SECOND GRADE PLANNING MODEL 2017

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Sequence 1 MULTIPLICATION AND DIVISION

Axis NUMBER, ALGEBRA AND VARIATION,
Theme MULTIPLICATION AND DIVISION
Expected learnings Solve multiplication and division problems with fractions and decimals
positives.
Solve multiplication and division problems with integers.
positive and negative fractions and decimals.

Didactic intention The students at the end of this sequence will know how much will be paid for different
products whose price has decimal numbers,
Didactic strategy

Learning situation
TEACHING INTERVENTION ACTIVITIES
START
SESSION 1
TO START
identify multiplication and division as inverse operations. Provide common examples.
LET'S GET TO WORK
In pairs, do the multiplication exercise, for which one will do it with pencil and paper and the other using
calculator.
Define what to do to multiply a natural number by 10, 100, or 1000, and write the rule as such.
Return to the exercise in pairs, changing it for a decimal number.
In a group, define what to do to multiply a decimal number by 10, 100, or 1,000.
In pairs, solve the 6 problems from exercise 5 using the techniques defined in the exercises.
previous.
Discuss in groups how you solved the problems where you had to multiply a decimal by 10.
100 or 1,000. Write in your notebook a note that will help you remember it.
Use multiplication by powers of 10 to solve the following problems from exercise 7.
Group compare the results and correct in case of error.
In groups, observe and analyze the audiovisual resource Multiplications by 10, by 100, by 1,000, in
which presents the technique for multiplying decimal numbers.
DEVELOPMENT
SESSION 2
In pairs, carry out the same exercise from activity 1 of the previous session, but this time make divisions.
for 10, 100, and 1,000
In a complementary group form, complete the statement: To divide a number by 10, 100, 1,000, etc., the point
the decimal is moved by as many digits as the divisor has
In the same pair, solve the exercises using inverse operations, section 3.
Discuss in a group the effect of multiplying by 0.1 exercise 4
In the plenary, solve exercise 5 and discuss the effect of multiplying by 0.01.
Individually solve the operations of exercise 8

SESSION 3
In small teams, solve the exercise from Figure 1
In the same team, solve exercise 2 on multiplications from figure 2.
In groups and under the guidance of the teacher, solve exercises 4 and 5, making corrections in case of error.
Individual responder: what do you get when you multiply tenths by hundredths? Write examples.
What do you get when you divide thousandths by tenths?

Dr. Wenceslao Verdugo Rojas

 SECOND GRADE PLANNING MODEL 2017
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CLOSURE
SESSION 4
In pairs, calculate the area of the three rectangles A, B, C.
In the same pair, perform the three operations from exercise 2.
Under the teacher's guidance, review the results obtained from the previous exercises...
Individual calculate the missing measure in the rectangles, exercise 4
Solve exercise 5 with the purpose of verifying the results of the previous exercise.
EVALUATION
Solve the following operations.
0.15
0.05
2.6
d) 0.2 × = 0.08
40
f) × = 0.08
g) × = 0.4
0.2
80
20

Dr. Wenceslao Verdugo Rojas

 SECOND GRADE PLANNING MODEL 2017
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Sequence 2 MULTIPLICATION AND DIVISION OF POSITIVE FRACTIONS

Axis NUMBER, ALGEBRA AND VARIATION
Theme MULTIPLICATION AND DIVISION
Expected learnings Solve multiplication and division problems with fractions and decimals.
positives.
Solve multiplication and division problems with integers.
positive and negative fractions and decimals.

Teaching intention Students at the end of this sequence will know how much will be paid for different
products whose price has decimal numbers,
Didactic strategy

Learning situation
DIDACTIC INTERVENTION ACTIVITIES
START
SESSION 1
TO BEGIN
Answer what a scale is?
In teams, complete the table about a racetrack.
Individual responder the exercise 2 multiplication of fractions by numbers and multiplication of decimals.
for integers.
In pairs, solve the following problems:
a) In a sample of 24 students, 13 prefer soccer, 14 basketball, and 38 athletics. The rest prefer
swimming. How many prefer swimming?
b) In a bag with 20 colored marbles, 2 5 are red, 1 4 are blue, 1 10 are yellow, 3 are green and the
resto, blacks. What fraction corresponds to the blacks?
Compare the results and correct in case of error.
Observe the audiovisual resource 'One and a Half Turns' and discuss the different situations that
correspond to obtaining a fraction of an integer.
DEVELOPMENT
SESSION 2
In pairs, solve the following problems: For her daughter's birthday party, Aidé has prepared
24 liters of hibiscus water. You will use cups of 1/4 liter. How many cups can you fill? a) What of the
Which operations help to solve the problem of activity 1? Circle it.
In a group, review the previous problems and correct them in case of error.
In bins solve the problem: Brenda bought 12 meters of ribbon to make bows. For each bow
It uses 1/3 of a meter. How many bows can it make if it uses the entire ribbon?
In the same bin, fill in the table of exercise 4, based on the previous problem.
Individually solve the operations from exercise 5, share all the results among everyone, and correct them.
in case of error.
In a group: a) Write a technique that allows you to multiply a natural number by a fraction.
b) Write down a technique that allows you to divide a natural number by a fraction.

SESSION 3
Based on the figures from exercise 1, respond individually a) What scale factor was applied to the
Figure 1 to obtain Figure 2?
What scale factor changes from figure 1 to figure 3? d) What scale factor changes from the
figure 2 to figure 1? e) What scaling factor goes from figure 3 to figure 2? f) What factor of
Does scale move from figure 3 to figure 1?
Dr. Wenceslao Verdugo Rojas
 SECOND GRADE PLANNING MODEL 2017
Professor: degree_and_group
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In pairs, solve exercise 3 by comparing figures to scale.

Correct and complement the information as a group.

SESSION 4
In pairs, consider the measurements of figure 7, where the length f is equal to 1. Write down the measurements.
What is missing in the table and then answer the questions.
In the same pair, consider two figures A and B. The measurements of figure B were obtained by applying the
scale factor × 3 5 for figure A. Find the measurements of figure A and record them in the table.
Individually solve the operations of exercise 3.
Observe the audiovisual resource Multiply, sometimes, it is also to divide, to appreciate when it is
equivalent to multiplying by a number and dividing by the reciprocal of that number.

CLOSURE
SESSION 5
Form teams of six to work on activity 1 about a puzzle and the scales used for it.
elaborate it.
Individual resolver: a) A photograph measures 6 1/4 inches in height by 8 5/8 inches in width. What is
your area? b) The circuit for running or walking in the Viveros de Coyoacán park, in the City of
Mexico measures 2 1/4 kilometers long. How many kilometers did a person travel who made 3 3/4 laps?
c) With one liter of oil, approximately 2/5 of a liter of gasoline is produced. What amount of
How much gasoline will be obtained with 8 3/5 liters of oil? d) The perimeter of a circle is 154 cm. Considering the
value of π as 22/7, find the radius of the circle. Complete the procedure to solve the
problem.

EVALUATION
Perform the following calculation.
What is 3/5 of 1200?
What is 60% of 1200?
What is 1/2 of 1/3?
What is the double of 1/5?

Dr. Wenceslao Verdugo Rojas

 SECOND GRADE PLANNING MODEL 2017
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Sequence 3 MULTIPLICATION OF INTEGER NUMBERS.

Axis NUMBER, ALGEBRA AND VARIATION,
Theme MULTIPLICATION AND DIVISION
Expected learnings Solve multiplication and division problems with integers.
positive and negative fractions and decimals.

Didactic intention The student will be able to use the rule of signs that is applied to determine a
product.
Teaching strategy

Learning situation
TEACHING INTERVENTION ACTIVITIES
START
SESSION 1
TO START
In pairs, Emma and Joel play with a roulette divided into 20 equal parts. Half of the
parts are black and have numbers from +1 to +10. The other half of the parts are red and have numbers
From 1 to 10. In turns, Emma and Joel spin the roulette and write down the number where it stops.
Review in the same pair exercise 2 about how Joel resolved the situation.
By analyzing table 1, answer the questions from exercise 3.

DEVELOPMENT
SESSION 2
Work in pairs on all the activities of this sequence. Analyze the operations in the table. What
What happens in the case of table 3?
Exchange your results with another team. If they differ, analyze why they are different and
determine which is the correct result.
How does the result of the 10 multiplications change successively?
How does the second factor of the multiplications change?

SESSION 3
In pairs, solve exercise 1 on operations with sign and value x.
As a group, discuss and correct the previous exercise.
In pairs, resolve the table of exercise 3 from the graph.
Write in your notebook five examples of multiplying a positive number by a negative one.
whose product is–12 in the five cases
Observe the audiovisual resource The Rule of Signs for the Multiplication of Whole Numbers and the Plane
Cartesian to analyze the values of the functional relationship y = mx through its graph.

SESSION 4
As a team, solve the operations of exercise 1.
Share the results in a group and correct any errors if present.
In two statements: Every week Ana withdraws $200.00 from the bank for 4 weeks. Represent
Numerically, this situation and answer: how much money is withdrawn in total? How would that be expressed?
retirement using integers?
In a certain region, the temperature recorded on a cold day tripled and the result was 6 degrees lower.
What was the original temperature? What was the original temperature?

CLOSURE
Dr. Wenceslao Verdugo Rojas
 SECOND GRADE PLANNING MODEL 2017
Professor: grade_and_group
School and key: Shift:

SESSION 5
Form teams of six to work on activity 1 about a puzzle and the scales used for
elaborate it.
Individual resolver: a) A photograph measures 6 1/4 inches in height by 8 5/8 inches in width. What is
its area? b) The circuit for running or walking on the mile at the University of Sonora measures 2 1/4 kilometers
How many kilometers did a person travel who made 3 3 4 laps? c) With one liter of petroleum, one ...
It produces approximately 2.5 liters of gasoline. What amount of gasoline will be obtained with 8.35 liters?
of oil? d) The perimeter of a circle is 154 cm. Considering the value of π as 22/7, find the
circle radio. Complete the procedure to solve the problem.
Based on the graphs from exercise 4, solve the corresponding tables.
Observe the audiovisual resource The rule of signs in the multiplication of integers for
analyze in detail the different products that can be obtained by multiplying integers
EVALUATION
Individually solve the following operations.
4(–6) =
4(–10) =
(-16) (-4) =
3(–6) =
3(–10) =
(–16) (–3) =
2(–6) =
2(–10) =
(–16) (–2) =
-5
1(–10) =
(–16) (–1) =

Dr. Wenceslao Verdugo Rojas

 SECOND GRADE PLANNING MODEL 2017
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Sequence 4 DIRECT AND INVERSE PROPORTIONALITY.

Axis NUMBER, ALGEBRA AND VARIATION,
Theme PROPORTIONALITY
Expected learnings Solve problems of direct and inverse proportionality and distribution.
proportional.
Didactic intention The student will be able to solve problems where proportionality is applied.
direct and inverse.
Teaching strategy

Learning situation
TEACHING INTERVENTION ACTIVITIES
START
SESSION 1
TO START
Solve through brainstorming: turning off the water tap while brushing teeth,
a family of 5 people saves up to 40 liters a day. Taking this measure as a basis,
How much water will they save in a week if they spend the same amount daily?, how much water
how much will a family of 3 save in a day?
In pairs, solve exercise 1, for which you will use the information from the infographic.
Individually check in the table of exercise 2 according to the characteristics of each
table.

DEVELOPMENT
SESSION 2
In pairs, solve the following exercises. Mr. Raúl will travel from Tlaxcala to Salamanca. The distance
What is going to be handled is approximately 400 kilometers. Complete the following tables.
Raúl wants to make a table like the following to compare the time it will take to travel the
400 km depending on the speed at which it goes
c) Raúl decided to go at an average speed of 80 km/h. Table 6 is to know the distance that
will travel every hour.
Individual mark with a check (x) the table that meets any of the following characteristics.
Individuals complete each table such that the first one is of direct proportionality and the second one is
of inverse proportionality. Exercise 4
observe the audiovisual resource Proportionality Tables, where you will deepen your knowledge
about direct and inverse proportionality based on their tabular representation

SESSION 3
In pairs, solve the following problems: a) The first garden has an area of 60 m2. In the following
grid draw the rectangular gardens that they consider necessary, with the indicated area for each
one of them. Each square represents 1 m2.
c) The second garden is 6 m wide by 15 m long. A fence will be put around it.
that garden. Complete table 8.
The third garden will have a width of 10 m. Complete table 9 to calculate the area of this garden.
considering different measures for the length.
Compare the results and correct in case of error.

CLOSURE
Dr. Wenceslao Verdugo Rojas
 SECOND GRADE PLANNING MODEL 2017
Professor: Degree and group:
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SESSION 4
Form teams of three and answer: A car is traveling at the speed shown in the image. If
How long will it take to cover 500 km?
Trip in 3 hours and fifteen minutes? c) If your average speed increases by 10 km/h, how long will it take?
Will it cover the same 500 km?
When starting a campsite with 3 friends, there were supplies for 20 days. As the days went by, they were
more friends arriving, but the amount of supplies did not change. Complete the following table to know
How many days will the supplies last according to the number of friends who gather?
Problem from exercise 4 about the volume of the box.
Observe the audiovisual resource Proportionality in Everyday Life, where you will find examples.
of the everyday use of direct or inverse proportionality
EVALUATION
Which of the tables in this session show a direct proportional variation? Which ones show
inverse proportional variation? Which ones are not proportional?

Dr. Wenceslao Verdugo Rojas

 SECOND GRADE PLANNING MODEL 2017
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Sequence 5 SYSTEM OF EQUATIONS 2.X 2. GRAPHIC METHOD.

Axis NUMBER, ALGEBRA AND VARIATION,
Theme EQUATIONS
Expected learnings Solve problems through the algebraic formulation and solution of systems
of two linear equations with two variables.
Didactic intention The student will be able to solve problems that apply two equations with two variables.
unknowns.
Didactic strategy

Learning situation
TEACHING INTERVENTION ACTIVITIES
START
SESSION 1
TO START
Identify the equations that respond to the following problem: Ernesto is saving money.
to buy a bicycle that costs $3,600 pesos. As of today, he still needs $980 to
complete the amount. How much do you have saved?
Individually solve the equation and emphasize the steps taken.
Identify in exercise 4 what type of equations they are and explain why.

DEVELOPMENT
SESSION 2
In pairs, solve the following: In an exhibition to support the artisans of Michoacán,
They sold 500 tickets, including children and adults. To enter, children paid $10 and adults $20.
A sale of $8,000 pesos was obtained for the tickets. How many children and how many adults attended the event?
exhibition?
At an exhibition to support the artisans of Michoacán, 500 tickets were sold, including children and
Adults. To enter, children paid $10 and adults $20. $8 was obtained from ticket sales.
000.
Observe the audiovisual resource 'What is a system of linear equations with two variables?' to
get to know other examples of situations that are represented by that type of system

SESSION 3
Revisit the problem from exercise 5 of the previous session and answer: a) Make an estimate of the
solution to the problem, how many children and how many adults believe they went to the exhibition? b) In
What is your estimation based on? c) Do you think that the value of x and y can be a decimal number? Discuss.
group and with the teacher his ideas.
Individuals complete the following value tables for each equation.
Similarly, locate on the Cartesian plane the points corresponding to the values of x and y.
obtained for both equations.
CLOSURE
SESSION 4
In pairs, solve the following problem: Esperanza has a haberdashery and her supplier of ribbons has
brought new strips: some shiny and others matte. Between the two types of strips, Esperanza
He bought 14 meters and paid $180 in total. If a meter of shiny ribbon costs $15 and a meter of ribbon
Opaque $10, how many meters of each did Esperanza buy?
Formulate the systems of equations and solve them using the graphical method, create the tables.
corresponding and draw the corresponding Cartesian plane
Observe the audiovisual resource Graphic Method, with which they will continue the study and application of
this method for solving systems of linear equations with two unknowns
Dr. Wenceslao Verdugo Rojas
 SECOND GRADE PLANNING MODEL 2017
Professor: Grade and group:
school Shift:

EVALUATION
to solve the following problem: There is a rectangle whose height measures 2 cm more than its base and the
24 cm
Elaborate using the graphical method.

Dr. Wenceslao Verdugo Rojas

 SECOND GRADE PLANNING MODEL 2017
Professor: Grade and group:
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Sequence 6 SEQUENCES AND EQUIVALENT EXPRESSIONS 1

Axis NUMBER, ALGEBRA AND VARIATION
Theme PATTERNS, GEOMETRIC FIGURES AND EQUIVALENT EXPRESSIONS
Expected learnings Algebraically verify the equivalence of first-degree expressions.
formulated from sequences.
Didactic intention The student will be able to solve problems where they apply their knowledge of the
numerical sequences.
Didactic strategy

Learning situation
TEACHING INTERVENTION ACTIVITIES
START
SESSION 1
TO START
Individually, Adriana is going to decorate her classroom for a celebration and has
decided to make strips of pink and blue balloons according to the model observed on the left.
In pairs, solve exercises 2 and 3 related to Adriana's balloon problem.
Establish a rule in the couple that allows you to calculate any place in the previous sequence.
Individually solve the sequences from exercise 5
At the end, answer a) What can you say about the expressions that generate the same sequence?
b) What are those expressions called?
DEVELOPMENT
SESSION 2
Together, solve the following problem. Ana, Bertha, Carlos, and Diego do their homework.
mathematics. The teacher has asked them to find the algebraic expressions that generate
some number sequences. The first is 6, 9, 12, 15, …
Daniel and his classmates have to solve the following sequence 10, 12, 14, 16, … Ana proposes
2n + 8 as an algebraic expression of the rule of the succession. Upon seeing it, Daniel comments:
Then another expression for that sequence could be: n + 4." a) Is the expression proposed by Ana
Is it correct?
Individual find the rule of the succession in exercise 3
In pairs, determine which sequences in the table are equivalent to each other.
Observe the audiovisual resource Equivalent algebraic expressions to learn about others.
numerical sequences that have two or more equivalent algebraic expressions and the way
to verify it.

CLOSURE
SESSION 3
Observe the audiovisual resource Algebraic Operations so that they remember some rules of
writing and how to operate with literals and algebraic expressions
Find six equivalent expressions: 5n + 3
In exercise 5, work on the sequences and find the numbers that are generated.

EVALUATION
Find two equivalent algebraic expressions for the following sequences of numbers or
algebraic expressions
10, 18, 26, 34, …
70, 64, 58, 52, ...
-4, 0, 4, 8, ...
-24, -27, -30, -33, ...
Dr. Wenceslao Verdugo Rojas
 SECOND GRADE PLANNING MODEL 2017
Teacher: Grade and group:
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(9n - 5) + (3n + 1)
(3n - 4) - (n - 2)

Dr. Wenceslao Verdugo Rojas

 SECOND GRADE PLANNING MODEL 2017
Professor: grade_and_group
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Sequence 7 GEOMETRIC FIGURES AND EQUIVALENCE OF EXPRESSIONS 1

Axis NUMBER, ALGEBRA AND VARIATION
Theme PATTERNS, GEOMETRIC SHAPES, AND EQUIVALENT EXPRESSIONS
Expected learnings First-degree formula expressions to represent properties
(perimeters and areas) of geometric figures and verify equivalence of
expressions, both algebraically and geometrically (analysis of the figures).
Didactic intention The student is able to solve situations based on first-degree expressions.
Didactic strategy

Learning situation
TEACHING INTERVENTION ACTIVITIES
START
SESSION 1
TO BEGIN
Based on the starting image, how would you calculate the total area of that field? Is there more?
In one way to know its total area? Are there other ways to calculate the area of each plot?
How to know which ones are equivalent? Will the equivalent expressions give the same result?
In pairs, solve the exercise from activity 1 by finding equivalent algebraic expressions for
calculate perimeters.
Find an algebraic expression for the area of each one. Consider that figure 4 is
composed of triangles of the same size.
In the same pair, observe the following figure. It is a representation of the field of tulips, in the
different plots are identified with letters and some of their dimensions are indicated. a) How
Would they express the area of parcel A?
Individually calculate the information from the table a=2; b=3

DEVELOPMENT
SESSION 2
In small teams, solve the exercise from problem 1, starting from the tulip field.
Individually observe the rectangle from exercise 3, write two algebraic expressions.
equivalent to obtain the perimeter of the outer rectangle, marked in red.
Compare the expressions in section C, and answer: Are both expressions equivalent?
Verify the previous procedures.
Observe the audiovisual resource Geometric Figures and Equivalent Expressions, with which they will expand
your knowledge about this topic.

CLOSING
SESSION 3
In pairs, determine whether the expressions in each row are equivalent or not and why, exercise 1
Individually respond a) Write two equivalent expressions to calculate the perimeter of the
cross formed with the green squares. b) Write two equivalent expressions to calculate the
total area of the squares in white
EVALUATION
Solve the following problem individually. Create a geometric drawing for the expression (x +
(y + 8) * y

Dr. Wenceslao Verdugo Rojas

 SECOND GRADE PLANNING MODEL 2017
Professor: Grade and group:
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Sequence 8 POLYGONS 1
Axis FORM, SPACE AND MEASURE
Theme FIGURES AND GEOMETRIC BODIES.
Expected learnings Deduce and use the relationships between the angles of polygons in the construction of
regular polygons.
Didactic intention The student will know some characteristics and properties of angles and the
diagonals in polygons.
Didactic strategy

Learning situation
TEACHING INTERVENTION ACTIVITIES
START
SESSION 1
TO BEGIN
In pairs, observe the polygon network image included in exercise 1 and answer the questions.
to the e.
In the same pair, answer exercises 2 and 3 identifying regular and irregular polygons.
according to what was mentioned.
Comment as a group a) The way in which you identified and classified each polygon of the activity
1. b) The results of the classification of regular and irregular polygons from Activity 2. In case
necessary, analyze in which characteristics of the polygons you were mistaken and correct your answers.
Observe and analyze the audiovisual resource Polygons to remember when a polygon is regular or
irregular, as well as some of its characteristics and properties.

DEVELOPMENT
SESSION 2
In teams, identify in exercises 1 and 2 which figures represent a diagonal.
Complete the table of statements about when it is a diagonal.
Starting from the red star, individually answer the questions about the segments.
Individuals write a definition of a diagonal of a polygon. Then, exchange it with another team.
for them to review and validate.
Observe the audiovisual resource 'What is a diagonal?' to learn more about this concept.

SESSION 3
Review the definition of a convex polygon in a group setting
Individually trace the diagonals of the polygons indicated in exercise 2.
Share your answers and correct in case of error.
Individually trace the triangulations for the three polygons from exercise 4.
In pairs, use a geoboard or graph paper to construct and make the necessary cuts to
to be able to fill in the table of point 5.

CLOSURE
SESSION 4
In pairs, analyze what happens with triangulation in the case of convex polygons.
In the same pair, fill in the table about polygons, number of vertices, number of diagonals, number
of triangles
Write a formula to count the total number of diagonals that can be drawn in a polygon.
convex.
In groups, analyze the statements from exercise 3 and note whether they are true or false.

Dr. Wenceslao Verdugo Rojas

 SECOND GRADE PLANNING MODEL 2017
Teacher: Degree and group:
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EVALUATION
Decide if it is possible to construct a polygon that corresponds to each description. If so, draw it.
his/her notebook.
a) A pentagon with different angles.
b) A non-convex quadrilateral.
c) A non-convex polygon with five sides.
d) An irregular pentagon with equal sides

Dr. Wenceslao Verdugo Rojas

 SECOND GRADE PLANNING MODEL 2017
Professor: Grade and group:
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Sequence 9 CONVERSION OF MEASUREMENTS 1

Axis FORM, SPACE AND MEASURE
Theme MAGNITUDES AND MEASURES
Expected learnings Solve problems that involve conversions in multiples and submultiples of
meter, liter, kilogram and units of the imperial system (yard, inch, gallon,
ounce and pound.
Didactic intention The student will learn how to make conversions between multiples and
submultiples of the meter, as well as conversions between SI units of length and those of
English system.
Didactic strategy

Learning situation
TEACHING INTERVENTION ACTIVITIES
START
SESSION 1
TO BEGIN
Individually mark with a check (P) the unit you consider most convenient for measuring the
following distances and lengths. Justify each choice.
Group comment on the response given in the previous exercise.
In pairs, solve exercise 3, the table of distances that some living beings could cover in a
hour.
Contestar a) ¿Cuál es el ser vivo más veloz? Justifiquen su respuesta a) ¿Cuál de estos animales es el más
slow? Justify your answer
What is the slowest animal? Justify your answer.
to reach the top of a tree, what is the height of the tree in meters? c) Isidro's horse took 1
One hour and 6 minutes to go from Banámichi to Aconchi, how many hectometers did he approximately travel?
How many decimeters can a giant tortoise travel in an hour? e) If a peregrine falcon flies
In 30 minutes, how many decameters will it cover?
DEVELOPMENT
SESSION 2
In pairs, analyze the distances on the map from exercise 1.
And answer the questions of the three items
Solve the following problems individually.
a) Pico de Orizaba is the highest mountain in Mexico. It is located in the state of Veracruz and measures 5,610.
meters above sea level (masl). How many kilometers does it equal?
b) The Sima de las Cotorras, in Chiapas, has a depth of 1,400 dm. Argelia wanted to descend to
observe the rock paintings inside; it has only descended 100 m. How many decameters is that?
Are we far from reaching the bottom?
In the Swallow's Basement, in San Luis Potosí, Carolina descended 135 m, but it is possible to go down.
Up to 5,120 dm. How many meters does it need to descend?
The Sótano del Barro, in Querétaro, is the second largest sinkhole in the world and has a depth
de 450 m. ¿Cuál es su equivalente en kilómetros?
e) Rodrigo and his friends went to climb the Nevado de Toluca. Of the two miles they had left to reach
to the top, they advanced 453 m and took a break; then they climbed 560 m more and had to make
another stop. How many yards do they have left to climb to reach the top?
From Ciudad Valles, San Luis Potosí, to the Sótano de las Golondrinas, it is approximately 66.9 km.
It has traveled 3,380 m. How many miles does it have left to go?
Compare your answers with the rest of the group and discuss your calculation strategies, what type of
operations helped them convert from kilometers to miles and vice versa.
Observe the audiovisual resource The length in the English System so that you know another system of
Dr. Wenceslao Verdugo Rojas
 SECOND GRADE PLANNING MODEL 2017
Teacher: Grade and group:
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measurement different from the International System and the relationship between its units.

CLOSURE
SESSION 3
In pairs, analyze the information from the table in exercise 1.
In the same couple, answer the questions from section a to f.
Individual make the conversions of the measurements of the reptiles included in table exercise 2
In a group, discuss the equivalences between the imperial system and the international system.
Answer exercise 4, the answers must be in miles and kilometers.

EVALUATION
Individually complete the missing data in the planet table conversions from miles to km.

Dr. Wenceslao Verdugo Rojas

 SECOND GRADE PLANNING MODEL 2017
Professor: grade_and_group
School and key: Turn:

Sequence 10 PERIMETER AND AREA OF REGULAR POLYGONS

Axis FORM, SPACE AND MEASURE
Theme MAGNITUDES AND MEASURES
Expected learnings Calculate the perimeter and area of regular polygons and the circle from
different data
Didactic intention The student will learn how to make conversions between multiples and
submultiples of the meter, as well as conversions between SI length units and of
English system.
Didactic strategy

Learning situation
TEACHING INTERVENTION ACTIVITIES
START
SESSION 1
TO START
Responding as a group, what do we need to know to build a kiosk?
In pairs, calculate the area of the polygons from exercise 1.
Individually trace a polygon whose area is 5 square units.
In the same way, calculate the area of each of the shaded parts of the following octagons; write it down.
the result inside each one
Draw a figure that has a greater perimeter but a smaller area than the one presented in exercise 4.

DEVELOPMENT
SESSION 2
As a team, solve: a) Estimate the area of the polygons on the left and number them from 1 to 6, assigning
the 1 to have the smallest area and the 6 to have the largest area. b) Calculate and cut each of the six polygons.
Make the cuts you deem appropriate and rearrange the obtained pieces in such a way that
Obtain the quadrilateral on the right that has the same color. Calculate and note the area of that.
quadrilateral.
Observe the audiovisual resource The area of polygons, where you will find various ways to calculate the
area of a polygon, whether it is irregular or regular.

SESSION 3
Calculate the perimeter of the pentagon from exercise 1, the area of the internal triangles, and the area of the polygon.
complete.
Calculate the perimeter and area of figures A, B, C
Similarly, calculate the perimeters and areas of the figures from exercise 3.
There is a regular polygon with n sides, the length of its side is L and the length of the apothem is a. a)
P= b
CLOSURE
SESSION 4
In teams, calculate the cost that a blacksmith will charge and the cost of the flooring to build a kiosk.
Calculate There are 12 sections of garden in the park shaped like a hexagon. The following figure is one of them.
they are made to scale, so each centimeter represents a meter. They will be covered with rolled grass, the
which is sold per square meter.
What is the length of the apothem of a regular decagon if each side measures 2 cm and its area is 30.77 cm²?
EVALUATION
Calculate the shaded area of the three polygons in exercise 5.
Write the formula to calculate the area of regular polygons and explain it.

Dr. Wenceslao Verdugo Rojas

 SECOND GRADE PLANNING MODEL 2017
Professor: Degree and group:
School and key: Shift:

Sequence 11 VOLUME OF PRISMS.

Axis FORM, SPACE AND MEASURE
Theme MAGNITUDES AND MEASURES
Expected learnings Calculate the volume of prisms and right cylinders.
Didactic intention The student will calculate the volume of prisms that have a polygon as a base.
regular.
Didactic strategy

Learning situation
DIDACTIC INTERVENTION ACTIVITIES
START
SESSION 1
In pairs, write down the name of each prism, exercise 1
Identify the molds of each prism from exercise 1 and draw them in such a way that they can be assembled.
prism.
Assemble the boxes and comment if they came out or not and why.
Watch the audiovisual resource Molds for Boxes, where you will learn more about the developments.
plans to construct geometric bodies.

DEVELOPMENT
SESSION 2
In pairs, respond about what figure the box of exercise 1 is referring to.
In the same pair, calculate which box can hold more chocolates in exercise 2.
Calculate the number of chocolates that fit in the boxes from table exercise 3.

SESSION 3
Answer as a team: a) In first grade, they learned the formula to calculate the volume of a prism.
whose base was a triangle or a quadrilateral. Note it down. b) To calculate the volume of a prism whose base
Any polygon, will the same formula be used?
In pairs, create the prisms from exercise 2 with the help of cutouts 1 and 2.
In the same task, calculate the volume of each prism.
In the task, calculate the volume of the prisms from exercise 3.
Observe the audiovisual resource Volume of prisms, which shows that the volume of any
A prism is calculated with the formula V = A × h
CLOSURE
SESSION 4
In pairs, calculate the volume of the chocolate boxes.
In the same pair, respond to problem 2 about the fish tank.
A scale shows 2 grams when a cubic centimeter of a certain type of chocolate is placed on it. How much
What will the scale indicate when the next bar of the same type of chocolate is placed on it?
A container in the shape of a prism is going to be built, whose base is a regular decagon. If the measurements of the
What should be the height to have a capacity of one liter?
EVALUATION
How long is the apothem of this pencil if it measured 17 cm in length before sharpening, and the side of its base is 3?
mm and its volume is 70.6 cm3?

Dr. Wenceslao Verdugo Rojas

 SECOND GRADE PLANNING MODEL 2017
Professor: Grade and group:
School and key: Turn:

Sequence 12 CLASSICAL PROBABILITY 1

Axis DATA ANALYSIS
Theme PROBABILITY
Expected learnings Determine the theoretical probability of an event in a random experiment.
Didactic intention The student will calculate the volume of prisms that have a polygon as a base.
regular.
Teaching strategy

Learning situation
TEACHING INTERVENTION ACTIVITIES
START
SESSION 1
A 3 and a 6 are obtained.
Do these results have the same probability of occurring, that is, are they equiprobable? What about
How could you know?
Individually solve the questions from exercise 1
At the end of the exercise, answer According to the obtained results, which is the urn that you
is it advisable to use to win the game?
In bins resolve exercise 2, using the jars from the previous exercise.
Complete the table of exercise 3 based on the results obtained
Responder en la misma bina a) ¿Cuál fue el valor mínimo de la frecuencia relativa? ¿Y el máximo? b) De
According to the results obtained from conducting the experiment, which urn is advisable to use for
win the game?
DEVELOPMENT
SESSION 2
In pairs, take up the table from the previous session and calculate the relative frequency of each case.
In total, how many times did they take a blue marble from urn A?
How many times was a marble taken from urn A? c) Based on the following formula, what is the probability
frequency of drawing a blue marble from urn A in the group?
Prepare the graph with the results obtained.
Watch the audiovisual resource What is theoretical probability? to learn more about this topic.
CLOSURE
SESSION 3
In teams, Emma and Mateo are going to play snakes and ladders. To start the game and move the
tokens must roll an unbiased cubic die and get a 3, but Emma prefers a 6; she believes
that with that number she has an advantage
On the same team, complete the tree diagram of exercise 2.
Obtain the theoretical probability of the following events.
Fill in the table for exercise 3 using a die.
Calculate the following frequency probabilities of the mentioned cases.

EVALUATION
Calculate in your notebook the following frequent probabilities. P´(A: falls 3) = P´(B: falls 6) = Number of times
that falls 3 Total number of times the die is rolled Number of times it lands on 6 Total number of times it
launch the die P'(A: rolls 3) = P'(B: rolls 6) = Number of times 3 comes up / Total number of times the die is rolled
Number of times 6 is rolled Number of total times the die is thrown

Dr. Wenceslao Verdugo Rojas