Term: 2nd

Grade: FIRST
Subject: MATH

DIDACTIC SEQUENCE 2024

SECOND TERM 2024
Subject: MATH COMPETENCES:
Grade: FIRST To use some types of representations to explain the position value in the
system of decimal numeration.
ACADEMIC ACHIEVEMENTS: SKILLS:
1. Solving math problems (using addition and subtraction).
CONCEPTUAL: 2. Ordinal numbers.
To read and write numbers between 100 and 999. 3. Exactly hundred's (100 - 200 - 300 - 400 - 500 - 600 - 700 -
USE OF KNOWLEDGE: 800 - 900) and Numbers between 100 and 999 (reading and
To realize mental calculations as a strategy for problem solving and giving answers. writing).
ACTITUD AND BEHAVIORS: 4. Positional value and numerical decomposition (abacus,
To participate and work actively and respectfully, in the different activities proposed
by the teacher.
numeric boxes, expanded form)
CARISMAS JUAN DE DIOS: 6. Solving math problems using addition and subtraction.
To experience institutional values in their social and human development by KEY WORDS:
demonstrating these values throughout the planned activities. Addition, Subtraction, Ordinal numbers, Exactly hundred´s, Abacus
Number 1 to 999, Solving math problems
 DATE:
TOPIC: Diagnostic test and
DIDACTIC SEQUENCE 0 achievements.
DATE: Apr 01st to April 5th
TOPIC: review numbers 0 to 99/
DIDACTIC SEQUENCE 1 positional value/ decompositions
numbers 0 to 99
DIDACTIC SEQUENCE 2 DATE: April 8th to April 19th
TOPIC: exactly hundred´s / numbers 0
to 999 / positional value /
decomposition 0 to 999
DIDACTIC SEQUENCE 3 DATE: April 22nd to May 3rd
TOPIC: additions and subtraction of
one, two and three digits
DIDACTIC SEQUENCE 4 DATE: May 6th to May 17th
TOPIC: solving problem with
additions and subtraction.
DIDACTIC SEQUENCE 5 DATE: May 20th t June 7th
· TOPIC: Patterns and sequences
· Ordinal numbers
DIDACTIC SEQUENCE 6 DATE: DATE: Jun 10th to Jun 14th
TOPIC: Feedback and assessment
INDICATOR OF ACHIEVEMENT:
To present descriptions of achievements and development of the diagnostic
test.
INDICATOR OF ACHIEVEMENT:
Identify and write the numbers from 0 to 99, use that knowledge
to decompose and write the positional value of the numbers.
INDICATOR OF ACHIEVEMENT:
Identify and write the numbers from 100 to 999, use that
knowledge to decompose and write the positional value of the
numbers.
INDICATOR OF ACHIEVEMENT:
Develops logical mathematical skills to solve addition and
subtraction of one, two and three figures without grouping.
INDICATOR OF ACHIEVEMENT:
learn and develop cognitive skills to solve mathematical
problems.
INDICATOR OF ACHIEVEMENT:
review and demonstrate your knowledge in the final knowledge
test
INDICATOR OF ACHIEVEMENT:
To analyze the strengths and weaknesses with
the purpose of improving the academic and
learning process.
 DIDACTIC SEQUENCE 0 TOPIC: Diagnostic test and achievements. DATE: first week of each
term.

MOTIVATION:
Dynamic activity to relate the topics seen in the previous term either through the game tingo tingo tango, fruit salad, head, and tail, etc. The topics covered in the
previous term will be taken up again and will serve as a starting point to make a diagnostic of the competencies of the subject.
MODELING:
The teacher will carry out an analysis of the past assessment presented in the previous period to establish opportunities for improvement and strengthen the
aspects that must be considered.
The teacher will ask which topics should be reinforced according to the level of understanding of the group and will provide feedback on these topics.
The teacher will carry out a workshop that will guide the strengthening of the topics worked on and the competencies of the subject through the following
activity: competition game on the board with the concepts learned (major and minor, before and after)
Presentation of indicators achievements for the current term.
SIMULATION FEEDBACK:
Correction of the assessment and development of the diagnostic test where the appropriation of the The teacher will ask guiding questions to verify the
topics seen during the past term is evidenced. students' learning with respect to the opportunities
Recording of indicators achievements. for improvement from the previous term.

EVALUATION RESOURCES: Second term indicator

Correction of the assessment, development of the diagnostic test achievements, studies planning audio visual resources.
Results of the assessments and academic closure of
the past term for analysis and action plan

OBSERVATIONS:
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 DIDACTIC SEQUENCE 1 TOPIC: review numbers 0 to 99/ positional value/ decompositions DATE: Apr 01st to
numbers 0 to 99 April 5th
MOTIVATION:
The teacher gives each student a number bingo board which will have digits from 0 to 99 and they must mark according to the corresponding box using a digital number
roulette.
The student winner who finishes the bingo board.
The student winner a price a candy

MODELING:
On the table, the teacher returns to concepts such as units and tens, using a positional value board which provides students with clarity in the location of numbers from 1 to
99.
In the teacher dictated different numbers each student
one hour a week is available for individual work on anima planes to work on math skills.

SIMULATION FEEDBACK:
Each student will have three strips of iris paper and a piece of cardboard, which they will use to make a paper Individually, students will be evaluated to identify flaws in
abacus which will be used to carry out the activity of representing numbers on the abacus and then write in numbers from 0 to 99.
letters in the notebook. the finish class the teacher ask question for the topic review
that the aspects are clear in the class

EVALUATION RESOURCES:
The teacher gives the students a work guide where a dictation is carried out, writing Spanish and English numbers, Board
positional value, and numerical decomposition. Number bingo
Digital numbers
Iris papers
Guide
Notebook

OBSERVATIONS:
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DIDACTIC SEQUENCE 2 TOPIC: exactly hundred´s / numbers 0 to 999 / positional value / DATE: April 8th to April
decomposition 0 to 999 19th
MOTIVATION:
Tile game: each students have thirty tiles, organics then ten ones, ten tens and ten hundred, with a tiles game counts numbers and create numbers.
The student learns to representation the numbers the with tiles and writing letter in the board.
The teacher accompanies the process and review writing letter of numbers.
The teacher give candy all students

MODELING:
In the board the teacher explains exactly hundred, to count one hundred two hundred etc. writing letters numbers and positional value.
The billboard the positional value with example the numbers
H–T–O
3 5 2 three hundred fifty-two

one hour a week is available for individual work on anima planes to work on math skills.

SIMULATION FEEDBACK
Use the following material straw cardboard, wool, glue, beads, transparent tape, markers the students do abacus with count, In the board each the students writing letter numbers and positional
represents and writing numbers. value of numbers dictated by the teacher.

EVALUATION RESOURCES
Guide hundred, tens, and ones. Tiles then ten ones, ten tens and ten hundred
Board
straw cardboard, wool, glue, beads, transparent tape, markers
guide

OBSERVATIONS:
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 DIDACTIC SEQUENCE 3 TOPIC: additions and subtraction of one, two and three digits DATE: April 8th to April
19th
MOTIVATION
Parks of addition and subtraction, organics students in groups with a parks board, when the students move if resolve addition and subtraction.
Teacher organics groups
The student throws the token and move the tiles at the same time resolving addition and subtraction to advance in the board.
The student winner is who complete the boards.
The teacher gives a candy a student winner
MODELING
The Teacher uses elements by count and explain addition and subtraction, in the board realize exercise with addition and subtraction.
The teacher writes the example the additions and subtraction in the board the students resolving additions and subtraction.
Pay attention the student in the process.
one hour a week is available for individual work on anima planes to work on math skills.

SIMULATION FEEDBACK
The Teacher does groups six the students, each group have Jenga game, in each tile has addition and subtraction then In the board each student resolving addition and subtraction,
students resolving. teacher checks out process
Each group has a Jenga game, the students advance when resolving de addition or subtraction.
The group winner is who don’t drop the game.
The teacher gives a candy the group winner
EVALUATION RESOURCES
Guide crossword the addition and subtraction Parks
Tiles of parks
Board
Jenga game
Guide crossword

OBSERVATIONS:
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DIDACTIC SEQUENCE 4 TOPIC: solving problem with additions and subtraction. DATE: May 6th to May
17th
MOTIVATION
In the playground organics different shops when the students attend to use money and resolving problem to buy and sell.
Each student has a money and items to sell.
All students buy and sell items when they learn counts and use addition and subtraction.

MODELING
In the classroom the teacher explains the resolving problem use:
1. Dates
2. Keys words
3. Operation (addition or subtraction)
4. Resolving problem
The teacher does data table in the board use before explaining.
In the board the teacher write example the resolving problem, among all resolving problem use the data table.

one hour a week is available for individual work on anima planes to work on math skills.

SIMULATION FEEDBACK
In the board there is math problem, the students use the method before resolving problem. While tile students work the teacher revise the individual process, the
teacher correct the avtivity

EVALUATION RESOURCES
Guide the math problem, the student does the paper and explains the process Playground
Money
Elements of shop
Resolving problem

OBSERVATIONS:
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 DIDACTIC SEQUENCE 5 TOPIC; Patterns and sequences DATE: May 20th t June 7th
· Ordinal numbers
MOTIVATION
The Teacher show https://www.cokitos.com/tag/juegos-de-series-numericas/
the student’s game and following instruction
Students develop attention and logic skills

MODELING
The Teacher explains patterns and sequences use the shapes, numbers, and colors.
The teacher draws different sequences the students complete the sequence.
The students identify patterns and develop attention and logic skills.
one hour a week is available for individual work on anima planes to work on math skills.
SIMULATION FEEDBACK
Each students use forms, shapes, colors, numbers and create different sequences. the Teacher accompanies the process the students Through
In the papers draw a sequence and share with your classmates permanent monitoring and support in the activities to be carried
Review patterns and sequences in the notebook out, the active participation of students is important, listening
carefully to each participation
EVALUATION RESOURCES
Guide the patterns and sequences. Tv
Computer
Board
Flash cards shapes, colors and numbers.
Papers

OBSERVATIONS:
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 DIDACTIC SEQUENCE 6 TOPIC: Feedback and assessment DATE: Jun 10th to
Jun 14th
MOTIVATION
Dynamic activity or active pause that allows students to focus their attention on the class: Números hasta 999 - Recursos didácticos (wordwall.net)
MODELING
The teacher will make a conceptual closure of the topics seen during the term and make a verification of the learning through a review workshop.
Application and revision of the final assessment.
Assessment load in the institutional platform.
SIMULATION FEEDBACK
The students will make the review workshop to obtain a good result in the final assessment, also ask
questions to the teacher so that the topics seen during the period are clear. Teacher is going to guide the process; meanwhile,
Application of the final assessment. students do the activities, by giving feedback.

Teacher makes notes about general and imperative

mistakes that must be presented to the class and be
overcome.
EVALUATION RESOURCES
• Review or feedback workshop Final assessment.
• Second term final assessment Institutional plartform.
Student´s notebook.

OBSERVATIONS:
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OBSERVATIONS BY THE AREA LEADER