SAINT AGUSTÍN TRAINES CHRISTIAN LEADERS, IN

FRATERNITY, LOVE, TRUTH AND SIMPLICITY

MATHEMATICS LEARNING SESSION

1. GENERAL
INFORMATION
WE DIFFERENTIATE ANGLES AND BISSECTRIES
SESSION
DATE 31/05/2019 GRADE AND SECTION 6TO UNIT NO. 3 9
NUMBER
TEACHER Prof. Juan Tuestas Cabrera

Competencies and capabilities
3. Solve problems of shape, movement
and location.
3.1 Model objects with geometric shapes
and their transformations
CROSS-CUTTING APPROACHES
Common good approach
2. LEARNING PURPOSES
performances
What will give us evidence of learning?
(evaluation criteria
Express with drawings your understanding of the Establishes the classification and
elements and properties of the prism, triangle, measurement relationships of angles
quadrilateral and circle using geometric language. taking into account objects of daily life.
OBSERVABLE ATTITUDES OR ACTIONS
He is able to recognize his mistakes

3. PREPARATION FOR THE SESSION

What do we need to do before the session? What resources or materials will be used in this session?
Learn about the game “let's build angles” Straws, primers, notebooks, squared paper, markers, rulers, human
Have photocopies of the evaluation and application forms on resources, sheets, protractor.
hand.
TIME 90’

Start Approximate time: 20

 Start the session by promoting student dialogue regarding how important it is to know about the class. former.
In class group
Familiarization with the problem
 The teacher proposes the following game: ANNEX 1
 The students are organized into groups of three and we give them a sheet with the following table.
Activity number Glued straws – Measurements and Conclusions
operations
Copy the chart into your notebooks and both develop each activity, writing down your measurements and conclusions.
 After the game they answer: Did you like the game? How will you participate? What did you learn?
 What is an angle? What is your midpoint? What are the types of angles? What instrument is used to measure angles? What is a bisector?
How do you draw a bisector?
 The conflict question arises: Can the bisector of an angle be drawn only with the protractor?
 The purpose of the session is communicated: .
THEY DIFFERENTIATE THE CLASSES AND MEASURES OF ANGLES BY DISCOVERING THEIR BISECTRICE
 Do the class group determine the rules of coexistence?
- Maintain order and cleanliness in the classroom.
- I speak calmly to solve a problem
Problem Statement
 They are presented with the following riddle:
I have a right angle
and three sides that encompass me.
Although you don't want to believe it,
My name ends in the a of Alejandra.
Familiarization of the problem
They answer the following questions: What will be the answer? What details help you solve the riddle?
Development Approximate time: 60
In small groups
Search and execution of strategies
 They build a transporter following the instructions in work teams.
1. Trace a circle of any size on a sheet of translucent paper. To do this, you can use a compass or a ta chuela, thread and a pencil as
shown below:

 After the construction of the transporter, the question arises. What fraction of the circle is each of the parts into which it was divided?; In
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 addition to the 90° angles, how many degrees does each fraction of the circle measure?; How many twelfths of the circle does the angle of
150° cover? If you double every twelfth obtained in half, what angle measure do you get?
 They answer: What will the elaborate transporter be used for? Among the possible answers you may have: To measure the angles.
 Socialization of representations in small groups.
1. They measure the following angles using the protractor and record the measurements, then exchange results

Formalization and reflection

 The formalization and reflection of mathematical knowledge and procedures is ensured. To do this, it uses the consensual work with which
the use and handling of the protractor occurred to tailor the classes of angles.
 Ask the students the following: can we use other materials to replace the protractor?
 They formalize what they have learned by pointing out that other materials and strategies can be used to classify and measure angles and
thus facilitate the calculations. In the same way, extract the bisector to divide the angles into equal parts.
 They explain that in order to draw the ray that divides an angle into equal parts, a BISECTRIX must be drawn.
 We present information on the topic
 They answer: What element do we need to draw the bisector of an angle?
 The answers will be written down on the board. We ask you to draw the angle bisector of the pie image and report your answers.
 They reflect that one way to check if the bisector was drawn correctly will be to check if the angle of the bisector drawn is half the initial
angle.
From the information provided and the examples given, solve the application sheet.
Closing Approximate time: 10
The following questions are asked about the activities developed during the session: What did you learn today? Was it easy? What difficulties
did you have? Were you able to overcome them individually or in a group? In what situations in everyday life can we use angles and the
bisector?
Finally, the work carried out by the teams is highlighted and we congratulate them for their order and cleanliness.
As work at home they solve reinforcement exercises.
They solve an evaluation sheet

4. REFLECTIONS ON LEARNING
 The teacher, in a reflective manner, to improve his educational work, asks himself:
What did the students achieve in this session?
What learning should we reinforce in the next session?
What difficulties did the students have?
What activities, strategies and materials worked and which didn't?

Prof. Virginia Torreblanca Prof. Juan Tuestas Cabrera

Primary Coordinator

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