2016

Duckardt, Yesica – Navarro Micaela

Escudero, Laura.
29-8-2016

Secuencia Didáctica de Matemáticas.

I.S.F.D.
 MATHEMATICS DIDACTIC SEQUENCE.
FOURTH GRADE. SCHOOL Nº 6

Rationale.

From the moment children begin to study mathematics, the school must prioritize
the construction of the meaning of knowledge by solving problems and reflecting
on them, in order to promote a particular way of mathematical work that is available
to all students.

In elementary school, the continuity of this process will be evidenced from the
proposals of systematic and sustained teaching throughout schooling. This will
allow students to make sense of knowledge, conceptualize it, use it appropriately
and organize it, that is, to produce mathematics in school.

The teaching of mathematics implies establishing the times and conditions to work
together, students and teachers, the new, the different, so it is necessary to outline
a path specifying the starting point and taking into account the progressive scope
that should have the treatment of notions in the classroom.

In fourth grade, fractional numbers are made more complex and associated to
contexts that give them meaning, such as situations of division and partition for the
reading and writing of fractional numbers, and then applied to the resolution of
simple problems, the relationship between the written representation and the oral
designation of numbers.

For this reason, in this sequence we will see the fractions associated to contexts of
daily social use, making the knowledge acquired more complex. For this, the
teacher must create a work environment that allows students to decide, solve,
communicate orally or in writing, justify, formulate questions, thus covering different
practices of mathematical work. ¿????

Purposes.
To induce the fraction from the notion of sharing.
Promote situations of writing, reading and representation of fractions.
Present simple, everyday problem situations to be solved with fractions.

Objectives.

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 MATHEMATICS DIDACTIC SEQUENCE.
FOURTH GRADE. SCHOOL Nº 6
Recognize the written representation and oral designation of numbers: "½,
one half, half".
Solve simple problem situations of frequent use.
Know fractional numbers with different denominators in meaningful contexts.
Respect turns of speech.

AXIS: NUMBERS AND OPERATIONS.

Knowing: The recognition and use of fractional numbers in various situations.
Content:
Use of fractional numbers in meaningful contexts.
Establish relationships and comparisons between fractions.
Problem situations with natural and fractional numbers.

Methodology:
Induction method: basic inductive method.
Participatory dialogue.
Good questions.
Logic games.
Troubleshooting

Didactic resources:
Blackboard.
Chalk.
Photocopies.
Glazed paper.
Cardboard circles representing fractions.
Domino.
Franelographer.

Time allotted:10 classes.

Class 1.
The teacher starts the class with a game. Hand out a domino, so that students
begin to recognize fractional numbers, to do with the bench partner.
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FOURTH GRADE. SCHOOL Nº 6

(Illustrative image of the game)

While the activity is being carried out, the teacher will go around the benches to
observe how the students are developing the game and what ideas arise.
After the children finish with the game, the teacher asks:
Were you able to set up the domino without any problems? Or did you find it
difficult?
Which numbers seem different or unfamiliar to you in this domino? Why?
Did you ever see it anywhere?
Do you know how to read it?

With the students' contributions, the teacher presents the following image to
exemplify orality.

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 MATHEMATICS DIDACTIC SEQUENCE.
FOURTH GRADE. SCHOOL Nº 6

After showing the image to everyone, the teacher intervenes with the following
questions (to guide the students' vision):
How much does a kilo of ice cream cost?
What time does the clock strike?
If I want to buy green ice cream, how much ice cream do I buy?

On the blackboard the teacher will copy the following problem situation:
Julian bought an alfajor and wants to share it with his friend. If you both
want to eat the same amount. How should it be split?

The teacher pastes three pictures of a cake on the blackboard.

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 MATHEMATICS DIDACTIC SEQUENCE.
FOURTH GRADE. SCHOOL Nº 6

The teacher then asks three students at random to come to the front and mark on
the image how they would start it.
The teacher then orally asks the following questions
Do you agree with the decision of your colleagues? Why?
do you think they will eat the same?
How much did each one eat? (students are expected to answer "half")
And do you know how to write half of it?
What does this number have in common with the domino number and the
one in the image?

After this discussion we end with the following conclusion.

When dividing a unit into 2 equal parts, each part is written

½.

Class 2.
The teacher begins the class with a review of the previous day's lesson. Question:
If we divided one alfajor between two children, how much did each one eat?
Pose two problem situations for them to solve in their folders, with the bench
partner.
In the folder:
1. Juana bought 2 alfajores for her children María, Pedro, José and Ramiro. If they
ate the same amount each and there was nothing left over. How would you have
distributed the alfajores to be enough for the four of you?
Write how you solved it.
2. Maria brought 3 alfajores to school and wants to treat each classmate to half an
alfajor.
How many colleagues are you enough for? How did you think about it? Plot your
resolution.
In closing:
When the children finish the activity, the teacher will select two pairs to go to the
blackboard and we will correct them together.
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 MATHEMATICS DIDACTIC SEQUENCE.
FOURTH GRADE. SCHOOL Nº 6

Then the teacher explains that natural numbers (the numbers used for counting)
cannot be used to represent quantities and it is necessary to use other types of
numbers such as fractions.

In the folder:

Two halves or halves form an integer.

½+½=1

Class 3.

The teacher takes up the end of the previous class and proposes an
activity with icing paper.
Each student will be given two pieces of icing paper and will be asked to
fold one into two equal parts and the other one will be folded at one end
only.
The teacher will watch as the children fold the papers, knowing that there
is more than one possibility. Then ask those who dubbed them differently:
Do you think the two parts are the same? At the end of this task, ask the
following questions and record them on the blackboard.
Which do you think represents a fraction?
Why do they think one is a fraction and the other is not?
How can you tell?
How do you think it is written?

From the children's answers, a conclusion will be drawn as to which

represents a fraction and which does not.

In the folder:
They will pay for the icing paper, and write underneath which one
represents a fraction and why.

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 MATHEMATICS DIDACTIC SEQUENCE.
FOURTH GRADE. SCHOOL Nº 6

This is NOT a fraction This IF fraction

Because the parts are equal. Because the parts are not equal.

The teacher writes on the blackboard the concept of fractions, so that the
students can record them in their folders.

What is a fraction?
A fraction is a number that indicates the parts into which an integer is
divided, that is, equal parts of an integer.

On the blackboard the teacher copies a problem to arrive at the graphical

representation of the fraction.
Rafael has a chocolate that is divided into 2 equal parts, of which
he ate 1 part.

In order to put together an idea, the teacher will draw the integer on the
blackboard and with questions they will arrive at a graphic representation
of ½.

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How many parts is Raphael's chocolate divided into? (Children are

expected to respond, which is divided into two parts. Therefore, the
teacher will divide the integer in half).
How many parts did Rafael eat? (when the children answer that
they ate a part, the teacher will paint it).

Then, we will conclude that the fraction is graphed as follows:

GRAPHICALLY: NUMERICALLY:

1/2
Next, the teacher will present the parts of the fraction, which will then be
copied into the folder.

Fractions have 2 parts:

NUMERATOR
1
2
DENOMINATOR

The numerator indicates the parts that Rafael ate.

The denominator tells me the number of equal parts into
which Rafael's whole chocolate is divided.

At the end of the class, each student is given a photocopy of the following
activity, which we will then correct together on the blackboard.

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FOURTH GRADE. SCHOOL Nº 6

Write, complete with numerator and denominator and color as appropriate:

The teacher allows time for students to complete the activity. Once this task has been completed, we
will correct together on the blackboard, reinforcing what we have worked on in class.

Class 4:
To review what was seen in the previous classes, the teacher asks the
following questions:
Remember what we did with the alfajores?
Why did we do these exercises?
What were the names of those equal parts into which we divided
the alfajor?
And how did we write it, remember?
What does ½ mean?

On the blackboard:

To remember!
Two halves or halves form an integer.
½+½=1

The teacher writes the following problem situation on the blackboard:

Sofia's mom made a pizza and cut it into equal parts so that her 4 children
would eat the same amount each. How much pizza did each child get?

On the blackboard, the teacher pastes the image of a whole pizza and
asks: how many slices should Sofia's mother cut the pizza into so that her
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FOURTH GRADE. SCHOOL Nº 6
four children eat the same amount? (students are expected to answer: in
four parts).
Then the teacher pastes another image of a pizza, but now divided into
four different parts, and asks: The pizza is divided into four parts, is the
pizza well divided? Will Sofia's four children eat the same food? Why?
Finally, paste a picture of a pizza divided into four equal parts, asking the
children: now will Sofia's four children eat the same amount of pizza?
Why?

Then, together, we will make the graphical representation of this fraction.

1
2

(Then when printing a part of it will be painted)

The teacher removes ¼ of the pizza image and explains why the fraction
is written that way.

In the folder:

1. How many ¼ inch pieces would you have to give a child to eat 1 whole alfajor?

2. Break this figure into four equal parts (1/4 pieces). Find three different
possibilities.

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 MATHEMATICS DIDACTIC SEQUENCE.
FOURTH GRADE. SCHOOL Nº 6
To close the class, on the blackboard, we all remembered that:
Then we copy it into the folder.

This is an integer.

½ is read "a means". In the integer enter 2 of ½

¼ is read "one quarter". In the integer enter 4 of ¼.

Class 5.
The teacher takes up what was worked on in the previous class (½, ¼
leaving it drawn on the blackboard). Propose the following activity to
continue working with fractions.
Solve the following problem situations:
1. Dulce de leche can be purchased in ½ kg, ¼ kg and 1 kg
pots. Juan has to buy 3 kg but the warehouse only has
these pots left:

a) Will Juan be able to buy the quantity he needs?

b) Is it possible to buy 2 kg of dulce de leche with ¼ kg
pots?

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 MATHEMATICS DIDACTIC SEQUENCE.
FOURTH GRADE. SCHOOL Nº 6
2. To paint ¼ of this whole, Diego did so:

Daniela did so:

a) How many squares form ¼ of the square?

b) Paint ¼ of the same square in another shape similar to the one
Daniela thought of. (the teacher gives you the square on a grid
sheet)

c) How many squares should you paint so that ½ of the square is

shaded?
d) How many squares should be painted so that 1/8 of the square is
shaded?

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 MATHEMATICS DIDACTIC SEQUENCE.
FOURTH GRADE. SCHOOL Nº 6
At the end of the class, the teacher proposes to correct the
activities on the blackboard and socialize with the students about
how they colored the squares, explaining that there is more than
one way to do it.

Class 6.
The teacher begins the class by reviewing what was seen in the previous
class. To do this, randomly ask students to come to the board to graph
the following fractions: ½, ¼ and 1/8.

1. Which of the following rectangles has 1/3 painted on it?

And at 1/6?

Whole part 2
All fractions greater than 1 integer can be expressed (written) as a mixed number.
But... How do we know when a fraction is greater than 1 integer?

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 MATHEMATICS DIDACTIC SEQUENCE.
FOURTH GRADE. SCHOOL Nº 6
Easy:

WHEN THE NUMERATOR IS LARGER THAN THE DENOMINATOR

WE HAVE A FRACTION GREATER THAN 1 INTEGER.

To close the class, the teacher proposes to solve a problematic situation

on the blackboard:
Juanita's mother distributed 10 chocolates among four friends. To each
he gave the same amount. How much chocolate did you give each one?

Class 8
The teacher begins the class by asking the students to play the following
game:

The broom of 1
Materials: 1, ½, ¼, 1/3, 1/6, 1/8 circular pieces
Rules of the game: The pieces are mixed and placed in an opaque box. Without
looking, each player removes 4 pieces and then 3 other pieces are placed in the
center of the table. Each player, in turn, must form a circle (the whole) with a piece
of his or her own and one or more of the pieces on the table. If it succeeds, it
collects them in a pile. If you cannot form it, place one of your pieces on the table.
In both cases, it is the partner's turn. When they have no more pieces in their hand,
they draw again 4 each without looking, and another hand is played. So on until the
pieces are finished. The winner is the one who has collected the most integers.
The game is played in groups of 4 players.

(Illustrative image of the game).

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 MATHEMATICS DIDACTIC SEQUENCE.
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During the game the teacher will go around the groups to make sure they have
understood the rules of the game.
At the end, the teacher proposes the following activity to be done with the different
circular pieces.

1. Matias says that with two 1's he builds a 1 chip, is he right?

6 3
2. Is it possible to assemble a 1 tile with two 1's or the other way
around?

4 8
3. How many 1" tiles are needed to form a 1" tile?

6 2
To close the class, the teacher proposes to solve the problem situations
together on the blackboard. We conclude that the larger the denominator
number, the "smaller" the fraction is.

Class 9
The teacher will begin the class by returning to the conclusions reached
earlier. Ask: Was the fraction smaller when the number in its denominator
was larger or smaller?
Propose that the students continue working with the help of the cardboard
circles to solve the following problem situations with the bench partner:
1) Complete with the number that represents the tile that
should be lifted so that as a result of 1.

1 + 1 = 1 + 1 + =1
2 2 2 4

1 + 1 + = 1 1 + 1 + 1 + =1
4 4 6 6 3

1+ 1 = 1 + 1 + 1 +1=

8 8 4 4 4 4

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 MATHEMATICS DIDACTIC SEQUENCE.
FOURTH GRADE. SCHOOL Nº 6

At the end of the class, we will correct and socialize the previous
activities.

Class 10

The teacher begins the class by reviewing the sums from the previous
class, doing some of them on the blackboard.
It then displays the following dashboard:

The teacher asks the students to look at the board to compare the
fractions and perform the following activities:
1. Is it true that two 1/8 chips equals one ¼ chip?
2. Jorge has a glass that holds ¼ liter of juice.
a. How many of these glasses are needed to fill the entire 1 liter
jug?
b. What if we use a 1/8 liter glass?

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 MATHEMATICS DIDACTIC SEQUENCE.
FOURTH GRADE. SCHOOL Nº 6

¼ 1/8

After socializing with the students and correcting on the board, the
teacher will explain that these are equivalent fractions.

½ = 2/4 = 4/8
They are equivalent fractions because they represent the same part
of the integer. In this case the three fractions represent half of the
integer.
Whole numbers can be written as fractions.
For example: 4 of ¼ equals 1; 8 of ¼ equals 2; 6 of 1/6 equals 1....
4/4= 1; 8/4 = 2; 6/6 = 1.

To close the class we carried out the following activity:

In the folder:
a. How many of 1/8 form ¼?
b. How many 1/8's make ½?
c. Agustina says that 4/5 is less than an integer because 4 is less than 5,
is she right? What are you referring to?
When the children finish this activity, we will correct it on the blackboard.

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 MATHEMATICS DIDACTIC SEQUENCE.
FOURTH GRADE. SCHOOL Nº 6
The teacher asks: what "new" fractions appear on this board that we did

not know? What will they be called?

After a discussion generated by the teacher and the graphical

representation of the fractions, we concluded that these fractions are 1/5

and 1/10.

To finalize the sequence, the teacher with the help of the children will

stick the board on the classroom wall.

Evaluation:
The evaluation will be processual, following up the student's work, both
individually and in groups.
Also, performance evaluation tasks will be taken into account, in which
not only what the student knows will be evaluated, but also what he/she is
capable of doing or solving.
This form of evaluation will allow us to recognize the abilities, skills,
personal qualities and results achieved by the student progressively, and
not only at the end of the sequence, maintaining an integral perspective
of learning and achievements of the students.
ASPECTS:
He works with a lot of help from the teacher.
Works with little teacher assistance.
Works autonomously.
Participates and is responsible in group activities.
Solve the individual activities.
Participate in the socialization of activities.

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 MATHEMATICS DIDACTIC SEQUENCE.
FOURTH GRADE. SCHOOL Nº 6
He works with a lot Works with little Works
of help from the teacher assistance. autonomously.
ASPECTS
teacher.

Participates and is
responsible in
group activities.

Solve the individual

activities.

Participate in the
socialization of
activities.

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