EDUCATIONAL INSTITUTION SUPERIOR NORMAL SCHOOL OF

COROZAL
Pedagogy, Ethics, Science and Humanism.

CLASS PLAN

1. IDENTIFICATION

AREA: Mathematics

SUBJECT OR DISCIPLINE: Mathematics

UNIT OR THEMATIC AXIS: Operations with natural numbers

TOPIC: Addition with numbers from 0 to 9999

GRADE 2 GROUP 1 SCHOOL YEAR: 2019

TEACHER: Cristian Alfredo Severiche Mendoza ( Name of the teacher in training)

STANDARD
I solve and formulate problems in additive composition and transformation
situations.
BASIC LEARNING RIGHT (DBA)
Interpret, propose and solve additive problems (composition, transformation
and relationship) that involve the quantity in a collection and the
measurement of magnitudes (length, weight, capacity and duration of events)
and simple multiplicative problems.
COMPETENCES
BASIC: According to the topic to be oriented.
Write them in the third person.
1. Describes and solves various addition situations in contextual
buying and selling problems whose structure can be a + b = ?, a + ?
= c, or ? + b = c using the school store.
2. Know and understand the value of national coins and banknotes
through the manipulation of educational coins and banknotes.
CITIZENS: ( GUIDE SERIES No. 6)
COEXISTENCE AND PEACE (First group):
1. I understand that all boys and girls have the right to receive good
treatment, care and love.
2. I express my feelings and emotions through different forms and languages
(gestures, words, painting, theater, games, etc.).
3. I understand that nothing justifies the abuse of girls and boys and that all
abuse can be avoided.
4. I do things that help alleviate the discomfort of people close to me; I
express satisfaction in caring about their needs.
DEMOCRATIC PARTICIPATION AND RESPONSIBILITY (Second group):
1. I express my ideas, feelings and interests in the room and listen
respectfully to those of the other members of the group.
2. I express my point of view when collective decisions are made at home
and in school life
3. I express displeasure when they do not listen to me or someone in the
room or do not take us into account and I express it... without attacking.
4. I understand the meaning of reparative actions, that is, actions that seek
to amend the damage caused when I breach rules or agreements.
PLURALITY, IDENTITY AND VALUATION OF DIFFERENCES (Third group):
1. I identify the differences and similarities in gender, physical aspects,
ethnic group, social origin, customs, tastes, ideas and many others that exist
between other people and me.
2. I recognize and accept the existence of groups with different
characteristics of ethnicity, age, gender, occupation, place, socioeconomic
situation, etc.
3. I value the similarities and differences of close people. (How about I stop
to listen to their life stories?)
4. I identify times when my friends or I have made someone feel bad by
excluding them, making fun of them, or calling them offensive nicknames.
5. I express displeasure when they exclude me or someone because of their
gender, ethnicity, social status and physical characteristics, and I say it
respectfully.
 WORK: (GUIDE SERIES N° 21 MEN)

1. I make my interventions respecting the previously agreed order of speech.

2. I develop tasks and actions with others (parents, peers, acquaintances).
3. I respect the agreements defined with others.
4. I allow others to give their contributions and ideas.
5. I generate relationships of trust with others (peers).
6. I respect and understand the points of view of others, even if I disagree
with them.
PERFORMANCE(S): ARE THE GOALS THAT THE STUDENT MUST ACHIEVE; THEY MUST BE FIRSTLY
“ACHIEVABLE” AND SECONDLY “TEACHABLE-ATTAINABLE”.
It must be written in the third person.
1. Use addition to solve everyday buying and selling situations through
the school store.
2. Recognizes the value of national coins and bills, through
educational money, and uses them to buy at the school store.

INDICATORS OR EVIDENCE OF LEARNING : According to the DBA.

• Interprets and constructs diagrams to represent additive and multiplicative

relationships between quantities that occur in situations or phenomena.

• Describes and solves various situations with addition and subtraction

operations in problems whose structure can be a + b = ?, a + ? = c, or ? + b =
c.
• Recognizes additive and multiplicative relationships in different situations
and formulates problems based on them.
TIME:

2. DEVELOPMENT
TO. INITIATION
1. MOTIVATION: (A talk, a dynamic, a story, a song or a video is carried out with the
students, which awakens interest and favorable attitudes towards carrying out the work.
Write how you will do it)

To begin, an emotional welcome greeting is given, the students are treated with affection and
among all of us we thank God for life and the new day that
we share.

Then, students are motivated by watching and singing the song from the video: Numbers and
colors for children, which is found in the following link:

https://www.youtube.com/watch?v=GW4wPprlReM#action=share

2. PROBLEM SITUATION: The problem situation and its respective analysis are presented
as far as possible that leads to the problematization of the knowledge or the topic to be
developed, allowing astonishment and concern on the part of the student.

(A contextualized statement, with diagrams or illustrations and a question). Write it out.

Followed by motivation, prior knowledge is explored through the following problem

situation:

Imagine that you go to the store with your mother and she buys: a bag of salt, three
bags of spaghetti and two bags of rice, which have a price of $500, $300 and $1000 each
item respectively.
 $500 each $300 each $1,000 each
3. SOCIALIZATION OF THE PROBLEM SITUATION by the students and the teacher,
during which proposals will be made for the solution of the identified problem.

After stating the problem situation, the following guiding questions are asked to the students:

1) How many total items did your mother bring home?

2) How much did you spend buying the three bags of spaghetti?

The responses are socialized and the topic is shared.

4. SHARING: The teacher presents his concept on the topic and will write it on the board, as
well as the concept of several students regarding the topic. The basic concept serves to
propose the activities and dynamics that develop intellectual skills in students .

From the socialization of the problem situation, the topic is conceptualized, like this:

The Addition or Addition of Numbers from 0 to 9999

In situations where it is necessary to gather, group and add quantities, addition or addition is
used.

b. BASIC CONCEPTS: WITH A LEVEL OF DEPTH ACCORDING TO THE GRADE, ILLUSTRATED WITH DIAGRAMS OR
IMAGES, GRAPHS, MAPS, DATA TABLES, COMPARATIVE TABLES.

After sharing, examples of addition problem situations will be made using the School Store.

A student is asked to name two items they would like to purchase from the School Store, like
this:

fried potato $500

Soda $800
Then, the students are asked how much money they should pay, and the operation is written:

$500
To Gb Adding

$1300----Total

Likewise, with the previous example we mentioned the terms of the sum.

c. ACTIVITIES AND/OR METHODOLOGICAL STRATEGIES

They are formulated taking into account critical thinking skills.

For the development of the activities, groups of 5 students will be formed to carry out two
practical activities.

Activity 1:

Each group is given a different package of educational coins and bills that add up to the same
amount in monetary value ($10,000); and also, they are given a copy of the work guide with the
following questions that they must answer in teams:

WORK GUIDE

Work together to answer the questions:

1. How many coins do they have?

2. How many tickets do they have?

3. How much are the coins worth?

4. How much are the tickets worth? AND

5. How much do the coins and bills have in total value?

Then, they go through each group to advise the students and support them in whatever they
are having difficulties until all the teams finish.
 AND. ASSURANCE AND REINFORCEMENT ACTIVITIES
They will be developed at the level of groups or work teams.
Activity 2:
Each team is given a sheet with a table (invoice style) so that they can prepare a list with prices
of the items they would like to buy in the School Store, in such a way that they would have
enough of the educational money that had been given to them initially. .

THE SCHOOL STORE

THE SCHOOL STORE

Amount Articles Unit price Total price

TOTAL

Then, when all teams finish their list, they proceed to evaluate and socialize the list of some of
the work groups, in the following way: they are asked to go, voluntarily, to one of the groups in
front, with the list that they made, to make the purchase in the School Store, as a shopkeeper,
first I emphasize the importance of teamwork
 and that they understand that their actions can affect others, that they respect the turn when
buying, that they do not push each other because in order everyone can buy; Then, I write
down on the board the list that the group made, so that the other students can add up the value
of the order, verifying whether or not the amount of educational money initially given is enough
for them.

3. FINALIZATION ACTIVITIES
TO. ASSESSMENT

Self-assessment process Co-evaluation process Heteroevaluation process

Students self-assess their learning This process occurs when socializing The heteroevaluation process takes
at the following moments:
-When each student has made a
purchase in the school store, they
have done the math and socialize
on the board; The student contrasts
his own response with the feedback
provided by the teacher.
the list of items, from some of the place in the following moments:
work groups, to buy in the school
store, write down on the board the -When the answers given by the
students to the different guiding
list that the group made, so that
questions asked by the teacher are
the other students add up the value
clarified.
of the order, verifying whether or
not the amount of educational -When activity 1 is evaluated.
money initially given is enough for
them. -When activity 2 is evaluated and
the answers given by the students
are fed back.

b. COMMITMENTS

Finally, as a closing activity, we were reminded of the importance of addition in our daily lives
and we left the following activity for home:

Activity in home:

With the help of your mom, make a list with prices of the items needed to make your family's
breakfast and use the sum to determine how much was spent in total.

4. ORGANIZATIONAL ELEMENTS
BIBLIOGRAPHICAL AND/OR CYBERNETIC MATERIALS
During the development
-Carvajal, Manrique & Vargas (2017). Mathematics component 2. of the class the following
Editorial Libros & Libros SA 208 pp. Bogota Colombia. materials and resources
will be used:
-Centeno (2007). My Mathematics 2. Editorial Libros & Libros SA 159 pp.
Bogota Colombia. -Educational coins and
bills.
-MinEducation (2012). Project I Know: Mathematics 2. SM SA Editions
Bogota Colombia. -Recycled plastic bottles
and packaging.
-MinEducation (2017). Let's Learn Mathematics 2. Editions
SM SA 160 pp. Bogota Colombia. -Shopkeeper's apron.

-Markers.

-Acrylic board.

-Cardboards.

-Images printed in color.

 COMPETITION CONCEPTS

1. The way in which a person uses all his or her personal resources (skills,
attitudes, knowledge and experiences) to adequately solve a task in a defined
context: Knowing how to do things in a context .
2. A competence is an ability to mobilize various cognitive resources to
deal with a type of situation.
3. It is being able to transfer what has been learned, to have autonomy
in learning and to solve problems.
4. The best definition is "ability related to the resolution of problem
situations."

When training in skills, the instructional process is one of [constructive]

growth and not accumulation.

Being competent "implies a degree of autonomy that allows the

transferability of knowledge to other contexts and the ability to continue
learning throughout one's professional life."

BASIC ELEMENTS FOR WRITING COMPETENCES.

1. AN ACTION: Capacity that must be developed (which includes

knowledge, skills, abilities and attitudes in an integrated manner).

IT MUST BE WRITTEN IN THE THIRD PERSON.

2. AREA OF KNOWLEDGE: Content or thematic axis.

3. THE SCOPE OR CONTEXT WHERE IT WILL BE PERFORMED OR

APPLIED: Application of the action in everyday situations.

CHARACTERISTICS OF A COMPETITION

Likewise, it must be taken into account that the competition has the
following characteristics:

1. It must be able to be evaluated through the person's performance.

2. It must be considered as an achieved capacity: proposes, evaluates,

 classifies, describes, proposes, analyzes, infers, generalizes, criticizes,
perceives, discriminates, names, details, compares, ... (third person).

EXAMPLES:

1. Identify biotic and abiotic factors through direct observation in a

terrestrial ecosystem.

The action: Identify

Knowledge area: biotic and abiotic factors through direct observation
The scope or context where it will be performed or applied: in a
terrestrial ecosystem.
2. It proposes alternatives to solve everyday situations where the use of
basic arithmetic operations is required.

It proposes alternatives to solve... it is the action or capacity that must

be developed in everyday situations... it is the area of the context where
it will be performed or applied where the use of basic arithmetic
operations is required... it is the area of knowledge.

PERFORMANCES AND PERFORMANCE INDICATORS

The performances are the goals that the student must achieve; They
must be firstly “achievable” and secondly “teachable-attainable”. The
indicators are the indications that allow determining the level of mastery
against the proposed goals; They must be “watchable” through the
performances and corresponding to said formulations, in addition.

To achieve the competencies, the essential guides are the performance

indicators , which are a sign, a criterion, an evidence, a footprint, a kind
of thermometer that the competency is in process or has been achieved.

ELEMENTS OF AN INDICATOR

1. AN ACTION: Indicates the behavior to be observed and which can be

mental or physical. Answer the question : What should the student do?
2. A CONTENT: It must answer the questions : What concepts would
support the action?
3. A CONDITION: You must answer the question : How should you do it?
 EXAMPLES:

1. Use numerical relationships in various events in life with precision

and accuracy.

Action: Use.
Content: numerical relationships in various events of life .
Condition: with precision and accuracy.

2. Differentiate a plant cell from an animal cell, using the corresponding

diagrams or images.

Action: Difference.

Content: a plant cell from an animal.

Condition: using the corresponding diagrams or images.
 LIST OF VERBS TO WRITING PERFORMANCES,
INDICATORS AND COMPETENCES.

The competencies are written in the present tense. DO NOT

USE INFINITIVES .
Analyze, understand, know, deduce, check, interpret, memorize, locate, investigate, classify, infer,
name, identify, detail, sequence, observe, perceive, compare, match, differentiate, remember,...
FOR CONCEPTUAL ABILITIES.

Analyze. Interpret. Develop.

Grasp. To locate. Design.
Find out. Memorize. Organize.
Know. To plan. Make.
Deduct. Relate. Express.
Define. Synthesize. To form.
Explain. Fit. Investigate.
Express. Build. Sort out.
Demonstrate. Check. Drive.
Describe. Discuss. Notice.
Differentiate. Create. Solve.
Choose. Manipulate. Operate.
Enumerate. To project. Wear.
Assess. Collect. Use.
Recognize. Represent. Orient.
Remember. Characterize. Program.
Determine. Simulate, Solve
Recognize. Identify. Induce.

FOR ATTITUDINAL CAPABILITIES.

• Accept • Create • Self-esteem

• Share • Internalize • To collaborate
• Contemplate • Invent • Show
• Respect • Decline • Participate
• Prefer • Look after • Enjoy
• Wear • tend to • Interest
• Appreciate • Assume • Integrate
• Admire • Appreciate
•