SESSION 01

1. INFORMATIONAL DATA

Educational Institution No. ...........................................................

Responsible teacher PROF.
Grade and Section ......... GRADE
Application date : ................................................................
Area : ................................................................
Modality : ...............................................................

2. SESSION TITLE:

WE SOLVE ADDING PROBLEMS AND

REMOVE

3. PROPÓSITOS DE APRENDIZAJE Y EVIDENCIAS DE APRENDIZAJE

Competencies Area Instrument

Performances Criteria
Capabilities of evaluation
Performance 3rd Identify the LIST OF
Establishes relationships between data and problem
one or COMPARISON
Solve problems of more actions of add remove proposed.
quantity ["compare","equalize","reiterate","group"]
distribute amounts combine
y Formulate a
- Translate amounts to
expression
different collections of objects, for
expressions
numeric. transform them into numerical expressions mathematics
- Communicate his (model) of addition subtraction in a
understanding about multiplication and division with numbers problem of
the numbers and the natural numbers of up to three digits. addition
operations.
- Use strategies and
Performance 4th o
procedures of Establishes relationships between data and subtraction.
one or
estimation and calculation.
more actions of add remove,
- Argue
["compare","equalize","reiterate","group"]USA
affirmations about
distribute quantities combine
y strategies
the relationships
numerical y the collections, to transform them into to find the
operations. numerical expressions (model) of response.
addition, subtraction, multiplication and
division with natural numbers up to
four digits.
Purpose Today we will learn how to solve problem situations by choosing the operation.
appropriate mathematics adding or subtracting.
Evidence 3rd grade: Explain the resolution of the proposed problem.
Workbook 4th grade: 15 - 16

Cross-cutting approach Observable attitudes or actions

 Orientation towards good The teacher promotes spaces for dialogue so that students can talk and
common exchange ideas and experiences while respecting others.

META DE APRENDIZAJE: INCLUSIÓN ECONÓMICA

3° • Solve everyday problems by performing addition, subtraction, and multiplication operations with
numbers up to 999, which involve one or more operational actions and applying rounding: approximation of numbers.
4° • Solve everyday problems by performing addition, subtraction, multiplication and
division with numbers up to 9999, incorporating the application of the measurement system and the notion of part - whole.

SESSION PREPARATION
What should be done before the session? What resources or materials will they use in
the session?
Prepare the session base ten
Learning sheets and evaluation sheet TVP
non-articulated concrete material

MOMENTS OF THE SESSION

START TIME:

We greet the students and invite them to say the prayer of the day; likewise,
they mention some recommendations for class development.

We begin the session by tapping into your prior knowledge, which is why you are given the
students a number of buttons or other concrete material, asking them to
count them and record them. After that, they are given another amount of buttons.
asking you to tell it.
How many buttons did I give them first?
How many did I give them afterwards?

Has the number of buttons increased or decreased?

What action have we taken to increase the amount? What operation?
Will it be math?
We recorded your responses without giving any validation in order to take it into account in
the development of the class.
We communicate the purpose of the session to work: Today we will learn to solve
problem situations choosing the appropriate mathematical operation adding or subtracting.

Students are asked what rules or agreements of coexistence will help us.
during the development of the session, such as:

Raise your hand to participate.

Listen carefully to classmates when they speak and to the teacher.
Use materials responsibly and collectively.
 DEVELOPMENT: TIME:

Problem statement
The following situations are proposed:

For the campaign to help compatriots of the

For the campaign to help the compatriots of
In northern Peru, they collect 463 food supplies and 324.
In northern Peru, they collected 1243 food items and 1354.
cleaning products.
cleaning articles.
What was the total number of products collected?
What was the total number of products collected?
However, 121 were damaged on the way.
However, along the way, 121 were damaged.
cleaning articles.
groceries.
How many cleaning supplies will be delivered?
How many supplies will they deliver now?
now?

Familiarization with the problem

What is the problem about?
What have they raised in the campaign?
What information do you provide me?

What does the problem ask of us?

Search and execution of the strategy

Se invita a los estudiantes a formar equipos de 4 para que planteen sus ideas y
find the answer to the problem, for this they are invited to explore guided by the
following questions:
How will I use the data to solve the proposed situation?
-Do you know of any similar problem?
Have you solved a problem like this before?
What will they do first? And then? How will they proceed? What do they need?
What specific material will they use?

We provide students with a set amount of time to organize their ideas.

It is suggested to make use of concrete material.

Socialization of representations
Students are invited to submit their answers to the question, as well as the
strategies they used.

Se da pase a que los estudiantes para que expliquen su estrategia así para que
question their concerns about the results obtained.

The answers may be oriented towards the following explanation:

3rd grade
1st case:

_____________________ → 8 C, ___ D, ___ U

Product name

_____________________ → ____ C, ___ D, ___ U

Nombre del producto

So, when we gather the amounts we have:

2nd case:

_____________________ → ____ C, ___ D, ___ U

Product name

4th grade

1st case

_____________________ → 1 UM, ___ C, ___ D, ___ U

Product name
 _____________________ → 1 UM, ___ C, ___ D, ___ U
Product name

So, by gathering the amounts we have:

2nd case:

_____________________ → UM, C, D, U
Product name

Reflection and formalization

We reflect on what we have learned based on the following questions:

What do we do to find the total amount?

What operation do we use?
What do we do to make a quantity increase?
What do we do to make an amount decrease?
What operation do we use?

We propose the core idea with the help of the students.

Number decomposition

The action of adding an amount is expressed in the mathematical operation of addition.

addition.

On the contrary, when the action consists of removing an amount, it is expressed in the

mathematical operation of subtraction.

CLOSING TIME:
 Students are talked to about how they felt during the session, conducting the
next questions:
What was the purpose of this session?
Do you think they succeeded?
What difficulties did they encounter?

When would they put it into practice?

In what everyday situations can they use what they have learned?

Finally, congratulations are given for the work done in the session. A
file to demonstrate what has been learned.

They resolve self-assessment form.

CRITERIA I did it I'm What

trying I need
improve?
Identify the proposed problem.

Formulate a mathematical expression in an addition problem

or subtraction.

Use strategies to find the answer.

EVALUATION INSTRUMENT
 CRITERIA

Identify the Formulate a Use strategies

problem expression to find the
proposed. mathematics in a response.
FIRST AND LAST NAME OF THE problem of
N
STUDENTS. addition
°
or subtraction.

YES SOMETIMES NO YES SOMETIMES NO YES SOMETIMES NO

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