Mathematics Text

Book
TEXTO DE MATEMÁTICA

Sixth Grade
Sexto grado

2+2= 4
5-2= 3
5-3= 2
Subsitema Educativo Autonómico Regional

SEAR

1
COORDINATION AND SUPPORTING STAFF. BICU –CIUM

MSc. Reynaldo Figueroa

MSc. Jamileth Rodriguez

MSc. Caroline Palmer Marley

MSc. Olga Taylor Obando

Lic. Edgar Salazar Francis

GENERAL COORDINATOR.

Lic. Edgar Salazar Francis

AUTHOR

Lic. Grace Mary Gordon Woo

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 PRESENTATION
The Regional Goverments of the Caribbean Coast of Nicaragua, through the
Secretariat of Education,responding in a great manner to the mandate of the
Law 28 and trhe Law 162, conscious and compromised with the Curricular
Adjustments to guarantee and education with quality, hand out to Caost
teachers and students, the new teaching learning materials of the Elemntary BIE
school, which are made up of text books and teacher guides, for the areas of
Language and Comunication (Maternal language, Spanish as a Second
Language), Person Culture and nature, Mathematic and Art Recreation and
Physical Education.

The new teaching learning materials replace the ones been used ever since
1994. This product is an effort of the Caribbean Coast of Nicaragua people with
the construction of the teaching model (SEAR), based on the Principles of
Autonomy, Interculture, solidarity, equity, quality and pertinence.

Textbooks and curricula are the product of direct labor of bilingual teachers from
different ethnolinguistic areas: Mayangna (Panamahka, Tuahka, Ulwa) Miskito,
Creole, and Spanish as second language made in the context of the Curriculum
Adjustment which for some years been impelled in the Caribbean Coast of
Nicaragua, with the ultimate goal, of improving educational quality and
relevance of a gender equity approach.

Assuring that the teachers with their initiative, creativity and commitment, will
know to take advantage and get the most benefit from these basic materials
that we entrust in their hands, to achieve in our students, the full development of
their abilities and skills, as builders of their own learning.

We asked teachers, students, parents of the educational community and

community leaders in general, to use this material as their own, ensuring its
conservation permanently and their return in good condition at the end of the
school year, and can in the future be used by other students.

Education Regional Secretariat RAAN - RAAS

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 TABLE OF CONTENTS
NO. CONTENTS Page

1. FIRST UNIT. LET US WORK TOGETHER AND WE WILL LIVE BETTER 7

2. Theme no. 1 Set of numbers with more than 9 digits 8
3. Theme no. 2 Complementary, Suplementary and adyacent 12
angles
4. Theme no. 3 Events probabilities and reasons 18
5. Theme no. 4 Addition and Subtraction of Natural numbers 23
6. Theme no. 5 Regular polygons inscribed in a circunference 27
7. Theme no. 6 Probability and Relative frequency 29
8. SEGUNDA UNIDAD: VALOREMOS DIFERENTES SISTEMAS DE 33
NUMERACION
9. Tema no. 1 Combinaciones Básicas de la multiplicación y 34
división
10. Tema no. 2 Construccion de Conos y cilindros 41
11. Tema no. 3 estadistica y procesamiento de datos 49
12. THIRD UNIT: LET US ADMINISTRATE WHAT WE OWN 55
13. Theme no. 1 Power. Square and Cubic 56
14. Theme no. 2 Roots. Square and Cubic 61
15. Theme no. 3 Important currency of Latin America and the 66
world
16. Theme no. 4 Roman Numbers greater than 1000 71
17. Theme no. 5 Central tendency measures 77
18. CUARTA UNIDAD. CUIDEMOS CADA ESPACIO DE NUESTRA 87
TIERRA
19. Tema no. 1 Números fraccionarios 88
20. Tema no. 2 Adicion y sustracción de fracciones 94
21. Tema no. 3 Multiplicacion y división de fracciones 101
22. Tema no. 4 Número decimal 108
23. Tema no. 5 tanto por ciento 115
24. Tema no. 6 Unidaders de medidas médtricas de longitud y 120
superficie

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 Continuacion
25. Tema no. 7 Probabilidad clasica 126
26. FIFTH UNIT: WE WILL TAKE DECISIONS 131
27. Theme no. 1 Addition and Subtraction of fractions 132
28. Theme no. 2 Converting common fractions into decimals 138
29. Theme no. 3 Multiplication and division of mix fractions 144
30. Theme no. 4 Combined operations with natural and fraction 148
numbers
31. Ttheme no. 5 Volume of geometric bodies 152
32. Theme no. 6 Measures of capacity 158
33. Theme no. 7 A School Project 162
34. Theme no. 8 Proportions 167
35. Theme no. 9 Direct and indirect proportion 172
36. Glossary 175
37. Bibliography

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Dear student and teacher:

It is a pleasure to present to you an instrument of great value for you to use as a

tool to learn more about the world of numbers and all the benefits that these
bring to your lives.

Don’t create a negative attitude towards this text book, instead, take a good
look inside and start to discouver the wonders of the area, embrace the
important concepts that are presented, share all your uneasiness with one
another and most of all state down in some corner of your brain the discouveries
and new concepts that you will achieve when going through this text.

As you continue to learn more about the reasoning facts of life through the use
of numbers, you also continue to prepare the path of professionalism for your
sake. Teaching and learning are two creatures that walk hand in hand and will
never part from you.

This text was created to help you to achieve your goals, to prosper in life, and to
build a little more on that foundation of having a well fundamented base in the
mathematical educational issues of your life.

Feel free to make adjustments if you see they are necessary. It’s not the perfect
one that knows Mathematic that will prosper in life but, the one that carefully
look through it and discouvers that there are more concepts and strategies that
can be implemented while learning more about Arithmetic, Measures and
Geometry, Statistics and Probabilities, the wonderful world of the Mathematic
Science.

Remember that only personal effort can take you to learn what you want but,
everyone can help one another and others.

I want to help you, and you?

God bless you

The Autor

6
LET US WORK TOGETHER
AND WE WILL LIVE BETTER

7
 THEME NO: 1 Set of numbers with more than 9 digits

Initial activities

With my classmates I comment over the

following questions.

• How many stars could there be in the sky?

• How many people could there be in the world?
• How many grains of beans could be counted in five pounds?

2. I help my team to score the amount of commentaries we mentioned

3. I participate in the presentation of our comments sharing with the entire class.

I invite my classmates to practice the values of discipline and respect as

we listen and pay attention to teacher’s explanation about numbers of
more than 9 digits.

I Learn this

The elements of natural numbers as a whole are 1,2,3,4,5,6,7,8,9 … and all

that follows with out stopping.
What can we count if we use natural numbers?

I look in the dictionary for the meaning of the word digit.

One of the characteristic of our numeration System in that it is a positional

system in which an amount is organized in classes per groups of three digits,
as is shown on the following table.

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 Second period First period

Period of millions Period of thousands

Fourth Third class Second First class
class
Hundred of thousand of million

Ten of thousands of million

Unit of thousands of million

Hundred of millions

Ten of millions

Units of million

Hundred of thousands

Ten of thousands

Units of thousands

Hundreds

Tens

Units
The classes are organized in periods.

Period No. 1 Period No. 2 Period No. 3

Let us take a large number. For example, the average distance from Pluto to the
sun in meters.

5 909 120 758 341

5 9 0 9 1 2 0 7 5 8 3 4 1
class

period

5 909 billions 120 thousand 758 thousand 341 units

thousand of millions

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The amount is read according to the period, the class and the order.

I observe that the order in our number system follows the directions of the arrow,
from right to left.
Each digit is an order

• To which order belongs the “1” that is shaded? To the ninth order, because
it is in the night place.

• To which class belongs the “1” To class 3.

• How is class 3 called? Class of millions

• To what period belongs the class of millions? To period 2.

• I complete the following table to prove if I’ve understand what teacher

explained

• 135 867 • One hundred thirty and five thousand eight

hundred and seven

• 707 001 •

• 23 000 769 •

• • Twenty one thousand seventy and eight

millions, two hundred thirty and four thousand
five hundred seventy and one.

• 35 901 343 254 •

888

• • Sixty and seven billions, three hundred fifty and

seven millions nine hundred seventy and one
thousand.

• I socialize my answers with my classmates.

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 • I make corrections with the help of my teacher.

• Following orientations of my teacher we form different teams to practice

more exercises.

PRACTICE ACTIVITIES

IN TEAM
As we practice what we learned, let us put into practice more
values such as honesty, love for our work, and perseverance.

• I write in word form the following amount:

• 306 524 108 073 •

• 312 000 432 •

• 45 875 •

• 236 345 •

• 76 002 351 •

• I share my notes with any team.

• I show my work to my teacher

The following exercise I am doing it alone because I need to be sure that I am

clear with what I’ve learned about numgers of 9 or more digits.

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• I look and read the amount and answer the following question:

14 643 908 025 738

• The No. 3 class is formed by the digits …………………..

• the digits for period 3 are -------------------------------------------

• What order represents the number 9? ………….

• What class 643c represents?--------------------

• I share my work with other pairs

2. I write the position value of the digit 4 in these amounts.

• 345 45 728 54 526

3 498 543 236

• I show my work to my teacher and offer myself to help my classmates

that have not finished.

Remember that:

To read numbers of more than 3 digits, we separate them into class and
periods.

One class has 3 digits and one period has two classes.

APPLICATION ACTIVITIES

1. I ask my family their opinion on why we use a numeration

system of ten digits.

• I share with my family what I learned about the

numeration system.

• I ask someone at home to dictate to me two amounts to exercise the

writing of the numbers.

• I ask to be given examples of a situation in which amounts of more that 6

digits are used.
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 THEME NO: 2 COMPLEMENTARY. SUPLEMENTARY AND
ADYACENT ANGLES
Initial activities

1. With a team of four, I look at the drawing and start to say all
what I know about it.

THE PROTRACTOR

• What is a protractor?
• For what is a protractor used?
• How is a protractor used?
• I write my comments.
• I share my opinions with others-
• I listen attentively to what my teacher says

Learn
I L earn tthis
his
• The protractor is a ruler with form of a semicircle that is graded from 0º to 180º
and is used to measure angles.
An angle is the space between two straight lines that have a common
point
The lines are the sides of the angle and the common point is the vertex.

There are different notations applied to an angle. One is the symbol

followed by three capital letters ABC

ANGLE A side A

C B side B

Vertex

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• To measure angle the principal unit that is used is degree. The degree is one of
the 360 parts in which the circumference is divided. The degree is indicated by a
small zero.

1800 900 0°

2700 3600

• Steps in measuring an angle.

• The protractor is placed in such

manner that the center coincides with
the vertex of the angle and the 0º
mark with one of the sides.
• The number on the protractor on which
the other side of the angle passes is
the measure of the angle expressed in
degrees.

Classification of angles

Angles according to their magnitude are classified in:

1. Right angles: Measure 90º

Right

2. Acute angles: Measure less that 90º

Acute

3. Obtuse angles: Measure more than 90º and less than 180º

Obtuse

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 4. Straight angles: Measures 180º

Straight

5. Reflex angles: Measure more than 180º and less than 360º

Reflex

6. Perigonal angles: Measure 360º

Perígonal

Two or more angles can be classified according to the relation between them.

Complementary angles: Those whose measures added give 90º

Complentary angle

Supplementary angles: Those whose measures added give 180º

Adjacent angles: Two angles that have a common vertex and one side in
common.

Common vertex common side

Oposse at vertex Adyacent

• I express my concern with respect and aloud.

• I ask to clarify my doubts.

• I write in my notebook the relevant concepts.

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 PRACTICE ACTIVITIES

All by myself but seated around a table with other team mates,

• I measure with the protractor the following angles:

a) b)

c) d)

e) f)

I draw in my notebook 4 examples of angles.

Classification of angles according to their magnitudes and their relations with

other angles.

• I classify the angles according to the condition given.

Examples: An angle of …… is an adjacent angle

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• An angle of 248º

• Angle of 195º
• Angle of 90º

• Angle of 360º
• Angles that add 180º

• Angle of 45º
• Angle of 270º

• Angle of 84ª
• Angle of 120º

• Angle of 38º
• Angle of 205º

REMEMBER THAT
Angles may be classified by their magnitudes in acute, obtuse, straight,
reflex, and perigonal; by their relations with other angles: in
complementaries, supplementaries, adjacents and opposed at vertex.

APPLICATION ACTIVITIES

• I comment with my family what was learned about angles.

• I observe objects in surroundings, I draw them in my notebook

and I write the types of angles according to their magnitude
and relations with other angles.

• With the aid of the protractor, I draw the straight lines with precision.

MY MEANINGFUL LEARNING FOR THIS THEME WAS: •

•
ALWAYS use the protractor to measure angles and a ruler to draw •
straight lines. •

PRACTICE HONESTY AND RESPECT FOR OTHERS OPINION AND YOU

WILL SURELY BECOME A SMART PERSON.
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THEME NO: 3 EVENTS. PROBABILITIES AND REASONS

Initial activities

With a team I read and entertain myself

THE PUPPIES

For Ana to see how different the periods of pregnancy of some

animals can be, her mother showed her an encyclopedia for
animals that included a graph with the following information
500

400 This type of graph

300 is called histogram 150 210 270 330 360

200 28 44 55 63 110

100 7

0
elephant
monkey
hamster

dolphin
Rat bat

hound
rabbit

Horse

DAYS
Gota

bear
Lion
Fox

• I comment on the graph and its information on dog.

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 • I inquire with my partner, what is the possibility that Ana’s dog may
have 6 pups.

• If it has 6, what are the possibilities that 3 may be female and 3 male?
• How can we guess these probabilities?
• I write in my note book my conclusions.
• I read, I analyze and I give opinion.
• Let us review that concept of probability
I Learn
Learn this
1. I read, I analyze and give opinion

Probability is a measure of the possibility of the occurrence of an event.

It may be considered as a theory on the possible results of an
experiment.
There are two approaches on the theory of probability: the
classical and the empirical.
A probability can be expressed as a fraction and also as a
decimal if you divide the numerator by the denominator.

I analyze the following situations:

1
When a dice is cast in the air the probability that 6 may fall is 1/6

150 persons attend a talk on SIDA, 65 of them are women. What is the
2
probability that if you elect by chance one of the attendants, it
would be a woman? The probability is 65/150 reduced gives 13/30.

3 If we write this probability in decimals, we divide 13 by 30 which gives

a quotient of .43333, when multiplied by 100 represents the 43.33%

Probabilities can be represented by means of pictoric graphs or bar

diagrams.

Bar diagrams of simple columns is the graphic representation that permits

comparisons of the data.

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To elaborate a bar diagram, we do the following:

• Draw two perpendicular axes.

• On the horizontal axis, present the categories or classes.
• On the vertical axes, present the frequencies.
• Draw rectangles with height equal to the size of the frequency.
Pregnancy period of animals

The graphs help to show explain, interpret and analyze in a simple, clear and
effective way the data of a phenomenom.

• I ask for help from teacher to interpret the graph on the pregnancy of
animals.
• I write in my notebook my ideas about the meaning of each bar on the
graph.

• I answer:
Which animal delays the most to born?

Which animal delays less time to born?

How many days Ana puppies will take to born?

Now that i’ve learned more about events let me practice with a team of
classmates

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 PRACTICE ACTIVITIES

With the following information and the help of a team and my teacher we
develop a drawing of a graph bar representing what we interpret from the
information.

More than ever we need to put into practice our moral principles of honesty,
cooperation, discipline and respect.

Some Sixth grade students planned an

excursion and could not reach to an
agreement about the touristic places they
wanted to visit in Nicaragua. They only could
visit one place and the opinions were divided
Carmen wanted to go to Corn Island, Alma
Tony and Fernando wanted to go to know
Pearl Cays and the others wanted to go to the
Pearl Cay small islands of Granada.

In what manner could we help them choose the place to go having so

many different opinions?

1. Let’s draw a roullette, divide it into 4 parts and color it

2. Next we have 30 students for the excursión so we will spin the roullette
30 times.
3. Also construct 4 score boards on Bristol construction paper . these will
have to match with the colors on the roulette-
I make my roullette and spin the clip 30 times.

Color red represents Corn Island

Color blue represents Pearl Cays.

Color yellow represents Granada small islands.

As I go spinning my roullette I’ll go scoring in my

score board according to color to announce
21
later where the excursión will be going.

Corn island
Cayos Perlas
Granada small islands
We share our results with other teams of the class.
How many teams have color red in first place?
How many teams have color blue in first place?
How many teams have color yellow in first place?

Teacher has the last word about the excursion.

APPLICATION ACTIVITIES

Let us go on excursion
First we form two teams.

The boys’ team and the girls’ team

• We think on the places we would like to go.

• Each one writes down on a piece of paper 6 x 2cms the place he or she
desires. (girls with blue ink and boys red ink or pencil).

• Fold the paper in two)lenght way), then put into the Mathematic
suggestions box that is in the resource Corner of the classroom-

• While teacher is taking out each paper and announcing the places every
one has its own scoring chart ready and begins to write the name of the
place and score with strokes,

Here’s an example:

Bluff beach ////

Pearl Lagoon - Awas //// ////

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If I have another idea of how we can work it out. I share with teacher and
classmates. It is a way of letting teacher feel good to know that I am learning
and being creative.

• When I reach home I share with my people a little of the exciting events
that took place in class.

THEME NO: 4 Addition and Subtraction of Natural

Numbers
 Conmmutative property
 Associative property
Initial activities

ALONE I READ AND INTERPRET

Finally Laika had puppies 4 males and 3 females. Ana friends had
engaged a puppy… ¡Uf! Ana not sure that all can get a puppy because her
friends are 8 and only 7 puppies Laika had.

Ana made a list of her friends that wanted one of Laika’s puppies to see how
she would do to share them up.

Name Puppy Name Puppy

Nancy male Rebeca female

Carla female Roberto female

Julio male Tony female

Andrea female Pam male

How will Ana do to share the puppies when she has only 7 puppies (3 + 4 = 7).
Furthermore is 8 friends who want a puppy.

Using the properties we can help her share the puppies.

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 4 males = (1brown + 2 black +1white and brown)

3 females = (1gray +1 white + 1 brown)

We group them by colors then

Brown black Brown & gray

white
2+ 2+ 2+ 1

Together in team we group them in different ways.

We share and compare with other teams

We share with teacher and then we listen to the explanation of

the properties

ALWAYS REMEMBERING TO PRACTICE THE VALUE OF HONESTY AND SELF DISCIPLINE

I Learn
Learn this

Have you heard the expression that says that the order in which you add a set of
numbers will not change the total sum?

Well that is the commutative property.

Notice that Ana had 3 plus 4 puppies. We can say 4plus 3 and the total will continue
being 7 RIGHT?

.3 + 4 = 7 and 4 + 3 = 7
1
This is known as the Conmutative Property of the addition.

The grouping property or Associative we can use the puppies example according to
sex and color.

Example:

(1 + 2 + 1) + (1+1+1) = 7

4 + 3 = 7

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 2
Whenever we group the addends doesn’t matter the order, the SUM OR TOTAL will
remain the same. This is called the Grouping or Associative Property.

When two addends are used and one is ZERO the sum or total will always be
the other addend. This is the IDENTITY PROPERTY
3
7+0=7

After writing in my workbook what I need to remember to work with the

properties I’ll join a team and practice what I’ve learned.

PRACTICE ACTIVITIES

We solve the following operations using the properties. First we work with the
ones inside the parenthesis.

a) 5 + (9 + 7) = 21 d) 8 + (12 – 5) =

b) 25 – (6 + 8) = e) 14 – (10 – 6) =

c) (32 + 18) + 12 = f) (45 – 17) - (12 + 15) =

Alone I do the following exercise to prove if I learned to ouse the properties

correctly.

I make my own calculations then I join with a straight arrow the exercises that
correspond to the totals that are placed in the middle row.

1. (12 + 8) + 24 112 26 + (74 + 12)

2. (26 +74) +12 18 51 – (23 – 16)

3. 12 + (8 + 24) 44 (57 – 23) -16

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REMEMBER THAT
When we add natural numbers we get another natural number as the total or sum. But when we
look for the difference between two numbers we won’t get a natural number always. There are
times that we will need the set of real numbers to get the correct answer. The Sum of natural
numbers compplies with the CONMMUTATIVE and GROUPING OR ASSOCIATIVE properties.
Nevertheless with the subtraction.

APPLICATION ACTIVITIES

In a team of three,

I create 3 exercises of my own base on situations of my

daily life.

Example

How many cordobas I need to collect from the neighbor that bought some
shrimps from the market and had to pay 350 cordobas but only had 165 at
hand? When I find the difference I will group up the number according to the
bills that we currently use to do shopping.

350 – 165 = 185 ----------------------------------------------------165 + ( 100 + 50 ) + (20

+10+5)= 350

• Let’s see how the other classmates’ would group up the amounts.

• We share our works in the team

• We exchange our works with members of the other teams.

• Last but not least, we present to our teacher

• When I go home I share with my love ones home and then I invent my
own exercise and challenge them at home to do the same as we did
in class.

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THEME NO: 5 REGULAR POLYGONS INSCRIBED IN A
CIRCUNFERENCE

Initial activities

With one partner.

1. We get a sheet of chekerd paper from the math resource

corner.

• With my compass I draw a circle as big as I can on the sheet of paper

• Following the lines inside the circle I draw some poligones(Triangle-

square-pentagon etc)

• I present them to my team for us to compare the figures drawn by all.

• We play a game “Guess what figures are in my circumference”

• We present our drawings to the teacher.

• After we sit quietly and pay attention to what teacher is explaining

I Learn
Learn this

There is a theory that says: all poligons are found into a circle of 360 degrees.

Whenever we want to trace or construct a poligone with regular

measurements use a compass a rule and a checkerd sheet of paper.

27
We form team of two and start drawing poligons in the circles according to
instructions below.

A 5 sided A 8 sided A 10 sided

polygon polygon polygon

PRACTICE ACTIVITIES

With my protractor, compass ruler and pencil at hand I draw 5 poligons of my

delight into a circle.

• I’m going to measure carefully the degree angle of each drawing.

• I’ll look around the classroom and school premises for objects that
ressembles poligons, and then I’ll draw them in my book.

• Share with other partners

• Show to teacher for her to evaluate my efforts.

APPLICATION
ACTIVITIES

• Whenever I finish I’ll share with my mother and

other relatives in the home.

• Challenge them to draw some poligons (I will dictate

which ones I want them to draw.

These are pictures of poligons that I plan to get them drawing.

Triangle
inside

285
 • All the best drawings I will carry to paste on the “Talking wall” for
mathematic.
Let us continue putting into practice honesty, respect,
discipline and showing a spirit of rersponsibility.

THEME NO: 6 PROBABILITY RELATIVE FREQUENCY

Initial activities

WITH MY TEAM
We discouver how much we remember about probability.

1. We draw a frequence table like the one we saw in the

math resource corner.

• Each one of the team will get 3 sheet of the Bristol paper from the
resource corner. Colors red-yellow and green.

• Cut out 30 red, 20 yellow and 10 green cards. All must have the same
size and measures.

• Put them all in a box and shuffle.

• Now let’s get ready to continue learning more about frequence.

• Teacher will say how many times I must dip and take out a card
blindfoldly.
PRACTICE ACTIVITIES

With my partner
Teacher already gave us a chart with how many times we must make
random choices and score the results t of trhe frequencies.

No. Round of
Experiment
1. 10 times
2. 20 times
3. 30 times
4. 60 times

29
• After, I will have to make bar diagrams to compare
• I will choose my favorite color to predict how many times I feel that I’ll pick
it out the box.
• Share with my other classmates my results.
• Compare their results and see who was lucky to predict and it came out in
accordance.
• Ask teacher to approve my works.

APPLICATION ACTIVITIES

With my partner
1. We represent with a graphic the informations we gatherred from the
practical activities we did.

Example

25
20
15 round no. 1
10 round no.2
5 round no. 3
0
20 times 45 times

• Present to teacher to reassure that I am applying what am learning

properly.

• Back at home I will play being the teacher and I will teach my people
because they didn¡t know much about probability the last time I tried with
it.
• We will have fun and I will strengthen what I am learning.

• Creativity is the base of learning and gaining experience so, let us put it
into practice.

30
 2

31
 TEMA NO:1 COMBINACIONES BÀSICAS DE LA
MULTIPLICACION Y DIVISION
ACTIVIDADES INICIALES

CON MI PAREJA
1. Leo y Comento

Alcira tomo un cachorrito en brazos y noto que su

corazón latía muy rápido. Como pensó que el
cachorro estaba enfermo, llamo por teléfono al
veterinario.

El doctor le comentó, que es natural que los animales

tengan un ritmo cardíaco mayor que el de los seres
humanos. El ritmo cardíaco de un ser humano en reposo es de unos 80 latidos
por minuto, pero el de un cachorro, es de 115.

El pulso o ritmo cardiaco, es el número de

Comprendo que: veces que late el corazón en un minuto.

Alcira se preguntó entonces, ¿cuántas veces latiría el corazón de un pequeño

cachorro en una hora, en un día, en un año? Se dio cuenta que sin una hora
tiene 60 min, un día 24 horas y un año 365 días, su propio corazón también
debía latir muchas veces al año.

Alcira pensó que si su corazón late 80 veces en un minuto, en dos minutos

latirá el doble, es decir, 80 + 80 = 160 veces, y en tres minutos latirá el triple. De
esta manera, si Alcira desea saber cuantas veces late su corazón durante una
hora, tendrá que hacer una suma muy grande.

¿Cómo podría Alcira evitar sumar 80 + 80 tantas veces? Al observar de nuevo

las sumas que estaba haciendo, se percató de que las sumas sucesivas de 80
puede escribirlas así:

32
80 latidos en un minuto son 80 x 1 = 80.

80 latidos en dos minutos son 80 x 2 = 160.

80 latidos en tres minutos son 80 x 3 = 240.

Seguimos multiplicando para ver cuantos latidos serían por hora, entonces 80
latidos en una hora, equivalen a 80 latidos por 60 minutos, que seria igual a, 4,
800 latidos por hora..

Veamos…. 80 Factor

X 60 Factor

00

480

4800 Producto

¿Cómo podría Alcira saber cuantas veces late su corazón en media hora?
Primero, ella pensó utilizar de nuevo la multiplicación y hallar el producto de
80 x 30, ya que media hora es igual a 30 minutos. Sin embargo, como Ana ya
sabe que su corazón late 4 800 veces en una hora, decidió repartir los 4800
latidos en dos partes iguales, dividiéndolos entre dos.

Aprendo esto
Divisor
Con la división partimos en el
dividendo en tantas partes iguales
como indica el divisor. El cociente
indica cuantas unidades le
Divisor 4800 2
corresponden a cada parte y el
residuo señala el número de unidades
4 2400
restantes que no es posible repartir.
8

000 Cociente

Residuo

33
• Repasemos algunas reglas de la división.
o Un numero dividido entre el mismo numero, da como resultado

45 ÷ 45 = 1 (dividendo igual al divisor)

o Cualquier numero dividido entre 1, da como resultado el mismo

numero.

105 ÷ 1 = 105 (dividendo igual al cociente)

La Multiplicación y la
División son
operaciones inversas.
Recuerdo:

• ¿Qué relación encuentras en las siguientes operaciones.

160 ÷ 2 = 80 2 x n = 160

• Podemos pensar en la división como la búsqueda del factor que nos

falta para hallar el producto.

• Observo que en este caso el valor de la incógnita n es 80, ya que 2 x 80

= 160.

34
ACTIVIDADES DE DESARROLLO

EN EQUIPO
1. Resuelvo en mi cuaderno

• Encuentro el valor de la incógnita “n” en cada caso.

a) 5 x n = 15 b) n x 12 = 48 c) 67 x n = 670
n=3 n= n=

e) n x 1000 = 32 000 f) 150 x n = 1 200 g) n x 12 = 48

n= n= n=

h) 81 ÷ n = 9 i) 95 ÷ 5 = n j) 2100 ÷ n = 105

n= n= n=

• Pruebo mi astucia y completo las siguientes operaciones.

- - ? 1 4 - - - ? 2 5 - - - ? 8 9 ?

- X - 7 5 - X 8 7 ? - X ? ? 4

- 1 0 7 0 - k 0 0 0 - k 3 1 ? 8 4

1 ? 9 ? - 2 9 ? 5 6 ? 1 6 8

? 6 ? 5 0 ? 4 0 0 ? 5 7 9 2

3 ? 9 ? 5 0 2 2 ? 2 4 ? 4

35
 2. Calculo las siguientes operaciones en forma vertical y compruebo
los resultados.

312 598 420

X 56 x268 x152

1872

1560

17472

1259 301 64075 63 252 52

• Comparto mis respuestas con mis compañeros de clase y profesor/a.

• Selecciono una de las operaciones antes anteriores, para inventar un

problema.

• Lo resuelvo en mi cuaderno de notas, con orden y limpieza.

3. Resuelvo los siguientes problemas:

1. El veterinario le explicó a Alcira que el ritmo

cardiaco en los mamíferos es mayor
mientras más pequeña es el animal. Con el
fin de comprobarlo, Alcira le pidió a Tomas
que le tomara el pulso a algunos de sus
mamíferos. Aunque no le resulto nada fácil,
Tomas pudo comprobar que el ritmo cardiaco del hámster dorado
36
 era bastante rápido: ¡llego a los 60 latidos en tan sólo diez segundos!
Ahora ayuda a Alcira y Tomas a resolver los siguientes problemas.

a) Si un minuto tiene 60 b) El corazón de un conejo que

segundos, ¿Cuántas pesa 3 kilos late 180 veces en un
veces late el corazón minuto. ¿Cuántas veces más rápido
de un hámster en un late el corazón de un hámster?
minuto?

El corazón del hámster late________

veces más rápido.

Su corazón late _________ veces

durante un minuto.

C) Mide el número de veces que d) ¿Cuántas veces late tu corazón en

late tu corazón en 15 segundos un día y cuantas veces en un año?
¿Cuántas veces late tu corazón
en un minuto y cuantas veces en
una hora? En un día late______________ veces.
En un minuto late ______ veces.

En un año late ____________ veces.

En una hora late ________veces.

CON MI EQUIPO

4. Reto a mis amigos en una carrera.

37
 • Les digo cual es el la razón de la carrera y lo explico aprendido en
clases.

• La carrera es a una distancia de 100 mts plano.

• Anoto en mi cuaderno:

• El tiempo que tarda cada uno de ellos en llegar a la meta.

• Las pulsaciones por minuto antes de la carrera.
• Las pulsaciones por minuto después de la carrera.
• Las comparaciones entre cada uno de ellos.

ACTIVIDADES DE APLICACION

1. EN CASA Comento con mis padres sobre lo

aprendido en la clase.

• Le tomo el pulso a los miembros de mi familia.

• Cuento cuantos pulsos por minutos tiene cada uno de ellos.

• Hago comparaciones entre las pulsaciones de cada uno de ellos.

• Anoto en mi cuaderno de notas, los resultados.

38
TEMA NO. 2. CONSTRUCCION DE CONOS Y CILINDROS
ACTIVIDADES INICIALES

EN EQUIPO DE TRES

1. Visitamos el rincón de Matemáticas.

2. Tomo varios cuerpos geométricos y los clasifico en dos grupos:

• Cuerpos con superficies curvas
• Cuerpos que no tienen superficies curvas.

3. Observo los cuerpos y comparamos las figuras de las caras de alrededor.

4. Contesto:

• ¿Cuáles tienen puntas?

• ¿Qué otras diferencias hay entre los dos grupos?

5. Me divierto nombrando cada cuerpo geométrico y señalando cada

elemento.

6. Con la ayuda de mi profesor/a, busco más información de los elementos de

cada tabla.

Tiene Cilindro Cono Esfera Pirámide Cubo Prisma

superficie Rectangular
curva.

Caras

Vértices

Aristas

Cúspide

¿Qué forma tienen?

39
Las caras
laterales

Las caras de
abajo.

- El Cilindro y el Cono tienen superficies curvas y

planas.

Recuerdo - El Cubo, la Pirámide y el Prisma; no tienen

superficies curvas.

- Toda la superficie de la Esfera es curva.

- La Pirámide, tiene un a cúspide.

7. Comparto mis resultados con el resto de la clase.

1. Observo, leo y transcribo en mi cuaderno de apuntes.

Cilindro: cuerpo geométrico formado

por dos curvas iguales en planos
paralelos y por los segmentos paralelos
que conectan los puntos de las curvas

Cono: cuerpo geométrico formado por

una base curva y por los segmentos de
línea que van de un punto a la base.

40
 2. Ya conozco las definiciones del cilindro y el cono, ahora conozco los
elementos que las conforman.

Radio Vértice (cúspide)

Altura Altura

Caras

Base Radio

☺ Recuerdo
Al cilindro y cono, por ser cuerpos
con una base redonda se les llamas:
No Poliédricos.

Pirámide Prisma Rectangular

Superficie Plana

Vértice (Cúspide)

Aristas

Cara lateral

Base Cara Lateral

41
 Cubo

Base

Altura

Cara lateral

3. Reflexiono sobre lo aprendido y completo.

• La Pirámide tiene_____ cúspide.

• Un cubo tiene __________ vértices.

• La _____________ tiene toda su superficie curva.

ACTIVIDADES

DE DESARROLLO

EN EQUIPO

1. Pongo en práctica las habilidades desarrolladas con el uso del

transportador y la regla.

42
 2. Dibujo las figuras siguientes en un cartón y construyo un cono y un
cilindro.

El largo del lado es igual a la

El largo del rectángulo es longitud de la circunferencia
igual a la longitud de la
circunferencia.

3. Dibujo en un cartón, el cilindro y el cono con sus partes, las pinto con
colores atractivos y las pongo en el rincón de aprendizaje de
matemáticas.

4. Trabajo en mi cuaderno; algunos objetos, como los siguientes, tiene

formas particulares.

5. Nombro cada uno de los siguientes dibujos y digo la forma que tiene.

43
CON MI PAREJA
1. Observo los siguientes conos.

Recto Rectangular Oblicuo

5. Anoto en mi cuaderno de notas:

El cono es un cuerpo
Cuál es la diferencia entre:
geométrico limitado por
• El cono recto y el rectangular. una superficie cónica y
una circunferencia que
forma su base.
• El cono rectangular y el oblicuo

• El cono oblicuo y el recto.

6. Observo los cilindros y coloco su nombre. Trabajo en mi cuaderno.

El cilindro puede ser recto u

oblicuo

☺ Recuerdo
El cilindro es un cuerpo geométrico limitado por
una superficie cilíndrica y dos bases formadas por
dos circunferencias.

44
• ¿Cuál es la diferencia entre cono y cilindro?

• Anoto los resultados

• Comparto mis repuestas con la clase

4. Construyo con palitos y plastilina algunos de los Poliedros que no

hemos hecho como el cubo o una pirámide.

5. Comparto mi trabajo con mis compañeros/as de clases.

ACTIVIDADES

DE APLICACION

1. Comparto con mi familia lo aprendido en la

clase.

2. Les explico la diferencia entre Cono y Cilindro.

3. Los invito a participar en la tarea asignada.

4. Observo mi entorno y escribo el nombre de todos los objetos de

forma cónica y todos los de forma cilíndrica. Dibujo algunos si es
posible.

5. Con una cartulina, construyo sombreros para cada miembro de mi

familia.

6. Con cartón corrugado y cartulina construyo cajitas de todo tamaños

para guardar joyas o cosas personales o tarjetas del rincón de
matematicas.

45
 7. Pido ayudo para recortar y armar las construcciones.

8. Llevo un ejemplo para demostrarlas en clase.

9. Las coloco en el rincón de artes plásticas o matematicas.

TEMA NO: 3 ESTADÍSTICA Y PROCESAMIENTO DE DATOS

ACTIVIDADES

INICIALES

Con mi maestra

2. El periódico mural tiene el resultado del rendimiento académico

de los Sextos grados para el primer semestre.

Grado Mat. inicial Mat. actual %retencion Aprobados Observación

AS F AS F AS F AS F
Sexto A 45 27 47 29 38 25

Sexto B 44 26 44 26 40 26

Sexto C 46 22 46 22 43 19

Con ayuda del maestro encuentre los siguientes datos

• ¿Cuántas niñas aprobaron en todas las asignaturas en sexto A?

• ¿Cuantos varones aprobaron en todas las asignaturas en sexto A?

46
• ¿cuánto es el porcentaje de retención en el sexto A?

• Compare los resultados del sexto B, ¿obtuvo mejores resultados

académicos el sexto B?

• Compare los resultados del secto c, con el sexto B, regístre todos los
datos en una tabla

3. En INATEC los 15 estudiantes de ebanisteria

están en la etapa de acabado, para su
examen final deben armar con estética 20 sillas
y entragarlas en una semana, ¿si un estudiante
se toma 4 horas para terminar completamente
una silla?

• ¿Cuál es La probabiliadad de que todos los estudiantes completen la tarea?

• ¿Cuantas horas les toma acabar las 20 sillas?

• Cuántas sillas serán en total?

• Registra los datos en una tabla.

EN EQUIPO DE TRES

Alberto y Lorenzo salieron a pescar llevaron

7 galones de gasolina para el medio dia
de ese dia, solo habían pescado un
pescado y gastado 2 1/3 galones de la gasolina. ¿Qué probabilidad hay de que p
quedan 1 ½.

• ¿Calcula la probsbilidad de pescar las 30 libras de pescado?

47
 • ¿Cuánta gasolina se necesita para pescar las 30 libras de pescado?

• ¿Cuántas horas se nescitan para pescar la cantidad antes mencionada?

• Anota los resultados en una tabla.

Recuerdo esto

La probabilidad mide la frecuencia con la que se obtiene un

resultado.

ACTIVIDADES

DE DESARROLLO

EN EQUIPO
1. Juguemos a “ Los casilleros”

Tomo del Centro de Recursos del aula los naipes numéricos para el juego.

1) En la pizarra está dibujado el casillero siguiente:

Regla: El maestro saca un número de las cartas, comprendido entre el 1 y el 9 la -

maestra saca una carta, los estudiantes escriben ese número en uno de los espacios
(No se permite cambiar). Después de introducir esta carta entre las demás, saca Otra y los niñ
casillas libres. Después de introducir esa segunda carta, saca una tercera y los alumnos escrib
que obtiene un número mayor.

• Otro niño del grupo participa sacando las carta y anotando los
Resultados ¿Cuánto será la siguiente cantidad de tres digitos que formaran?

• ¿Un tercer niñó participa sacando las cartas que probabilidad hay que

48
 Forme la cifra 543?

• Recuerda que no se debe anular lacarta que saques.

• Anota todas las probabilidades que encontrastes

• Comparte tus result5ados con ortros equipos.

EN PAREJA

LAS FICHAS
• Cada miembro de la pareja elige un lado de la pista se juega con un ficha,
que se mueve por la pista y con 10 fichas que tienen una cara verde y la otra
azul. Cada uno elige un color

• Cada uno por turno lanza las 10 fichas y el peón avanza una casilla, desde el
centro hasta los extremos, si hay más fichas de su color

• Gana quien llega el primero a su extremo.

- Pista:

• ¿Qué probabilidad hay de que gane el niño que juega con las fichasde color
Verde?

• ¿Qué probabilidad hay de que el niño que juega con las fichasde color
rojas?

• ¿Qué probabilidad hay de que los dos niños lleguen al mismo tiempo al
Extremo de la casilla?

49
3. EL ÁBACO PROBABILÍSTICO
Un jugador tiene C$ 1 y quiere llegar a C$5. Para ello apuesta cada vez el máximo
Conveniente para llegar a su objetivo. ¿Qué probabilidad tiene de conseguirlo?
¿Cuántas veces tendrá que jugar como media? (lanzando una moneda)

En trio

4. En la siguiente Tabla se ven los números (en millones) de

estudiantes de enseñanza primaria y preescolar representar los
datos, usando:
1980 1985 1990 1995 200
Primaria 3245178 4 78912 5 14723 6789463
Preescolar 1057841 297854 472456 814793
• Gráfico de Barras en cada año.

• Comparto mis resultados con otros trios.

ACTIVIDADES DE APLICACION

Con ayuda de un familiar investigo

• Cuántas viviendas se han quemado en nuestra comunidad

• En nuestra región este año y el año pasado.

• Utilizo una tabla para registrar los datos

• Tomo en cuenta la población de mí comunidad o región para que los

registros sean exactos

50
LET US ADMINISTRATE WHAT WE OWN

51
THEME NO: 1 POWER SQUARE AND CUBIC
INITIAL

ACTIVITIES

What power
isa ll about?

1. I read
then interpret

The other day Arturo and his father were

going down the river side to wards their
farm when all of a sudden his father said
the current is streaming down with a lot of
power.
Power you said pa? Asked Arturo and what power have to do with the river
because; yesterday my teacher said that Monday we will learn about the
Power in math class and I am up a tree. I said I had to ask at home and now
coincidence you talking and mention power.
His father said I can’t explain like your teacher but I remember when I was in
school and they taught me about power.
Arturo began to pay attention to his father while his cousins watch the river and
continued paddling and staring the dowry.

I learn
learn this
Power It is just a simple and easier way to multiply one same number, a number
of times. You have a square power that means to multiply the same number 2
times.

52
Like 2 times 2 or 50 times 50 or 125 times 125.
2x2=4 4x 4 = 16 16 x 16 = 256

I analize the following chart

Power No. times to Power expression How to interpret

multiply the expression
3 3 3¹ Number 3 to the
power one
9 3x3 3² Number 3 to the
power 2
Square power of 3
27 3x3x3 3³ Number 3 to the
power 3
Cubic power of 3

exponent
base

Example:

Whenever the exponent is ZERO for any number, the power product will be 1

Example:
50 = 1 3450 = 1 296740 = 1

And when the exponent is 1 the power product will be the base number
Example: 6¹ = 6

To understand better how to find the power product of a number here’s an

53
illustrative example.

4² = 16 4 to the second power is 16

1 2 3 4
2
3
4
PRACTICE ACTIVITIES

With a partner
1. I fill out the chart of the square and cubic power of numbers
1 to 20.
 It is easy because I only have to multiply just as my dad said: 2 times and three
times the same nbase number.
Number Square Cubic Number Square Cubic

1 1² = 1 1³ = 1 11

2 2² = 4 2³ = 8 12

3 13

4 14

5 15

6 16

7 17

8 18

9 19

10 20

54
 2. Let me try to find the square power for other numbers:

252= ____x ____ =_____ 362=____x____=____

3452=_____x____ = _____

6 4272= ______x ______ = ______ 46 8902=______x______=

________
3.Let me practice reading and writing the follow expressions

82

163

2532

93

546 to the second power

The third power to 36

The cubic power for 25

The square power for 17

APPLICATION ACTIVITIES
Y Y Y B B B B
Y Y Y B B B B

Y Y Y B B B B
B B B B

G G G G G

G G G G G

G G G G G

B B G G G G G

B B G G G G G

55
 1.-. I work in team

• Form a team of two or three of us.

• The shaded boxes are colored in yellow, green, blue, orange
• Express as power and calculate the
total of each one.

Yellow: ______x______=______
Blue ________ x______=_______

Orange ______x______=________

Green x =

Light blue_______x_________=_______

REMEMBER THAT

Base is the number you multiply by itself. Exponent is the number that
tells you how many times to multiply the base by itself.Power is the product
that results alter making the multiplication.

56
THEME NO: 2 ROOTS.
SQUARE AND CUBIC
INITIAL ACTIVITIES

1. I read, analyze and comment with my team.

Arturo is thinking on how to find the roots of a number. For that

he is remembering what he learned when the teacher taught
him what power is.

He is trying to establish a relationship between the terms of the POWER and

ROOTS

I remember when we
studied about power.

3 exponent

2 base

In the Math corner there is a flip chart that announces the following:

There is a prize for who can explain this expression.

“The square root for 25 is 5”

Now common sense has to work here quickly

52 = 25 because 5 times 5 equal 25

I Learn
Learn this
The square means exponent 2 then if 25 is product that means to say that 5
is root.

2 --------------- index

25------------- radicand

5--------------- root
57
The cubic root is similar

• Let me try out a thing to see if I am cledar of what I am learning

• The following cards are math games taken from the Math corner.

Questions Answers

1. The square root of 9 is 3. 1. Because …

Why?

2. What is the cubic root of 8? 2.

3. What is the square root of 3.

64?

4. What is the cubic root of 4.

64?

• I show my answers to teacher to gedt corrected if I am mistaken.

1. I fill the blanks following the example.

because

because

because

because
400 = ______ because

2. What is the root of the following expressions?

3 216 49 169

58
 3. Draw a line across to match the expressions with their roots.

100 16
3 343 11
256 7
3 216 10
121 6

4. I seek for the answer to the following situations:

• The sum of the square of 2 numbers is 34, if the root of one is 5, which
is the root of the other number?
Work it out here prove the answer

• The square measurement of this living room is 49 m². Which would be

the perimeter of the same, why?

Work it out here prove the answer

• Arturo’s daddy wants to fence his plantation

with barb wire. The plantation is 625m2 (square
meters). To put 4 row of wire how many
meters of wire he needs to buy?

59
REMEMBER THAT

If 22 = 4 then 4 = 2. It means that the number inside the radicand is the power
product and the root is the base number from the square power.

If 53 = 125 then 3 125 = 5 because 5x5x5 = 125

APPLICATION ACTIVITIES

Together let us fill out the following chart.

1. I find the cubic root of the following numbers.

Power cubic explanation
root

3 216 6 because 6 x 6 x6 = 63

3 729 2.

3 1728

3 8

3 1000

3 3375

• We present our chart to the teacher and after, we help the other
teams with their work.

At home I will apply what I’ve learned, finding square

roots using a calculator. It is simple. Here’s the
arithmetic expression for that.

4 9 √ = 7

60
 207936 9409 1444 2025

15376 53361 7744 4225

15625 5776

THEME NO: 3 Important currency of Latin America

and the world
Initial
activities
ALL BY MYSELF
5. I read and answer myself
concerning these questions.

• Which are the currencies of the

Central American countries including
Nicaragua?

• Which of these currencies I personally know?

• Which other currency I know and what country they belong to?

• Which are the currencies that circle in Nicaragua?

• Which is the highest denomination (Money), circling in Nicaragua?

61
 With a team

• I read, analyze and solve

• In the Curacao store of electro domestic

appliances, the different prices are seeing.

Refrigerador TV Sound Microwave Radio

system

120 dollars 50 dollars 75 dollars 30 dollars 16 dollars

• What is the price of a sound system in Costa Rica if the dollar there is at an
Exchange of 500 to 1?

1 dollar= 200 colones

X = 75 dollars X 200 colones

75 dollars = X 1 dollar

Price of the sound system in Costa Rica is:

15000

• In Nicaragua today the dollar is:

1 dollar = X = 15 dollars X cordobas

15 dollars = X 1 dollar

The price of the radio is

• I compare the two results.

3. In which of the two countries the radio is more expensive?

4. Which of the currencies have more value?

62
 PRACTICE ACTIVITIES

1. I analyze and I solve, always with the help of my

teacher

• In a hardware store, the prices are in several currencies: shovels 200

Cordoba, wagon 1200 quetzales; I hammer 95 lempiras, cement
1250 colons.

If the exchange rate with regard to the dollar is the following one:

Currency Dollar Exchange rate

Cordobas 21.60

Quetzal 8.2

Lempiras 16.6

Colones 250

• What is the cost in cordobas and in dollars?

• How many cordobas will be spent to buy the 4 articles?

• How many dollars is the equivalent to purchase the 4 articles in our

country?

In a team of 4, we interview the teachers of the school to find out if the

currency table that is in our text book is actualized. If not we make our own
table with the actual currencies exchange.

63
Country Currency Exchange
rate

European Euro 0.80

Japón Yen 121.55

Canadá Canadian dollar 1.39

México Peso 10.97

Brasil Riais 1.75

Chile Peso 583.60

Venezuela Bolivar 2.144.60

Guatemala Quetzal 7.59

El Salvador Colón 8.75

Nicaragua Córdoba 21.60

Costa Rica Colon 250.00

Belize Belize dollar 1.97

Panamá Balboa 1.00

Honduras Lempira 18.85

• This is a challenge: all these country got together at the ONU

Convention to raise funds for the poor people of Africa. This world
wide action ended up in a queeze play. All countries gave 3 265 985
US.
• How many cordobas that amount of dollars represent?
• How many bolivars that amount of dollars represent?
• How many riais that amount of dollars represents?

Let’s take a brake and continue applying this at home

REMEMBER THAT
To convert córdobas into dollars: divide the amount of córdobas into the equivalent
Exchange rate of the dollar.

To convert dollars into cordobas multiply the equivalent exchange rate of the dollar.
64
 APPLICATION ACTIVITIES

1. With a community leader I continue to brake down the challenge

amount of dollars for the other countries that I balance to work with.

Country Currency Exchange Total in local

rate currency

Europe Euro 0.80

Japón Yen 121.55

Canadá Canadian dollar 1.39

México Peso 10.97

Chile Peso 583.60

Guatemala Quetzal 7.59

El Salvador Colón 8.75

Costa Rica Colon 250.00

Belize Belize dollar 1.97

Panamá Balboa 1.00

Honduras Lempira 18.85

65
THEME NO: 4 ROMAN NUMBERS GREATER THAN 1000
I read and explore

The symbols of our number system are a contribution of the Arab,

for that reason they are called Arabic numbers; but to indicate
the centuries, the volumes and the chapters of some books or the
hours in some clocks, we use the Roman number system.

This numbering system consists of seven letters of the alphabet; which are
also called symbols. Each symbol has a specific value, which is displayed in
the following table:

I observe the Roman figures and I notice how much each one is worth.

1 5 10 50 100 500 1000

I V X L C D M

The symbols are classified into:

Primary: I, X, C, M, which can be repeated up to three times.

Secondary: V, L, D, which can not be repeated.

The numbers are based on the principles of addition, subtraction, and

multiplication.

2. I replace the Arabic numbers for their corresponding Roman numbers

and I discover the names. I write the names in my notebook.

10; 1; 1000; E N A 5; 1; 100; T O R S; 1; 50; 5; 1; A

E N A
T O R
S A

66
I llearn
earn this
Rules to present the roman
numbers

1. I listen attentively to teacher's explanation, about the presentation of

roman numbers.

• I take notes in my notebook.

• The rules are four:

RULE NO. 1

If to the right of a figure we place another same or smaller, the value

of the first one is increased with that of second

Example LV equal to L + V = 55

RULE NO. 2

• If to the left of a figure we place another smaller one, the value of

this it is subtracted of the previous one.

Example IV equal to V - I = 4

RULE NO. 3

• They can never be used more than three same symbols of the signs
L, X, C, M that can repeat until serial 3 times. This way 40 is not written
XXXX; but XL, nine is not written VIIII, but IX; 70 is not written XXXC, but
LXX.

RULE NO. 4

• The simple units become thousands, if we place over head a

horizontal line.

67
 • VIC = 6 x 1000 + 100 = 6100
Arabic Roman Arabic Roman
numbers numbers numbers numbers

Examples

7 VII 1000 M

9 IX 3000 MMM

13 XIII 4000 IV
__
18 XVIII 5609 VDCIX
__
30 XXX 1000,000 M
__
40 XL 20000,000 XX.M

65 LXV

105 CV

PRACTICE ACTIVITIES

IN TEAM

1. I analyze and solve.

The balance of roman numbers you write combining the previous letters
according to the four rules.

• I apply RULE no.1 and fill the blanks.

1. XI = 10 + 1 = 11

2. CX = + =

68
 3. MDX = + + =

4. MDCLVI =

• I use the RULE no 2 and complete.

1. IX = 10 – 1 = 9

2. CD = - =

3. MCM = + ( - )=
• I use the RULE no.3 and I write the numbers correctly.

1. 15 = VVV

2. 150 = LLL

3. 1500 = DDD

• I use RULE no.4 and complete the exercises.

1. IV = 4000 3. CD =

4. XIXL =
2. XL =

• Ariel says that 49 is written IL, but he is mistaken.

I write 49 correctly.

49 =

• I review what I’ve learn and I remember that:

Romans numbers symbols are represented by:

IVXLCDM

They only can be repeated 3 times.to the right and one time to the left.

69
 • I present my work to my teacher.

APPLICATION ACTIVITIES

WITH MY CLASSMATES

1. I demonstrate my abilities, when writing each number in decimal

system and vice versa.

2. MMDLI =

3. MDCXXIX =

4. CXVIII =

5. MMMD =

6. CCLVII =

1. 8 499 =

2. 204 025 =

3. 16 032 =

4. 8 520 =

5. 187 200 =

• I always remember to present my results to my Teacher.

• I share my answers with my partners in class.

ALONE

2. I write in roman numbers

70
345 896 1724 202

3. I share with my parents

• I put into practice what I learned in classes today.

• I comment to my parents on the four rules to represent the

roman numbers.

• I ask them to dictate me ordinary numbers and I represent them

in Roman numbers.

• The following day, I verify the results in classes with my teacher

and with my partners.

THEME NO: 5 CENTRAL TENDENCY MEASURES

Why they say that blue is in style?

ALONE

1. I read and analyze carefully

Dyanelle’s partners that went to the trip were all very good ones to swim.
As the proposed places all had spa so all were willing to take a bath in the
waters to take advantage of the time they announced that all and all
should take along their bathroom suit.

• Dyanelle wants to know the colour of bath suit her friends like.

2. I look at the bath suits that are in fashion

• The total sum of friends is 5 boys and 9 girls that sum up a total of:

71
• The boys wore shorts; three were blue, two were red and the other was
green.

• Let us order up the data:

Short colours

Blue Red Green

Times
repeated
3 2 1

• We observe the number that is more repeated.

• The answer is 3; the colour blue is preferred by the children.

I write in my notebook:

The number mostly repeated is called MODE, and there can

be more than one mode.

• The girls on the other hand shone of bath suits of two pieces, three of
them were orange, three were green, two were of varied colours
and the fourth was yellow.

• Dyanelle wants to know the favourite colour of her friends.

• I order the data.

Shorts colours Orange Green Varied Yellow

colours

Times
repeated
3 3 2 1

3. I work in my notebook with order and neatness practicing honesty

and respect.
72
 • How many are Ana’s friends?

• What colour is the MODE?

4. I observe that the orange and green colour repeats same numbers
of times. Therefore, there are two colors in fashion.

• How many wore two pieces bath suit?

• What colour bath suit was more repeated among the boys and
girls?

• What style of bath suit was more repeated among the girls?

The type of bath suit that more repeats among the

I remember boys is _____________, the most frequent style
among the girls is ___________, the colour more
repeated is _________________, therefore the colour
suits that the mode are____________and the type
suits are___________.

Mode: it is the value that appears more number of times, it is also said that it is the
value that has the most frequency. It is symbolized Mo.

• I already know what is Mode now let’s see what is Median

5. I read and solve

• In my neighbourhood the Hodgson family is very huge, they are

many brothers and sisters, and each one of them has an average of
4 children. The family had a reunion and almost all were there. 11
cousins arrived of the ages from 7 to 9. Those ages are distributed in
the following way.

7 7 7 7 8 8 8 8 8 9 9

Five data Data

Median: It is the central value of a list of orderly data. If the number of values is
odd, the medium one coincides with the central value. If it is even, the medium
one is the average of the two central values. Its symbol is Md.

73
 • The Median age of the cousins is

Now I see what is the arithmetic mean

6. I read and answer

• For a chemical experiment 5 glass bottles were placed and

they were numbered according to the quantity of water they
contained. The first one empty, the second 150 ml, the third 300 ml,
the fourth 450 ml and the fifth 600 ml.

7. I answer in my notebook

• What is the total ml of water container in the bottles?

• If we were to cut into equal parts all the water contained in the
bottles, how much ml of water would be in each bottle?

0 ml + 150 ml + ml + 450 ml + = ml

You divide the total sum in this case. As they are 5 bottles.

/5= ml.

Arithmetic Mean: it is the numeric value that represents the average

of all the obtained data it is symbolized X.

PRACTICE ACTIVITIES

IN TEAM

1. I read, comment then socialize our

answers.

74
Angelika mama baked coconut bread; some were round, others
loaves and others roll up.

• How many
breads Angelika mama baked?

Bread Round Loaves Roll up

Amount 35 42 33

• What shape the breads that represent the mode had?

• If Angelika’s mother did bake the double amount of round

ones, the triple of loaves and tour times the roll up shape, what
would be the mode?

2. I make a list of the typical foods for the Hodgson family to

carry on their picnic.

Food list Frequency

(prefered)

3. I answer

• Which food represents the mode in the list?

• Which food they prefer the less in the family?

• Out all the members of the family, has anyone shown interest for
another type of food that weren’t on the list?

75
 4. I store in my notebook my conclussions.

With my peer, we read and solve if needed

• The cousins of the Hodgson family came out and they

entered the water, three of them were triplets, each one wore
bracelets on the ankle to be able to identify them, the first one
wore 3 bracelets, the second wore 4 and the third wore 6.

I add the total of bracelets.

3 + 4 + 6 =

I calculate the arithmetic Mean for the bracelets.

• The next door neighbour sowed a diversity of

plants. A group of sixth grade students went to pick up the crop
of the day to take home and they found, pineapples, carrots,
sweet peppers, coconuts and tomatoes.

Here are samples of the fruits that they found

Which is the bearing fruit plant in fashion in the neighbour’s garden?

76
 6. When they were counting the fruits the neighbour entered and
she said: Let us look for the arithmetic media of the fruits you
found.

7. When I finish finding the median, I present my work to my

teacher so as to correct my successes and point out errors to
be able to correct them.
REMEMBER THAT

The element mostly repeated is the mode

The number that occupies the Center position in an odd set of data is
called median.

APPLICATION ACTIVITIES

WITH MY CLASSMATES
1. I help the teacher to revise the grades accumulated in mathematics of
each one.

• During the month in course the boys of the class have

accumulated the following qualifications.

Students’ name Month

1 2 3 4 5 6 7

Alvaro Ruiz 6 5 8 4 9 10 9

Carlos Tinoco 10 10 6 8 8 8 9

Chevorn Solis 9 3 5 10 6 10 8

Christopher Olivas 10 9 8 3 4 4 7

Darwin Hooker 9 10 8 5 7 7 8

Darwin Siu 8 7 9 7 5 5 7

Edwin Centeno 5 9 7 6 7 10 6

77
• Which is the mode in Darwin Siu notes?

• Which is the mode in Carlos Tinoco notes?

• How many mode are in the notes for the first column?

• Which is the median for the notes accumulated by Christopher Olivas?

2. I share my answers with my companions in class and after with my

teacher.

3. I prepare a chart with my accumulated points in my other subjects to

take home and calculate the mode, arithmetic media along with my
relatives.
AT HOME

1. I explain what I did in classes today.

2. I ask my parents to outline situations in those that I

have to find the mode and the median.
3. I show my points accumulated in the other classes so that they can
find the accumulated in mode and the median of my notes in each
subject.

Subjects Accumulated points

1 2 3 4 5 6 7 8 9

Spanish

Natural Science

Sociual Studies

Civil moral

English

• I will share in class my discoveries.

78
79
TEMA NO. 1 NUMEROS FRACCIONARIOS

ACTIVIDADES

INICIALES

1. Escucho atentamente y anoto en mi cuaderno de notas.

Una Fracción, representa una parte de una unidad

entera

• El vendedor de jugos del mercado les pidió a 12

estudiantes que probaran los jugos que hizo para vender.
A 7 les gustó el jugo de granadilla. A cinco les gustó la
calala.

• Si escribo en decimal para representar a que parte del grupo les gustó el
jugo de granadilla.

• A 7 personas le gusto granadilla 7 numerador.

• de 12 personas en el grupo 12 denominador.
o Léase siete doceavos
A 7 del grupo les gustó el jugo de granadilla
12

7 = Es un a Fracción Común.

12

80
 1. EN EQUIPO DE TRES, Leo y Analizo.

• Para organizar la cartelera del mes, la maestra pidió a sus estudiantes

que investigaran sobre los mamíferos que viven en el mar. Rita y Henry
hicieron su trabajo en una cartulina. Distribuyeron la información que
tenían en cuatro sectores del mismo tamaño: dos para escribir, uno para
fotos y otro para dibujos.

• Completo en mi cuaderno y muestro

como quedo dividida la cartulina
en cuatro partes iguales.

• Coloreo de color rosa, el sector que se

utilizaron para el texto, con azul el que
usaron para fotos y con verde el
destinado para dibujos.

Una fracción indica una división entre el numerador y el

denominador

2. Completo:
• La cartelera quedo dividida en partes. Cada una es

parte del total:

• 4 representa
4

• ¿Qué fracción de la cartelera representa la parte del texto?

• ¿ Y la parte de los dibujos?

81
 3. Observo las fracciones:

3 ; 5 ; 1
5 6 4
• Tiene otra forma de presentación: La Notación decimal.

• Para encontrar el decimal asociado a una fracción dividimos el

numerador entre el denominador.

1. Ejemplo:
30 5

0 0.6
• El cociente 0.6 es un decimal. Se lee “ Seis Décimas”

• Observo que la fracción 3/5, generó el decimal 0.6.

La fracción que genera a un decimal la llamamos;

FRACCION GENERATRIZ.

ACTIVIDADES

PRACTICAS

1. CON MI PAREJA, Escribo el decimal que genera cada

acción:
• 2/5 3/6 4/9 1/4

• 3/4 45/12 4/15 3/7

• 2/11 6/13 3/28 8/25

82
 2. Copio la actividad en mi cuaderno. Uno con flechas verdes o
violetas y formo las expresiones correctas.

En una
FRACCION

El El
Denominador Numerador

Indica la cantidad
de partes.

En que se Que se
divide la toman de
unidad la unidad

3. Represento con dibujos estas fracciones.

4/5 5/6 7/10 8/9 1/2

83
 • Escribo en la casilla la fracción que representan las partes coloreadas
en cada caso.

• Rodeo con color las fracciones que representan números enteros y

escribo abajo ese número.

3 5 8 6 12

3 2 2 3 4

Pista:
• Intercambio mi trabajo con otro
compañero/a. corrijo si es Tienes que
necesario. hallar el
• cociente.
• Presento el trabajo al profesor/a.

ACTIVIDADES

DE APLICACION

1. Hablo acerca de lo aprendido en la escuela el día de

hoy.

2. Explico como se genera una cifra decimal de una

fracción.

3. Explico a que se le llama Fracción Generatriz.

4. Pido ayuda para resolver lo siguiente.

• Leo y Resuelvo.

84
La señora Marta hizo hoy 500 tortillas de maíz a un precio de 50 centavos
córdobas cada una. Del total de tortillas, vende 8/32 en el desayuno, en el
almuerzo vende 8/16 y el resto en la cena.

• Trabajo en mi cuaderno:

Desayuno Almuerzo Cena?

8 8

32 16

• Simplifico las fracciones que representan las tortillas vendidas en el

desayuno y el almuerzo.

• ¿Qué fracción representa las tortillas vendidas en la cena?

• ¿Algunas de las fracciones es impropia? Si _____ No______

• ¿Por qué?

• De las fracciones dadas, ¿Cuáles son equivalentes?

¿Por qué?

• ¿Cuánto se debe pagar por la compra de 17 tortillas?

5. Completo el cuadro.

Tiempo de Fracción Cantidad de Dinero generado

comida simplificada de tortillas
tortillas

Desayuno 62.50

1/2

Cena 125

85
 TEMA NO: 2 ADICIÓN Y SUSTRACCIÓN DE FRACCIONES
ACTIVIDADES INICIALES

Leo y Completo.

Alcira y sus compañeras están eligiendo el nombre para el

periódico escolar. Completo la tabla para saber que nombre salió elegido.
Después completo los carteles.

Frecuencia Relativa; indica la fracción del total

de votos que le corresponde a cada nombre.

Nombre del Votos Frecuencia

periódico (Frecuencia) Relativa

SEXTO IIIII 5
18

INFORMATE III

NOTISEXTO IIIIII

EL CHISME IIII

Total de estudiantes 18

1. Observo y Respondo
• ¿Qué fracción representan las niñas que votaron por Sexto más los
que votaron por infórmate?

+ = de las
18 18 18 niñas
votaron por
Notisexto

86
 Si las fracciones tienen igual
denominador puedo sumarlas o
restarlas mentalmente; sólo
tengo que sumar los
numeradores.

1. EN EQUIPO DE TRES, Leo y resuelvo, en mi

cuaderno de notas.

• ¿Qué fracción del mes representan los días lluviosos? En el mes de

junio, 1/5 de días fueron soleados; 2/3, nublados; los días lluviosos del
mes fueron 4/30.

Para sumar y restar

fracciones con distinto
denominador, primero
busco fracciones
equivalentes con igual
denominador.

• Primero, Sumo 1÷5 + 2÷3; empleo la amplificación de fracciones.

1 = 2 = = 6 2= = 6 = =

5 15 ; 3 6 12

1 + 2 = + = 13

5 3 15

87
5. Después, a 30 = 1, le resto el resultado anterior.
30

30 - = 30 - =

30 15 30 30

6. Completo y averiguo la fracción del mes que representan los días sin
sol.

2 + = + =

7. Completo y averiguo la fracción del mes que representan los días

soleados y los días con lluvia. Simplifico el resultado todo los que
pueda.

+ = + =

88
 ACTIVIDADES
PRACTICAS

1.Observo los siguientes ejemplos.

Tres cuartos de los objetos El vaso está lleno ocho octavos, o un

son redondos. hasta la mitad. Círculo entero, es rosa.

3 1 8
4 2 8
1. Nombro una fracción para describir cada dibujo o grafico.

89
 2. Trabajo con orden y limpieza en mi cuaderno de notas.

3. Hago un dibujo para mostrar como se lee cada fracción que se ve a

continuación.

1) 2 2) 1 3) 4 4) 3 5) 1 6) 3

3 5 4 7 6 5

4. En equipo de tres, Leo y resuelvo en mi cuaderno de notas.

• Angelika se fue de campamento a Awas con su familia. La caminata

que realizaron duró tres días. el primer día realizaron 1/ 4 de la caminata;
el segundo día 2/6.

• ¿Qué fracción de la caminata realizaron los dos primeros días?

1 + 2 = + =

4 6

De los múltiplos comunes, entre 4 y 6, elijo el

12, que es el menor distinto de cero.

• ¿Cuánto más que el primer día, recorrieron el tercer día?

Completo.
90
 5 - = - =

12

• Una de las noches en la playa, mientras contaban cuentos, la mama

saco dos chocolates iguales y las repartió.
Angelika comió 9/16 de uno de los chocolates; y s hermano se comió
3/4 del otro.

• ¿Cuánto comieron entre los dos?

9 + 3 = + =

16 4

• ¿Cuánto sobró para mamá?

• Dibujo y pinto con distintos colores la fracción de chocolate que les tocó
a mama y cada uno de los hermanos?

• Resuelvo y simplifico el resultado de estas operaciones.

i . 3/7 + 5/4 ii. 2/6 + 7/9 iii. 6/8 - 2/3 iv. 7/4 - 3/9

• Comparto mis resultados con mis compañeros de clases.

• Hago las correcciones necesarias.

91
ACTIVIDADES

DE APLICACION

1.- Comparto lo aprendido con los miembros de mi

familia.

• Pido me dicten números con fracciones decimales y realizo ejercicios de

suma y resta de números fraccionarios.

• Con mis hermanos y primos juego a repartir caramelos o frutas, para ver
quien recibe la mejor parte. (escribo cuanto recibe cada uno en forma
de fracción).

• Anoto los resultados en mi cuaderno de apuntes y de vuelta en el aula

de clase, presento mi trabajo a mi profesor/a, para comprobar mis
aprendizajes.

92
 TEMA NO: 3 MULTIPLICACIÓN Y DIVISIÓN DE FRACCIONES

ACTIVIDADES INICIALES

1. Con mi pareja leo y resuelvo.

• Paola compró 1 lb de galletitas y guardó ½ lb en una lata. De la restante

½ lb separó 1/3, les puso dulce de leche y se las comió. Las demás, las
sirvió en un plato.

Galletitas en la
lata ½ lb
Galletitas
compradas
1lb

• fracción de 1 lb representan las galletas con dulce de leche?

Pinto 1/3 del rectángulo que representa ½ lb y completo

1/3 de ½ lb = 1/3 x ½ lb = lb

Para multiplicar una fracción por

otro, se multiplican los numeradores
entre si y los denominadores entre
si.

93
 • ¿Qué fracción de una lb representan las galletitas que están en el plato?

2/3 de lb = x lb = lb

2. Analizo y efectúo.

Mariana compró helado en recipientes de 1/4 litro, todos llenos, hasta

completar 2 litros.

En mi cuaderno, dibujo los recipientes que usó el heladero y completo.

Fracciones Inversas

2 ÷ ¼ = 2 x 4/1 = X4=

Si dos fracciones son inversas, su

producto siempre es 1.

Ejemplo:

3 x 4 = 12 = 1
4 3 12

Dividir por una fracción es lo mismo que multiplicar por la

fracción inversa del divisor.

94
 3. Analizo. Copio en mi cuaderno

• Veo gráficamente cuanto es 2/3 de 4/5.

• Represento 4/ 5:

• Divido 4/5 en tres partes iguales y tomo 2 de esas 3 partes.

• Cuento en cuantas partes se dividieron los 4/5

2/3 de 4/5

• Cuento a cuantos quinceavos corresponden los 2/3

• Para calcular 2/3 de 4/5 multiplicamos ambas fracciones.

2 x 4 = 2x4 = 8 Se multiplican los

Numeradores entre sí y los
3 5 3x5 15 Denominadores entre sí

• Para calcular 4/5 x 12

4 x 12 = 4 x 12 = 48

5 1 5x1 5

95
4. Para dividir las fracciones, por otra.

• Multiplico la primera fracción por la inversa de la segunda.

2/5 y 5/2 son fracciones

1 ÷ 2 = 1 x 5 = 1 x 5 = 5
inversas ⇒ 2/ 5 x 5/2 = 1
3 5 3 2 3 x 2 6

ACTIVIDADES

PRACTICAS

1. En equipo escucho a mi docente poniendo atención a las

orientaciones y trabajare demostrando honestidad y
disciplina.

• En mi cuaderno trabajo con orden y limpieza al resolver los siguientes

ejercicios.

5 x 2 = ; 3 x 12 = ; 5 x 4 =
3 5 6 11 3 7

16 x 3 = ; 9 x 5 = ; 2 x 8 =
17 10 15 6 2 8

2. Leo y Analizo.

Javier compró una caja de bombones para compartir

con cinco amigos. Cada niño se comió 1/10 de
bombones. Cuando se quedó solo, Javier se comió 1/5 de
lo que sobró. ¿Qué fracción de los bombones de la caja
representan todos los que se comió Javier?

96
3. Completo y Resuelvo

Cada niño comió de bombones de la caja ⇒ entre los 6 chicos

comieron .

Fracción de bobones de la caja que sobró:

1- = - =
10 10

Javier comió.

1 + 1 de lo que sobró = 1 + 1 x = + = + =

4. Analizo y Resuelvo.

Paula compró 2m de tela para hacerse un bolso. Uso 1 ¼ m y con toda

la tela que le sobró, hizo bolsillos iguales de 3/8m cada uno. Observo el
grafico, completo, calculo y dibujo cuantos bolsillos hizo.

Tela
Tela Tela que
comprada del bolso sobró
- =

2M - 1¼m =

÷ 3/8 = x 8/3 = ; Hizo bolsillos.

97
5. Descubro los términos desconocidos

3 ÷ = 9 ; 3 ÷ 2 = 27 ; 5 ÷ = 35

5 3 20 7 14 6 7 6

CON MI PAREJA

6. Escribo los signos correspondientes para que, al hacer esas operaciones,

obtenga los resultados que indican las flechas.

3/5 2/3

19/15

1/5

5/4

3 19/12

5/36 5/12 7/6

7. Presento mi trabajo a mi profesor/a.

8. Hago las correcciones correspondientes.

98
ACTIVIDADES

DE APLICACION

1. Con los miembros de mi familia, repaso sobre lo aprendido en la

clase.

• Trabajo en mi cuaderno con orden y limpieza.

• Aplico lo aprendido a dos situaciones cotidianas, formulo ejercicios y las

resuelvo.

• Horneo un pastel, para ello pongo todo lo necesario en la mesa. En mi

cuaderno hago representaciones sobre las cantidades de los
ingredientes que están en números decimales.

• Después de horneado el pastel, divido 3/4 del pastel en partes iguales

para cada miembros de la familia el 1/4 restante lo guardo para llevar a
la escuela y repartirlo en dos de mis amigos.

o ¿Qué cantidad le tocará a cada uno de los miembros?

o ¿En cuantas partes tendré que repartir?

o Del ¼ para mis amigos: ¿Que cantidad le tocara a cada uno?

• Anoto mis resultados y la resolución de mi problema.

• De regreso en la escuela, comparto mi trabajo con mis compañeros de

clases.

• Pido a mi profesor/a que me haga las correcciones necesarias.

99
 TEMA NO: 4 NÚMERO DECIMAL

ACTIVIDADES

INICIALES

1.
1.Observo, leo y Analizo.

• 4.10 es un numero decimal, y se lee___________ punto ____________ O,

cuatro enteros y 10 centésimos.
• Observo el metro y escribo lo que representa cada fracción.

Representa la parte de la unidad. 1 décimo = 1 = 0.1

10

Representa la parte de la unidad. 1 = 1 = 0.01

0 1 metro

• Marco una cruz en la raya que indica otras formas de escribir 4.10

_____ 4. 1 ____ 4.01 _____ 4.100

Los ceros al final de un numero decimal pueden

añadirse o suprimirse sin que este varíe.

• Después de formular mi definición, lo coloco en el rincón de matemática.

100
 • Anoto en mi cuaderno de notas, dos o tres de las definiciones formuladas
por mis compañeros/as de clases.

• Sumo en mi cuaderno.

a) En una carrera de relevos, uno de los equipos esta integrado por

Melchor, Gaspar y Baltasar. durante la competencia, Melchor empleo
15.87 segundos en completar su recorrido; Gaspar lo hizo en 16.2
segundos y Baltasar tardó 14.92 segundos. Calculo el tiempo empleado
por el equipo.
D U . d u

Para sumar números decimales

se colocan de manera que cada+
punto decimal quede uno
+ debajo
de otro y se suma como si fueran
números naturales.

Tiempo total _________ seg.

Efectúo la resta en mi cuaderno de

notas.

b) En junio de 1999 el atleta Maurice Green batió el record mundial para los
100 metros planos, al establecer un tiempo de 9.79 segundos. Desde
hace algunos años, los velocistas que pretenden tener éxito en esta
prueba consideran inaceptable un tiempo superior a los 10 segundos.
Calculo que diferencia hay entre el “limite” de 10 segundos y el tiempo
establecido por Green
.
D U . d u
Antes de restar, si el minuendo no
tiene igual cantidad de cifras
decimales que el sustraendo, se
completa con ceros.

La diferencia de tiempos es de _______ seg.

ACTIVIDADES DE DESARROLLO

101
1. En mi equipo de tres, Resuelvo en mi cuaderno de notas

• Sumo las siguientes cantidades decimales.

18.42 24.38 38.72 24.75

+ 52.33 + 29.16 + 42.17 + 16.25

• Busco las diferencias entre las siguientes cifras decimales.

47.31 64.72 74.78 88.93

- 18.26 - 35.71 - 42.34 - 75.85

• Multiplico las siguientes cifras de igual forma que un número natural.

1.65 2.35 5.23 58.66 45.21

x3 x4 x 2.1 x 10 x8

4.95

2. Completo y Resuelvo, la siguiente división.

• Don Noé sembró un pino, justo en medio de dos robles que están
separados 12. 82 m entre sí. Escribo el cálculo necesario para averiguar la
distancia entre el pino y uno de los robles.

102
 • Trabajo de forma ordenada y limpia en mi cuaderno de notas.

• Tomo en cuenta QUE:

Para dividir un numero decimal por un numero natural, se hace la división

como si fueran números naturales y se pone el punto en el cociente al ”bajar”
la primera cifra decimal.

Divido la parte del Me falta dividir 82 centé- Continuo la división

Número decimal simas, entonces, pongo

el punto en el cociente 12.82 2

12.82 2

12.82 2 08 6.

6.

Entonces 12.82 m ÷ 2 =

• Realizo las divisiones.

16.8 ÷ 4 ; 1.68 ÷ 4 ; 168 ÷ 4 ; 0.168 ÷ 4

456.81 ÷ 12 ; 45.681 ÷ 12 ; 4.5681 ÷ 12 ; 0.45681 ÷ 12

103
 CON MI PAREJA

• Efectúo las operaciones indicadas.

46.4 x 10 = 86.9 ÷ 3.2 =

5.89 x 2.5 = 1 317.4 ÷ 20 =

3.82 x 1.0 = 236.25 ÷ 1.000 =

• Multiplico mentalmente.

4.64 x 10 = 24.364 x 100 =

42.1 x 100 = 0.0036 x 100 =

• Copio la tabla en mi cuaderno y la completo.

Dividendo Divisor Cociente

8.528 2.6

42.5 2

a) Una bananera produce 956.5 cajas de banano en un mes. ¿Cuantas

cajas produce al mismo ritmo en dos años?

104
 b) Una cooperativa adquiere un terreno de 24.8 hectáreas a 18500.50
córdobas cada una. Si el terreno se reparte en 15 lotes iguales.
¿Cuántas hectáreas tiene cada lote? ¿Cuál es el precio de cada lote?

• Trabajo en mi cuaderno en orden y limpieza.

• Comparto mis resultados con mis compañeros de clases.

• Hago las correcciones necesarias.

• Le enseño mi trabajo al mi profesor/a.

ACTIVIDADES DE APLICACION

1. En casa comparto mis conocimientos nuevos con los

miembros de mi familia.

2. Resuelvo problemas de adición, sustracción, multiplicación y división,

dictados por mis padres.

3. Juego con mis amigos a ir de visitas al parque de diversiones.

• Tomo en cuenta el cartel de aviso.

• Hago las medidas de mis amigos/as.
• Trazo un cuadro en mi cuaderno de notas.
• Veo quienes pueden subir al juego y quienes no.

4. Miguelito, que mide 108 cms de alto, va al parque de diversiones. En

la entrada de la montaña rusa esta el cartel que ven en el dibujo.
Indico si a Miguelito le permite o no el acceso.

Permitido el acceso sólo a

los niños cuya altura supera
su marca.

120 m

105
 • Anoto en mi cuaderno de notas mis resultados.
• De regreso en la clase, comparto mis resultados con mis demás
compañeros.
• Hago comparaciones y correcciones con la ayuda de mi profesor/a.

TEMA NO: 5 TANTO POR CIENTO

ACTIVIDADES

INICIALES

1. Exploro con mis compañeros

• MMHHH? ¿Qué es porcentaje?

• ¿Para qué podemos utilizar el porcentaje?

• ¿Qué relación hay entre porcentaje y tanto por ciento?

• Pongo atención a lo que dice mi profesor para aprender algo mas.

• Invito a mis compañeros y compañeras de clase a practicar el valor

del respeto y disciplina poniendo atención y tomando apuntes.

Aprendo esto

Una fracción cuyo denominador es 100 expresa un

porcentaje

106
2. Leo y Completo.

• Porcentajes: de los 100 clientes que tiene Heriberto, hoy entrevisto a

12. Esta cantidad representa _____ sobre 100 del total. Esto significa
que es el 12% del total. Se lee: 12 por ciento

3. Completo en mi cuaderno las siguientes expresiones.

12 = 0. 12 %

100

• El 5 % de los tornillos que produce una fábrica tiene alguna falla. Expreso
en porcentaje como fracción decimal y como número decimal.

5% = =

• De los veinte estudiantes de 6°, dieciséis fueron seleccionados par

participar en una competencia inter escuelas de atletismo.
• Indico que porcentaje del curso representan los niños seleccionados.

= = 0. = %

20 100

• En 6°, dos de cada cinco estudiantes quieren ir de viaje de estudios a

Tasbapauni. En 5°, siete de los veintiocho estudiantes también piensan
así.
• Calculo y completo con el signo mayor o menos o igual.
• El porcentaje de los que eligen Tasbapauni en 6° es ______ en 5°.

El TOTAL de los elementos de un grupo es el 100 % del

grupo.

ACTIVIDADES DE DESARROLLO

1. Resuelvo en mi cuaderno de notas.

107
 • Presento mi trabajo a mi profesor/a, para su debida corrección.

2. Leo y Completo: Considero que el 100 % del pastel de 4 kg es

la unidad. Copio y completo el cuadro en mi cuaderno.

¿Qué parte del total es… Para calcularlo dividimos el En este caso….
total entre…

El 10 %? es la decima parte 10 10% de 4 kg = 0.4 kg

el 25 %? es la parte 25 % de 4 kg = kg

El 50%? es la 50% de 4 kg = kg

En el pastel; señalo cada una de las porciones que

representa el 10 %, 25% y el 50 % del total.

• En este grafico, la porción sobrante representa el

_____ % del total

3. Leo y Resuelvo:

Obtener el 50 %de 300 significa que si divido 300 en 100 partes iguales,
entonces tomo________ de esas partes.

50 % de 300 = 300 x = 150

4. Rodeo la opción correcta para hallar el 40% de 120. Trabajo en mi

cuaderno con orden y limpieza

40 % de 120 = 100/40 x 120 40 % de 120 = 40/100 x120

El X % de 120 se lo calculo así: X % de 120 = X . 120

100
108
 El siguiente grafico circular indica como se distribuyo el total
de votos en las elecciones de un club. Calculo que
porcentaje de votos en blanco hubo.

Leonzo Knight 2%

Pepito 73 %

Votos en blanco: %

• Se cosecharon 3, 200 manzanas y se vendieron 2,400 de ellas. Cual es

el tanto por ciento de manzanas vendidas?

• De un grupo de 250 niños, el 46 % sabe nadar. ¿Cuántos niños saben

nadar?

• A la fiesta de cumpleaños de Jamal

asistieron el 85 % de sus compañeros de
clases. Si el total de sus amigos suman 22,
¿Cuántos de sus amigos asistieron a su
fiesta?

• Mi tía compró una bolsa de chocolates, las repartió entre mis tres
hermanos, Pero ella se quedó con 13 % del total. Si mi primer hermano le
tocó el 38 %, el segundo 27 %, ¿Cuál es el porcentaje que recibió mi
tercer hermano?

• Calculo el tiempo que me tardo en alistarme para ir al colegio, más el

tiempo que tardo desayunando y luego el tiempo que me tardo ir de mi
casa al colegio. La suma total representa el 100% de tiempo que
necesito pasar estar listo y en llegar a escuela.
• Resuelvo que porcentaje de ese 100% representa cada uno de ellos.

109
Calculo mentalmente los porcentajes indicados en estas cantidades.

280 10 % 53 10% 31.24 10%

280 25 % 36 25% 0.444 25 %

280 50 % 25 50 % 2.08 50 %

a) Rubén gana C$ 720 al mes y gasta el 5 % en viajes. Calculo cuanto

gasta.

b) Un restaurador de cuadros cobra el 10 % del valor de la obra para

realizar su trabajo, y el 25 % de lo que cobra lo gasta en materiales. Si un
cuadro a restaurar esta valuado en C$ 25.000, calculo cuanto será el
gasto en materiales.

• Comparto mis respuestas con mis compañeros de clases y profesor.

• Hago las correcciones necesarias.

ACTIVIDADES

DE APLICACION

1. Reviso mis notas de apuntes.

2. Repaso los ejercicios realizados en clases.

3. Comparto esta actividad con mis padres.

4. Con mis amigos juego a formular diferentes ejercicios.

5. Resuelvo los problemas formulados

110
 6. Le enseño mi trabajo a mis padres, para que me ayuden a corregirlo.

TEMA NO: 6 UNIDADES DE MEDIDAS METRICAS

DE LONGITUD Y SUPERFICIE

ACTIVIDADES

INICIALES

1. Leo y Resuelvo

• De acuerdo con la medida en centímetros de un codo griego y de un

pie, determino cuales eran las medidas atribuidas a Hércules.

En el Sistema Internacional al de
Unidades, adoptado por
nuestro país, la unidad
fundamental de longitud es el
metro.

30.48 cm 50.8 cm

1 pie 1 codo griego

• Completo en mi cuaderno. La tabla muestra le equivalencia entre 1 m y

las demás unidades de longitud.

Múltiplos Submúltiplos

Kilometro Hectómetro Decámetro Metro Decímetro Centímetro Milímetro

Km hm dam m dm cm Mm

0.001 1 100

Las unidades de longitud aumentan y disminuyen de 10 en 10.

111
 • Hilario llega a una ferretería y compra lo siguientes: 10 clavos de 2
pulgadas, una tabla de 10 pies de largo y 8 yardas de alambre paralelo.

o Calculo la longitud de los clavos en centímetro.

1 pulgada_____________ 2.54 cm

¿= 2 pulgadas x 2.54 cm

1 pulgada

2 pulgadas ____________ ¿¿

• Respuesta: 1 clavo de 2 pulgadas = cm.

• ¿Cuánto mide la tabla en cm?

1 pie -------- 30.48 cm

? = x 30.48 cm

1 pie

--------- ?
Dibujo de una tablas,
clavos, madejas de hilo.

Respuesta: 10 pies de tabla =

ACTIVIDADES

PRACTICAS

1. Completo la tabla.

112
 • Con ayuda de la tabla de unidades de longitud, encuentro las
equivalencias pedidas.

km hm dam m dm cm mm Equivalentes

1 8 0 18 hm = 180 dam

3 4 3.4 dam =
cm

5 8 2 582 cm = km

0 2 1 0.21 dm =
dam

0 3 9 0.39 km = m

Ubicar la cifra de la unidad encolumnada con la denominación

que tiene dicha cantidad. Después, multipliquemos o dividamos
RECUERDO
por 10, 100, 1,000….. Hasta alcanzar la columna de la
denominación deseada.

• Observo el ejemplo y completo en mi cuaderno de notas.

o 4 080 m = 4 km 80 m

o 101 cm = _____ m _______ cm

o 10.2 m = _______ dam _______ dm

o 3.58 dm = _______ cm ________ mm

• Tomo notas:

Equivalencias entre Sistema Internacional de Unidades y Sistema Ingles;

1 pulgada = 2.54 cm = 0.0254 m 1 pie = 12 pulgadas = 30.48 cm = 0.3048 m

1 yarda = 3 pies = 36 pulgadas = 91.44 cm = 0.9144 m 1 milla = 1609 m = 1.61 km

113
• En un pedazo de cartulina. Copio esta información y la coloco en el
Mural de matemáticas, Así decoro mi aula de clases y tengo
información a la mano.

• Leo, Analizo y Resuelvo.

• Doña Carmen va a una venta

de telas y compra 3 ¼
yardas de casimir, 4 pies de
satín, 8 pulgadas de cinta
decorativa.

• Calculo en metros la cantidad

de tela que compro Doña Carmen.

• El río Grande de Matagalpa tiene una longitud de 267.08 millas. ¿A

cuántos km equivale esa distancia?

CON MI PAREJA

• Resuelvo el problema

• La mitad de un terreno de forma

rectangular esta dedicada al cultivo de naranjas; y la otra mitad, al
cultivo de mandarinas.

4.5 km
2.7 km

• Calculo la superficie que ocupa cada plantación.

Superficie del terreno = _________ km _________ km

114
 Superficie del terreno = _________ km2

Superficie de cada plantación = ________ km2

• Calculo cuántos metros de longitud tiene la cerca que bordea el terreno.

Perímetro del terreno = 2 ( ________ + __________ ) km

Perímetro del terreno = ________ km = ________ m.

La cerca que bordea el terreno mide ________ m.

¿Cuántos pies de alambre se usan para circularlo tres veces?

• Una polea esta formada por dos ruedas iguales, unidas por una cadena,
como muestra el dibujo. Indico el largo de la cadena.

1.20 m

40 cm

• El Ecuador es una circunferencia imaginaria que divide la Tierra en dos

hemisferios. Averiguo la medida aproximada del radio de nuestro
planeta, sabiendo que la longitud del Ecuador terrestre mide alrededor
de 40 000 km.

Línea del Ecuador

115
 • Un envase de helado tiene forma de cono y en la parte superior lleva
una tapa circular de cartón de 5 cm de diámetro. Calculo la cantidad
de cartón que se emplea en la producción de 100 tapas para estos
envases.
5 cm

ACTIVIDADES

DE APLICACION

1. Comparto con mi familia, lo aprendido sobre de

medidas longitud y superficies.

• Identifico objetos en toda la casa, los mido y calculo sus medidas.

2. Completo con la unidad de medida más adecuada para

conocer la superficie de;

o el piso de sala de mi casa ___________

o el cuarto de mis padres _____________

o Una pagina de mis cuaderno ________

o Una uña ____________

o El patio de la casa __________

o El largo de mi cabello/ pelo_________

3. Juegos con mis amigos, midiendo y calculando las longitudes y

superficies de diferentes aéreas en el vecindario.

116
4. En la escuela, presento el trabajo a mi profesor/a.

TEMA NO: 7 PROBABILIDAD CLASICA

ACTIVIDADES

INICIALES

EN EQUIPO DE TRES

1. Leo y resuelvo.

• Estas niñas y niños están jugando a la ruleta que tiene 10 números (del 1
al 10). Observo el dibujo, calculo la probabilidad de ganar que tiene
cada quien y completo el cuadro.

Probabilidades que tiene de ganar

Pedro Maria Tomas Leticia

1 10
= 0.1 =0 = 1 = 0.9
10

2. Respondo en mi cuaderno de notas.

a. ¿Qué jugador es seguro que ganará?________________________

117
 b. ¿Para qué jugador es importante que gane?
_________________________

c. La probabilidad de que ocurra, es un número comprendido entre

___________ y ___________

d. Si es imposible que un evento ocurra la probabilidad es igual a

_________________.

e. Si es seguro que va a ocurrir, la probabilidad es igual a ___________.

3. Represento en la recta numérica las probabilidades que los niños tienen de

ganar.

0 1
4. Anoto en mi cuaderno
Probabilidad:
Es el número de casos favorables entre un
número de casos posibles.

ACTIVIDADES

DE DESARROLLO

DE FORMA INDIVIDUAL

1. Hallo las probabilidades.

• Un frasco tiene 6 plumas rojas, 3 plumas azules, 5 plumas verdes y 4

plumas blancas. ¿Cuales serían las diferentes probabilidades?

• Jorge compró 10 números de la rifa para ganar un cachorro. Margarita

compró 24. se vendió un total de 500 billetes.

i. ¿Cual es la probabilidad de que Jorge gane?

ii. ¿Cuál es la probabilidad de que Margarita gane?

iii. Entre Jorge y Margarita, ¿Quién tiene la mayor probabilidad

de ganar?

2. Comparto con mis compañeros de clases los resultados que

obtuvo.

118
 3. Presento mi trabajo a mi profesor/a

CON MI EQUIPO

4. Elaboro un dato de cartulina y calculo las probabilidades

solicitadas.

Suceso Probabilidad Tipo e suceso

Acertar que salga un
numero primo Probable
Obtener un numero
impar probable
Salir un numero menor
que cinco Muy probable

5. Escribo en una cartulina la Frase “Trabaja con Amor” recorto las

letras del mismo tamaño y las coloco en una bolsa de color
oscuro.

¿Cuál es la probabilidad de sacar una

Dibujo de un niño /a este
vocal?
sacando la letra “A” de una
bolsa.
o ¿Cuál es la probabilidad de sacar una
consonante?

o ¿Cuál es la probabilidad de que se repita

una misma vocal?

o ¿ Cual seria la vocal que tiene la mayor probabilidad de repetirse/

o Luego, saco 6 letras de la bolsa, explico y comparto los datos

numéricos.

6. Anoto los resultados en mi cuaderno de notas.

7. Calculo las posibilidades.

119
 Las elecciones municipales serán pronto: Los candidatos son 4. Dos de
los candidatos son de la etnia Mestiza, una de es de la etnia Kriol, uno
de la etnia Miskita. El favorito es de la etnia kriol, pero los dos mestizos
también tienen pueblo.
• Trazo un grafico de porcentajes, tomando en cuenta los datos, las cifras las
invento y luego, respondo.

• ¿Qué probabilidades hay de que nuestro próximo alcalde sea un mestizo,

tomando en cuenta que dos de ellos son mestizos?

• ¿Hay probabilidades de que el alcalde sea miskito?

8. Copio mi trabajo en limpio y la pongo en el rincón de matemática.

ACTIVIDADES DE APLICACION

CON MI FAMILIA

1. Mis padres revisan mi cuaderno de matemáticas, que casualidad el

tema coincide con el evento próximo de la familia.
o Los planes de la familia es ir de vacaciones, estas se planearán de acuerdo
a mis instrucciones

o Cada miembro escoge el nombre de un lugar.

o Son 6 lugares propuestos en total.

o Se escogen 4 para hacer la elección

o Luego comienza la votación.

o Pongo los cuatro nombres en una caja.

o Jugamos a sacar los nombres.

o El lugar ganador es que se repite más tiempo después de 30 sacadas.

2. En mi cuaderno de notas, hago una tabla de probabilidades y anoto

cada posibilidad por lugar.

3. Presento los resultados alcanzados y planeamos las vacaciones de fin

de año.

4. De regreso en el colegio, comparto mi tarea con mis compañeros/as de

clases.
120
121
 5

122
THEME NO. 1 Addition and Subtraction of fractions

INITIAL

ACTIVITIES

1. I READ AND ANALYZE

Victor doesn't understand how we can communicate by telephone from

a community to another by means of satellites.

How do these apparatus that are in space work?

Reason to use them?

Why can’t they use cables that cross the lagoons?

1½m

Anthena

45 m

6 Stabilizer

Propellant

2¼ m

• To know the height of the satellite that his dad showed him, Victor
decided to add the quantities that appear in the diagram:

11 + 45
2 6
123
 • How can we understand the Fractional part of this sum?

• In what form Victor will be able to express his result with more
clearness?

I Learn this

• To add fractional quantities of the pattern that appears before

mentioned we can apply the following steps.

STEPS.
1. Add the whole numbers 1 + 4 = 5

2. Let’s take the fractions 1 + 5

2 6

3. Let’s search for the m.c.m for 2 and 6

4. Let’s remember that the m.c.m is divided into the denominators 2

and 6.

5. Next, you multiply the quotient with the numerators 1 and 5.

6. Add the obtained products.

The m.c.m. is the denominator of the operation.

• To add mixt fractions, you add the whole numbers and the fraction
numbers separately.
• You also can convert into an improper fraction.

124
Let us observe the example

21 + 5 3 it is the same as 9 + 53
4 10 4 10

2 5 + 5 6 Ó 45 + 106

20 20 20 20

7 11 151

20 20

= 1,15

PRACTICE ACTIVITIES

1. We calculate the exercises of mixed fractions.

2. First we make them on scrap paper of the classroom resource center.

3. Subsequently we write down them on flash cards to pass to the chalk

board to work them.
125
4. We write them down in our notebooks when they have already been
corrected by all and the teacher.

• First we are going to convert the mixt fractions into improper fractions.

• The final result we convert into mix fraction.

Sometimes you'll be asked to convert mixed numbers into improper

fractions, and vice versa. Once you get the hang of it, you'll be doing it in
your sleep.

• Let's start by looking at mixed numbers and improper fractions

visually.

This is

If we divide each whole circle into fourths, we can count the number of blue

fourths. Shazam! There are 11 blue fourths, or

This is

As you can see we have 3 wholes and 1 section remaining, or 3 1/3.

126
You could also think of mixed numbers as sums of whole numbers and their
parts. For example 3 1/3 is really 3 + 1/3

How to Change a Mixed Number into an Improper Fraction

1. Multiply the denominator by the whole number.

2. To that, add the numerator.

3. Place that number over the original denominator.

Example 1

Example 2

REMEMBER THAT

To Change an Improper Fraction into a Mixed Number

1. Divide the denominator into the numerator.

2. The result will be a whole number with a remainder. The remainder becomes the

numerator of the fraction part. The denominator remains the same.

127
Example 1

5 goes into 19 three times with four remaining.

3 is the whole number. 4 is the numerator. 5 is the denominator, which stays the
same.

AT HOME I explain to them shortly what I learned in class on

mixed and improper fractions.

Latisha found it difficult to interpret the result; five integers,

sixth eight? What is strange in this mixed fraction?

Latisha noticed that the fractional part of its result was an inappropriate
fraction that is to say that represented a bigger quantity than a whole.
How could she transform this fraction then, into another equivalent one
that is like a proper fraction?

If sixth eight represent a bigger fraction than a whole, we can smash it in a

whole part and in a fractional part.

Let us see what Latisha did.

Latisha noticed that 8 ÷ 6 = 1 and the residual is 2. So, 8/6 = 1 and 2/6.

Latisha thought that it would be much easier to convert the mixed fractions
to improper fractions before adding or subtracting them and then to
carry out the sum of the fractions that results from this.

How can we convert a mixed fraction to improper?

I sound at home to explain to them what my teacher taught me.

128
 I use these exercises.

33 + 42 25+23
4 3 6 7

THEME NO: 2 CONVERTING COMMON FRACTIONS INTO

DECIMALS

INITIAL

ACTIVITIES

1. I read the sign board and interpret.

Fractions and decimals represent the same things: numbers that are not whole
numbers.

IN TEAM 2. I demonstrate what I’m learning.

• I convert the fractions into decimals dividing numerators into

denominators. I stop right to milesimals.
2 4 13 131 5
3 3 15 215 9

• I verify my answers with a calculator and my teacher's

help.

3. I write my own concept on the conversion of

fractions to decimals.
129
 4. I make a small flip chart with illustration and the steps to
transform fraction into decimal and I place it on the
mathematics talking wall.

We go to the Resource Center oF The classroom to snoop.

The real numbers, well-known as Decimals, form the greatest set of real
numbers It is formed by all the numbers base on 10 that can be written
using a decimal comma

The decimal comma divides a real number in two parts: a whole part and
a fraction or decimal.

The whole part of a real number is to the left of the decimal comma and
the decimal part to the right.

Wholes Decimals

H T O , T H T T H M
u e n e u h e t il
n n e n n o n h li
dr s s t d u t o o
e h r s h u n
ds s e a o s t
d n u a h
t d s n s
h t a d
s h n t
s d h
t s
h
s

6 4 1 , 9 4 7

We three comment.

1. Do you remember how to share up a number using

developed notation.

130
2. For example, the whole part of 41,947 have 1 ones and 4 tens.

1 ones = 1 x 1 = 1

4 tens = 4 x 10 = 40

41

3. It occurs to me that the decimal part of 41,947 using Developer notation

must be divided into 10 because the inverted multiplication gives way
to a division.

Then, let tus try it

9 tenths = 9 x 1 = 9
10 10

4 hundreths = 4 x 1 = 4
100 100

7 thousandths= 7 x 1 = 7
1000 1000

Now: 9 + 4 + 7 = 947
10 100 1000 1000

4. Let’s present our work to teacher to prove if we are right and make
necessary corrections.

PRACTICE ACTIVITIES

WITH A PARTNER

131
1. We practice the addition and subtraction of these situations.

• We convert them into decimals numbers then seek for the answers.

1+5 1 + 7
6 8 3 12

1 + 3 5 - 1
2 10 8 3

5 - 17 4 - 7
6 30 9 15

2. I convert the fraction to decimal then I join the two matched numbers of
the columns.
3 0,25
4

2 0, 75
5

15 3,20
60

16 0,40
5

75 9, 375
8

3. I convert the fractions into decimals fractions indicated in the two

columns.

3 to decimals 875
5 1000

132
6 to centesimals 6
25 10

3 to centesimals 24
4 100

7 to milésimals 75
8 100

APPLICATION
ACTIVITIES

WITH MY CLASSMATES

1. I share what I learned on conversion of fractional number to

decimal.

2. How to convert a decimal fraction to decimal number and

vice versa. I use as examples the exercises that we practice in
class.

3. I explain how to transform a fractional rational number into a

real decimal number if the denominator is not a multiple of 10.

A quarter ¼ 0,25 25/100

AT HOME

1. I ask a family member to invent some fractions for us to look for

the decimal number in all the different ways we learned in class.

133
THEME NO: 3 MULTIPLICATION AND DIVISION OF MIX
FRACTIONS
INITIAL

ACTIVITIES

WITH MY PAIR

1. I LISTEN ATENTIVELY TO MY TEACHER

Ana’s father showed her the blue print of a space vessel with 5

Satellites in its compartment of freight. Each satellite measured

3 2 m of diameter and 2 17 m high.

3 20

Ana thought if each satellite measured 3 2 m of diameter and 5

3

Satellites stored in the freight compartment of the vessel, the length of the
compartment must be approximately 5 times the diameter of a satellite.

I observe the chart that teacher presents

3 2 = 3 x 3 +2 = 11

3 3 3

0 1 2 3 4

1 1 1 1 1 1 1 1 1 1 1

3 3 3 3 3 3 3 3 3 3 3

134
5 x 3 2 = 5 x 11 = 55 = 18 1

3 3 3 3

I Learn this

When in a multiplication there are factors that are first mixed

fractions we can transform them into IMPROPER fractions
before obtaining the product.

1. We distribute ourselves the exercises so that each one has their quota of
exercises to make.

35 x 46 x 23= 72 x 63 = 4 2 x 5 3 x 12 =
6 7 5 5 8 5 3 9

15 x 26 = 37 x 46 = 32 x 47 =
7 15 21 33 8 11

• I solve each exercise in my notebook and then I trace a line to join with
the corresponding answer.

43 x 61 26
5 2 3

31 x 22 104
4 3 3

2 1 x 31 25
2 3 3

• After making the exercises we gather up the works, to present to the

teacher one single work.

PRACTICE ACTIVITIES

135
IN A TEAM OF 3

1. I read and give opinion

Latisha wanted to be ahead with the operations of fractions so, she went
to the library and she began to look for mathematics texts and chances
she found one of sixth grade. When looking through the index she read a
topic that said: "we multiply and divide fractions

This is interesting! Latisha said but, now who will help me to decipher what
the text says on the division of fractions, Latisha thought.

This time she went to her mom and asked her to read along with her so
that she could explain something if in case it was necessary. Therefore,
mom and Latisha began to read.

1 ÷ 2=1 equivalent to = 1 x 1 = 1
12 1 24 12 x 2 24

They observed the example that appeared in the text and they checked
with the explanation that they read in the text.

• Now I can do my own divisions because everything is very clear.

2. I work in my notebook with the divisions that teacher has in the

Math Corner for today.
APPLICATION ACTIVITIES

I share at home with my relatives how to multiply and divide

fractions.

2. I invent some improper fractions and we play who finishes first and has
the correct answer.

3. We play it is hour of finding the correct answer this game I invent it with
simple and improper fractions. We make multiplication and division.

4. I take my exercises invented to class and I place them in the Resource

Center of the class.

136
 THEME NO: 4 COMBINED OPERATIONS WITH

NATURAL AND FRACTION NUMBERS

INITIAL

ACTIVITIES

ALONE I READ, ANALYZE AND TAKE NOTES.

Latisha observed that when solving operations with fractions many times
big numbers appeared as much in the numerator as in the denominator
of her results. She thought, is it possible the simplification of fractions with
big numbers expressing them in equivalent fractions so that they have a
smaller numerator and denominator? Latisha remembered that

I Learn this

Equivalent fractions exist and that it was easier to

understand how much a fraction is equal to when
it was shown in its minimum expression.

1. I contribute to the team with what i know of how to simplify the fractions
to reach to its smallest expression and to make it easier to work with
them.

I pass the time practicing with the operations all that have to do with
fractions.
PRACTICE

ACTIVITIES

137
 WITH MY TEAM

1 .I solve the following operations in my notebook.

a) 12 _ 1 = 4 + 9 =

4 10 5 3

b) 11 _ 5 + 2 4 + 2 _ 1 =

4 7 3 16 32 4

c) 7 + 8 _ 4 = 2 _ 1 + 2 =

10 100 20 100 10 50

2. Alone I solve the following problem.

If the head of a macarel fish represents

1/9 part of their size and the body

2/3 parts that fraction of the size

of the fish does the tail represent?

138
2. In a book of zoology was found a chart with information on some fish
that inhabit the depths of the oceans. I respond to the mentioned
questions.

FISH LENGHT (cm)

Stomias 13 and 3/ 4

Hachet 5 and 6/ 7

ciclotoon 5 and 1/ 9

Fisherman 8 and 1/ 5

Viper 8and 1/ 2

Saccopharynx 19 and 3/ 8

• Does all fish together measure the same?

• How larger is a stomia fish than an hachet fish?

• How much larger is a saccopharynx than a ciclotoon and a fisherman

together?

APPLICATION

ACTIVITIES

1. I read, analyze and work along with my classmates.

139
 • Analyze how to find the quotient of fractions expressed in form and t
solve the following operations.

EXAMPLE

2. I observe that (6 + ½ ) ÷ 2 = ( 6+2) + (1/2 ÷ 2) = 3 + ¼ = 3 ¼.

140
 APPLICATION

ACTIVITIES

1.-I explain what I did in classes to my parents and ask for help to solve the
following exercises.

• 6 and 13/27 times is the diameter of a parabolic anthena is equal to

10 and 2/3 meters. How many centimeters long is the anthena?

• The chute that rescued the miners in Chile measured 35 1/3 meters
high and it is 1 5/24 times larger than a sky rocket. What is the
height of the sky rocket?

THEME NO: 5 VOLUME OF GEOMETRIC BODIES

Initial activities
WITH MY TEAM

1. What do I remember about volume?

This cube is telling me something

• How is a cube related with volume?

• I write down my opinions and what I remember on volume.

• I share with my two partners.

• We make a consensus of our opinions.

• We present in plenary.

141
 I Learn this

Volume is the space that a body

occupies. The measure unit of
volume is the m3

Tomás wanted to discover about the space

that the square objects he found occupied, like
a box of gifts with cube form, the one which in
turn also contained 12 small boxes in cube
form.

Then he wondered how he could calculate that space that the box
occupied, that is to say, its volume.

• Observe this box of gifts. To measure the space that the box of gifts
occupies, the number of small cubes should be counted to know
how they could fit inside.

If an object has the form of a regular

geometric body, it is possible to
calculate its volume easily using
formulas.

In the following chart are shown the

formulas to obtain the volume of
different geometric bodies.

• I observe the following

geometric bodies.

142
Cube: regular polyhedron whose 6 faces
are square.

Prism: geometric body whose bases are

parallel polygons and whose faces are
• I try to solve the
parallelograms.
situations that come up.
Pyramid: geometric body whose base is a
polygonal with triangular lateral faces. What is the volume of the peak
of a cone if its height is 9mm
Cylinder: geometric body formed by two with a radius of 4mm?
same curves in parallel planes and
parallel segments that connect the points
of the curves.
V = πr2 h
Cone: geometric body formed by a
curved base and by segment line that 3
go from a point to the base.

Sphere: geometric body formed by all the

points in the space that are at a fixed
distance of a point.

V = 3,14 X 42 X 9 = mm3

• if a Shoe box has 40cm long, 20 cm width and 30 cm of height.

What volume it occupies?

40 cm x x = cm3

• If a basket ball has a diameter of 0,6 m ¿What is its volume?

V = 4 πr3

143
 • What is the volume of a pyramid if the area of the base is of 0,81
m2 and the height is 12 cm?

V = area of the base x height

V = 0,81m2 x =

3
PRACTICE

ACTIVITIES

1. I analyze and answer in my notebook.

2. Which is the volume of a cone ice flanes that measures 3,6 cm

of radious in the base and14 cm the height?

• One coin measures 25 mm in the diameter and 2mm I calculate

the volume occupied by 10 coins in a heap.

• I share with my classmates the results of my

problems.

• I present my Works to my teacher and I make all necessary

amendments.

144
 APPLICATION

ACTIVITIES

1) I analyze and solve.

• In this drawing, the prism and the pyramid have the same height; 8
cm and the same base, a square of 12 cm each side.

• I draw on a sheet of paper the plain development of each solid

body with the dimensions of the following models.

2. I cut out each one then construct with Bristol

paper, without using the base to make use of them as containers.

☻ I fill with sand the pyramid then trot it out into the prism.

☻ I repeat that operation until the prism is completely full.

☻ I answer and complete the following.

• How many times did I empty the sand contained in the pyramid into the
prism?
• What relation is there between the volume of the pyramid and of the
prism?
• I write my conclusions and share them in plenary.
• I write in my notebook.

145
THEME NO: 6 MEASURES OF CAPACITY

Initial activities

1. I make a feed back on what I know about capacity

measures

• I manufacture a cardboard container that has cubic form and the

edges measure 1 dm. I full it with sand and I pour this in a Coca cola
bottle that has 1 liter of capacity.

• I complete in my notebook

The cube has a volume of 1dm3

1dm3 of sand will fill a liter (quart), bottle.

I Learn this

A liter is the capacity of a cube of 1dm of edge

• I Read, I analyze and I score in my notebook what I need of the

Center of Resources.

Tom discovered that the tank of fuel of a

dump truck ocupies 0,27cubic meters and
that the tank of a trailer has capacity of 223
liters.

146
 2. I analyze: How can Tom know which tank out thte two can
hold more fuel? How can we compare the units of capacity
with those of volume?

I continue to learn this: I read what my teacher says.

In many occasions the content of a container is measured in units of

capacity like liters, milliliters, but there are times that we find it measured
in units of volume like cubic meters.

• Which do you believe is the reason that in some occasions a form is

used and in other a different one is used?

Remember that the liter is the measure unit of capacity of the

International System and it is defined as the equivalent capacity to a
cubic decimeter.

•
To know if the trailer tank holds more or less fuel than the dump truck,
Tom decided to convert m3 to dm3

I observe what he did 0,27m3 =, 0270 dm3 = 270 quarts

That means to say that the tank for the dump truck has more capacity
than the trailer.

• If one quartt is equal to a cubil decimeter, to how much cm3 is one

cubic mililiter?

• I share my opinion with the rest of classmates in plenary and with my

teacher.

147
PRACTICE

ACTIVITIES

1. I READ WITH MY PEER AND SOLVE

Rosalia mama served juice to each one of her 5 children in equal size
glasses of 200cm3. The mug has capacity of 1 quart and it was enough to
full thte 5 glasses.

2. I calculate and complete the information

• How much cm3 are in 5 glasses of 200 cm3?

• I Express in quarts the capacity of a tank in which you can trow out
the content of 258 cubes with edges of 1 dm.

• To prepare a drink they use 2,5 quarts of mineral water, 750 cm3 of
orange juice and 0,2 dm3 of stange orange extract. How much
quarts of drink you obtain?

I CONTRIBUJTE TO COMPLETE THE CHART

CAPACITY VOLUME

4 quarts 4 quarts 4 DM3

6 ml Quarts Cm3

17 dm Quarts Dm3

8kl Quarts M3

9 dm Quarts Cm3

148
 3. I mark the correct answer.

• In one mug holds 315 centiliters, in liters is equivalent to:

315 liters( ) 3,15 liters ( ) 31,5 liters ( )

• A bucket can hold 410 deciliters, equivalent to:

41,0 liters( ) 410 liters ( ) 0,410 liters( )

• To prepare a portion of dessert you need 125cm3 of cold milk. How

many liters of milk are needed to prepare 8 portions?

4. I present my Work to teacher to make the necessary corrections.

APPLICATION

ACTIVITIES

1) 1) I share with my relatives what I made in class and

all that I learned about capacity.

2) 2) I request help to investigate in a juvenile encyclopedia, which is

the difference between volume and capacity. I illustrate it with
drawings and I place my work in the Center of Resources of the
classroom.

With dad I solve the following situation.

3) Thomas read that the motor of an automobile had capacity of 2,8

liters but that another motor was of 1 600 cm3. I find out which
motor has the most capacity

149
THEME Nº 7: A SCHOOL PROJECT

Initial activities

WITH MY TEAM

1. I answer the following questions made by my teacher

• What do you know about school projects?

• How is a school project made?

• Why is it important to make a school project?

• I share my answer with classmates and the teacher.

• I read the concept along with my teacher.

I Learn this
A school Project is a planning
technique with the objective of
carrying out concrete pedagogical
actions or activities in a school to better
the quality, teaching and function in a
school.

2. We read and analyze what is a school Project is and what we need to

know about it.

150
 Better the Who it will
quality benefit

Who
Why

When we
want
tomake the
project

How

Which
steps we
shoul follow

3. What I need to know about the school project.

151
 • I take a good look at the following map and pay good
attention to what teacher is explaining colncerning the
same.

Strengths General objectives Specificobjective

Weaknesses
Oportunities

Determine
The objectives
School and
expected
results

School
Project must
take into
account Budget
Evaluate the plan

Evaluation of Plan and

the project development
of the school
project

Financial report Final evaluation Time line

152
 PRACTICE

ACTIVITIES

In team of 3
1. I answer the “WH” questions (what, why, where, when, who),
and how about the school proyect and what I need to know.

---------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------
2. I think and do research for each aspect about my school.

3. I think about a project we can do in my school and write start to draft my

ideas.

---------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------

-----------------------------------------------------------------

• I share my work with my classmates and the teacher.

• I enrich my work with other student´s ideas.

APPLICATION

ACTIVITIES

1. The mathematic corner of my classroom needs more didactics

material for the development of the classes of mathematics.

• I decide to make some magic math chart.

153
 • With my team I start to develop our project

• I follow all steps that teacher presented on the flipchart.

• I present my work to my teacher and classmates once we have

finished.

• In an open sesión I explain how to use the magic math chart and
the advantages it offers us as students

• I hand over to teacher our contribution to the Math corner.

2. At home I will proudly share what I learn about school project

and ask for help to prepare my proyect.

THEME NO. 8 PROPORTIONS

INITIAL

ACTIVITIES

1. I read when is my turn.

ADVENTURES IN ROCKY POINT

Uncle Tony, a very adventurous type, invited

his nephew Gerald and his friends to a trip of
two days in the forest of Rocky Point. As the
snakes the boys worried about them, the
uncle Tony decided to prepare them with
enough information. In the forests very inside
there are big tommygoff __ he explained___
they can measure up to 10 meters. The most
dangerous ones are the constrictors that don't have poison, so they
wound and twirl around their victim's body and they press it until
suffocating and later, they swallow you whole.

154
When Uncle Tony saw the expression of fear in Ana's face he wanted to
tranquilize her and he said: ___don’t worry, Ana many snakes only eat
mice, birds and frogs.

___and if a to-to-tommygoff chases us? Victor asked stammering,

__Let’s see; one day I saw how a pink tommygoff chased her prey
advancing 5 times but quickly after her, Mmm, clear, her prey was a poor
bird with the blunt wing that barely could walk…

2. I ask my teacher:

• How can we use fractions to compare two amounts?

___ Fractions are useful to represent how an amount vary

in regards with another.

Uncle Tony commented with the boys that a big anaconda

Is two times heavier than the heftiest tommygoff

Then, we say that the reason of weight of the anaconda to the

Tommygoff is 2:1 (you read two to one) or 2/1.

• The biggest anaconda weighs around 2kilograms.

• Then how many pounds the biggest tommygoff weighs?

• The following chart indicates the approximate values of the weight

of a python reticulated and of a green anaconda in different times
of its life.

155
 Age Weight of Weight of Rates of weight

(years) tommygoff anaconda Anaconda/tommygoff

1 16 32 32:16

2 29 58 58:29

3 41 82 82:41

4 50 100 100:50

5 58 116 58:16

6 65 130 130:65

• What characteristic the rate of their weights presents at any age?

32 = 58 = 82 = 100 = 116 = 130 = 2

16 29 41 50 58 65 1

• What do we do to know if two fractions are equivalent?

PRACTICE

ACTIVITIES

WITH MY TEAM
In my notebook I copy and:

1) I analyze the following pair of ratios and I circle the

pairs that form a proportion.

a) 2 : 3 y 8 : 12 b) 4 : 5 y 28 : 35

156
c) 15 : 9 y 5 : 3 d) 11: 7 y 77 : 50

e) 125 : 75 y 25 : 18 f) 100 : 30 y 3 : 10

2) I find the value of the the variable “n” that is missing to

form a proportion

3 = n n = 9
4 12

48 = 16 N= 5 = N N=
75 N 7 35

N = 7 N= 3 = N N=
15 5 N 12

18 = 72 N=
N 12

3. Among these applications, the rates are good for us to represent scales
in maps and planes or to trace figures or scales. Basing on the example, I
write the name of the following figures and I determine the scale to which
is each figure of the left regarding the figure of the right.

Example

Squares
Scale: Scale:

Scale 2:1

157
 APPLICATION

ACTIVITIES

1. I share with all at home what I discovered on rates and proportion.

2. 2. I request help to make the proportional line of the figures that my

teacher assigned me.

3. 3. I present my works in class to place them in the resource center of

the classroom.
4. I develop the following figures to the scale as indicated.

scale 1: 4

• I solve using direct proportional distribution.

1) Tom’s sister is secretary of the Regional Council. She writes 93

words in 3 minutes in the computer. How many words will she
write in 15 minutes?

2) The teacher of the sixth grade told the boys to accommodate 420
books in the resources Center of the classroom. They accommodate 12
books every 3 minutes. How many minutes will they take in completing the
task?

158
THEME NO: 9 DIRECT PROPORTIONAL DISTRIBUTION
INITIAL

ACTIVITIES

1. I READ ANALYZE AND CHECK DOWN WHAT I NEED

In a pastry, all the pastries are sold to the same unitary price.
How much do 5 pastries cost?

3 pastries C$ 10.50

I need to know the price of one pie so I do as follows:

÷3 :3

Now that I know the price of one pie, I calculate how much is the cost of 5.

I just get through using rates and proportion now, I’m going to present it this
way:

1: 3.50 and 5 : X then 5 x 3.50 = 17.50 which jeans that X = 17.50

in the mathematic corner there is this example

PRACTICE

ACTIVITIES

WITH MY PEER

1) I calculate the unknown term.

159
  X = 21 2=Y

8 24 7 21

 16 = 8  12 = X

X 5 72 18

With my team 1. I solve the following exercises

• In two parcels 18 trees were sowed. If the same distance is

conserved among them, how many trees can be sowed in 5
parcels of the same size?

• In the sixth grade there are 48 students and 32 are girls, what
percentage of the class do the girls represent?

• On Mr. Dixon Coconut ground, 245 coconuts were harvested in one

day. If they continued harvesting the same amount for 3 serial days,
how many coconuts they harvested?

160
APPLICATION

ACTIVITIES

2. I share at home how to use the direct

proportional distribution and what it is good
for.

• I explain using the poster that I copied

from the mathematics corner.

• I ask my dad or someone home to

invent problems of daily life in which I
have to use direct proportional
distribution to solve them.

• I’ll present my inventions in class and

make my teacher do the corrections
needed.

161
 GLOSSARY
A
Aleatorio Aleatory: depending on an uncertain event or
contingency as to both profit and loss
Agrupar To group together
Algoritmo Algorithm; a procedure for solving a
mathematical problem (as of finding the greatest
common divisor) in a finite number of steps that
frequently involves repetition of an operation;
Angulo Angle the figure formed by two lines extending
from the same point.
Arista Edge: the line where an object or area begins or
ends : BORDER *on the edge of a plain* b : the
narrow part adjacent to a border
Aritmética Arithmetic: a branch of mathematics that deals
usually with the nonnegative real numbers
including sometimes the transfinite cardinals and
with the application of the operations of addition,
subtraction, multiplication, and division to them
Azar Chance: something that happens unpredictably
without discernible human intention or observable
cause
B
Billete Bill, currency: paper money in circulation

C
Capacidad Capacity: the maximum amount or number that
can be contained or accommodated *a jug
with a one-gallon capacity*
Cilindro Cylinder: the surface traced by a straight line
moving parallel to a fixed straight line and
intersecting a fixed planar closed curve b : a
solid or surface bounded by a cylinder and two
parallel planes cutting all its elements;

162
Circunferencia Circumference: the perimeter of a circle
Cociente Quotient: the number resulting from the division of
one number by another

D
Diametro Diameter: a chord passing through the center of
a figure or body
Diagrama Diagram: a line drawing made for mathematical
or scientific purposes
Diferencia Difference: the total resulting from subtracting the
sustrahend from the minuend.

E
Eje Axis a straight line about which a body or a
geometric figure rotates or may be supposed to
rotate
Esfera Sphere: a globular body : BALL
Eventos Events: something that happens
Estadistica Statistic: a single term or datum in a collection of
statistics
Exponente Exponent: a symbol written above and to the
right of a mathematical expression to indicate
the operation of raising to a power

F
Fraccion Fraction: a numerical representation (as 3/4, 5/8,
or 3.234) indicating the quotient of two numbers
G
Geometría Geometry: a branch of mathematics that deals
with the measurement, properties, and
relationships of points, lines, angles, surfaces, and
solids;

163
 I
Inverso Inverse: a number that when added to a given
number gives zero *the additive inverse of 4 is -4
M
Media Media: something in a middle position
Mediana Median: a value in an ordered set of values
below and above which there is an equal
number of values or which is the arithmetic mean
of the two middle values if there is no one middle
number
Moda Mode: the most frequent value of a set of data b
: a value of a random variable for which a
function of probabilities defined on it achieves a
relative maximum
Moneda Coin: a usually flat piece of metal issued by
governmental authority as money b : metal
money c : something resembling a coin
especially in shape
Multiplo Multiple: the smallest common multiple of two or
more numbers

m.c.m. Lowest common multiple: the common multiple

of lowest degree of two or more factors.
N
Numerador Numerator: the part of a fraction that is above
the line and signifies the number to be divided by
the denominator
O
Perimetro Perimeter: the boundary of a closed plane figure
Perpendicular Perpendicular: standing at right angles to the
plane of the horizon
Pictograma pictogram:
Poliedro
164
 Bibliografía Consultada

Matematicas 6º EGB, 2ª. Edición, Editorial Bruño. Madrid , 1977.-

Matemática básica 1, primer año, 2ª edición octubre 1977, Managua,

Nicaragua. MSc. Cesar Saavedra Rodriguez, Lic. Joaquín Masis
Espinoza.

Matemática moderna primer curso, colección la Salle- Nic., Editorial Bruño

Madrid, 1971, profesor Anibal Galiana- Joaquín Masis.

La Biblia de las matematicas, Editorial/ Letrarte S.A, México, 2008.- Cháve

Reyes Carmen- Leon Quintanas Adriana.

Matemática Extra edad, tercer ciclo, Nicaragua, 2002, Collado

Nicaragua.- Lidia del Carmen.

Aritmetica teorica práctica, publicación cultural, México, 1999, Baldor 3

Aurelio.

Libro de texto !me gusta matemática! 4º Grado, Primera edición, Junio,

2007.

Matemática 6, nivel educación básica, Lucy J. Orfan, San Salvador 1996.

Construyamos no. 6, serie de matematicas,Benjamin P.Rodriguez. Walter

Castro Q, nueva edición 1999. Colombia.

Cuenta con nosotros, Curso de Matematica para Sexto grado,obra

colectiva cde Fernandez editores s.a, Mexico 1999.

165