Date:

Subject(s) worked on in class:

Estimate the lengths of everyday objects by choosing the appropriate unit of measurement and verify the estimation with
ruler or tape measure, Showing curiosity and interest in learning mathematics.
Estimate the lengths of objects in the environment, checking with a ruler or tape measure, showing curiosity and interest.
for learning mathematics.

Estimate the lengths of objects in the environment and check the estimate with a ruler or tape measure, using the unit of
appropriate measure for each case
To show curiosity and interest in learning mathematics.
Class description:
START: at least I have made the plans in the third person. The teacher greets and communicates to the
students the objective of the class… to the students and I explain the objective of the class, the activities to be carried out.
and the way to evaluate. We verbalized together the rules of coexistence in the class: Work in a way
ordered, respecting turns. I invite you to actively participate and show curiosity and interest in the
learning of this content and its usefulness. To motivate the students, a situation is presented in PPT,
problem related to the distance between two cities that a person must travel. They respond: Have they
Have you traveled to any of these cities? How can we calculate the distance between the two of them? What is
length?, how is length measured?, what would be the most suitable unit of measurement for measuring distance
between the two cities? What will the estimated distance be between them? What tools can we use to
measure lengths? Share your thoughts. Reason, through a PPT image that shows the distance of
Two cities and they answer: Have you had to travel to any of them? Which one do you think is the distance?
between these cities? They give me approximate answers and I note them down. Active knowledge What is measuring?, and
length?, What units of measurement do you know for measuring lengths?, what instruments can we use to
Measuring distances? What is the most suitable unit of measurement for measuring the distance between these two cities?
I write their concepts and ideas on the board.

DEVELOPMENT: With the support of a PowerPoint presentation, I explain the concept of .... Starting from projected images, I explain the
concept of length, standardized and non-standardized units of length. They respond to why
Is it important to use standardized measures to measure lengths? Explain your answers. Then, with support.
from a PowerPoint (PPT),
They observe the image of the measuring instrument, meter, and point out its characteristics. I explain that the meter is used
to measure larger objects and its symbol is 'm' and its equivalence with centimeters corresponds to
100 cm.. The same previous activity is carried out, this time with a ruler, to explain the difference between a meter and a
centimeter. They respond: What objects can be measured in meters? And in centimeters? Based on images.
projected indicate which is the most appropriate unit of length to measure presented objects,
centimeters or meters.
Do you remember the concept of estimating (attributing a value to the length requested, whether in centimeters 'cm' or meters)?
"m"). To exemplify, I show a case and ask them to estimate the length. They give me their answers and with support
from a ruler I measure the actual length, in this case 28 cm. Now they practice with their graphite pencil, noting their estimation and
then they check. I provide feedback and correct possible errors.

They form work groups of 4 mixed members in which they must complete a form with 10 objects of the
environment, where they first estimate the length of each object in the list, then go out to the yard and use the tape measure
built earlier in the visual arts class, to verify the actual size of each object. Monitoring and
I answer questions that may arise during the activity. To students with special educational needs, I ...
I provide fewer exercises and with small objects that are easier to measure. I accompany them.
I go to the yard and supervise while they measure the objects to make sure they do it correctly.

At the end of the activity, they socialize and share the work done, where a representative from each group
comment on your answers. They respond, what strategies did you use to solve the activity? Was the estimation ...
close to reality? other students comment and evaluate answers.

CLOSURE: They synthesize, together with the teacher, the concepts of length, units of length measurement,
symbolism, equivalence between units of measurement worked with and the usefulness of each, based on a conceptual map.

content worked during the class through a conceptual map: where the units are represented
length measurement (m, cm), their symbols, equivalence and utility. I pose a challenge: What would happen if now
Should we measure a larger distance like from the Earth to the Moon?
To apply the content acquired during the class, they respond to an exit ticket in which they must estimate and
check measurements.
They explain their answers.
To evaluate the achievement of the objective presented at the beginning of the class, they answer metacognitive questions: What
Did you learn today? How did you learn it? What is it useful for? In what other situations can I use it?
Feedback congratulates the students for the work done.
They resolve the exit ticket based on the image of a tree and identify whether it is measured in cm or meters. They congratulate themselves for
the work carried out.
Date:

Object(s) worked on in class:

Transforming units of length measurement from meters to centimeters and vice versa, establishing the
equivalences, in everyday contexts, manifesting a positive attitude towards oneself and one's abilities.
Convert units of length from meters to centimeters and vice versa from objects in the environment.
manifesting a positive attitude towards oneself and one's abilities.
Class description:
START: I greet the students and explain the objective of the class, the activities to be carried out, and the method of
evaluate. We verbalized together the rules of coexistence in the class: raise your hand to ask for the floor,
respect speaking turns. I invite you to have a positive attitude towards yourself and your abilities, I ask you
How can I learn from my mistakes and use them to improve my skills? Remember the topics discussed.
the previous class through directed questions: What units of measurement are used to measure lengths?
What is the most appropriate measure to measure the length of a pencil? And for the length of the room? Etc.

To motivate the students. I motivate by dividing the students into groups and providing them with cards.
with different lengths in meters and centimeters, for example: 3m, 160 cm, 70 cm, 1 m, 20 cm.
They observe images projected in PowerPoint, through images I show objects from the environment and they raise the card.
what does the estimation of its length represent. it approaches its length measurement. I ask you, how many are the 160 cm?
What are metros? How can I find out? I activate knowledge based on the previous activity and class. What is a
Metro? How can I calculate the length? How can I convert a unit of measurement from m to cm and vice versa?
I write their concepts and ideas on the board.

Read the problem situation presented related to the height of a student, which must be expressed in
centimeters. They predict possible answers and later guide the development to solve it.

DEVELOPMENT:

Based on other everyday situations, conversion between units of length measurement is modeled, from meters to
centimeters and vice versa. They answer: What operation should be performed to convert from meters to centimeters? And
from centimeters to meters?, In what other everyday situations is it useful to know how to convert these units of
length measurement? Share your insights.

A procedure is formalized to convert units of length measurement, from meters to centimeters and vice versa.

I teach the content by revisiting the concept from the previous class, length. For this, I show examples of objects.
which are measured in meters and others in centimeters. Model through an exercise like converting 2m and 15cm to
centimeters. Through a tape measure, I illustrate that in 1 meter there are 100 cm and vice versa, in 100 cm there is 1 meter.
Therefore, in 2 meters there are 200 centimeters, and if we add the 15 cm, we have a total of 215 cm. I resume the
images of the beginning and I do an example on the board of how to convert. Now they practice with an exercise How many
Are 325 cm meters? I feed it back and correct possible errors.

In pairs, they carry out a practical activity that consists of... A practical activity would be missing.

This later in a work guide. In pairs, they will be provided with a list of measurements in meters of
different objects and places in the environment (A building, the length of a river, the height of a tree, etc.) and I ask them to
convert to centimeters. Then, do it inversely from centimeters to meters based on new ones.
images. Monitoring and support for those who present greater difficulties, encouraging them to do it again.
Try. Provide feedback whenever necessary, with examples through modeling. To students with
special educational needs, I provide them with fewer exercises and difficulty. I support the activity with
images indicating the lengths, Additionally, a table with the conversions as a guide.

At the end, they present exercises on the board, share the work done, and compare their answers.
Respondents, how can I apply my math skills in everyday situations? Let's discuss.
set.

CLOSURE?????

CLOSURE: Summarize the content worked on during the class through a diagram with the steps to carry out
conversions from m to cm and vice versa, verifying the objective of the class. They answer metacognitive questions:
¿Qué aprendiste hoy?, ¿Cómo lo aprendiste?, ¿para qué me sirve? ¿En qué otras ocasiones puedo usarlo?
I evaluate their performance through a checklist. They congratulate each other for the work done.
Date:

Object(s) worked on in the class:

Solve problems that involve conversion of units of measurement (m to cm and vice versa), addition and
subtraction, demonstrating an attitude of effort and perseverance.
Solving problems in everyday contexts, involving addition and subtraction, applying conversion between
units of length measurement, demonstrating an attitude of effort and perseverance.
Solve addition and subtraction problems, converting lengths from (m to cm and vice versa), demonstrating
an attitude of effort and perseverance.

Class description:
BEGINNING: I greet the students and explain the objective of the class, the activities to be developed and the way of
evaluate. We verbalized together the rules of coexistence of the class: raise your hand to ask for the floor,
respect speaking turns. I mention the value of effort and perseverance, encouraging doing things for oneself.
Same. To motivate the students, two volunteers are invited to Motivo, inviting two students to come.
Go ahead, I will measure each one's height and note it down. They answer questions: what will be the height difference between them?
companions? How can I know their difference? How much do the two measure in total? I activate knowledge from
From the previous activity, how can I solve problems that involve different lengths? What steps do you think?
What should I do? I write down their concepts and ideas on the board.

DEVELOPMENT: Through a video, I explain how to calculate lengths in centimeters and meters. Read the problem.
I present to you a problem that involves combining two magnitudes in centimeters, 2 m and 50 cm. It is modeled
Procedure to solve the problem, by adding both magnitudes and then expressing the result in meters.
and centimeters, considering the equivalence, 1m = 100 cm. To solve it, I explain that first you have to
convert the measurement units to a single unit before adding. In this case, 2 meters to 200 centimeters
(since 1 meter = 100 centimeters) and then add the 200 cm to the 50 cm to get a total of 250
centimeters. Likewise, when it comes to subtraction. I model another exercise to exemplify and clarify doubts, 'Juan
he walked 150 meters to get to the store and then walked 300 meters to get to the park. After that, he walked
420 meters to get home. How many meters did he walk in total? I solve it step by step. Then I propose to you
practice with an exercise. I provide feedback and correct possible errors.

In groups, they develop a guide of exercises and problems that involve addition, subtraction, and conversion of
units of measurement of length…

In groups, they solve a guide with various problems that involve adding or subtracting and converting lengths.
for example, 'Maria has a 2-meter rope and another rope of 50 centimeters. If she needs a rope
From 3 meters to make a craft, how many more centimeters does it need?
I reinforce the class's attitude and encourage them to feel comfortable making mistakes and taking on difficult challenges.
because they are parts of learning. I positively reinforce their effort, work process, and perseverance. A
students with special educational needs, I provide the problems supported with images and less
amount of exercises. I provide an example of the step-by-step so that they can respond.

Each group reports the results obtained and presents the work done. The other students compare their
results and evaluate the effectiveness of the procedures used by each group.

At the end, they project exercises on the board, share the work done, and compare their answers.
Respondents and feedback. I ask randomly to indicate the strategies used to solve problems and
explain to your classmates.

CLOSING: They summarize the content worked on during the class with the steps to convert units of measurement (m to
cm and vice versa) and solve problems, verifying the objective of the class. I present them with a challenge, they read the situation.
problem with the conversion between units of length, they verify if the result is correct and justify their
answers..., an exercise on the board and I ask the students to verify if their result is correct or not.
Responden preguntas de meta cognición: ¿Qué aprendiste hoy?, ¿Cómo lo aprendiste?, ¿para qué me sirve?
In what other situations can I use it? They resolve individual exit tickets. If an object measures 5 meters and 20.
centimeters, and we subtract 2 meters and 50 centimeters, how tall is it now? They record their answer. They congratulate each other.
for the work done.