DIDACTIC PLANNING

MATH
LESSON: 13 “Special THEMATIC AREA: Number sense and TOPIC: Meaning and use of TRANSVERSALITY:
grades on straight lines” algebraic
PERIOD: Week 1 thinking.
(Nov. 5-9) ZONE: _082 numbers.
LOCATION: Tantoyuca, Ver.

BLOCK: II
EXPECTED LEARNING: Solve problems in various contexts that involve different meanings of fractions
COMPETENCE DIDACTIC SEQUENCES DIDATIC RESOURCES ASSESSMENT

Give students several strips of the same size. Five strips of the Checklist
Locate a certain number of integers on all the strips for which same size.
you will have to locate the zero and each unit Rotary notebook
Mark certain fractional numbers greater than one, for
Locate example 7/3, 9/6 Mathematics
fractions on Convert the fractions to a mixed number 7/3=2 1/3 student's book Estimative scale
the number Analyze the possibility of dividing only the integer where you p. 45 and 46
line will place the fraction
Locate fractions with different denominators on the same line
Write down the equivalent fractions in your notebook.
Provide an exercise in which they have to locate the whole
from a fraction, for example 1/5, they will have to mark 5
segments of 1/5 to complete the whole.
Solve lesson 13 “Special grades on straight lines”

DIDACTIC PLANNING
MATH

PERIOD: Week 1 (Nov. 5-9) ZONE: _082 LOCATION: Tantoyuca, Ver.

BLOCK: II
LESSON: 14 “Fractions of THEMATIC AREA:Numerical feeling and TOPIC: Meaning and use of TRANSVERSALITY:
tens” algebraic thinking numbers
EXPECTED LEARNING: Solve problems that involve different meanings of decimal fractions and their representation in decimal
notation
COMPETENCE DIDACTIC SEQUENCES DIDATIC RESOURCES ASSESSMENT

Provide each student with a one meter long strip of paper. Meter Checklist
Divide into ten parts to get ten
Use decimal Divide into one hundred parts to get hundredths Table for Rotary notebook
fractions Finally divide by a thousand to get thousandths reading
(denominator Explain that decimal fractions are those that have powers of decimals Rubric
10, 100 and 10 as denominators and can also be represented as a
1000) to decimal number 1/10 =.1 1/100=.01 Math student's
express Locate the decimal fractions in the meter and convert them book
measurement to a decimal number p. 50-53
s. Identify Show decimal number reading table
equivalence WHOLE . DCM DM
between Do an exercise converting fractional numbers to decimals
decimal and vice versa, writing down how they are read.
fractions Solve lesson 14 “Fractions of tens”

DIDACTIC PLANNING
 MATH
LESSON:15 “Numerical THEMATIC AREA: Numerical sense and TOPIC: Meaning and use of TRANSVERSALITY:
sequences” algebraic thinking.
PERIOD: Week 2 (Nov. 12-16) ZONE: _082 operations Tantoyuca, Ver.
LOCATION:
EXPECTED LEARNING: Solve problems that involve the use of multiples of natural numbers
BLOCK: II
COMPETENCE DIDACTIC SEQUENCES DIDATIC RESOURCES ASSESSMENT

Play “boom” Checklist

Stand in a circle and count, omitting the multiples of a certain Math student's
number, changing it to the word “boom.” book Rotary notebook
Remember that multiples are obtained by multiplying a p. 50-53
Solve number by any other integer.
problems Do the activity “Who am I a multiple of?” the teacher will say Estimative scale
that involve a number and you will guess what number it is a multiple of.
the use of Socialize the procedures used
multiples of Note that it can be divided to check if said number is a
natural multiple of another or others.
numbers Write down the multiples of 2, 5 and 10
Comment on what similarities you find in these multiples.
Note that multiples of 2 always end in an even number,
multiples of 5 end in 5 and 0, and multiples of ten in 0.
Solve lesson 15 “Numerical sequences”

DIDACTIC PLANNING
MATH
LESSON:16 “Relationship TRANSVERSALITY:
between dividend, divisor THEMATIC AREA: Number sense and TOPIC: Meaning and use of
PERIOD: Week 2 (Nov. 12-16) ZONE: _082 LOCATION: Tantoyuca, Ver.
and quotient” algebraic thinking operations
BLOCK: II
EXPECTED LEARNING: Solve problems that involve establishing the relationships between dividend, divisor, quotient and remainder.

COMPETENCE DIDACTIC SEQUENCES DIDATIC RESOURCES ASSESSMENT

Integrate teams through the “Scrambled Basket” dynamic Seeds Rubric

Bring different seeds, fruits or sweets, count them and Sweets
distribute them among the team members Checklist
Note that what is going to be distributed is called the
Find the dividend, among those who are going to be distributed it is
relationships the divisor, the amount they get is the quotient and what is
D=cxd +r and left over is called the remainder (as a rule the remainder
use them to must always be less than the divider)
solve Represent the previous procedure by means of a division. Mathematics
problems Derive the formula to verify division using all its elements student's book
D=dxc + r 54-56
Solve the activity “Relationship between dividend, divisor
and quotient”

DIDACTIC PLANNING
MATH
LESSON:17 “Brain THEMATIC AREA: Number sense and TRANSVERSALITY:
PERIOD:
gymnastics with fractions” Week 3 thinking
algebraic (Nov. 19-23) ZONE: _082 LOCATION:
TOPIC: Estimation Tantoyuca, Ver.
and mental
calculation
BLOCK: II
EXPECTED LEARNING: Solve problems in various contexts that involve different meanings of fractions

COMPETENCE DIDACTIC SEQUENCES DIDATIC RESOURCES ASSESSMENT

Bring mugs or prints that you have collected to the

classroom. Mugs or stamps Checklist
Integrate teams through the dynamic “Take the tail off the
donkey”
Each student puts on a paper queue with their name and 4
Development children are named to remove the queues. At the end of
of mental the activity each student will leave with the one who has
calculation their name. Estimative scale
resources in Gather your mugs or cards and solve problems as if there
relation to are six members, each one will receive 1/6. How many
fractions elements correspond to them?
Conclude that this type of approach can be solved by
dividing the total by the denominator Mathematics
Pose problems to the other teams where they explain the student's book
amount they got according to the fraction so that they can 57-58.
define the total, for example: I got 125, which is 1/8th. How
many were there in total?
Conclude that this type of approach can be solved with
multiplication
Socialize other procedures that you can use
Answer lesson 17 “Addition of fractions with different
denominators”

DIDACTIC PLANNING
MATH
PERIOD: Week 3 (Nov. 19-23) ZONE: _ 082 LOCATION: Tantoyuca, Ver.

BLOCK: II
LESSON :18 “Construction TRANSVERSALITY:
of geometric bodies ” THEMATIC AXIS: Form, space and TOPIC: Figures
measurement
EXPECTED LEARNING: Represent, construct and analyze geometric bodies

COMPETENCE DIDACTIC SEQUENCES DIDATIC RESOURCES ASSESSMENT

Through a brainstorm, establish the differences between a

figure (two dimensions) and a geometric body that occupies Boxes of Checklist
a place in space (three dimensions length, width and height) different sizes. Rotary notebook
Gather different geometric bodies (boxes, cans, etc.) in the Cans or jars Rubrics
classroom. Cardboard
Build, Analyze its characteristics such as: number of faces, vertices shell paper
assemble and edges
and Make the flat development of each body, marking its faces,
represent considering the eyelashes to assemble it.
bodies to Individually present the plane development and the
analyze their geometric body to which it corresponds.
properties, Concentrate in a table the characteristics of each geometric
number of body
faces, Name Faces Vertices Edges
vertices and As a group and using all the geometric bodies, put together a Mathematics
edges model that represents a city. student's book
Solve lesson 18 “Construction of geometric bodies” 59-60.

DIDACTIC PLANNING
MATH
LESSON : 19 “How to TRANSVERSALITY:
PERIOD: Week 4 (Nov. 26 to 30) ZONE: _082 LOCATION: Tantoyuca, Ver.

BLOCK: II
 read a map” THEMATIC AXIS: Form, space and TOPIC: Spatial location
measurement
EXPECTED LEARNING: Solve problems that involve reading and interpreting maps

COMPETENCE DIDACTIC SEQUENCES DIDATIC RESOURCES ASSESSMENT

Observe the different symbols on the way from

school to your home, draw them and write down Blueprints Rubrics
Read maps of their meaning. Satellite map of
known or Tantoyuca Portfolio of evidence
unknown urban Create a sketch of your colony including elements
or rural areas such as orientation, symbols, etc.

Download the satellite map of your municipality

Based on the scale, define distances to go from

one neighborhood to another and shortest routes
to reach a certain place.

Mathematics
Solve lesson 19 “How to read a map” student's book
61-63.

DIDACTIC PLANNING
MATH
LESSON : 20 “The TRANSVERSALITY:

PERIOD: Week 4 (Nov. 26 to 30) ZONE: _082 LOCATION: Tantoyuca, Ver.

BLOCK: II
 meter and its THEMATIC AXIS: Form, space and TOPIC: Measurement
multiples” measurement
EXPECTED LEARNING: Solve problems that involve conversions between multiples and submultiples of the meter, liter and kilogram

COMPETENCE DIDACTIC SEQUENCES DIDATIC RESOURCES ASSESSMENT

Reflect on the units of measurement that we use to

measure solids, liquids, as well as lengths. Rubrics
Pose situations that involve recognizing the base unit of
measurement of the decimal metric system (meter, liter
Table of
and kilo) multiples and Estimative scale
Perform
conversions Make known the multiples and submultiples of the submultiples of
between meter, liter and kilo the meter, liter
multiples Create a table to perform conversions and kilo
and
submultiples km hm dam m dm cm mm
of the m
meter, liter Highway 5.5
and
kilogram To convert from a larger unit to a smaller one you have
to multiply and to convert from a smaller to a larger
Mathematics
unit you have to divide in powers of 10
They repeat the activity using units of liter and kilogram student's book
Answer lesson 20 “The meter and its multiples” 64-65.

DIDACTIC PLANNING
MATH
PERIOD: Week 5 (Dec. 3-7) ZONE: _082 LOCATION: Tantoyuca, Ver.

BLOCK: II
 LESSON : 21 “Relationship TRANSVERSALITY:
between two quantities” THEMATIC AREA: Information TOPIC: Information analysis
and 22 “Compare your management
ratios”
EXPECTED LEARNING: Solve problems that involve the identification in simple cases of a constant proportionality factor

COMPETENCE DIDACTIC SEQUENCES DIDATIC RESOURCES ASSESSMENT

Provide the students with the recipe to prepare “Carlota” Checklist

Look at the list of ingredients for six people Recipes
Make the necessary calculations to determine the amount of Ingredients Estimative scale
Apply and ingredients you should use so that it is enough for the entire Cookies
identify (in group. milkmaid Rubrics
simple Make a table where you concentrate the information Lemon
cases) a Gather the ingredients and analyze their cost based on some
constant offers
proportiona Get the unit value of the products to see which offer is the
lity factor best
Solve lesson 21 “Relationship between two quantities” and Mathematics
22 “Compare your reasons” student's book
66-67.

DIDACTIC PLANNING
MATH

PERIOD: Week 6 (Dec. 10-14) ZONE: _082 LOCATION: Tantoyuca, Ver.

 LESSON: 23 How do I TRANSVERSALITY:
organize my data? THEMATIC AREA: Information management TOPIC: Information analysis
EXPECTED LEARNING: Use intervals to analyze information about continuous magnitudes

COMPETENCE DIDACTIC SEQUENCES DIDATIC RESOURCES ASSESSMENT

Extract data on the weight and height of the students from Diagnosis Checklist
Find and
organize the diagnosis
Weight and
information Sort the data from smallest to largest height data Estimative scale
about tables
continuous Prepare two frequency tables where the information is
quantities grouped by intervals.
Analyze the information with questions such as: What is the
greatest weight and height of the group? Which is the
smallest? In what range is the majority of the group?
Solve lesson 23 “How do I organize my data”

NOTE: IN THIS SAME WEEK THE ACTIVITY WILL BE ANSWERED IN

COMPLETE WHAT WAS LEARNED AND THE EVALUATION
 PRODUCED BY:

PROFRA. GLORIA RUPERTA ARRIETA ARENAS.

PROFR. SERGIO JONATHAN GARCIA CABALLERO.

PROFR. ABAD QUIRINO CORTÉS