier Heraud
Director Herlinda Domingo Ataucusi
Teacher Luz LLactahuaman Garay
Grade and Section 3° "A"
Timing : 14/11/2022
Area Mathematics

II. LEARNING OBJECTIVES

COMPETENCE EVALUATION
CAPABILITIES Performance EVALUATION CRITERIA PRODUCTION
ACTING
Solve problems of Establish equivalence relations Understand and solve Cards of
regularity between two groups of up to twenty problems using application
equivalence and change. objects and slabs turn into equalities measures of time.
Translate data and which contain additions, subtractions Use symbolic expressions Instruments
conditions to the multiplications to express measurements of Evaluation
expressions Describe the change of a magnitude exact in units
algebraic. regarding the passage of time, conventional tempo List of
Communicate your supporting tables or drawings to convert hours into Comparison
understanding about Employs heuristic strategies y minutes and minutes in
the relationships calculation strategies (the seconds.
algebraic. additive and multiplicative decomposition, -Perform conversion of
Use strategies y add or remove on both sides of the time magnitudes
procedures for equality, inverse relationships between
find operations and others), to find
equivalences and rules time equivalences.
general.
CROSS-CUTTING COMPETENCIES
Manage your learning with autonomy. Determine with the help of an adult what you need to learn.
considering their experiences and prior knowledge to carry out
Define learning goals Set short-term goals that allow you to achieve
the dispute
It unfolds in virtual environments Organize information according to its study purpose,
generated by ICT. various sources and digital materials.

Manage information from the virtual environment.

III. DEVELOPMENT OF THE EXPERIENCE

Sequence of Activities
Organize your students to carry out an activity, for this we stick the clock on the wall and
START We ask what time is it? How many minutes are in an hour? How many seconds are in a minute?
 The students give their answers and we comment that we will solve various problems in which
we will use time measurements.
We note that the time shown on the clock is 10 hours and 9 minutes, then we ask
How many minutes are there in 10 hours?
We ask the students to discuss in teams and share their response, we indicate that the team
that will hold a point in favor.

I communicate the purpose of the learning experience:

The agreements of coexistence are proposed:

Raise your hands if we want to participate
We respect the opinions of others
Respect the biosafety protocols and comply with them.

Develop
o
CHALLENGE:Solving problems using time measures

FAMILIARIZATION WITH THE PROBLEM

Then the students should organize themselves into groups of four or five members.
We provide each student with a photocopy of the problem to solve so that they can stick it in their
notebooks
We present the problem, then we ask the students to read individually in silence and
later out loud.

The third-grade primary students of I.E. Santa María de Chivay as part of a project
to learn about the history of their region, they will visit the museum where the Lady Juanita is located
City of Arequipa. They are planning their visit carefully.
Activities Start time End time
Bus transfer from Chivay
a Caylloma

Visit and walk around the museum

Snack
 Return from Caylloma to
Chivay

How many minutes does the bus ride from Chivay to Caylloma last? And in seconds, how much would it be?
How many hours and minutes did the visit and tour of the museum last? How much time did it take?
all activities from departure to return?
We asked some questions to ensure that all the students understood.
problema: ¿de quétrata el problema?, ¿qué actvidades han planificado los niños?, ¿a qué hora empieza
{"planning":"the planning?","what_time":"what time will they return?","which_activities":"which activities will take them the most time?","which_activity":"which activity will"}

Will it take less time?, what does the problem ask us?

SEARCH AND IMPLEMENTATION OF STRATEGIES

We asked the students to organize into teams and asked: what can you do to solve the
problem?
We give a few minutes for the group to discuss and propose strategies to find the solution to the
proposed problem. Then, ask them to carry out the agreed strategy or procedure as a team.
THEY SOCIALIZE THEIR REPRESENTATIONS
We put up a sign on the board with the phrase: "WE SOLVE PROBLEMS USING MEASURES OF
TIME
We took a poster on the board to familiarize ourselves with the situation.

DATE 1
How many minutes does the bus transfer from Chivay to Caylloma take? And in seconds, how much would it be?

Activities Start time End time

Bus transfer from Chivay
Caylloma

theThe transfer from Chivay to Caylloma takes 15 minutes.

IF WE TRANSFORM 15 MINUTES INTO SECONDS, WE HAVE:
1 minute = 60 seconds 15 minutes = ?
We multiply: 15x60=900 seconds

theThe transfer from Chivay to Caylloma lasted 900 seconds.

DATE 2
How many hours and minutes did the visit and tour of the museum last?

Activities Start time End time

Visit and stroll through the
museum

Museum visit start time: 9:30 am

End of visit 11:00 am

From 9:30 to 10 am 30 minutes have passed

From 10:00 am to 11:00 am 1 hour has passed
Then the visit to the museum lasted 1 hour and 30 minutes, that is, 1 and a half hours.

DATE 3
How long did it take to carry out all the activities from departure to return?
They left RETURNED
 9 : 00 am 12: 15 am
We prepare a subtraction.
12 : 15
9 : 00
3 : 15
Answer: The time used from leaving the school until returning after the visit to the
the museum took 3 hours and 15 minutes.

REFLECTION AND FORMALIZATION

We formalize the knowledge based on your responses and what you have represented in your notebook.

Equivalence between time units

There are 60 minutes in an hour. In ½ hour there are 30 minutes. In a quarter of an hour, there are 15 minutes.

Unit of time Equivalence

Era Many millennia (without a fixed quantity)

Age Several centuries (without a fixed amount)

Millennium 1,000 years

Siglo 100 years
Decade 10 years
Mirror 5 years
Year 12 months, 365 days and 4 hours
Month 28, 29, 30 or 31 days
Week 7 days
Day 24 hours
Hour 60 minutes, 3600 seconds
Minute 60 seconds
Second

FORMULATION OF OTHER PROBLEMS

Resuelven otros problemas
Situation 1:

Who arrived earlier?

Situation 2
 Write the time with the abbreviated AM or PM, as appropriate.
a) Write down the time when Diego arrives at his grandmother's house.
b) If he was at his grandmother's house for 3 and a half hours, what time did he leave?
c) He took 30 minutes to get home, what time does he arrive?
d) Then, study for 2 and a half hours, at what time do you finish studying?
Reflect on answering the questions:
CLOSURE ¿Qué aprendiste?,¿Cómo lo aprendiste?,¿Para quéte sirve lo aprendido?

__________________________________ __________________________________

Director Class Teacher

EVALUATION INSTRUMENT Checklist

Título de la actvidad:Resolvemos problemas con las unidades de medida detempo. (Cambio de magnitud)
Learning evidence: Application sheets
Competition Solve problems of regularity, equivalence, and change.
Capacity Translate data and conditions into algebraic expressions.
Communicate your understanding of relationships
algebraic.
Use strategies and procedures to find
equivalences and general rules
Performances:
Establish equivalence relationships between two groups of up to twenty objects and transform them into equalities that
they contain additions, subtractions or multiplications
Describe the change of a magnitude with respect to the passage of time, supported by tables or drawings.
- Employ heuristic strategies and calculation strategies (additive and multiplicative decomposition, adding or subtracting in
both sides of the equality, inverse relationships between operations and others), to find time equivalences.
EVALUATION CRITERIA
- Criterion 01: Understands and solves problems using measurements
of time.
- Criterion 02: Use symbolic expressions to express measures
exact in conventional time units for conversion
hours to minutes and minutes to seconds.
- Criterion 03: Perform magnitude conversiontime studies.
Criterion 01 Criterion 02 Criterion 03
1 ALEJO CANDELA, SANTIAGO AARON
2 JUAN DE DIOS CAIRAMPOMA VALLENAS
REYNALDO
3 CASAS GARAY, NEIMAR EDWIN
4 CARDENAS CCALLOCUNTO, GUSTAVO
5 KIARA CONDORI PEREZ
6 GARIBAY BARBOZA ASHLY YTZURI
7 LAURENTE BERROCAL MIRACLES
8 MATOS IBAÑEZ, WILIAN SEBASTIAN
9 ORIHUELA SUNDAY ABIGAIL
10 ABRAHAM PARGAS MONTERO
11 PEREZ MEJIA, FRANK WILIAMS
12 RAJO QUISPE, ALAIN PATRICK
13 RAMOS SANTOS, THIAGO ANDREE
14 TENORIO CHAVEZ, CATALINA
15 TEQUE AGUILAR ALFREDO
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