EDUCATIONAL UNIT

MATHEMATICS MICRO CURRICULAR PLANNING

PARTIAL THREE

INFORMATIVE DATA:
Teacher's name:

Degree course: THIRD Sublevel: Elementary

Date :

DISCIPLINARY LEARNING: This section should be planned individually or cooperatively if you deem it appropriate.
 Concretely integrate the concept of number, and recognize situations in the environment in whic
problems arise that require the formulation of simple mathematical expressions, to solve them
individually or in groups, using addition, subtraction and multiplication algorithms. ( Ref.OM2.3. )
LEARNING OBJECTIVES:  OM2.5. Understand the space that surrounds you, value historical and tourist places and natura
MATH. assets, identifying as mathematical concepts the elements and properties of bodies and geometri
figures in objects in the environment.
SKILLS WITH EVALUATION ACTIVE METHODOLOGICAL STRATEGIES FOR EVALUATION ACTIVITIES
PERFORMANCE INDICATORS TEACHING AND LEARNING
CRITERIA
Recognize and Complete ascending or  Even and odd numbers by grouping Technique:
differentiate even and descending numerical  EXPERIENCE
Observation.
odd numbers by grouping sequences with natural  Activation and exploration of prior knowledge Measurement.
elements. (Ref. M.2.1.17) numbers of up to four through reading numbers.
Instrument:
figures, using concrete  REFLECTION
material, symbologies,  Listen to a fun song with numbers. Practical jobs.
counting strategies and  bit.ly/2IG1DkD Circle this group of chocolat
representation on the
 Representation of shoe sets. eggs in pairs and answer th
numerical ray (Ref.IM2.2.1.)
 Observation of the elements of the sets. questions.

• How many eggs are there

_______.
• Do all eggs have a partner
_______.
• So, the number ______ i
_______.

Draw an odd group of object

and circle them in pairs.

 CONCEPTUALIZATION
 Count the elements of each pear-shaped set.
  Recognize the numbers that are odd.
 Numerical writing with even and odd numbers
by grouping.
 Analysis of the sequences and determination of
the pattern
 APPLICATION
 Difference between even and odd numbers.
 Preparation of summaries in graphic
organizers.
Recognize and Complete ascending or  Even and odd numbers numerically Technique:
differentiate even and descending numerical  EXPERIENCE
Observation.
odd numbers by grouping sequences with natural  Activation and exploration of prior knowledge
elements. (Ref. M.2.1.17) numbers of up to four through reading numbers. Instrument:
figures, using concrete  REFLECTION Practical jobs.
material, symbologies,  Representation of sets
counting strategies and Complete these numbe
 Observation of the elements of the sets.
representation on the sequences. Determine if the
numerical ray (Ref.IM2.2.1.) are even or odd, and write th
reason for your answer.
 In pairs, complete the followin
tables.

Make the sums you conside

 CONCEPTUALIZATION necessary and answer if it i
 Counting the elements of each set true (T) or false (F) that:
 Representation of the numeral, if they end in 0,
2, 4, 6, 8, they are even numbers, if they end in
1, 3, 5, 7, 9. They are odd numbers.
 Writing numerical sequences with even and odd
numbers.
 Analysis of the sequences and determination of
the pattern
 Application transfer of knowledge to new
 situations .
 APPLICATION
 Difference between even and odd numbers.
 Preparation of summaries in graphic organizers.
Represent, write and Complete ascending or  Hundreds Technique:
read pure tens in descending number  EXPERIENCE
Observation.
concrete, graphic and sequences with natural  Activation of prior knowledge through reading
symbolic form (Ref. numbers up to 50. (I.3.) numbers. Instrument:
M.2.1.12.) (Ref. IM2.2.1.)  What are the numbers that are organized in Practical jobs.
groups of 10 called?
Count the elements and pain
 REFLECTION
both the squares and the circles
 Concrete stage: use of concrete material with
until completing a hundred i
base ten of hundreds, tens for the formation of
each case.
numbers.

In pairs, count and complet

 Graphic stage: representation of hundreds on until you make a hundred. Pain
the blackboard. 100 squares on a sheet of grap
  CONCEPTUALIZATION paper.
 Abstract Stage writing and reading numbers up
to 999
 Reading and writing numbers in ascending and
descending order
 APPLICATION
 Consolidation stage
 Application of learning in other similar exercises.

Recognize the positional Perform the composition  Relationship between units, tens and Technique:
value of natural numbers and decomposition of hundreds
Observation.
of up to three figures numbers up to 50. (I.2.,  EXPERIENCE
(pure hundreds) based S.4.) (Ref. IM2.2.2.)  Activation of prior knowledge with reading Instrument:
on and writing numbers.
Practical jobs.
in the composition and  REFLECTION
decomposition of units, Fill in the corresponding numbe
 Concrete stage: manipulation of concrete
tens and hundreds, of units.
material with base ten, with hundreds, tens and
through the use of units
concrete material
 Graphic stage: graphic representation on the
and with symbolic
board of hundreds, tens and units to form
representation. (Ref.
numbers.
M.2.1.14.)  Abstract stage symbolic representation of the Match the number with its nam
 numeral. with a line.

 Consolidation stage
 CONCEPTUALIZATION
 Recognition of place value with the composition
and decomposition of hundreds, tens and units-
 Composition and decomposition using the place
value table.
 APPLICATION
 Application of learning in various exercises with
the decomposition and composition of numbers
and location in the positional table
Establish sequence and Perform the composition  Hundreds Order Relationships Technique:
order relationships in a and decomposition of  EXPERIENCE
Observation.
set of natural numbers of numbers up to 50. (I.2.,  Activation of prior knowledge with the mental
up to three S.4.) (Ref. IM2.2.2.) calculation strategy Instrument:
figures (pure hundreds,  REFLECTION Practical jobs.
using concrete material  Interaction with concrete material abacus rulers,
and mathematical Look at the graphs. Write th
base ten material, mathematical symbols.
symbols (=, <, >) (Ref. quantities and compare them
 Presentation of sets with several elements.
M.2.1.15.) using the corresponding sign.
 Counting of each of the elements.
 CONCEPTUALIZATION
 Observation which set has more, less or the
same number of elements.

 Comparison of the elements of sets with the

mathematical symbols greater than ˂, less
 than ˃, equal to ₌ .
 APPLICATION
 Exercise of order relationships with numbers,
numbers represented on abacuses and sets.
 Transfer of knowledge to different situations to
consolidate and deepen what has been learned
through the comparison of quantities.

Represent, write and Complete ascending or  Hundreds on the number line Technique:
read the natural numbers descending numerical  EXPERIENCE
Observation.
from 0 to 999 in concrete, sequences with natural  Activation of prior knowledge with reading
graphic and symbolic numbers of up to four and writing numbers. Instrument:
form (Ref. M.2.1.12) figures, using concrete  REFLECTION Practical jobs.
material, symbologies,  Concrete stage: use of concrete material
counting strategies and Fill in the missing hundreds o
based on hundreds to build a number line.
representation on the the number line.
 Graphic stage: representation on the board of
numerical ray (Ref.IM2.2.1.)
how a number line is constructed and the use of
hundreds in it.
Look at the previous numbe
 Abstract Stage : determine what is the largest
line and write the correspondin
number on the line.
hundred.
 Consolidation stage
  CONCEPTUALIZATION
 Reading and writing numbers on the line from or
to up to 900
 Position and recognition of the order of
hundreds on the line.

 APPLICATION
 Graph of the number ray for the location of pure
hundreds, numbers up to 900
 Application of learning in various exercises
Make additions with Operates using addition and  Add with hundreds Technique:
numbers up to 900 (pure subtraction with natural  EXPERIENCE Observation.
hundreds), with concrete numbers up to 100 in the  Activation and exploration of prior knowledge
Instrument:
material mentally, context of a mathematical through the Strategy exploratory questions
graphically and problem in the environment about how additions are resolved with Practical jobs.
numerically (Ref. (I. .2., I.4.) (Ref. IM2.2.3.) regrouping.
M.2.1.21.).  REFLECTION
 Presentation of addition exercises extracted
Add the following quantities.
from everyday situations.
 CONCEPTUALIZATION Observe the sums represente

 Identification of the operator sign that allows with base material 10. Count th
adding elements. hundreds, write the amount

 Identification of the + (plus) operator sign that and write down the result.
allows adding and incrementing elements.

In pairs and in turns, mentall


Perform subtractions with Operates using addition and
numbers up to 900 (pure subtraction
add pure hundreds.
 APPLICATION
 Application: transfer of knowledge to new
exercises.
 Identify the hundreds, regroup them, observe
and detect their correct answer.
 Solve operations with regrouping of hundreds.
 Write the operator or the missing number to
complete the operations.
 Subtractions with hundreds Technique:
with natural  EXPERIENCE
hundreds), with concrete numbers up to 100 in the  Activation and exploration of prior knowledge Observation.
material mentally, context of a mathematical through the Strategy of exploratory questions
Instrument:
graphically and problem in the environment about how subtractions are resolved with
numerically (Ref. (I. .2., I.4.) (Ref. IM2.2.3.) regrouping. Practical jobs.
M.2.1.21.).  REFLECTION
Write down the differenc
 Presentation of subtraction exercises extracted
between the following hundreds
from everyday situations.
 Analyze the elements of the subtraction.

Solve the following subtraction

expressed in base material 10
Count the hundreds and writ
the result.

 CONCEPTUALIZATION
 Identification of the operator sign that allows
subtracting elements.
 Identification of the operator sign - (less that
allows decreasing elements.) Look at each plate and draw th
 APPLICATION bars that are necessary t
 Application: transfer of knowledge to new complete a hundred in eac
 exercises. case.
 Identify the hundreds, regroup them, observe
and detect their correct answer.
 Solve operations with regrouping of hundreds.
 Write the operator or the missing number to
complete the operations.

Solve and pose, IM2.2.3. It operates using  Solving addition and subtraction problems Technique:
individually or in groups, addition and subtraction with  EXPERIENCE
Observation.
problems that require the natural numbers of up to  Activation and exploration of prior knowledge
use of addition and four digits in the context of a through the mental calculation strategy with Instrument:
subtraction with numbers mathematical problem in the subtractions and short additions. Practical jobs.
up to two digits, and environment, and uses the  REFLECTION
interpret the solution commutative and Read, analyze and solve th
 Definition of subtraction and addition and
within the context of the associative properties of following problem.
explanation of resolution processes.
problem (Ref.M.2.1.24.). addition to show processes
 Presentation of problems extracted from
and verify results. (I.2., I.4.)
everyday situations with addition and
subtraction operations.
 CONCEPTUALIZATION
  Exploration of various strategies to solve the
three-figure hundreds problem.
 Problem solving strategy
 Reading the problem:
 Question analysis:
 Determination of situation data:
 I look for possible strategies
 APPLICATION
 Application: transfer of knowledge to new
addition and subtraction problems with
regrouping.

M.2.2.8. Graphically IM2.3.3. Use basic elements  Geometric figures: rays, segments and Technique:
represent the ray, the of Geometry to draw and angles
Observation.
segment and the angle. describe flat figures in  EXPERIENCE
objects in the environment.  Activation and exploration of prior knowledge Instrument:
(I.2., S.2.) through directed questions.
Practical jobs.
 Do you know what the basic geometric figures
are? Circle the figures that compl
with the rule:
 REFLECTION
 Look around you and visualize an object that
 has the shape of a geometric figure.
 Look at the text and answer.
 What are the lines that limit the figures called?
 CONCEPTUALIZATION
 Study and identify the definition of:
 Segment, straight line, and semi-straight.
 Recognize the use given to each of them.
 Look at the following figures.

In pairs, draw a representatio

of a line, a ray, and a segmen
on the patio.

 APPLICATION
 Application: transfer of knowledge to new
problems such as recognizing figures by their
sides, segments, vertices.
 Draw number lines in groups or individually.
 Cut out an image where you can find lines, rays,
 segments and angles; go over them with paints.
Present your work in the classroom
Build geometric figures IM2.3.2. Identify basic  Copy and construction of geometric figures Technique:
such as squares, triangles, elements of Geometry in  EXPERIENCE
Observation.
rectangles and circles. Ref. bodies and geometric
figures. (I.2., S.2.)  Activation and exploration of prior knowledge
M.2.2.4.
about the geometric figures and bodies you Instrument:
know. Practical jobs.
 REFLECTION
On the grid below, draw a shap
 Observation through visits to the institution to
with 3 vertices and another wit
contrast and establish relationships between
4 sides.
buildings and geometric bodies.
 See how to draw geometric figures from models.
Everyday objects can be used, such as: boxes,
lids, cans (closed), compact discs, among
others.
It encloses the objects tha
 CONCEPTUALIZATION
were the model from which eac
 Presentation of the poster with geometric bodies
figure was made.
or models made of cardboard.
 Identification of the geometric figures that form
geometric bodies and the materials that we can
make to form them.
 In pairs, analyze and define tw
figures that you can combine t
make the one on the left.

 Classification of geometric figures and bodies

according to properties
 Identification of the elements on the board
 geoplan.
 APPLICATION
 Using polyhedra to draw with imagination and
creativity.
Represent, write and Complete ascending or  Quantities from 0 to 499 Technique:
read pure tens in descending number  EXPERIENCE Observation.
concrete, graphic and sequences with natural  Activation of prior knowledge through
Instrument:
symbolic form (Ref. numbers up to 50. (I.3.) reading and writing natural numbers up to
M.2.1.12.) (Ref. IM2.2.1.) 499 Practical jobs.

 REFLECTION
Look at the image and writ
 use of concrete material with base ten, tens and down the corresponding numbe
units for the formation of numbers. in the box.
 CONCEPTUALIZATION
 Graphic stage: representation of tens and units
on the blackboard.
 Abstract Stage and Writing Write the correspondin

 Abstract Stage writing and reading numbers amount.

from 100 to 499
 Reading and writing of numbers.
Write down the number o
hundreds, tens, and ones fo
each quantity.

Match the sum with the quantity

  Recognize the two ways of reading numbers.
 APPLICATION
 Consolidation stage
 Reading and writing numbers from 100 to 499
using base 10 material.
Represent, write and Complete ascending or  Representation, reading and writing of Technique:
read pure tens in descending number quantities from 0 to 499
Observation.
concrete, graphic and sequences with natural  EXPERIENCE
symbolic form (Ref. numbers up to 50. (I.3.)  Activation of prior knowledge through Instrument:
M.2.1.12.) (Ref. IM2.2.1.) reading and writing natural numbers up to
Practical jobs.
499
 REFLECTION Complete with words an
represent the followin
 use of concrete material with base ten, tens and
 units for the formation of numbers. hundreds.
 CONCEPTUALIZATION
 Graphic stage: representation of tens and units
on the blackboard.
 Reading hundreds, tens and units up to 499.

Write the number correspondin

to the graphs.

 counting numbers
 APPLICATION
 Consolidation stage
 Recognize counting hundreds
 Recognize counting tens.
 Recognize the counting of units.
 Graphically represent quantities broken down by
 hundreds, tens, and ones.
Establish sequence and Perform the composition  Order relationship of natural numbers from 0 Technique:
order relationships in a and decomposition of to 499
Observation.
set of natural numbers of numbers up to 50. (I.2.,  EXPERIENCE
up to three S.4.) (Ref. IM2.2.2.)  Exploring prior knowledge through counting up Instrument:
figures (pure hundreds, and down numbers up to forty-nine.
Practical jobs.
using concrete material  REFLECTION
and mathematical  How would you order the numbers 59, 86, 54 Compare the followin
symbols (=, <, >) (Ref. and 87 from smallest to largest? If two numbers quantities and write the >, < or
M.2.1.15.) have the same number of tens, how do you sign.
know which one is greater?
 CONCEPTUALIZATION
 Graphic stage: Representation on the
blackboard of hundreds, units, tens.
 Abstract stage Representation of sets in In pairs, represent the followin
numbers. quantities, compare and writ
the corresponding sign (=, <, >)
 Comparison of two numbers using the
mathematical signs:>, < e =.
 Determination of how to read according to the
signs used
 APPLICATION

 Formation and comparison of numbers with

greater, lesser and equal number of elements.
  Reading and comparing numbers using the
signs :>, < e = and the words before and after
 Using strips to compare quantities from 0 to 499
Recognize the place Perform the composition  Composition and decomposition of Technique:
value of natural numbers and decomposition of quantities from 0 to 499
Observation.
of up to three digits (up to numbers up to 50. (I.2.,  EXPERIENCE
499) based on the S.4.) (Ref. IM2.2.2.)  Activation of prior knowledge with the Instrument:
composition and reading and writing of numbers of three
Practical jobs.
decomposition of units, tens
quantities.
and hundreds, through the Circle the tens to mak
 REFLECTION
use of concrete material hundreds and write the number.
 12 tens, what number do they form?
and with symbolic
representation (Ref.  Concrete stage: manipulation of concrete

M.2.1.14.)
material with base ten, with hundreds, tens and
units
 Graphic stage: graphic representation on the
board of hundreds, tens and units to form the
Write the quantity that i
numbers with their composition and
composed.
decomposition.
 Abstract Stage symbolic representation of
three-digit numbers less than 499.
Form pairs. Write the value o
 the digit indicated in each figure
Compare your results.

Find out how composition ca

be done with a vertical addition
Look at the example and do tw
more exercises. Work in you
notebook.

 CONCEPTUALIZATION
 Recognition of composition and decomposition
using concrete material.
 APPLICATION
 Application of learning in various exercises with
the decomposition and composition of numbers
less than 499.

Recognize the place Perform the composition  Decomposition of quantities from 0 to 499 Technique:
value of natural numbers and decomposition of  EXPERIENCE
Observation.
of up to three digits (up to numbers up to 50. (I.2.,  Activation of prior knowledge with
499) based on the S.4.) (Ref. IM2.2.2.) observation of figures that represent Instrument:
composition and decompositions. Practical jobs.
decomposition of units, tens
 REFLECTION
and hundreds, through the Complete the following table.
 12 tens, what number do they form?
use of concrete material
and with symbolic
 Concrete stage: manipulation of concrete

representation (Ref. material based on one hundred hundreds, ten

M.2.1.14.) hundreds and one unit.

 Graphic stage: graphic representation on the
board of hundreds, tens and units to form their
decomposition. Decompose the followin
 Abstract stage symbolic representation. numbers.

Between three partners, cut ou

three strips of cardboard an
write the digits 0 to 9 in
column on each one. Tak
  Graph and check the statement Since 1 turns, slide the tapes verticall
hundred is 100 units, 4 hundreds will be 400 and read the number that ha
units. been formed.
 CONCEPTUALIZATION
 Recognition of decomposition using concrete
material, and practical exercises.
 APPLICATION
 Application of learning in various exercises with
the decomposition of numbers less than 499.

Make additions with Operates using addition and  Addition without regrouping with natural Technique:
numbers up to 499, with subtraction with natural numbers up to 499
Observation.
concrete material, numbers up to 499 in the  EXPERIENCE
mentally, graphically and context of a mathematical  Activation and exploration of prior knowledge Instrument:
numerically (Ref . problem in the environment through the mental calculation strategy with
Practical jobs.
M.2.1.21 . ). (I.2., I.4.) (Ref. IM2.2.3.) sums up to 499
 REFLECTION Look at the represente
addends, place them verticall
 Explanation of the process how to solve
and find the total.
exercises and addition problems.
 Find the result of the followin
sums.

In pairs, solve the sums in you

notebook. Paint the square
whose result is 462 an
discover the hidden image.
 Presentation of problems extracted from
everyday situations.
 CONCEPTUALIZATION
 Exploring various strategies to solve the
problem
 Application of the problem solving strategy to
solve them.
 Reflection through guided questions to reach
common solutions to exercises and addition
 problems without regrouping.
 APPLICATION
 Application: transfer of knowledge to new
problems.
Make additions with Operates using addition and  Subtraction without regrouping with natural Technique:
numbers up to 499, with subtraction with natural numbers up to 499
Observation.
concrete material, numbers up to 499 in the  EXPERIENCE
mentally, graphically and context of a mathematical  Activation and exploration of prior knowledge Instrument:
numerically (Ref . problem in the environment through the mental calculation strategy with
Practical jobs.
M.2.1.21 . ). (I.2., I.4.) (Ref. IM2.2.3.) two-digit subtractions.
 REFLECTION Subtract by crossing out th
value indicated by th
 Recognize the elements of subtraction.
subtrahend.

 Explanation of the process how to solve

subtraction exercises and problems.
 Presentation of problems extracted from The rabbit faces three paths:
everyday situations. he follows the path of stones
 Observe the process to find the difference whose result when subtracted i
 between 438 and 126, using base 10 material. always 135, he reaches th
carrots. Paint the right path.

 CONCEPTUALIZATION
 Exploring various strategies to solve the In pairs, subtract and write dow
problem the difference. If necessary, us

 Recognize the properties of addition. base 10 material.

 Reflection through guided questions to arrive at

common solutions to subtraction exercises and
problems without regrouping.
 APPLICATION
 Application: transfer of knowledge to new
problems.
Solve and pose, Operates using addition and  Problem resolution Technique:
individually or in groups, subtraction with natural  EXPERIENCE
Observation.
problems that require the numbers up to 499 in the  Activation and exploration of prior knowledge
use of sums with context of a mathematical through the mental calculation strategy Instrument:
numbers up to two figures, problem in the environment  REFLECTION Practical jobs.
and interpret the solution (I.2., I.4.) (Ref. IM2.2.3.)
within the context of the  Problem solving strategy Solve the following problem.
problem (Ref. M.2.1.24.).  Presentation of the problem : the teacher
poses a mathematical problem from everyday
life.
 CONCEPTUALIZATION
 Analysis of the problem: with the
brainstorming technique, guide students through
questions to analyze the problem.
 Such as:
 What should I do to solve a problem.
 I read and analyze the problem.
 I collect data.
 I analyze the problem posed.
 I apply mathematical language to solve
operations.

 Resolution: with the diverse criteria of the

 students, reach common solutions.
 APPLICATION
 Formulation of alternative solutions: with the
help of the teacher guide towards reflection to
look for alternative solutions
 Application to other exercises and problems.
M.2.1.23. Apply the Operates using addition and  Commutative property of addition or Technique:
commutative and subtraction with natural addition
Observation.
associative properties of numbers up to 100 in the
 EXPERIENCE
addition in mental
context of a mathematical  Activation and exploration of prior knowledge Instrument:
calculation strategies.
problem in the environment through the mental calculation strategy with
Practical jobs.
(I. .2., I.4.) (Ref. IM2.2.3.) additions.
 REFLECTION Add and check the commutativ
property.
 Explanation of the process how to solve addition
exercises and problems with the commutative
property.
 Presentation of problems extracted from
everyday situations.
 Observe the distribution of people.
Complete the followin
 mathematical operations.

In pairs and on a separate shee

of paper, graph with bas

 CONCEPTUALIZATION material 10 to demonstrate th

 Exploration of various strategies to solve the commutative property o

problem, following execution rules. addition with the numbers 34

and 123.
 Application of the problem solving strategy to
solve them.
 Reflection of the method that executes the
commutative property.
 APPLICATION
 Perform exercises with the exchange of addition
and adding.
 Verify the non-variation of the total sum when
using the commutative property .
 Application: transfer of knowledge to new
problems.
M.2.1.23. Apply the Operates using addition and  Associative property of addition or addition Technique:
commutative and subtraction with natural  EXPERIENCE Observation.
associative properties of numbers up to 100 in the  Activation and exploration of prior knowledge
Instrument:
addition in mental context of a mathematical
through the mental calculation strategy with
calculation strategies.
problem in the environment additions. Practical jobs.
(I. .2., I.4.) (Ref. IM2.2.3.)  REFLECTION
Add and check if the results ar
 Explanation of the process how to solve equal by adding by groupin
exercises and addition problems with the differently.
associative property.
 Presentation of problems extracted from
everyday situations.
 CONCEPTUALIZATION
Analyze and solve by applyin
 Exploration of various strategies to solve the
the associative property o
problem, following execution rules.
addition. Then, place th
 Application of the problem solving strategy to
quantities vertically and add.
solve them.

In pairs, group in three differen

ways and add the followin
quantities in your notebooks:
 With the help of an adul
complete this exercise
Compare your work with thre
colleagues.

 Reflection of the method that executes the

associative property
 APPLICATION
 Perform exercises with the regrouping of
 addition and adding.
 Verify the non-variation of the total sum when
using the associative property.
 Application: transfer of knowledge to new
problems.
Solve and pose, IM2.2.3. It operates using  Problem resolution Technique:
individually or in groups, addition and subtraction with  EXPERIENCE
Observation.
problems that require the natural numbers of up to  Activation and exploration of prior knowledge
use of sums with four digits in the context of a through the mental calculation strategy by Instrument:
numbers up to two figures, mathematical problem in the varying the operator. Practical jobs.
and interpret the solution environment, and uses the
 REFLECTION
within the context of the commutative and Read and analyze the followin
 Problem solving strategy
problem (Ref. M.2.1.24.). problem.
associative properties of
 Presentation of the problem : the teacher
addition to show processes
poses a mathematical problem of everyday life
and verify results. (I.2., I.4.)
addressed with subtraction.
 CONCEPTUALIZATION
 Analysis of the problem: with the
brainstorming technique, guide students through
questions to analyze the problem.
 Such as:
 What should I do to solve a problem.
  I read and analyze the problem.
 I collect data.
 I analyze the problem posed.
 I apply mathematical language to solve
operations.
 Resolution: with the diverse criteria of the
students, reach common solutions.
 APPLICATION
 Formulation of alternative solutions: with the
help of the teacher, guide reflection to look for
alternative solutions using subtraction.
 Application to other exercises and problems.
M.2.1.23. Apply the Operates using addition and  Measuring capabilities with unconventional Technique:
commutative and subtraction with natural measures
Observation.
associative properties of numbers up to 100 in the
 EXPERIENCE
addition in mental
context of a mathematical  Exploration of prior knowledge through Instrument:
calculation strategies.
problem in the environment experiences to know how to buy liquids in the
Practical jobs.
(I. .2., I.4.) (Ref. IM2.2.3.) store.
 REFLECTION Order the containers from
smallest to largest according t
 Observation of one-liter containers of water,
their capacity. Write down in th
milk, oil, call it a measure of capacity and relate
 that one liter is equivalent to four medium box the number 1 for th
glasses. smallest and 5 for the largest.
 CONCEPTUALIZATION
 Deduction that one liter is equivalent to two half
liters and four quarters of a liter.

Look at the equivalences on th

previous page and complete th
following questions.

 Identification of measurements smaller than

the liter: dl, cl, ml in different objects that have
these measurements
 APPLICATION
 Definition of capacity
 Identification of these measures in other
exercises
  Application in problems and exercises with
capacity measures.
Solve and pose, IM2.2.3. It operates using  Unconventional mass measurements Technique:
individually or in groups, addition and subtraction with  EXPERIENCE
Observation.
problems that require the natural numbers of up to  Strategy exploratory questions to activate
use of sums with four digits in the context of a prior knowledge. Instrument:
numbers up to two figures, mathematical problem in the  REFLECTION Practical jobs.
and interpret the solution environment, and uses the
 What weight measurement instruments do you
within the context of the commutative and How many tablespoons of flou
know?
problem (Ref. M.2.1.24.). do you need to fill the cup
associative properties of
 What objects can we weigh?
addition to show processes Write down your estimate, chec
 What weighs more, a quintal of feathers or a
and verify results. (I.2., I.4.) and write the result of you
quintal of iron?
measurement.
 CONCEPTUALIZATION
 Conversation about the usefulness of weight
measurements.
 Presentation of the table of weight
Calculate and write down how
measurements.
many pinches are needed for
 Reading measurements smaller than the
tablespoons and one teaspoon.
kilogram.
  APPLICATION
 Name them : as submultiples.
 Analysis of how simple conversions are made
from the kilogram to its submultiples and to the
pound.
 Weight : increases or decreases by 10.
 Performing conversions in real situation
problems
This section must be planned within the framework of cooperative work, that is, between all the teacher
INTERDISCIPLINARY LEARNING:
who will participate in the development of the project, learning experience or challenge.
NAME OF THE INTERDISCIPLINARY PROJECT, LEARNING EXPERIENCE, CHALLENGE: WE MOVE.

LEARNING OBJECTIVES:
“Movernos” aims to publicize a diversity of movements in different parts of the territory, identifying whic
devices of our body system allow us to carry them out, associating the number of bones to decompose int
units, tens and hundreds with recreational proposals accessible to the whole family, with a focus on staying
active and providing knowledge of new disciplines that can have a projection and continuity in th
community.

SKILLS WITH EVALUATION ACTIVE METHODOLOGICAL STRATEGIES FOR TEACHING AND EVALUATION
PERFORMANCE INDICATORS LEARNING ACTIVITIES
CRITERIA

LANGUAGE AND Writes own texts based on  We discuss among colleagues the importance of doing Technique:
LITERATURE. others (stories, fables, physical exercises.
Observation.
poems, legends, songs)  Explanation of physical exercise habits to maintain good
Recreate literary texts
with various media and health. Measurement.
read or heard
resources (including ICT).  Identification of the benefits of exercising.
(privileging Ecuadorian, Instrument:
 Reflection on the importance of keeping our body moving.
popular and author (Ref. I.LL.2.11.2. )
Record.
texts) with various  I watch the video of Paco the crocodile who didn't like to

media and resources exercise. Rubric.

(including ICT) .Ref.  https://www.youtube.com/watch?v=a39Ev6yx8H4
Briefcase.
LL.2.5.5.  We explain what we observed in the video.
Practical jobs.
 NATURAL SCIENCES. I.CN.2.4.1 . Explains, in  I describe the characters. Assessment

clear and relevant  We read and interpret the story according to what the teacher
Explore and describe the Creation o
language, the location of tells us.
organs that allow rhythmic
the brain, lungs, heart, “TITO THE GRASSHOPPER”
movement of the body movements to b
skeleton, muscles and joints  Tito was a grasshopper who was always playing with his best
Ref. CN.2.2.2 . presented to th
friends, Luli and Romi, a bunny and an owl. They always
in your body; and their
organized very cool plans and had a lot of educational
respective functions fun. community.
(support, movement and Do you know something? – Tito said to
his friends.
protection), structure and
Tell me tell me! – Luli and Romi
relationship with the answered.
maintenance of life. (J3, I3) In ten days they will organize a race on
the river and the winner will get shoes to run and jump higher! -
I will explain.
Complete ascending or Tito, who loved to jump and run from one place to another, was
MATH
descending numerical very excited to participate and win those shoes.
Recognize the positional
sequences with natural He trained hard and every day he managed to jump a little
value of natural numbers more and run faster.
numbers of up to four
of up to four figures, based  The day before the race, Tito was very nervous. I needed to
figures, using concrete train a lot more to do even better.
on the composition and
material, symbologies, - Tito, stop a little! You're going to get very tired and you won't
decomposition of units. perform in the race
counting strategies and
Ref. M.2.1.14. tomorrow! – his friends told
representation on the him.
- Go now! I still have a lot of
 numerical ray (Ref.IM2.2.1.) strength left!
 “I'm going to go through the forest to continue jumping!”
answered the grasshopper.
SOCIAL SCIENCES. I.CS.2.1.2. It analyzes the  But, without realizing it, he tripped on a stone and broke both
of his back legs.
ties and family history that
Identify the rights and - Oh! No! My legs hurt so much! Help! - shout.
unite the members of your - Luli and Romi ran and when they saw him they realized that
responsibilities of boys
family, identifying the he had hurt himself a lot.
and girls through - Tito, you should have stopped! You always walk around like
importance of having
participation in family crazy and don't pay attention to anything! – his friends scolded
agreements, ties, values, him.
and school spaces Ref.
equitable work, rights and  Tito couldn't move and was very sad. There was less than a
CS.2.3.4. day left for the race and it was impossible to recover in such a
responsibilities to fulfill
short time.
based on the common
- Oh! I won't be able to participate! Goodbye sneakers! – Tito
well-being. (J.1., S.1.) lamented.
 Luli and Romi, who knew how excited Tito was to win those
shoes, thought about helping him and devised a plan.
ENGLISH. Learners can express basic The two signed up for the race without Tito knowing and they
ideas, initiate conversations, worked hard to win.
It produces simple,  Romi was not used to running, and he was not very good at
possibly with slow and/or
mainly isolated the sport. But Luli, the bunny, was very used to jumping and
hesitant delivery. she also did it very well, so she jumped and ran with all her
utterances using very
Ref.I.EFL.2.9.1. strength and, finally, she managed to win the race and the
short phrases and shoes of her dreams.
sometimes individual  The two friends went to give the shoes to Tito, who got a nice
words, possibly with slow surprise.
and/or hesitant delivery.  I have the best friends in the world! I can't wait to wear them!
Thank you very much guys! – the grasshopper told them.
Ref. EFL.2.2.11.
And, as soon as Tito recovered, he jumped and jumped to
infinity with the slippers that his friends had given him.
 He liked them so much that he never took them off.
EDUCATION.  We dialogue with classmates about the message of the story.
I.EF.2.5.2. Collectively build
PHYSICAL.  I mention the main protagonists of the story.
expressive-communicative
 I express the message that he wanted to give us.
Identify rhythms and body compositions in an
 We explain why it is important to keep our body moving.
states in body practices. environment of trust and
 I dialogue with classmates and mention which parts of my body
Ref. EF.2.5.2. security.
help it move.
 I mention the functions of each of these.
 We observe the system that helps us with body movement.
ARTISTIC EDUCATION. I.ECA.2.1.1. Observe and
 We mention the name of the system that helps with this
explore the characteristics
Explore the possibilities movement.
and possibilities of your own
of the body in
body, at rest and in
movement in response
movement, use self-
to various stimuli. Ref.
knowledge to express and
ECA.2.1.6.
represent yourself using
different materials, and reflect
on the results obtained.
 I repeat the name of the elements that make up the locomotor
system.
 I mention the total number of bones that the human being has.
 I solve the operations and locate the name of each part of the
arm according to the result obtained.
 With the result obtained, I place the parts of the arm as
indicated by my result.
 We read and memorize the parts of the body in English,
through the following video.
 https://www.youtube.com/watch?v=vT0nvmSFHoY
 We repeat the body parts seen in the video.
 We help ourselves with the following image.

 I move my body pronouncing the parts of my bones in English.

 We create practical work on the skeleton.

 We glue the skeletal system on a piece of cardboard.

 We cut out and join its parts with wool.
 We present our work and mention the parts of the body.
 We create movement routines that help our body. We can
guide ourselves with the following images.
 The movement routines are chosen by the student, among
 which they can create dances, physical exercise routines,
yoga, karate movements.
 We present these movement routines to the educational
community.

STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS: This section sets out the strategies aimed at students with specific educational needs linke
or not to disability.

SKILLS WITH ACTIVE METHODOLOGICAL

EVALUATION
PERFORMANCE STRATEGIES FOR TEACHING EVALUATION ACTIVITIES
INDICATORS
CRITERIA AND LEARNING

Complete ascending or  Composition and -Difficulties with numerical investments.

Represent, write and
descending numerical decomposition of numbers.
read the natural numbers sequences -Confusion of arithmetic signs.
with natural  Teach various strategies to
from 0 to 99 in concrete, numbers of up to four solve a problem. -Errors in numerical series.
figures, using concrete  Work with squared sheets
graphic form. Ref. -Incorrect writing of numbers.
material, symbologies, and put reference points so
M.2.1.12. counting strategies and -Incorrect location of numbers to carry ou
that it lines up.
representation on the  Let him help himself with his operations.
numerical ray (Ref.IM2.2.1.) fingers if the case requires it -Difficulty remembering meanings of signs
so that he can make the processes to solve calculations, rememberin
calculations he needs.
  Work with ascending series basic concepts.
and continue with descending
ones.
 Present the problems with
simple, easy-to-understand
vocabulary.
 Exercise mental calculation
activities.
 Work with concrete material.
 Differentiated evaluation with
a lower degree of difficulty in
skills with performance
criteria.
HOURS OF TEACHER SUPPORT FOR THE DEVELOPMENT OF COMPLEMENTARY ACTIVITIES FOR THE REINFORCEMENT AND
STRENGTHENING OF LEARNING
ACTIVITIES PLANNED FOR THE HOURS OF
ACTIVE METHODOLOGICAL STRATEGIES FOR
TEACHER SUPPORT FOR THE
THE REINFORCEMENT AND STRENGTHENING OF EVALUATION ACTIVITIES
REINFORCEMENT AND STRENGTHENING
LEARNING
OF LEARNING

 Tutorials for students  Solve addition exercises with additive operators. Technique:
 Interdisciplinary project development  Use the problem solving strategy to solve
 workshops problems with additive operators. Observation.
 Collaborative development projects  Solve subtraction exercises with regrouping of
Measurement.
 Learning with local and regional relevance hundreds.
 Community linkage projects  Use the problem solving strategy to solve Instrument:
 Programs to strengthen institutional, local problems with additive operators.
Record.
and/or national identity  Solve addition and subtraction problems taken
from everyday life. Rubric.
 Free and recreational reading about
mathematical operations.  Use the problem solving strategy to solve Briefcase.
addition and subtraction problems.
Practical jobs.
 Recognize and draw semilines.

Assessment

 Use the problem solving strategy to solve

geometric problems.
 Identify and relate geometric bodies to local
buildings and mountains.
 Classify geometric bodies into polyhedra and
round bodies.
 Recognize and point out the elements on the
Geoboard board, in a geometric body.
 Write, read, order, count and represent natural
 numbers up to three digits.
 Identify tens and ones in a number.
 Form with base material 10 numbers up to 499
 Write, read, order, count and represent natural
numbers up to three digits.
 Identify tens and ones in a number.
 Recognize counting and regrouping hundreds,
tens and ones.
 Establishes the sequence and order relationship
in a set of natural numbers up to 499
 Using concrete material and mathematical
symbols (=, <, >,) to compare quantities.
 Identify the previous, subsequent number and
the one between two numbers up to 499.
 Use the problem solving strategy to solve
subtraction problems.
 Formulate solution strategies to solve
subtraction problems.

ELABORATED: REVIEWED APPROVED

TEACHER: AREA DIRECTOR: VICE-RECTOR:

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DATE: DATE: DATE: