Mathematics I PDF

Benemérita Autonomous University of Puebla
UNIVERSITY BACCALAUREATE SUBJECT PROGRAM
Vice President of Teaching
General Directorate of Higher Secondary Education
Educational Program (PE): University Baccalaureate
Subject: MATHEMATICS I
Code: PR06 0007
Level: A01
Credits: 8
Approving body : This subject program has been prepared according to the analysis and agreements of the Academy of Mathematics ; In the
framework of the 1st. Forum of University Baccalaureate Academies (2010-2011). As such it represents the collegiate work of the teachers.
Preparation Commission:
Mario Gabriel García López
Luciano Martínez Balbuena
Jemima Barbosa Xochicale
Yeimira Álvarez Méndez
Miguel Perez Cabrera
Elvira María Meneses Reyes
Reviewed by:
Dionisio Eduardo Carreon Sánchez
Simeon Pacheco Reyes
Date: JULY 5, 2012.
Academic Unit: BUAP UNIVERSITY BACHILLERATO
Educational Program: PLAN 06/COMPETENCIES
Educational Modality: SCHOOLING
Subject Name: MATHEMATICS I
Code: PR06 0007
Level: A01
Location on the curricular map: The subject of Mathematics I is located in the first year of the curricular map of Study Plan 06 of
the BUAP high school, it is mandatory for all students and has a theoretical nature.
Correlation:
Previous subjects: NONE
Subsequent subjects: MATHEMATICS II
Student Hourly Load:

Theory Practice Independent work Total
Hours Credits Hours Credits Hours Credits Hours Credits
4 8 0 0 0 0 8 8
Subject teacher profile

Disciplines professionals that Mathematics, Physics, Electronics, Computer Science and Engineering that have at least two years of
can teach the program: Mathematics in their study plans. Preferably in that order
Minimum Academic Degree Degree
Teaching experience Criteria of the Regulations for Admission and Permanence of BUAP Academic Staff.
Teaching Competencies 1. Organizes your continuous training throughout your career.

2. Master and structure knowledge to facilitate meaningful learning experiences.
3. Plan the teaching and learning processes based on the approach by
competencies, and places them in broad disciplinary, curricular and social contexts.
4. Puts teaching and learning processes into practice in an effective, creative and
innovative to its institutional context.
5. Evaluates teaching and learning processes with a formative approach.
6. Build environments for learning with a formative approach.
7. It contributes to the generation of an environment that facilitates healthy development.
8. Participate in continuous improvement projects at your school and support institutional
Role of the teacher in relation to the Co-manager of the curriculum, alongside the teachers with whom he shares a group, mediator in the
student students' learning processes, counselor in the process of their attitudinal development, researcher -
action of the classroom phenomenon, promoter of social change.
PURPOSE OF THE SUBJECT:
At the end of the course, students will be competent in the understanding, management and application of the basic cognitive,
procedural and attitudinal contents of elementary algebra, which constitutes a typical model of formal structure. They will
understand and apply symbolic calculus and the resolution of equations. , mainly with simple mathematical objects: polynomials,
rational expressions and elementary algebraic equations; To do this, they will handle the basics of real numbers. They will thus use
a common tool in other branches of mathematics and in various disciplines. In this context, students will model and solve
problematic situations in their environment, checking and evaluating the results obtained.
CONTRIBUTION TO THE GRADUATES' PROFILE
Students who graduate from the University Baccalaureate will have achieved knowledge and understanding of themselves,
know how to interpret, construct, and solve problems related to specific natural and social processes and their environment,
which at the same time promote study and research habits, as well as development of curiosity, perseverance, creativity, self-
confidence, and intellectual autonomy. Thus, the subject of mathematics is, in short, numerical and algebraic knowledge, and
must contribute to achieving the following student graduation profile, supported by the four pillars of education:
• Knowing how to understand : phenomena, data, concepts, principles, laws and models.
• Know how to proceed to : Read, write, and abstract in science; solve exercises and problems. Carry out
experimental and theoretical research activity.
• Knowing how to be : Being willing to show a positive attitude towards science, its learning, and its social
implications.
• Knowing how to live together: Willingness to work collaboratively, to dialogue, to be tolerant and
purposeful
All of the above aims for comprehensive and preparatory training within the area, to access higher education, and have
education for life.
ELEMENTS OF THE PROFILE ADDRESSED BY EACH BLOCK: These are the generic competencies indicated in
each block.
SKILLS TO DEVELOP IN THE SUBJECT:

( We respect the numbering used in RIEMS documents)
Generic Basic Disciplinary

1. Build and interprets Models
mathematicians
through the application of arithmetic, algebraic,
4. Listens, interprets and emits relevant messages in different contexts through the use of geometric, and variational procedures, for
appropriate media, codes and tools. understanding and situation analysis real,
hypothetical or formal.
4.1 Expresses ideas and concepts through linguistic, mathematical or graphic representations.
2. Formula and solve issues
5. Develops innovations and proposes solutions to problems based on established methods. mathematicians,
applying different approaches.
5.1 Follows instructions and procedures reflectively, understanding how each of its steps
contributes to achieving an objective. 3. Explain andinterprets the results obtained
through procedures and contrasts them with
5.4 Build hypotheses and design and apply models to test their validity. established models or real situations.
5.6 Uses information and communication technologies to process and interpret information.
6. Supports a personal position on topics of general interest and relevance, considering other 4. Argues the solution obtained from a problem, with
points of view in a critical and reflective manner. methods numerical, graphics, analytical
either
6.1 Choose the most relevant sources of information for a specific purpose and discriminate variational through he language verbal,
between them according to their relevance and reliability. mathematician and the use of information and
communication technologies.
7. Learn through initiative and self-interest throughout life.
5. Analyzes the relationships between two or more
7.1 Defines goals and monitors its knowledge construction processes. variables of a social or natural process to determine or
estimate its behavior.
8. Participate and collaborate effectively on diverse teams.
6. Quantify, represent and contrast experimentally or
8.1 Proposes ways to solve a problem or develop a team project, defining a course of action with mathematically the magnitudes of space and the
specific steps. physical properties of the objects that surround them.
8.2 Contribute points of view openly and consider other people's points of view thoughtfully.
8.3 Assume a constructive attitude, consistent with the knowledge and skills they have within 7. Choose a deterministic or a random approach to the
different work teams. study of a process or phenomenon, and argue its
relevance.
WARNINGS
ENVIRONMENT OF AN INDIVIDUAL
In our case, the concept is part of the individual's ability to understand the role that mathematics plays in the natural,
social and cultural environment in which he lives and the way in which this discipline contributes to meeting his needs as a
constructive citizen. interested and thoughtful. Their environment is made up of various areas of their occupational and social
life, in interrelation with their colleagues, their families and their community, therefore their mathematical education emphasizes
basic knowledge and skills of mathematics that can be applied in various situations and contexts, including Other things stand
out: possible occasional tasks, those related to their character as a consumer or processor of information, through those of a
subject who will face decisive admission tests and who will have preparatory needs, to those of a person who is completing the
formation of vital thought patterns.
EVALUATION OF A BLOCK
At the end of each block, an instrument for formative evaluation is considered. It is based on the performance criteria
included in the right column of the block tables. At the end of the first block, it is shown in detail, while in the following blocks it
is only shown. mentions.
At the end of the program, instructions on the summative evaluation are included, both for the partial and course
evaluations, as well as the diagnostic evaluation.
BIBLIOGRAPHY
At the end of each block, the bibliography classified as basic and complementary is indicated.
ACADEMIC CONTENT
LEARNING BLOCKS
BLOCK I OBJECTS OF LEARNING: TIME: 12 UTC ( class time units )
WHOLE NUMBERS
• Operations with the integers and their properties.
• Order of the whole.
STUDENT PERFORMANCE AT THE • CONCLUSION
Divisibility OF THE BLOCK
• Operates with whole numbers and recognizes the basic properties of operations.
• Sorts a given set of integers.
• Calculates the greatest common factor and least common multiple of a set of positive integers.
• Solve problems in your environment that involve integers and their operations.
• Apply basic operations in the whole number system, to carry out exercises and problems, manipulate grouping symbols
KNOW COMPETENCES
Procedural Generic / attributes Discipline s
Declaratives Attitudinal / Values
• Explain the • Solve problems in your environment that only

• Sample
4.1, 4.4, 5.1, 5.4, 6.1, 7.1, 1, 2, 3, 4.
defining require numbers natural. 8.2, 8.3
interest and
property of PERFORMANCE CRITERIA
the inverses • Exemplify that if x is a whole, -x No respect during
additives. is necessarily negative and x is not necessarily classes.
• Solve problems in your environment
• Define the value

positive
• Sample
that only require natural numbers
absolute of an • Opera expressions that contain values willingness to

work
• Describe the definition of sum of
integer integer absolutes integers, justifying it with examples
collaboratively
from your environment
• Define the • Apply the definition of the sum of integers to with
addition of add integers

colleagues
•of Subtract integers with the definition
whole
• Manipulates the basic properties of the sum of
• Proposes subtraction or with the “subtraction
shapes theorem” and illustrates it with
•subtraction
Define the whole
examples from his environment
of integers
• Define he
• Apply the definition of subtraction of integers or the
subtraction theorem to subtract integers. • Sorts a given set of
creative
order of problem integers in the manner indicated,
integers • Order a set of integers from smallest to largest solvers and illustrating with examples from your
environment
applying the definition of order
• Compare the
discusses the
definition of
solution
• Make simplifications of sums
order with its •points
Contribute and subtraction of integers that
geometric
version
• Apply the parentheses rule to simplify
from personal
contain grouping symbols, either by
using the “parenthesis rule” or by
expressions of whole with symbols of
group points of view starting by canceling the grouping
• Define the and consider symbols
multiplication of
integers
• Apply cancellation rules symbols of those of other
people. • Describe the definition of
grouping to simplify integer expressions
multiplication of integers
• Identify • Apply the definition of multiplication of integers • Trust your
properties of to multiply integers own • Solve arithmetic problems
capabilities your environment with addition,
the
multiplication
• Simplify
subtractions
expressions of
and
sums, and knowledge subtraction and multiplication of
integers
multiplication of whole with symbols of • Attend
• Describe the grouping either by applying the parentheses rule or punctually and • List the dividers and some
Prime numbers by canceling the symbols regularly to positive multiples of a given integer
classes.
and • Solve issues of whole relative to • Calculate the lcm and gcf of a
compounds. profits and losses, temperatures above and below • Present with given set of numbers
zero, etc. order, clarity,
coherence, • Solve problems in your environment
• Explain he • Manipulate divisors and multiples from the cleanliness that involve the gcf or the lcm
fundamental definition of divisibility. and punctuality
theorem of of assigned
• It uses more common divisibility criteria. work and
the tasks.
arithmetic
• Calculate the greatest common factor (gcd) and the
minimum
DIDACTIC AND EVALUATION TOOLS AND INSTRUMENTS
This table presents batteries of strategies, teaching resources and evidence or products, from which the teacher must choose
in each block, topic or class. Regarding teaching strategies, in the least demanding case, say the class, the teacher will choose at
least one strategy from each of the three groups shown, which in his opinion are appropriate; You should do something similar with
the remaining columns.
This procedure will help the teacher explain themselves more clearly and insist on systematizing the use of this type of
resources among students.
Strategies have been deliberately chosen that, to a greater or lesser extent, are commonly used by teachers and students,
although generally not systematically, and do not require too much time or resources for their application.
A glossary regarding the terms used is attached.
EVIDENCE
TEACHING STRATEGIES
DIDACTIC AND/OR
LEARNING STRATEGIES RESOURCES PRODUCTS
Motivation • Text • objective test
• Goals • Markers. • short tests
• Analogies S selection, organization • Canyon. • Conceptual map
• Previous organizers. and preparation of • Internet.
•
information. • Calculator. List of exercises
Selection, organization and preparation of information. • Underlined • Geometry • List of problems
• Underlined • Summary game • Briefcase
• Summary • Main ideas • Checklist. • Diary
• Main ideas • Scheme •
• Scheme • Conceptual maps •
Mobile apps.
• Conceptual maps • Illustrations Software (1)
• Illustrations • Reading
• Previous organizers Creative thinking
• Analogies • Topical research
• Debate
Creative thinking
• Interspersed questions
• Learning Based
• Drawing inferences •
in Trouble (ABP).
Teamwork.
• Approach and resolution of problems and interpretation of
solutions.
FORMATIVE EVALUATION
The basis is the performance criteria (see the beginning of the block), according to the following rubric.
1: Do what is indicated without any help.
2: Needs help to carry out the task.
3: He is not able to do what is indicated even with help.
BLOCK I: WHOLE NUMBERS
Degree of Competence
1 2 3
Performance Criteria:
Solve problems in your environment that only require natural numbers
Describes the definition of sum of integers, justifying it with examples from your environment
Subtracts integers with the definition of subtraction or with the “subtraction theorem” and illustrates it with examples from your
environment
Arranges a given set of integers in the manner indicated, supporting with examples from its environment
Carry out simplifications of additions and subtractions of integers that contain grouping symbols, either by using the “parenthesis
rule” or by starting by canceling the grouping symbols
Describe the definition of integer multiplication
Solve arithmetic problems in your environment with addition, subtraction and multiplication of integers
List the divisors and some positive multiples of a given integer.
List the common divisors and some positive common multiples of a given set of integers.
Calculate the lcm and gcf of a given set of numbers
Solve problems in your environment that involve the gcf or the lcm
BIBLIOGRAPHY
BASIC:
1. General Academy of Mathematics (2005), Mathematics I, BUAP, Mexico.
2. Bello Ignacio/Hopf, Fran (2009), Intermediate Algebra, a real-world approach , Edit. McGraw Hill, Mexico.
3. Ruiz Basto, Joaquín (2009), MATHEMATICS I Algebra in Action, Comprehensive series by competencies, Grupo
Editorial Patria, Mexico.
COMPLEMENTARY:
1. Ortiz (2010), Mathematics I (by competencies), Editorial Patria, Mexico.
2. Ibáñez Carrasco Patricia, Garcia Torres Gerardo (2009), Mathematics I : Arithmetic and algebra, with a focus on
competencies, Edit. CENGAGE Learning, Mexico.
BLOCK II LEARNING OBJECTS: TIME: 12 UTC
FRACTIONS
• Notion of fraction and its generalization as an ordered pair of integers.
• Operations with fractions.
• Order
STUDENT PERFORMANCE of the
AT THE fractions.
CONCLUSION OF THE BLOCK
• Operate with fractions and recognize the basic properties of their operations.
• Order a given set of fractions.
• Solve problems in your environment that involve fractions and their operations.
• Apply basic operations in the systems of whole numbers and fractions, to carry out exercises and problems in their environment,
KNOW COMPETENCES
Declaratives Attitudinal/Values Generic/Attributes Disciplinary
Procedural
• Explain the notion
• Represents the fractions of
• Show interest and 4.1, 4.4, 5.1, 5.4, 6.1, 1, 2, 3, 4.
of fraction p , p q respect during classes. 7.1, 8.2, 8.3.
geometric way PERFORMANCE CRITERIA
and q are positive
integers • • Sample layout
Identify proper fractions
and the improper
to collaborative work • Represent fractions p / q using
• Explain the notion
with colleagues pie diagrams, linear or other shapes, illustrating
equivalence of
fractions and
• Generate fractions equivalent to • Suggest ways
with examples from your environment
the
a given fraction creative problem • Identify proper fractions and fractions
solvers and discusses
define • Define he set F of the the solution
improper
• ,____1 p , „ . •Explain and illustrate with figures or with

Generalize the fractions: F = < p / p,q€ Z,q *0 Y 1 q J.
notion of fraction as
• Contribute points examples of
around the notion of equivalent fractions (they
personal views and
part of the unit represent “the same quantity”)
consider those of other
establishing he
people.
concept of •Define the equivalence of fractions
fraction as ordered
• Trust your own
•
pair
whole.
of • Check if two fractions skills and knowledge Defines addition and subtraction of fractions,
given are equivalent and motivating with examples from your
generates other environment
equivalents to they
negative) • Add or subtract fractions

• Generalize the • Attend punctually and through a common denominator
equivalence of regularly to classes.
fractions • Perform additions and subtractions • Solve problems in your environment that
fractions using a common • Present with order, involve addition or subtraction of fractions
•the Defines the sum and denominator clarity, coherence,
cleanliness and • Order a given set of fractions
subtraction of
• Perform multiplications of punctuality of assigned
fractions
fractions work and tasks. • Defines the multiplication of fractions
• Define the
• Make simplifications of combinations of
multiplications with
fractions
• addition, subtraction and multiplication of
Apply the properties of fractions, using the hierarchy of operations
• Define the division multiplication
• Defines the division of fractions using the
with fractions
• Perform divisions of fractions Inverse multiplicative
• Combine with and without explaining the
multiplicative inverse. • Make simplifications of combinations of
operations with
operations with fractions
fractions
• Apply the hierarchy of
• Defines the order of operations in exercises with • Solve problems in your environment that
fractions. involve operations with fractions
fractions
• Simplify compound fractions
• Sorts a given set of

fractions
This table presents batteries of strategies, teaching resources and evidence or products, from which the teacher must choose in
each block, topic or class. Regarding teaching strategies, in the least demanding case, say the class, the teacher will choose at least
one strategy from each of the three groups shown, which in his opinion are appropriate; You should do something similar with the
remaining columns.
This procedure will help the teacher explain themselves more clearly and insist on systematizing the use of this type of
resources among students.
Strategies have been deliberately chosen that, to a greater or lesser extent, are commonly used among teachers and
students, although generally not in a systematic way, also do not require too much time or resources for its application.
A glossary regarding the terms used is attached.

TEACHING STRATEGIES LEARNING STRATEGIES DIDACTIC EVIDENCE AND/OR
RESOURCES PRODUCTS
Motivation S selection, organization • Text
• objective test
• Goals and preparation of • Markers.
• Analogies information. • Canyon. • short tests
• Previous organizers. • Underlined • Internet.
• Conceptual map
• Summary • Calculator .
• List of exercises
Selection, organization and preparation of information. • Main ideas • Geometry
• Underlined • Scheme game • List of problems
• Summary • Conceptual maps • Checklist. • Briefcase
• Main ideas • Illustrations
•
• Scheme • Reading Mobile apps. • Diary
• Conceptual maps • Software
• Illustrations Creative thinking
• Previous organizers •
• Analogies •
Topical research
Debate
Creative thinking • Problem Based Learning
(PBL).
• Interspersed questions • Teamwork.
• Drawing inferences
• Approach
solutions.
and resolution of problems and interpretation of
According to the rubric described in block one formed with the performance criteria of the block.
BIBLIOGRAPHY
BASIC:
3. Ruiz Basto, Joaquín (2009), MATHEMATICS I Algebra in Action, Comprehensive series by competencies, Grupo
Editorial Patria, Mexico.
COMPLEMENTARY: 1. Ortiz (2010), Mathematics I (by competencies), Editorial Patria, Mexico

BLOCK III LEARNING OBJECTS: TIME: 5 UTC

•
The fraction as a rational number (due to abuse of language they will be
synonyms)
THE NUMBERS •
Decimal fractions
REAL •
irrational numbers
•
The set of real numbers and their geometric representation
STUDENT PERFORMANCE AT THE CONCLUSION OF THE BLOCK
• Expresses a common fraction p
as a decimal fraction or determines whether it only supports a decimal approximation and calculates it up to
certain figure
• Operate with decimal fractions
• Distinguish a rational number from an irrational number
• List the important classes of numbers that make up the set of real numbers.
KNOW COMPETENCES
Declaratives Procedural Generic/Attributes Disciplinary
• Explain the two • Transform

p
fractions Attitudinal/Values 4.1, 5.1. 1
shapes of decimals to the form
differentiate a
10n
• Show interest and respect
during classes.
PERFORMANCE CRITERIA
numberrational with point and vice versa
of an irrational one
• • Represents a given fraction in one of the forms p
,
• Explain he
• Express a fraction p in
Shows willingness to work
collaboratively with p
or in “writing with a dot”, in
q
colleagues 10n
postulate of q
any of the two
completeness
the number line
of decimal representations, if not • Suggest creative ways to the other two, if this is the case of the first
possible, calculates a decimal solve problems and discuss
• Specify the
approximation the solution • Explain with examples from your environment the
four classes • Calculate the period of a • Bring personal points of relationship between a common fraction p and its
important of view and consider those of decimal form
fraction other people.
numbers that
make up
set of
he
the
• Makes operations with • Trust your own abilities and • Calculate the period of a given fraction
decimal fractions knowledge
real and their
• Solve problems in your environment that involve
containment of multiplications and divisions with decimals in dot

relationships • Exemplifies why the real • Attend punctually and with notation
can also be considered regularity to classes.
formed by
sets, rationals and
only two
• Explain the difference between a rational and a
irrational • Present
clarity, in order,
coherence,
irrational presented in writing with period
cleanliness and punctuality

jobs and tasks
assigned.
TEACHING STRATEGIES DIDACTIC EVIDENCE AND/OR

LEARNING STRATEGIES
RESOURCES PRODUCTS
Motivation S selection, organization and • Text
• objective test
• Goals preparation of information. • Markers.
• Analogies • Canyon. • short tests
• Conceptual map
• Summary • Calculator.
Selection, organization and preparation of • Main ideas • Geometry game • List of exercises
information. • Scheme • Checklist. • List of problems
• Underlined • Conceptual maps • • Briefcase
• • Illustrations Mobile apps.
•
Summary
Main ideas • Reading • Software (Cabri • Diary
Geometre)
• Scheme
• Conceptual maps
• Illustrations
• Previous organizers
Creative thinking
• Analogies
• Topical research
• Debate
Creative thinking • Learning Based in
Problems (ABP).
• Approach and resolution of problems and
interpretation of solutions.
BIBLIOGRAPHY
BASIC:

2. Bello Ignacio/Hopf, Fran (2009), Intermediate Algebra, a real-world approach , Edit. McGraw Hill, Mexico
3. Ruiz Basto, Joaquín (2009), MATHEMATICS I Algebra in Action, Comprehensive series by competencies, Grupo Editorial
Patria, Mexico.
COMPLEMENTARY:
1. Eslava (2010), Numerical and Algebraic Thinking (By competencies) Grupo Editorial Patria, Mexico.
2. Gustafson / Intermediate Algebra / Thompson Editorial / Mexico, 2004.
BLOCK IV OBJECT OF STUDY: TIME: 16 utc.

■ Reason and proportion.
RATIOS AND PROPORTIONS ■ Direct or inverse proportionality.
■ Simple direct or inverse rule of three.
■ Percentage.
Student performance at the end of the block :
• Explains the notions of ratio and proportion.
• Identify direct or inverse proportions in tables and formulas given as proportions or using the proportionality constant.
• Handles direct or inverse proportions given in tables or as formulas
• Explain the simple direct and inverse rule of three.
• Solve problems in your environment that involve ratios and proportions.
KNOW COMPETENCES
Declaratives Procedural Attitudinal/Values Generic/Attributes Disciplinary
4.1, 5.2, 5.3, 7.2, 8.2. 1, 2, 3, 4, 6, 8.

• Define ratio
and • Apply the properties of the
proportion. proportions. ■ Explain with examples from your environment
• Identify and • Show interest and respect during what it is
a reason.
describe the • Manipulate the formulas of
classes.
direct and direct or inverse proportionality.
• Shows willingness to work ■ Determines whether a two-number table
inverse inputs expresses a variation, and if so,
proportionality collaboratively with colleagues
whether it is direct or inverse.
. • Analyze and solve problems of
• Suggest creative ways to solve
direct or inverse proportionality of its ■ Solve direct variation problems
• Describe the environment
problems and discuss the solution
inverse of its environment, whether or not
simple direct
and inverse rule • Bring personal points of view and using a proportionality constant
consider those of other people.
of three • Solve problems in your environment with ■ Solve problems in your environment with
• Explain it the simple direct or inverse rule of
three, that contain data
• Trust your own abilities and proportionality arguments, without the
knowledge formalism of formulas
explicit and non-explicit
notion of
percentage. •theWrites the formula basic of • Attend classes punctually and
regularly.
■ Solve problems in your environment with
rule of three
percentage and explains which are the
three problems that it supports • Presents assigned work and tasks ■ Solve percentage problems
with order, clarity, coherence, environment, managing it with formulas, with
• Perform numerical exercises on the three cleanliness and punctuality. the rule of three or with arguments of
basic percentage problems proportionality.
• Solve problems percentage of your
environment.

LEARNING STRATEGIES
RESOURCES PRODUCTS
Motivation Selection, organization and • Text •objective test
• Goals preparation of information. • Markers. •short tests
• Analogies • Underlined • Canyon. •Conceptual map
• Previous organizers. • Summary • Internet. •List of exercises
• Main ideas • Calculator. •List of problems
Selection, organization and preparation of information. • Scheme • Geometry game •Briefcase
• Underlined • Conceptual maps • Checklist. •Diary
• Summary • Illustrations
•
• Main ideas • Reading
Mobile apps.
• Scheme • Software (Cabri

Geometre)
• Conceptual maps Creative thinking
• Illustrations •
Topical research
• Analogies •
Debate
Learning Based on
Problems (ABP).
Creative thinking
• Teamwork.
•Approach and resolution of problems and interpretation of solutions.
BIBLIOGRAPHY
BASIC:

Patria, Mexico.
COMPLEMENTARY:
1. Eslava (2010), Numerical and Algebraic Thinking (By competencies) Grupo Editorial Patria, Mexico
2. Cuellar Carvajal Juan Antonio (2010), Mathematics I, Edit. McGraw-Hill, Mexico.
BLOCK V LEARNING OBJECTS TIME: 12 UTC
ALGEBRAIC TERMINOLOGY
• Ingredients of elementary algebra
MINIMUM AND BASIC OPERATIONS WITH POLYNOMIALS • Variables and domain
• Polynomials
STUDENT PERFORMANCE AT THE CONCLUSION OF THE BLOCK • Basic operations with polynomials
• Explain the conceptual difference between relative constant, variable and unknown
• Determine the domain of a letter in an expression
• Translates reciprocally between algebraic language and verbal statements
• Perform combinations of operations with polynomials
KNOW COMPETENCES
Declaratives Procedural Attitudinal/Values Generic/Attributes Disciplinary
4.1, 5.2, 5.3, 7.2, 8.2. 1, 2, 3, 4, 6, 8.

• Determine letter domains in
• Explains the given expressions PERFORMANCE CRITERIA
notions of
relative
constant,
• Use the terminology • Show interest and respect during •environment
Explain the differences with examples from your
algebraic. classes.
variable and between the relative constant, the variable and the
unknown
• Translate reciprocally • Shows willingness to work unknown
• Identify from the mother tongue to

algebraic language.
collaboratively with colleagues
• Determine letter domains in simple expressions
algebraic
terminology • Suggest creative ways to solve for mathematical reasons and exemplifies letter
domains for the context of the problem
• Make combinations of sums, problems and discuss the solution
• It characterizes subtractions, • Bring personal points of view and • Translate between algebraic language and English
in general multiplications maternal
terms the consider those of other people.
polynomial
(which is not and • Trust your own abilities and • Simplifies expressions that contain symbols
an polynomial divisions knowledge group
“expression of
several •
Place and remove signs of • Attend punctually and with • Place grouping symbols
group in
terms")
• Perform combinations of operations with
• Simplify expressions regularity to classes. polynomials
containing grouping
symbols • Presents assigned work and tasks • Models given situations in its environment that
with order, clarity, coherence,
cleanliness and punctuality. lead to polynomials that must be operated

LEARNING STRATEGIES
RESOURCES PRODUCTS
Motivation Selection, organization and • Text •
objective test
• Goals preparation of information. • Markers. •
short tests
• Analogies • Canyon. •
Conceptual map
•
List of exercises
•
• Main ideas • List of problems
Selection, organization and preparation of information.
• Underlined • Scheme •
Geometry game
•
Briefcase
• Summary • Conceptual maps
•
Checklist.
•
Diary
• Main ideas • Illustrations
•
Mobile apps.
• Scheme • Reading
Software
• Conceptual maps
• Illustrations Creative thinking
• Analogies •
Topical research
Debate
Creative thinking
• Learning Based in
Problems (ABP).
• Teamwork.
• Approach and resolution of problems and interpretation of
solutions.
FORMATIVE EVALUATION According to the rubric described in block one formed with the performance criteria of the block.
BIBLIOGRAPHY
BASIC:

Patria, Mexico.
COMPLEMENTARY:
1. Eslava (2010), Numerical and Algebraic Thinking (By competencies) Grupo Editorial Patria, Mexico
BLOCK VI STUDY OBJECTS:

TIME: 8 utc
OBTAINING PRODUCTS BY SIMPLE ■ Obtaining products by simple inspection.
INSPECTION, FACTORIZATION ■ Factoring
STUDENT PERFORMANCE:
•Distinguish identities from expressions that are not identities
• Distinguish between multiplication and notable products and relate these to factoring
• Obtain products by simple inspection
• Factor given expressions
KNOW COMPETENCES
Declaratives Attitudinal/Values Generic / Disciplinary
• Attend classes punctually and regularly. Attributes
• Explain the idea of 1, 2, 3.
notable product Procedural
• Show interest and respect during classes. 4.1, 5.1, 6.1,6.3,
• Explain the idea of • Distinguish identities from • Shows willingness to work collaboratively with 8.2, 8.3
factorization expressions that are not PERFORMANCE CRITERIA
colleagues
• Illustrates the difference Perform the following • Suggest creative ways to solve problems and • Obtain products by simple inspection
between the usual factorization cases, as well as discuss the solution
multiplication of their inverse processes of • Factor binomials.
algebraic expressions notable products: • Provide points of view
and the use of notable personal and consider those of other people. • Factor trinomials.
products to determine • Common factor
results by simple
• Trust your own abilities and knowledge • Factor polynomials by grouping like
inspection.
• Factorization of a terms.
• Relates the concepts of perfect square trinomial • Presents assigned work and tasks with order,
clarity, coherence, cleanliness and punctuality.
factoring and notable
products. • Factoring a difference of • Factor expressions that require
applying two cases
squares.
• Factoring trinomials of the

form: x 2 +bx+c and ax 2
+bx+c .
TEACHING STRATEGIES LEARNING STRATEGIES EVIDENCE AND/OR

DIDACTIC RESOURCES
PRODUCTS
Motivation Selection, organization and preparation of • Text
• objective test
• Goals information. • Markers.
• Analogies • Canyon. • short tests
• Conceptual map
Selection, organization and • Main ideas • Geometry game • List of exercises
preparation of information. • Scheme • Checklist. • List of problems
• Underlined • Conceptual maps • Mobile applications: • Briefcase
• • Illustrations Wolfram (Algebra).
•
Summary
Main ideas • Reading • Software • Diary
• Scheme
• Illustrations
•
• Previous organizers
•
Topical research
• Analogies
•
Debate
Problem Based Learning (PBL).
• Teamwork.
Creative thinking
• Approach and resolution of
problems and interpretation of
solutions.
FORMATIVE EVALUATION.
BIBLIOGRAPHY
BASIC:
1. Bello Ignacio/Hopf, Fran (2009), Intermediate Algebra, a Real World Approach , Edit. McGraw Hill, Mexico.
2. Navarro / Preciado / Mathematics1 / Fernández Editores / México, 2010 (skills).
COMPLEMENTARY:
1. Baldor, Aurelio (2009), Algebra, Editorial Cultural, Mexico.
2. Ortiz (2010), Mathematics I (by competencies), Editorial Patria, Mexico

3. Osorio / Méndez / Mathematics I / Ed. Santillana, Mexico, 2010 (competitions)
STUDY OBJECTS: TIME: 12 utc

BLOCK VII
•
Rational algebraic fractions
RATIONAL ALGEBRAIC •
Equivalence of algebraic fractions
FRACTIONS •
Operations with algebraic fractions
• Simplify a given fraction and check with the definition of equivalence that the resulting fraction is equivalent to the original
• Determine the values that the literals in a fraction cannot take
• Perform basic operations with fractions
KNOW COMPETENCES
Declaratives Procedural Generic/Attributes Disciplinary
• Explain the definition • Simplify algebraic fractions • Attend Attitudinal/Values

classes punctually and
4.1, 5.1, 6.1, 6.3, 8.2, 8.3. 1, 2, 3.
of an algebraic
fraction • Perform multiplications and regularly. PERFORMANCE CRITERIA
divisions of algebraic
fractions, presenting the
• Show interest and respect during • Simplifies algebraic fractions and occasionally checks
• Explains the basic simplified result
classes.
with the definition of equivalence that the result is
algebraic fractions. • Build the lcm of several given • Shows
operations of equivalent to the original fraction
willingness to work
collaboratively with colleagues
algebraic expressions • Perform multiplications or divisions of algebraic
• Suggest creative ways to solve
• Add and subtract algebraic problems and discuss the solution
fractions
fractions, simplifying the • Add or subtract algebraic fractions

result
• Contribute points
• Simplify compound fractions personal views and consider those • Perform combinations of operations with
of other people. fractions
• Trust your own abilities and • Obtains the maximum simplifications of compound
knowledge
fractions
• Identify the • Present with order, clarity, • Solve problems involving operations with
coherence, cleanliness and fractions

compound fractions
punctuality of assigned work and
as another way of
tasks.
considering divisions
of fractions.

DIDACTIC RESOURCES
PRODUCTS
Motivation
• Goals Selection, organization and preparation of • Text • objective test
• Analogies information. • Markers.
• short tests
• Previous organizers. • Underlined • Canyon.
• Summary • Internet. • Conceptual map
Selection, organization and preparation of • Main ideas • Calculator. • List of exercises
information. • Scheme • Geometry game
• List of problems
• • Conceptual maps • Checklist.
•
Underlined
• Illustrations • Mobile applications: • Briefcase
•
Summary
Main ideas
• Reading Wolfram (algebra). • Diary
• Scheme • Software (Cabri
• Conceptual maps
Creative thinking Geometre)
• Illustrations • Topical research
• Previous organizers • Debate
• Analogies • Problem Based Learning (PBL).
Creative thinking
• Teamwork.
BIBLIOGRAPHY
BASIC:
2. Navarro / Preciado / Mathematics1 / Fernández Editores / México, 2010 (skills).
COMPLEMENTARY:
1. Baldor, Aurelio (2009), Algebra , Cultural Editorial, Mexico
BLOCK VIII STUDY OBJECTS: TIME: 12 hours

•
Natural and integer exponents
EXPONENTS AND
RADICALS.
•
Rational exponents and their notation with radicals
•
Properties (laws) of exponents.
•
Operations with expressions containing radicals .
• Transform expressions that contain negative exponents to others with only positive exponents and vice versa
• Simplify algebraic expressions by applying laws of exponents.
• Simplify algebraic expressions that contain radicals.
• Operate expressions with radicals.
KNOW COMPETENCES
Declaratives Generic/Attributes Disciplinary
Attitudinal/Values
• Explain how to express x -
Procedural
4.1, 5.1, 6.1, 6.3, 1, 2, 3, 4
n
( n >0) in terms of positive • Attend punctually and with
8.2, 8.3
exponents
• Apply the laws of positive regularity to classes.
exponents. PERFORMANCE CRITERIA
• Explain the two ways
• Transform expressions with negative during the classes.
• Transform an expression with
exponents to the equivalent ones
p
of express because with positive ones. • Show willingness to work
negative exponents to their
equivalent with positive exponents
through expressions
radicals • Carry out transformation and collaborative with colleagues
and vice versa
simplification exercises with • Propose creative ways to
•
• Explain what it consists of
positive and negative exponents.
solve problems and discuss the Transform an expression with
rationalization • Defines the nth root of an
expression
solution rational exponents to their
equivalent with radicals and vice
• Provide points of view versa
• Transform expressions with radicals personal and consider those of
to simpler forms. other people. • Simplify expressions
• Convert radical expressions to their • Trust your own
algebraic using laws of exponents.
equivalent with rational exponents
and vice versa. skills and knowledge
• Identify similar radicals and

• Simplify expressions with rational • Present with order, clarity, simplifies addition and subtraction
exponents. coherence, cleanliness and of similar radicals
punctuality of assigned work and
• Simplify similar radicals tasks. • Perform multiplications and
divisions of radicals applying the
• Perform multiplications and divisions
of radicals. respective laws or through rational
exponents
• Rationalize denominators
• Rationalize expressions

LEARNING STRATEGIES
RESOURCES PRODUCTS
Motivation • Text
• objective test
• Goals Selection, organization and • Markers.
• Analogies preparation of information. • Canyon. • short tests
• Internet.
• Conceptual map
• Previous organizers. • Underlined • Calculator.
• Summary • Geometry game • List of exercises
Selection, organization and preparation of information. • Main ideas • Checklist. • List of problems
• Underlined • Scheme • • Briefcase
• Summary • Conceptual maps
•
Mobile apps.
• Illustrations
Software • Diary
• Main ideas • Reading
• Scheme Creative thinking
• Conceptual maps
• Illustrations • Topical research
• Previous organizers • Debate
• Learning Based on
• Analogies Problems (ABP).
• Teamwork.
• Approach and resolution of problems and interpretation of solutions.
BIBLIOGRAPHY
BASIC:
Patria, Mexico.
COMPLEMENTARY:
1. Baldor, Aurelio (2009), Algebra, Editorial Cultural, Mexico

BLOCK IX STUDY OBJECTS: TIME: 25 hours

•
First degree equations
EQUATIONS AND SYSTEMS
OF EQUATIONS.
•
Second degree equations
•
Systems of linear equations
• Identify equivalent equations

• Pose equations or systems of equations that involve problems in your environment
• Solve problems in your environment that involve equations and systems of equations
• Examines the solutions obtained in equations or systems of equations in the context of the problem.
KNOW COMPETENCES
Procedural Attitudinal/Values Disciplinary
Generic /
• Give examples of equivalent equations • Attend punctually and Attributes 4.1, 5.1, 1, 2, 3, 4, 5, 8.
regularly to classes. 6.1, 6.3, 8.2, 8.3
Declaratives • Solve first degree equations and
• Define the equivalent check the solution • Show interest and

•
Identify equations
respect during classes.
equations • Solve literal equations of the first degree. given equivalents and constructs
• Know the relationship • Shows willingness to other equivalents to them

collaborative work with
between the degree of
an algebraic equation
• Analyzes situations in your environment that involve colleagues • Formulate situations of your
equations, proposes the respective models and environment that is modeled with
and the number of its
solutions
solves them
• Suggest ways equations or systems of
• Recognize first degree •

creative problem solvers equations
Solve systems of 2x2 equations (by substitution,
equalization, and discusses the
equations removal) and check the solutions solution • Solve and check
2x2 and 3x3 equations or
• Identify 2x2 and 3x3 • Solve and check systems of 3x3 equations, applying • Provide points of view systems of equations.
systems of equations the methods of elimination and determinants . personal and consider
• Identify and classify • Analyze situations in your environment that involve

those of other people. • Solve equations
equations of the complete second degree
second degree, completing the trinomials
complete and
incomplete
systems of first degree equations of 3x3, proposes
• Trust your own perfect squares.
skills and knowledge
• Explains the existence the respective models and solves them
• Determine, prior to
and number of • Present with order, resolution, whether a quadratic
solutions of a second
degree equation based • Solve and check quadratic equations, complete and clarity, coherence,
cleanliness and
equation has (real) solutions and
on its discriminant incomplete by factoring or with the general formula how many
punctuality of assigned
• Solve literal equations of the second degree. work and tasks. • Solve problems of your
environment involving equations
or systems of equations
• OPTIONAL: Second degree equations with
fractional expressions and/or with radicals • Interpret the solutions
obtained by solving a problem in
• Analyze situations in your environment that involve your environment through an
equation or a system of
equations of the second degree, propose the
respective models and solve them equations
• Interprets the solutions obtained by mathematizing a

problem in your environment.

DIDACTIC RESOURCES
PRODUCTS
Motivation Selection, organization and preparation • • objective test
• Goals of information. •
Text
• short tests
• Analogies •
Markers.
• Conceptual map
• Previous organizers. • Underlined •
Canyon.
Internet. • List of exercises
• Summary • Calculator. • List of problems
Selection, organization and preparation of • Main ideas • Geometry game • Briefcase
information. • Scheme • Checklist. • Diary
• Underlined • Conceptual maps • Mobile applications:
• Summary • Illustrations Wolfram (algebra).
• Main ideas • Reading • Software:
• Scheme Gnuplot
• Illustrations
• Previous organizers • Topical research
• Analogies • Debate
Creative thinking
• Learning Problem Based
(ABP).
BIBLIOGRAPHY
BASIC:
1. Bello Ignacio/Hopf, Fran (2009), Intermediate Algebra, a real-world approach , Edit. McGraw Hill, Mexico
2. Osório / Méndez / Mathematics I / Ed. Santillana, Mexico, 2010 (skills).
COMPLEMENTARY
1. Ruiz Basto, Joaquín (2009), MATHEMATICS I Algebra in Action, Comprehensive series by competencies, Editorial Group
Homeland, Mexico.
BLOCK X: FUNCTIONS STUDY OBJECTS: TIME: 10 hours

AND GRAPHICS ■ Function concept.
■ Cartesian plane
■ Graph of a function
• Handles functions given by formulas
• Explains the notion of domain and co-domain of a given function.
• Construct and interpret graphs of functions with the help of tables of values.
• Solve problems in your environment using functional models.
KNOW COMPETENCES
Declaratives Attitudinal/Values Generic/Attributes Disciplinary
• Explain the notion of

Procedural
• Attend punctually and with 4.1, 5.1, 6.1, 6.3, 8.2, 8.3. 1, 2, 3, 4, 5, 6, 8.
function.
• Identify functions regularity to classes.
• Recognize when a in your enviroment
formula defines a
function. • Evaluates functions during the classes. • Recognizes in situations around him the
given by formulas for characteristics of mathematical function
• argument values • Shows willingness to
Recognize the domain
and co-domain of a collaborative work with • Interpret the domain and range in a function that
function. • Construct the graph colleagues represent a situation in your environment
of functions given by
• Relate the intersections of
a formula. • Propose creative ways • Explain in common bar or pie charts
the graph of f ( x ) with solve problems and their environment why they represent functions
the x axis to the solutions • Explain how in the discuss the solution
of f ( x ) = 0 graph of a function • Explain why a polynomial or algebraic fraction
defined as a set of
points ( x, f ( x )) the
• Provide points of view can be considered functions
personal and consider
three constituent
parts of the function those of other people. • Handle functions given by formulas: evaluating them
are found. in values of the variable, finding its value for a given
• Trust your own image and giving the location of the so-called “zeroes”
• Determine the skills and knowledge of the function
intersections with the

• Present with order,
• Dot graph functions given by formulas
clarity, coherence,
axes of the graph of a cleanliness and punctuality
function of assigned work and • Solve problems in your environment that are modeled
tasks. functionally and interprets the results
• Builds functions from
problems in its
environment.

LEARNING STRATEGIES
RESOURCES PRODUCTS
Motivation • Text •objective test
• Goals • Markers. •short tests
• Analogies • Canyon. •Conceptual map
• Previous organizers. Selection, organization • Internet. •List of exercises
and preparation of • Calculator. •List of problems
Selection, organization and preparation of information. information. • Geometry •Briefcase
• Underlined game •Diary
• Summary • Underlined • Checklist.
• Main ideas • Summary
•
• Scheme • Main ideas
Mobile
• Conceptual maps • Scheme

applications:
Wolfram
• Illustrations • Conceptual maps (algebra).
• Previous organizers • Illustrations •
• Analogies • Reading
Software:
Gnuplot
Graphmatica
Creative thinking
Creative thinking
• Interspersed questions • Topical research

• Drawing inferences • Debate
• Learning Based
• Approach and resolution of problems and interpretation of solutions. in Trouble (ABP).
• Teamwork.
FORMATIVE EVALUATION.
BIBLIOGRAPHY
BASIC:
2. Osório / Méndez / Mathematics I / Ed. Santillana, Mexico, 2010 (skills
COMPLEMENTARY:
1. Eslava (2010), Numerical and Algebraic Thinking (By competencies) Grupo Editorial Patria, Mexico.
DIAGNOSTIC EVALUATION
1. At the beginning of the course, an objective test is applied for diagnostic purposes that allows organizing the relevant
measures for the group.
2. Each evaluation period, starting with the second, will begin with some diagnostic precautions, based on the results of the
partial evaluation test of the segment that concludes.
3. The above will be managed by the teacher using a rubric like the following, in the first column the corresponding study
objects are placed (see the beginning of each block table).
WELL ENOUGH INSUFFICIENT

DOMAIN LEVEL
OBJECT OF STUDY
SUMMATIVE EVALUATION
The course will be divided into four periods. To assess the students' learning in each evaluation period, the following evidence
will be considered:
• Objective test at the end of each period, prepared based on the performance criteria : its weight in the
evaluation of the period will be 70%
• Evidence accumulated by the student during the period (see evidence and/or products in the column
right of the table “Teaching and Evaluation Tools and Instruments”): weight 20%
• Evidence of Attitudes and Values presented in group during the period: this will be determined according to the rubric
written below, based on attitudinal/value knowledge, see the respective column of the table of each block: weight 10%
1: Permanently
2: Occasionally
3: Seldom
4: Never
RUBRIC FOR EVALUATION OF ATTITUDES/VALUES
DEGREE OF COMPETENCE
1 2 3 4
Attend classes punctually and regularly. (1%)
Show interest and respect during classes. (2%)

.
Shows willingness to work collaboratively with colleagues. (1%)
Suggest creative ways to solve problems and discuss the solution. (2%)
Bring personal points of view and consider those of other people. (1%)
Trust your own abilities and knowledge. (1%)
Presents assigned work and tasks with order, clarity, coherence, cleanliness and punctuality. (2%)
SUMMATIVE EVALUATION OF THE COURSE.
What was obtained in the 4 partial summative evaluations will be averaged.
ACCREDITATION REQUIREMENTS:
Be officially registered as a PE student at BUAP.

About Accreditation in the Baccalaureate
Article 41.- To accredit each subject the student must:
a) Comply with the Evaluation requirements established by the study plan

b) Comply with a minimum of 80% class attendance.
c) Pass with a minimum grade of 6.
Article 42.- In the averages where decimal grades are obtained, the highest consecutive grade will be entered, as long as it is
passing and the decimal is 0.5 or more.
Article 43.- The opportunities to accredit a subject are: one ordinary course and two leveling courses.
(Regulations of Procedures and Requirements for the Admission, Permanence and Graduation of Students of the Benemérita Universidad Autónoma de
Puebla)

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Benemérita Autonomous University of Puebla

UNIVERSITY BACCALAUREATE SUBJECT PROGRAM

Vice President of Teaching

General Directorate of Higher Secondary Education

Educational Program (PE): University Baccalaureate

Student Hourly Load:

Subject teacher profile

Teaching Competencies 1. Organizes your continuous training throughout your career.

PURPOSE OF THE SUBJECT:

CONTRIBUTION TO THE GRADUATES' PROFILE

SKILLS TO DEVELOP IN THE SUBJECT:

Generic Basic Disciplinary

• Explain the • Solve problems in your environment that only

• Define the value

absolute of an • Opera expressions that contain values willingness to

addition of add integers

DIDACTIC AND EVALUATION TOOLS AND INSTRUMENTS

• Conceptual maps • Illustrations Software (1)

BLOCK I: WHOLE NUMBERS

Solve problems in your environment that only require natural numbers

List the divisors and some positive multiples of a given integer.

Calculate the lcm and gcf of a given set of numbers

BLOCK II LEARNING OBJECTS: TIME: 12 UTC

• ,____1 p , „ . •Explain and illustrate with figures or with

negative) • Add or subtract fractions

• Sorts a given set of

DIDACTIC AND EVALUATION TOOLS AND INSTRUMENTS

A glossary regarding the terms used is attached.

COMPLEMENTARY: 1. Ortiz (2010), Mathematics I (by competencies), Editorial Patria, Mexico

BLOCK III LEARNING OBJECTS: TIME: 5 UTC

• Explain the two • Transform

containment of multiplications and divisions with decimals in dot

cleanliness and punctuality

DIDACTIC AND EVALUATION TOOLS AND INSTRUMENTS

TEACHING STRATEGIES DIDACTIC EVIDENCE AND/OR

1. General Academy of Mathematics (2005), Mathematics I, BUAP, Mexico.

BLOCK IV OBJECT OF STUDY: TIME: 16 utc.

4.1, 5.2, 5.3, 7.2, 8.2. 1, 2, 3, 4, 6, 8.

DIDACTIC AND EVALUATION TOOLS AND INSTRUMENTS

TEACHING STRATEGIES DIDACTIC EVIDENCE AND/OR

• Scheme • Software (Cabri

1. General Academy of Mathematics (2005), Mathematics I, BUAP, Mexico.

BLOCK V LEARNING OBJECTS TIME: 12 UTC

4.1, 5.2, 5.3, 7.2, 8.2. 1, 2, 3, 4, 6, 8.

• Identify from the mother tongue to

DIDACTIC AND EVALUATION TOOLS AND INSTRUMENTS

TEACHING STRATEGIES DIDACTIC EVIDENCE AND/OR

1. General Academy of Mathematics (2005), Mathematics I, BUAP, Mexico.

BLOCK VI STUDY OBJECTS:

• Factoring trinomials of the

DIDACTIC AND EVALUATION TOOLS AND INSTRUMENTS

TEACHING STRATEGIES LEARNING STRATEGIES EVIDENCE AND/OR

1. Baldor, Aurelio (2009), Algebra, Editorial Cultural, Mexico.

2. Ortiz (2010), Mathematics I (by competencies), Editorial Patria, Mexico

STUDY OBJECTS: TIME: 12 utc

• Explain the definition • Simplify algebraic fractions • Attend Attitudinal/Values

fractions, simplifying the • Add or subtract algebraic fractions

coherence, cleanliness and fractions