MATHEMATICAL SESSION OUTLINE

NAME OF THE SESSION/TITLE OF THE SESSION: I Learn

AGE OF CHILDREN: 5 years old

DATE:
LEARNING PURPOSE: Children will learn the notion of correspondence with bears and their
belongings.

COMPETENCY CAPACITY PERFORMANCE EVIDENCE TECHNIQUES

EVALUATION INSTRUMENTS

Solves Translates Checklist

quantity numerical Establishes one-to- Application
problems quantities. one sheet
correspondence in
Communicates everyday
their situations.
understanding
of numbers
and
operations.

Uses
estimation and
calculation
strategies and
procedures.

CROSS-CUTTING APPROACH OBSERVABLE ACTIONS

Focus on the common good The children will work in groups sharing the materials
with their peers and the respective care of the materials.

DIDACTIC SEQUENCE
EDUCATIONAL PROCESSES METHODOLOGICAL STRATEGIES MATERIALS AND/OR
RESOURCES
 MOTIVATION The child will be shown three little houses (boxes) of different sizes Puppet

and will be told that three bunnies are missing and are hidden in the Images

room, they will also be asked to find them and put them in their Boxes

respective little house. Glossy paper

Tape

The children who found and placed the rabbits in their respective Lana

 RESCUE OF houses will be asked: Why did you put it in that house? How did they Cardboard

KNOWLEDGE figure out that this rabbit belonged in that house? Movable eyes
 The story of Goldilocks will be told in this way:

Goldilocks (in puppet) will be shown and told that she got lost in the

forest and found a hut and when she saw the door open she went in

and when she entered she saw three plates of different sizes, she

 PROBLEMATIZ tried the big plate and shouted: ah! This soup is too hot, then he

ATION goes over to taste the medium bowl and says: Ag, this soup is too

cold, then he goes over to taste the small bowl and says: uhmmm,

this soup is perfect, and eats it all. Goldilocks wanted to take a break

and saw some chairs, she sat on the biggest chair and said: this chair

is too hard, then she sat on the medium chair and said: this chair is

too soft, then he sat on the small chair and said: this chair is perfect

and started rocking on it, until it broke, Goldilocks got scared and

exclaimed: oh no! I have broken it. Curly goes upstairs and arrives at

the bedroom of the three bears and approaches the big bed and

when she tastes it she says: Aww! This bed is too hard, then he goes

to the medium bed and upon testing it, almost sinking, he says: this

bed is too soft, then he goes to the small bed and upon testing it he

says: this bed is prefect,

What objects does Goldilocks observe? What do these objects look

like?

Children, today we will learn the notion of correspondence with the

 PURPOSE help of some bears and their belongings.

DEVELOPMENT (DIDACTIC PROCESSES)

Understanding the problem:

How can we tell Curly who gets the big plate? who gets the medium
 plate? who gets the small plate that ate all the soup?

How can we tell Curly who gets the big chair? who gets the middle

chair? who owns the small chair that ended up breaking it?

How can we tell Curly who gets the big bed? who gets the medium

bed? who gets the small bed that ended up falling asleep? She must

be awakened first.

Search for strategies:

 MANAGEMEN The children are allowed to express their ideas and give the solution

T AND to the situation.

MONITORING Representation:

OF Experiential level:

APPRENTICES They will make groups, one of boys and one of girls and they will be

HIPS asked to take off their shoes and they will be asked to order them

from the smallest to the biggest, then they will answer who has the

smallest shoe and who has the biggest shoe.

Specific level:

They will be formed in groups and the children will be shown a box

with the objects that will work on the notion, so that the child can

reach the notion of correspondence, first they will group by

similarity of characteristics, that is, they will group the bears, the

hats, the gifts, the honey pots.The child will first group the objects

by the similarity of characteristics, that is to say, he will group the

bears, the hats, the gifts, the honey pots; after grouping the child

will notice that in each group there is a difference in size, so the child

will order them in order of size. After grouping, the child will notice

that in each group there is a difference in size, so the child will order

them by size, that is, he will work on the notion of seriation; after

having ordered them, the child will be able to achieve the notion of

correspondence.After having ordered them, the child will be able to

 achieve the notion of correspondence, that is, the child will be able

to say that the big gift, the big hat and the big pot of honey

corresponds to the big bear, and so on.

Graphic level:

Application sheet

Formalization:

They reinforce what they have learned by recounting what they

have developed.

Reflection:

 EVALUATION Discuss with the children how they felt, what difficulties they had

and what successes they had in solving the problem.

Transfer:

A situation is presented to them in class to see the reaction and how

the children solve the problem after what they have learned.

CLOSING: What did we learn today? How did we learn, did you feel

good, were you able to work as a team? How did they achieve this?

BIBLIOGRAPHY:

http://www.minedu.gob.pe/curriculo/pdf/programa-curricular-educacion-inicial.pdf

https://www.google.com/search?

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Application Sheet: