9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
FIRST PERIOD
AXIS AND STANDARDS
Numerical-Variational
Component Numerical
Thinking
10. I use various calculation
and estimation strategies to
solve problems in additive
and multiplicative situations.
11. I identify, in the context
of a situation, the need for
an exact or approximate
calculation and the
reasonableness of the
results obtained.
Variational Thinking 13. I
describe and interpret
variations represented in
graphs.
14. I predict patterns of
variation in a numerical,
geometric, or graphic
sequence.
FIRST PERIOD
MATHEMATICS AREA
BASIC LEARNING RIGHTS
DBA.4 . Justify relationships
between surface and
volume, with respect to
dimensions of figures and
solids, and choose the
appropriate units according
to the type of measurement
(direct and indirect),
instruments and procedures.
DBA 5 . Explains the
relationships between the
perimeter and the area of
different figures (variations in
the perimeter do not imply
variations in the area and
vice versa) based on
measurements,
superimposition of figures,
calculation, among others.
DBA 6 . Identifies and
describes properties that
characterize a body in terms
of two-dimensionality and
three-dimensionality and
solves problems in relation
to the composition and
decomposition of shapes.
FIFTH GRADE
PERFORMANCES
Identify the elements and flat
developments of pyramids,
cones and cylinders.
Use different calculation
procedures to find the area and
volume of parallelepipeds and
cubes.
Build the cube and prism from
rectangles and squares.
Use different calculation
procedures to find the outer
surface area of the prism and
cube.
Build the concept of volume by
comparing parallelepipeds
Use calculation strategies to
find the volume of
parallelepipeds and cubes.
Identify the m3 and find
volumes using the formula.
Make conversions with volume
units from cm3 to m3 and vice
versa.
Identify the relationship
between the height of the
parallelepiped and its volume.
Find the height of the
parallelepiped, knowing the
volume.
Use different calculation
procedures to find the volume of
the parallelepiped and the cube.
TOPICS AND SUBTOPICS RANSVERSALITY/
INTERDISCIPLINARITY
UNIT 1. THREE-
DIMENSIONAL OBJECTS
Previous knowledge.  Natural Sciences:
Mathematical calculations
for the solution and
application of problems of
Planar developments of the
cube and the prism. natural phenomena.
 Social Sciences: Focus
on errors made in
Surface area
problem-solving
of the prism and the cube.
processes with a
constructive spirit, to
value other people's
Volume concept.
points of view.
 Ethics and values :
Volume of the parallelepiped teamwork, interpersonal
relationships .
and the cube.
Volumes with m 3 as a unit of
measurement.
Volume unit conversions.
Volume and proportion.
Ideas for finding volumes.
1

AXIS AND STANDARDS
Numerical-Variational
Component
Numerical Thinking
2 . I identify and use relative
measures in different
contexts.
6. I solve and formulate
problems in additive
situations of composition,
transformation, comparison
and equalization.
FIRST PERIOD
9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA FIFTH GRADE
BASIC LEARNING RIGHTS PERFORMANCES
Explain the mathematical
process used to find
the number of equilateral
triangles.
DBA.8 . Describes and
interprets variations of
dependence between Represent and relate
quantities and represents numerical patterns with
them through graphs. tables and verbal rules.
Find and represent
generalities from numerical
and geometric sequences.
Find and represent
generalities from numerical
and geometric sequences
RANSVERSALITY/
TOPICS AND SUBTOPICS
INTERDISCIPLINARITY
UNIT 2. Patterns and
sequences Counting  Artistic: Geometric
strategies constructions and
drawings.
 Language: Reading and
interpretation of
problematic situations.
 Use of mathematical
language orally and in
What is the pattern? writing to interpret and
solve problems.
 Systems: Software
application
Geometric sequences.
Polygonal numbers.
2

AXIS AND STANDARDS
Numerical-Variational
Component
Numerical Thinking
4. I justify the place value in
the decimal number system
in relation to the recurring
counting of units
9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA FIFTH GRADE
RANSVERSALITY/
BASIC LEARNING RIGHTS PERFORMANCES TOPICS AND SUBTOPICS
INTERDISCIPLINARITY
DBA.2 . Describes and
develops strategies Identify the characteristics of
UNIT 3. Number theory Even
(algorithms, properties of numbers
and odd numbers.
basic operations and their even and odd.
relationships) for making
estimates and calculations Build the concept of multiples
when solving empowerment of a natural number from Multiples.
problems. organized data.
Build the concept of divisor
of a natural number and use Dividers.
it in solving problems,
Build the criteria to determine
if a number is divisible by Divisibility criteria.
another
Determine whether a natural
number is prime or Prime and composite
composite based on the numbers.
number of its divisors.
Express composite numbers
Prime factorization
as a product of prime factors.
Build the concept of common
multiples and least common Common multiples and least
multiple from problem common multiple.
situations.
Find the least common
multiple (LCM) of several Common Minimum
numbers by prime Multiple. MCM
factorization.
Solve problems using Problems with common
common multiples of a multiples.
number.
3
 9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA FIFTH GRADE
Apply the concept of
common divisors and Common divisors and
greatest common divisor in Greatest Common Divisor,
solving problems.
Find the Greatest Common
Divisor (GCD) of several Maximum Common
numbers by prime Divider. DCM
factorization.
Solve problems using
Problems with common
common divisors of a
dividers.
number.

FIRST PERIOD

4

AXIS AND STANDARDS
Numerical-Variational
Component Numerical
Thinking
eleven. I identify, in the
context of a situation, the
need for an exact or
approximate calculation and
the reasonableness of the
results obtained
9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA
BASIC LEARNING RIGHTS
DBA.4 Justifies relationships
between surface and
volume, with respect to
dimensions of figures and
solids, and chooses the
appropriate units according
to the type of measurement
(direct and indirect),
instruments and procedures.
FIFTH GRADE
RANSVERSALITY/
PERFORMANCES TOPICS AND SUBTOPICS
INTERDISCIPLINARITY
Build the concept of a
UNIT 4. Congruent Figures
congruent figure from the
Concept of congruent
correspondence of its
figures.
elements.
Determines the criteria of the
relationship Figure analysis
congruence between congruent.
figures.
Analyze whether the
triangles resulting from
Quadrilaterals cut by
decomposing a quadrilateral
diagonals.
by its diagonals are
congruent or not.
Determine the steps to
Construction of congruent
construct congruent
triangles.
triangles.
Construct congruent
Construction of congruent
triangles using a ruler,
triangles.
compass, and protractor.
Construct congruent Construction of congruent
quadrilaterals using a ruler, quadrilaterals.
compass, and protractor.
5

FIRST PERIOD
AXIS AND STANDARDS
Numerical Thinking
10. I use various calculation
and estimation strategies to
solve problems in additive
and multiplicative situations.
9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA
BASIC LEARNING RIGHTS
DBA.5.Explains the
relationships between the
perimeter and the area of
different figures (variations in
the perimeter do not imply
variations in the area and
vice versa) based on
measurements,
superimposition of figures,
calculation, among others.
FIFTH GRADE
PERFORMANCES
Conclude that the sum of the
interior angles of a triangle is
180°.
Solve problem situations
based on the sum of the
interior angles of a triangle.
Determine the sum of the
interior angles of a
quadrilateral and a pentagon.
RANSVERSALITY/
TOPICS AND SUBTOPICS
INTERDISCIPLINARITY
UNIT 5. Angles of triangles
and quadrilaterals Interior
angles of a triangle.
Interior angles of a triangle.
Interior angles of a
quadrilateral and a pentagon.
6

FIRST PERIOD
AXIS AND STANDARDS
Spatial Component - Metric
Spatial Thinking
twenty . I identify, represent
and use angles in turns,
openings, inclinations,
figures, points and corners in
static and dynamic situations
Numerical-Variational
Component
Numerical Thinking
10. I use various calculation
and estimation strategies to
solve problems in additive
and multiplicative situations.
9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA
BASIC LEARNING RIGHTS
DBA.11 . Use the mean and
median to solve problems
that require presenting or
summarizing the behavior of
a set of data.
DBA.4. Justify relationships
between surface and
volume, with respect to
dimensions of figures and
solids, and choose the
appropriate units according
to the type of measurement
FIFTH GRADE
RANSVERSALITY/
PERFORMANCES TOPICS AND SUBTOPICS
INTERDISCIPLINARITY
Builds the concept of
average and applies it to UNIT 6. Measures of
solve economic and financial Average Central Tendency.
problems.
Solve problems using the
Use of averages.
concept of average.
Find the total average, from
Total average.
the individual average.
Use the average in everyday
life situations and round your Using the average.
results.
Use mental calculation
strategies that allow you to
Ideas for finding averages.
find the average in an
abbreviated way.
Build the concept of mode
and median from economic
Mode and medium.
and financial problem
situations.
Select the measure of central
Fashion, medium or
tendency that best
medium?
represents a data set.
Use the average, mode and
median to organize data in Assessment.
different problem situations.
Build cubes and Constructions of cubes and
parallelepipeds from the parallelepipeds
measurement of the edges
found using the volume
formula.
7
 9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA FIFTH GRADE
(direct and indirect),
instruments and procedures.
DBA.5 . Explains the
11. I identify, in the context of
relationships between the
a situation, the need for an
perimeter and the area of
exact or approximate
different figures (variations in
calculation and the
the perimeter do not imply
reasonableness of the
variations in the area and
results obtained.
vice versa) based on
measurements,
Variational Thinking
superimposition of figures,
13. I describe and interpret
calculation, among others.
variations represented in
DBA.6. Identifies and
graphs.
describes properties that
14. I predict patterns of
characterize a body in terms
variation in a numerical,
of two-dimensionality and
geometric, or graphic
three-dimensionality and
sequence
solves problems related to
the composition and
decomposition of shapes

SECOND PERIOD

RANSVERSALITY/
AXIS AND STANDARDS BASIC LEARNING RIGHTS PERFORMANCES TOPICS AND SUBTOPICS
INTERDISCIPLINARITY

8

Numerical-Variational
Component
Numerical Thinking
3 . I use decimal notation to
express fractions in different
contexts and I relate these
two notations to that of
percentages.
Variational Thinking
16 . I analyze and explain
dependency relationships
between quantities that vary
over time with certain
regularity in economic, social
and scientific situations.
natural.
SECOND PERIOD
AXIS AND STANDARDS
Numerical-Variational
Component
Numerical Thinking
9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA
DBA.1 . Interprets and uses
natural and rational numbers
in their fractional
representation to formulate
and solve additive,
multiplicative and
multiplicative problems.
empowerment.
BASIC LEARNING RIGHTS
DBA .1. Interpret and use
natural and rational numbers
in their fractional
FIFTH GRADE
Solve problems of estimates
compared to the average.
Solve addition problems,
using overestimation and
underestimation.
PERFORMANCES
Solve the fraction exercises
from previous grades.
Natural sciences :
UNIT 7. Use of estimates Calculations in research or
Estimates by comparison. ecosystem studies, ratios
and proportions to classify
species and in scientific
research programs.
Social Sciences:
Representation of geological,
astronomical, geographical
information. Problems of
economy, proportionality of
models and scale plans.
Estimates by rounding. Ethics and values:
teamwork , interpersonal
relationships.
Artistic : Interpretation of the
musical scale and staves.
Fractional representation of
the population or geographic
portions
RANSVERSALITY/
TOPICS AND SUBTOPICS
INTERDISCIPLINARITY
UNIT 8. Fractions Previous
knowledge.
9

2. I identify and use relative
measures in different
contexts.
3. I use decimal notation to
express fractions in different
contexts and I relate these
two notations to that of
percentages.
4. I justify the place value in
the decimal number system
in relation to the recurring
counting of units.
SECOND PERIOD
AXIS AND STANDARDS
Numerical-Variational
Component
Numerical Thinking
9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA
representation to formulate
and solve additive,
multiplicative, and problems
involving potentiation
operations DBA 2. Describes
and develops strategies
(algorithms, properties of
basic operations and their
relationships) to make
estimates and calculations
when solving empowerment
problems 3. Compare and
order fractional numbers
through various
interpretations, resources
and representations
BASIC LEARNING RIGHTS
DBA.1. Interpret and use
natural and rational numbers
in their fractional
FIFTH GRADE
Find fractions equivalent to a
Equivalent fractions.
given fraction.
Formulate the concept of Simplification of
simplification. fractions.
Language :
Simplify several fractions to Simplification of Structuring of
find their equivalent. fractions. conclusions, socialization
processes.
Compare fractions using
common denominators.
Common denominators. Systems: Software
application.
Compare heterogeneous
In all areas : Simple
fractions using the LCM of Common denominators.
proportionality
their denominators.
calculations.
Solve exercises and problems
with the addition of Sum of heterogeneous Ecology: Surface
heterogeneous fractions and fractions. measurements to find
simplify the result if possible. statistics.
Solve exercises and problems
with subtraction of Subtraction of
heterogeneous fractions and heterogeneous fractions.
simplify the result if possible.
Addition of mixed numbers. Addition of mixed numbers.
Subtraction of mixed
Subtraction of mixed numbers.
numbers.
Solve exercises and problems
on multiplying a natural Multiplication of fractions by
number by a fraction and vice a natural number.
versa.
Solve exercises and problems
Division of a fraction by a
on dividing a fraction by a
natural number.
natural number.
RANSVERSALITY/
PERFORMANCES TOPICS AND SUBTOPICS
INTERDISCIPLINARITY
Convert divisions of decimal UNIT 9. Converting fractions to
numbers into fractions. decimal Conversions.
Convert and represent Conversions.
fractions in decimal form.
10

2 . I identify and use relative
measures in different
contexts.
3. I use decimal notation to
express fractions in different
contexts and I relate these
two notations to that of
percentages.
4. I justify the place value in
the decimal number system
in relation to the recurring
counting of units.
9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA
representation to formulate
and solve additive,
multiplicative problems that
involve potentiation
operations DBA.2. Describes
and develops strategies
(algorithms, properties of
basic operations and their
relationships) for making
estimates and calculations
when solving DBA
empowerment problems. 3.
Compare and order fractional
numbers through various
interpretations, resources
FIFTH GRADE
Use concrete and pictorial
representations to explain the
Decimal fractions.
decimal representation of
fractions.
Convert decimal and natural
Conversions
numbers into fractions.
Interpret fractions as a Fraction as a numerical
fractional operator. operator
Solve division exercises with
decimals in the quotient,
The fraction as a ratio
problems and area of
geometric figures.
Compare quantities of the
same set or magnitude using The fraction as a ratio
ratios.
Solve problems comparing
Grouped magnitude problems
grouped quantities.
Compare quantities to solve
Ratio Comparison Problems
daily life problems.
I solve exercises where the
Density
concept of quantity per unit is
demographic
applied.
Solve exercises and problems
on multiplying a natural Multiplication of fractions by a
number by a fraction and vice natural number.
versa.
Solve exercises and problems
Division of a fraction by a
on dividing a fraction by a
natural number.
natural number.

SECOND PERIOD

AXIS AND STANDARDS
Variational Thinking 14. I
predict patterns of variation
in a numerical, geometric, or
graphic sequence.
17. I construct numerical
BASIC LEARNING RIGHTS
DBA.4 . Justify relationships
between surface and
volume, with respect to
dimensions of figures and
solids, and choose the
PERFORMANCES
Use different calculation
procedures based on the
decomposition of the
rectangle to find the area of
the right triangle.
RANSVERSALITY/
TOPICS AND SUBTOPICS
INTERDISCIPLINARITY
UNIT 10. Area of plane
figures area of right triangle

11

equalities and inequalities as
a representation of
relationships between
different data.
9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA
appropriate units according
to the type of measurement
(direct and indirect),
instruments and procedures.
DBA.5 . Explains the
relationships between the
perimeter and the area of
different figures (variations in
the perimeter do not imply
variations in the area and
vice versa) based on
measurements,
superimposition of figures,
calculation, among others.
FIFTH GRADE
Use different calculation and
decomposition procedures to
find the area of the triangle. area of non-right triangle
rectangle that contains the
height inside.
Generalizes a calculation
process to find the area of
Triangle area formula.
the triangle and uses it in
solving problems.
Find the area of the
Quadrilateral area by
quadrilateral from its
decomposition
decomposition into triangles.
Find the area of the
parallelogram through
Parallelogram Area
composition and
decomposition processes.
Build the formula for the area
of the parallelogram and Parallelogram area formula
apply it in solving problems.
Find areas of triangles and
Areas of figures with exterior
parallelograms with exterior
heights.
heights.
Build the formula for the area
of the trapezoid and apply it Trapezius area.
to solve problems.
Build the formula for the area
of the rhombus and apply it Rhombus area.
in solving problems.
Determine the characteristics
of the proportionality
between the height and the Problems using areas.
area and between the base
and the area of a triangle.
Recognize that figures with
Problems of relationship
equal areas can have
between area and perimeter.
different perimeters.
Recognize that figures with
Problems of relationship
different areas can have the
between area and perimeter.
same perimeter.
12
 9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA FIFTH GRADE

SECOND PERIOD

AXIS AND STANDARDS BASIC LEARNING RIGHTS
Numerical-Variational DBA.1. Interpret and use
Component natural and rational
Numerical Thinking numbers in their fractional
representation to
2 . I identify and use formulate and solve
relative measures in additive, multiplicative
RANSVERSALITY/
PERFORMANCES TOPICS AND SUBTOPICS
INTERDISCIPLINARITY
Solve exercises about the
UNIT.11 PROPORTIONS
number of times one object
Previous knowledge.
fits into another.
Identify the proportion of a Proportion of a quantity.
quantity with respect to
another.

13

different contexts.
4. I justify the place value in
the decimal number system
in relation to the recurring
counting of units.
9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA FIFTH GRADE
I find the comparative
Proportion of a quantity.
quantity using proportion.
Find the comparative The proportion in
quantity using proportion. comparative quantities.
Find the base quantity from
the comparative quantity The base amount.
problems that involve
and its ratio.
operations of
Solve problem situations
empowerment.
using relationships between
Making letters with people
quantities and
measurements.

THIRD PERIOD

AXIS AND STANDARDS
Numerical-Variational
Component
Numerical Thinking
2 . I identify and use
BASIC LEARNING RIGHTS
DBA.1 . Interpret and use
natural and rational
numbers in their fractional
representation to formulate
and solve additive,
RANSVERSALITY/
PERFORMANCES TOPICS AND SUBTOPICS
INTERDISCIPLINARITY
I solve problems that
UNIT.12
require identifying
Proportionality Natural Sciences :
multiplicative relationships
Relationship between Statistical analysis of
in situations of direct
quantities. scientific events, volumes
proportionality.

14

relative measures in
different contexts.
4. I justify the place value in
the decimal number system
in relation to the recurring
counting of units
THIRD PERIOD
AXIS AND STANDARDS
Numerical-Variational
Component
Numerical Thinking
9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA
multiplicative, and problems
involving potentiation
operations.
BASIC LEARNING RIGHTS
DBA.1. Interprets and uses
natural and rational
numbers in their fractional
representation to formulate
FIFTH GRADE
I solve direct proportionality
problems.
I solve simple inverse
proportionality problems.
PERFORMANCES
Identify the relationship
between fractions and
percentages as parts of a
whole.
and capacity measures.
Language: Reading
Directly proportional
magnitudes. comprehension, expression
through symbols of a verbal
statement and vice versa.
Artistic: Artistic
constructions and
tessellations.
In all areas: Analysis of
Inversely proportional
magnitudes. situations specific to each
area using percentages and
proportionality.
RANSVERSALITY/
TOPICS AND SUBTOPICS
INTERDISCIPLINARITY
UNIT 13. Percentages
Percentage concept.
15

2 . I identify and use
relative measures in
different contexts.
3. I use decimal notation to
express fractions in different
contexts and I relate these
two notations to that of
percentages.
4. I justify the place value in
the decimal number system
in relation to the recurring
counting of units.
THIRD PERIOD
AXIS AND STANDARDS
9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA FIFTH GRADE
I formulate the meaning of
percentage and the
relationship between Percentages
percentage and decimal
multiplication.
I solve problems involving
Percentages of one quantity
percentages of one quantity
with respect to another.
with respect to another.
and solve additive, I formulate and solve
Problem formulation.
multiplicative, and problems problems with percentages.
involving potentiation I interpret the percentage
operations. information Representation of
organized in different types percentages
of graphs.
I build linear and circular
buildings
graphs
graphics
to represent percentages.
I analyze the relationship of
the recorded data Analysis of data
in different types of graphs.
RANSVERSALITY/
BASIC LEARNING RIGHTS PERFORMANCES TOPICS AND SUBTOPICS
INTERDISCIPLINARITY
16
 9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA FIFTH GRADE
I solve exercises on
multiplication and division of
a decimal by a natural UNIT 14. Polygons
number, averages, Previous knowledge.
perimeters, radius, center
and diameter.
I construct a hexagon and a
regular polygon with paper
and verify the
polygons
characteristics of the
regular polygon by
superposition.
Numerical-Variational Make constructions of
5. Explain the relationships regular polygons and verify
Component regular polygons
between the perimeter and their characteristics by
Numerical Thinking
the area of different figures superposition.
9 . I model dependency
(variations in the perimeter
situations through direct
do not imply variations in Make constructions of
and inverse proportionality.
the area and vice versa) regular polygons using a buildings
10. I use various calculation
from measurements, protractor and a compass.
and estimation strategies to
superimposition of figures,
solve problems in additive Investigate the relationship
calculation, among others
and multiplicative situations. between the circumference
Circumference and
and the diameter and
diameter
deduce the approximate
value of the number pi (π)
I identify the diameter and
use it to obtain the
The circumference
circumference
measurement
measurement by relating it
to the number π
Understand the
relationships between Diameter-circumference
diameter and circumference ratio
measurements.

THIRD PERIOD

17

AXIS AND STANDARDS
Numerical-Variational
Component
Numerical Thinking
eleven. I identify, in the
context of a situation, the
need for an exact or
approximate calculation and
the reasonableness of the
results obtained.
12. I justify regularities and
properties of numbers, their
relationships and
operations.
Variational Thinking
13. I describe and interpret
variations represented in
graphs
THIRD PERIOD
9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA
BASIC LEARNING RIGHTS
DBA.6 . Identify and
describe properties that
characterize a body in
terms of the
two-dimensionality and
three-dimensionality and
solves problems in relation
to
composition and
decomposition of forms.
FIFTH GRADE
RANSVERSALITY/
PERFORMANCES TOPICS AND SUBTOPICS
INTERDISCIPLINARITY
Solve exercises on UNIT 15. Prisms and
volumes, developments and cylinders Previous
elements of polyhedra. knowledge
Recognize the
characteristics of prisms
and cylinders by the shape Prisms and Cylinders
of their bases and side
faces.
I build models of prisms and
their development on Solid developments
squared sheets.
I build models of prisms and
cylinders and the
Solid developments
development of the prism
on square sheets.
Identify the construction
process
Solid developments
cylinders from their
development.
18

AXIS AND STANDARDS
Numerical-Variational
Component
Numerical Thinking
5. I solve and formulate
problems whose solution
strategy requires the
relationships and properties
of natural numbers and
their operations.
6. I solve and formulate
problems in additive
situations of composition,
transformation, comparison
and equalization.
9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA
BASIC LEARNING RIGHTS
DBA,1. Interprets and uses
natural and rational
numbers in their fractional
representation to formulate
and solve additive,
multiplicative, and problems
involving potentiation
operations.
FIFTH GRADE
RANSVERSALITY/
PERFORMANCES TOPICS AND SUBTOPICS
INTERDISCIPLINARITY
Use pictorial language to
UNIT 16. Equations
express equivalent
numerical relationships. Equations with symbols
Explains a dependency
relationship expressed
through equations, tables,
Dependency relationships
graphs or words.
Analyze dependency
relationships in different
situations, using words, Equations with symbols
graphs, equations and
tables.
Solve routine and non-
routine additive comparison
and equalization problems Additive situations
and interpret the conditions
necessary for their solution.
Solve routine and non-
routine multiplicative
problems involving repeated Multiplicative situations
addition, multiplicative
factor, and ratio.
Solve multiplicative
Interpretation of
situations that have more
than one solution. operations.
Use the properties of
operations with natural
numbers to justify some Using feature properties
calculation strategies related
to geometric arrangements.
Describe events as
possible, more possible,
less possible, equally
Possibility of an event
possible, or impossible.
Associate the meaning of Probability of an event
ratio to the fraction in
probability contexts.
19
 9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA FIFTH GRADE
Establishes, through simple
permutations, the number of
elements of a set in a
Let's swap
random context.

Establishes, through simple

combinations, the number of
elements of a set in a
Combinations
random context.

Establishes relationships
between different units of Time units
measurement of time.

FOURTH PERIOD

20

AXIS AND STANDARDS
Numerical-Variational
Component
Numerical Thinking
2 . I identify and use relative
measures in different
contexts.
3. I use decimal notation to
express fractions in different
contexts and I relate these
two notations to that of
percentages.
4. I justify the place value in
the decimal number system
in relation to the recurring
counting of units.
FOURTH PERIOD
9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA FIFTH GRADE
RANSVERSALITY/
BASIC LEARNING RIGHTS PERFORMANCES TOPICS AND SUBTOPICS
INTERDISCIPLINARITY
Identify and use the concept UNIT 17. Potentiation and
of empowerment to solve establishment Potentiation
arithmetic problems. of natural numbers
Identify and use the
Problems with
properties of potentiation to
empowerment
solve arithmetic problems.
Identify and use the concept
of Radication to solve Filing
arithmetic problems.
2. Describes and develops
strategies (algorithms, Calculates roots of natural
Filing by decomposition into
properties of basic numbers, by decomposing
prime factors
operations and their them into prime factors.
relationships) to make
estimates and calculations I determine the concept of
when solving empowerment positional decimal
Positional Decimal
problems. numbering system, from
Numbering System
natural and decimal
numbers.
Identify the change in
Multiplication of a decimal
position of the comma when
by 10, 100 and
a decimal is multiplied by
1,000
10, 100 and 1,000
Identifies the change in
position of the decimal point
Division of a decimal
when a decimal number is
between 100 and 1,000
divided between 100 and
1,000.
21

AXIS AND STANDARDS
Numerical-Variational
Component
Numerical Thinking
2 . I identify and use
relative measures in
different contexts.
3. I use decimal notation to
express fractions in different
contexts and I relate these
two notations to that of
percentages.
4. I justify the place value in
the decimal number system
in relation to the recurring
counting of units
9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA FIFTH GRADE
RANSVERSALITY/
BASIC LEARNING RIGHTS PERFORMANCES TOPICS AND SUBTOPICS
INTERDISCIPLINARITY
Solve operations with
decimal numbers,
UNIT 18. Multiplication
perpendicularity,
Previous knowledge
parallelism and Cartesian
plane.
Solve problems involving
multiplication of a natural Multiplication of a natural
number by a decimal number by a decimal.
number and vice versa.
Solve multiplications with
Multiplication of a natural
decimal numbers in the
by a decimal
second factor.
Solve multiplications with
DBA.3 . Compare and order Multiplication with decimal
decimal numbers, in both
fractional numbers through numbers in both factors
factors and horizontally.
various interpretations,
resources and
Solve multiplications of
representations Multiplication of decimal
decimal numbers in both
numbers vertically.
factors and vertically.
Solve multiplications of Multiplication of decimal
decimals vertically, with numbers with zeros in both
zeros in both factors. factors.
Interpret the relationship
between the product and Relationship between the
the factors in a product and its factors.
multiplication of decimals
Find the area of rectangles
and squares when the
Areas with decimals
length of their sides is a
decimal number.
22
 9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA FIFTH GRADE
Find the volume of
parallelepipeds and cubes,
Volumes with decimals.
when the length of their
sides is a decimal number

Find how many times one How many times does one
decimal fits into another decimal fit into another.

FOURTH PERIOD

RANSVERSALITY/
AXIS AND STANDARDS BASIC LEARNING RIGHTS PERFORMANCES TOPICS AND SUBTOPICS
INTERDISCIPLINARITY

23
 9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA FIFTH GRADE
Solve operations with
decimals, find volumes of UNIT 19. Decimal division
parallelepipeds and make Previous knowledge
unit conversions.
Poses the operation and
represents it graphically, to
Numerical-Variational Division of a natural number
solve problems of dividing a
Component by a decimal
decimal number by a
Numerical Thinking
natural number.
Divide horizontally with Horizontal division with
2 . I identify and use
decimals in the divisor. decimals in the divisor
relative measures in
DBA.3. Compare and order Divides decimals Division of decimals
different contexts.
fractional numbers through horizontally. horizontally.
3. I use decimal notation to
various interpretations,
express fractions in different Divide decimals vertically Dividing decimals vertically.
resources and
contexts and I relate these
representations Solve divisions vertically
two notations to that of Division in which the
whose quotient is a finite
percentages. quotient is a finite decimal.
decimal.
4. I justify the place value in
Find the quotient by
the decimal number system The quotient with
rounding in the division of
in relation to the recurring approximate numbers
decimals.
counting of units
Interpret the remainder in
Inexact division with
inexact divisions with
decimals
decimal numbers.
Interpret the relationship
Relationship between the
between the quotient and
quotient and the dividend.
the dividend

FOURTH PERIOD

RANSVERSALITY/
AXIS AND STANDARDS BASIC LEARNING RIGHTS PERFORMANCES TOPICS AND SUBTOPICS
INTERDISCIPLINARITY

24
 9GABRIEL GARCÌA MÀRQUEZ EDUCATIONAL INSTITUTION
CURRICULAR PROGRAMMING
MATHEMATICS AREA FIFTH GRADE
Numerical-Variational UNIT 20. Operations and
Solve exercises and
Component calculations Previous
problems with decimals.
Numerical Thinking knowledge
Use the properties of
2. I identify and use relative operations with natural Hierarchy of operations with
measures in different numbers to solve operations decimals.
DBA.3 . Compare and order
contexts. with decimal numbers.
fractional numbers through
3. I use decimal notation to Pose and solve problems of
various interpretations, Multiplicative situations with
express fractions in different multiplicative situations with
resources and decimals.
contexts and I relate these decimal numbers.
representations
two notations to that of
percentages. Determine the relationship
Relationship between
4. I justify the place value in between fractions, decimals
fractions, decimals and
the decimal number system and percentages using the
percentages
in relation to the recurring Chinese tangram.
counting of units

25