Kindergarten 574 “Silvano Barba González”, CT: 14EJN0256I Guadalajara, Jalisco zone 25, Afternoon Shift

Educator Griselda Guadalupe Aceves García

Integration workshop for the 2nd grade to the 2018-2019 cycle
How much does the pom pom monster eat?
Academic training field Mathematical Thinking
Curriculum organizer 1 Curriculum organizer 2 Expected learning
Number, algebra and variation. Number. Count collections no greater than 20

Materials Time Organization

-1 glass. 30 minutes. Binas (adult and student).
-10 pompoms.
- 2 spoons.
Didactic sequence
Start Materials:
1. Parents and students will be welcomed and asked, what is Cardboard, marker.
counting and what do we use to count? Why do we count? Organization:
where do you see numbers? Write down the contributions Plenary.
on a piece of cardboard. Time:
2. Ask them about what we are going to do with the material 8 minutes.
and how it will be used by the students. Evidence:
3. Invite them to feed the pom-pom eating monster okay. Cardboard with contributions.
Development 4. Establish work standards such as listening to the teacher Materials:
while she gives the instruction, respecting the material, Glass, 2 spoons, 20
and raising your hand to participate. pompons.
5. Instruction: with the spoon take a pompom to feed the Organization:
pompom-eating monster and count how many we give it Couple.
together. Time:
6. When the pom-pom-eating monster has accumulated 12 minutes.
approximately 10, stop the game and ask how many pom- Evidence:
poms the cookie-eating monster has eaten? Photography.
Closing 7. Ask them to come forward, make a large circle and, using
the spider web technique, talk about what purpose
counting was for us in the game? What else did they learn?
What did they like? What was most difficult for you?
8. At the end, give us a round of applause and give them a
star or stamp for having participated in the children's Materials: yarn Organization:
mathematical thinking workshop. plenary Time: 10 minutes
Evidence: Photography.
Evaluation General observation guide with the following indicators:
indicator - Children's counting range.
- Involvement of parents.
- Students' attitude towards the activity.
 Kindergarten 574 “Silvano Barba González”, CT: 14EJN0256I Guadalajara, Jalisco zone 25, Afternoon Shift
Educator Griselda Guadalupe Aceves García
Integration workshop for the 3rd grade for the 2018-2019 cycle
Fishing corcholatas
Academic training field Mathematical Thinking
Curriculum organizer 1 Curriculum organizer 2 Expected learning
Number, algebra and variation. Number. Solve problems through counting and
actions on collections
Materials Time Organization
-1 tub. 30 minutes. Binas (2 adults and 2 students).
-Water.
-20 corks.
-2 spoons.
-cards with numbers 1 to 20
Didactic sequence
Start 1. Parents and students will be welcomed and asked, what is counting and what
do we use to count? Why do we count? where do you see numbers? Write Materials:
down the contributions on a piece of cardboard. Cardboard, marker.
2. Ask the students about what we are going to do with the material and how it is Organization:
going to be used, question them about what is done to fish. Plenary.
3. Invite them to fish. Time:
8 minutes.
Evidence:
Cardboard with
contributions.
Developmen 4. Establish work standards such as listening to the teacher while she gives the Materials:
t instruction, respecting the material, and raising your hand to participate. Tub, 2 spoons,
5. Ask them to empty the corks into the tub, the teacher will have tokens with 20 corks,
numbers from 1 to 20 which she will show to the children so that they can water, cards with
mention what number it is and then fish out the corresponding amount of numbers
corks. Organization:
6. Instruction: look at the card and mention what number it is, then fish out the Couple.
corresponding total number of corks. (the teacher will go through the places Time:
observing that father and son participate) 12 minutes.
7. When you have accumulated a total of 10, stop the game and ask how many Evidence:
corcholas have you caught? If I take away... how many do I have left? If I Photography.
put... how many do I have left? As the teacher decides. Where is there more or
less?
Closing 8. Ask them to come forward, make a large circle and, using the spider web
technique, talk about what purpose counting was for us in the game? What
else did they learn? What did they like? What was most difficult for you?
9. At the end, give us a round of applause, give them a star or stamp for having Materials: yarn
participated in the children's mathematical thinking workshop. Organization:
plenary Time: 10
minutes Evidence:
Photography.
Evaluation Observation Guide.
indicator - Children's counting range.
- Solve problems with adding or removing students.
- Student counting technique.
- Involvement of parents.
- STUDENTS' ATTITUDE TOWARDS THE ACTIVITY.

Observation date
Training camp
Mathematical thinking
Aspects to evaluate
Observation guide 2nd integration workshops
Curriculum organizer axis 1 Curriculum organizer 2 Expected learning
Number, algebra and variation. Number Count collections no greater than 20
Record

- Counting range
children.
- Participation of the
parents of family.
- Student attitude
towards the activity.

Observation guide 3rd integration workshops

Observation date
training camp Curriculum organizer axis 1
Expected learning
Mathematical Thinking Number, algebra and variation.
Solve problems through counting and actions on collections
Record
Aspects to evaluate

- Counting range
children.
- Solve problems of
add or remove students.
- Counting technique
students.
- Stake of the
parents of family.
- Student attitude
towards the activity.