EDUCATIONAL INSTITUTION

“ENRIQUE MILLA OCHOA”

UGEL 02, LIMA – PERU.

LEARNING SESSION
TITLE : “ We find fashion in our preferences ”
INFORMATIVE DATA
EDUCATIONAL DEGREE SECTION
INSTITUTION
AREA QUARTER / DURATIO HOURS
BIMESTER N
TEACHER UNIT DATE
III.- LEARNING PURPOSES
COMPETENCES AND PERFORMANCES CROSS-CUTTING OBSERVABLE ACTIONS
CAPABILITIES APPROACHES

IV.- ASSESSMENT OF LEARNING

EVALUATION CRITERIA EVIDENCE OF LEARNING ASSESSMENT
INSTRUMENTS

Purpose of the session:

That students will describe and find the fashion of the types of products contained in their school lunch
box, using frequency tables and bar graphs.
COMPETENCES CAPABILITIES INDICATORS
Act and think mathematically in Develop and use Calculate the mode of a group of data by arranging
situations of data management strategies. the data in frequency tables or bar graphs.
and uncertainty.
Teaching sequence:
MOMENT SEQUENCE OF STRATEGIES RESOURCE
S
START  They discuss their preferences for certain products when they shop during playtime, such
as drinks, sweets, fruits, breads, etc. They express the reasons why they prefer those
products.
 They give their opinion about whether what they buy is healthy or not and if said product  Dialogue
could be part of a nutritious lunch box.
They comment if we want to express in an orderly manner the purchases that students
made at the kiosk, how do we do it? What can we do to find out the preferred products
during recess? What type of graph can we represent it in? They are presented with the
purpose of the session: today they will learn to describe and find the fashion of the types
of products that their school lunch boxes contain.
They choose some rules of coexistence to be applied during the day's session.
Punctually respect the assigned schedules and times. Listen to and value the opinions of others.
DEVELOPMEN Then they are presented with a newspaper clipping with the following situation: Annex 1
T  Problemat
ic
situation
 EDUCATIONAL INSTITUTION
“ENRIQUE MILLA OCHOA”
UGEL 02, LIMA – PERU.

Give them a copy of the situation to resolve the problem by following the troubleshooting
steps:
Understanding the situation: they answer: what is the problem about? What data does it
provide us? What is the survey about? How many people were surveyed? What does the
problem ask of us?
 Papers
One of the students is asked to explain the problem in their own words.
Search for strategies through the following questions: how could you represent the data
indicated by the problem? Do you think it is necessary to consider all the data? Could you
say the problem in another way? Have you solved a similar problem? How did you do it?
 Markers
Imagine this same problem in simpler conditions, how would you solve it? They are asked to
propose a creative way to solve the problem, using their notions of statistics.
They organize themselves and propose how they will solve the problem using their notions
of statistics.
Prepare a table with the collected data Use a bar or dot chart
They remember the use of frequency tables and statistical graphs to present data in an
organized and simple way.
They perform a count to organize the data in a frequency table:
DEVELOPMEN
T

 Ruler
 We place three types of products on the table:
sweets, breads and fruits.

 Colors

 Formalize mathematical knowledge: What do we do

to organize the data? How do we create a frequency
table in a simple way? How do we make a bar graph?
What do we call the product that has the greatest  Graphic
preference? (Answer: fashion). consolidate these organizer
.
answers into a concept map together with your
students:
We find the fashion:
Observing the frequency table, the trend is that students prefer to buy sweets.
 Reflect on the resolution of the problematic situation through some questions: What have
you learned today? Did you find it easy? Where did you encounter difficulties? Why? Did
working in a group help you overcome the difficulties? difficulties? Why? How can a set of
data be represented in an organized and simple way? What does mode mean?
 They develop an application sheet with similar exercises.
 Applicatio
n sheet
Perform metacognition exercises orally.
CLOSING  Dialogue
 What have you learned today? Did you find it easy? Where did you encounter difficulties?
Why? Did working in a group help you overcome the difficulties? Why? How can you
 EDUCATIONAL INSTITUTION
“ENRIQUE MILLA OCHOA”
UGEL 02, LIMA – PERU.

represent a set of data in an organized and simple way? What does fashion mean?
 They solve the activities on page 135 (problem 4) of the Workbook.

_______________________ ______________________
Maria Estela Rosas
Classroom teacher assistant director

Appendix 1
 EDUCATIONAL INSTITUTION
“ENRIQUE MILLA OCHOA”
UGEL 02, LIMA – PERU.

1. We want to know how often—in days a week—20 families go shopping.

Make a table and find the mode.

2. A study has been carried out to determine the type of drink that fifth graders
consume the most, and the options are the following:

How many students voted? What options are there? How can we determine the
fashion?

Checklist :
Mathematics: Act and think mathematically in situations of data management and uncertainty. (Sessions
week from October 10 to 14)
 EDUCATIONAL INSTITUTION
“ENRIQUE MILLA OCHOA”
UGEL 02, LIMA – PERU.

Sorting the Calculates the Calculates

No. data in mode of a group arithmetic mean
order frequency of data. of a group of data.
Surnames and names tables.

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27

Achieved • In process X Not achieved

LEARNING SESSION
TITLE : “ We calculate the arithmetic mean ”
INFORMATIVE DATA
 EDUCATIONAL INSTITUTION
“ENRIQUE MILLA OCHOA”
UGEL 02, LIMA – PERU.

EDUCATIONAL ENRIQUE MILLA OCHOA DEGREE 5TH SECTION b

INSTITUTION
AREA MATH QUARTER / 03 DURATIO 2 HOURS
BIMESTER N
TEACHER ENRIQUE TIPIANA GOMEZ UNIT 06 DATE
III.- LEARNING PURPOSES
COMPETENCES AND PERFORMANCES CROSS- OBSERVABLE
CAPABILITIES CUTTING ACTIONS
APPROACHES
SOLVE DATA MANAGEMENT Calculates the arithmetic mean of PURSUIT OF IDENTIFY THE ARITHMETIC
AND UNCERTAINTY MEAN IN DIFFERENT
PROBLEMS a group of data from a survey EXCELLENCE
about your preferences. PROBLEMS
Use strategies and procedures
to collect and process data
IV.- ASSESSMENT OF LEARNING
EVALUATION CRITERIA EVIDENCE OF LEARNING ASSESSMENT
INSTRUMENTS
RECOGNIZE ARITMETIC MEANS ACCURATELY SOLVE THE ARITHMETIC CHECKLIST
MEAN
Purpose of the session:
That students describe and find the arithmetic mean, based on data from a survey about their
preferences.
Teaching sequence:
MOMENT SEQUENCE OF STRATEGIES RESOURCE
S
START  They participate in the game: “Mathematical dice” in groups
of three they must work with 2 or 3 dice. One of the
students throws the dice and the other two add, subtract,
multiply or divide the numbers that come up.  Dialogue
2 x 6 + 4 =
 Comment on the game. What did you think? How did you feel? How can we organize the
data of the points earned? What is a statistical graph? In which documents do we find bar
graphs? Will we find numerical data in these documents? Are statistical graphs numerical
data? What are statistical graphs used for?
They are presented with the purpose of the session: today they will learn to describe and
find the arithmetic mean, based on data from a survey about their preferences.
They choose some rules of coexistence to be applied during the day's session.
Punctually respect the assigned schedules and times. Listen to and value the opinions of others.
DEVELOPMEN Then they are presented with a newspaper clipping with the following situation: Annex 1
T  Problemat
ic
situation

Give them a copy of the situation to resolve the problem by following the troubleshooting
steps:
Understanding the situation: they answer: what is the problem about? What data does it
provide us? What is the survey about? What does the problem ask of us?
One of the students is asked to explain the problem in their own words.
Search for strategies through the following questions: How could you represent the data
indicated by the problem? Could you say the problem in another way? Have you solved a  Papers
 EDUCATIONAL INSTITUTION
“ENRIQUE MILLA OCHOA”
UGEL 02, LIMA – PERU.

similar problem? How did you do it? Imagine this same problem. In simpler conditions, how
would you solve it?
They are asked to propose a creative way to solve the problem, using their notions of
statistics.  Markers
They organize themselves and propose how they will solve the problem using their notions
of statistics.
Prepare a table with the collected data We apply basic operations
They count the data:
DEVELOPMEN
T
 Ruler
Carolina 12 13 15 12 16 15 13 15
Sarah 14 11 14 13 15 18 11 14
Carolina:
We add the data = 12+ 13 +15 +12+ 16+15+13+15 = 111  Colors
We divide by the total number of data = 111 : 8 = 13.87 = 14

 Formalize mathematical knowledge: What do we do

 Conclusion
to find the arithmetic mean? What should we know? s
What do we do if it results in decimals? consolidate
these answers into a concept map together with your
students:
 Reflect on the resolution of the problematic situation through some questions: What have
you learned today? Did you find it easy? Where did you encounter difficulties? Why? Did
working in a group help you overcome the difficulties? difficulties? why? What does the
arithmetic mean mean?  Applicatio
n sheet
 They develop an application sheet with similar exercises.
Perform metacognition exercises orally.
CLOSING  Dialogue
 What have you learned today? Did you find it easy? Where did you encounter difficulties?
Why? Did working in a group help you overcome the difficulties? Why? How can you
represent a set of data in an organized and simple way? What does the arithmetic mean
mean?
 They solve

_______________________ ______________________
Maria Estela Rosas
Classroom teacher assistant director
 EDUCATIONAL INSTITUTION
“ENRIQUE MILLA OCHOA”
UGEL 02, LIMA – PERU.

Statement
A group of 6 friends are of different ages. They are the following: 2 of
them are 28 years old and another 2 are 32 years old , the rest are 29
and 30 years old respectively. Calculate the arithmetic mean of the
group .

Statement
Calculate the arithmetic mean of the height of a team of five basketball
players who measure: 1.92, 1.95, 1.83, 1.76 and 1.69.

In English class, 10 students have obtained the following grades: 7, 6.5,

4, 1, 9, 5, 8, 8.5, 2, 5.5. With 10 being the highest grade and 0 being the
lowest. Calculate the arithmetic mean of the class grades.
EDUCATIONAL INSTITUTION
“ENRIQUE MILLA OCHOA”
UGEL 02, LIMA – PERU.
 EDUCATIONAL INSTITUTION
“ENRIQUE MILLA OCHOA”
UGEL 02, LIMA – PERU.

LEARNING SESSION
TITLE : “ We calculate the arithmetic mean ”
INFORMATIVE DATA
EDUCATIONAL ENRIQUE MILLA OCHOA DEGREE 5TH SECTION TO
INSTITUTION
AREA MATH QUARTER / 03 DURATIO 2 HOURS
BIMESTER N
TEACHER JAVIER SOLSOL CARHUANCO UNIT 06 DATE
III.- LEARNING PURPOSES
COMPETENCES AND PERFORMANCES CROSS- OBSERVABLE
CAPABILITIES CUTTING ACTIONS
APPROACHES
SOLVE DATA MANAGEMENT Calculates the arithmetic mean of PURSUIT OF IDENTIFY THE ARITHMETIC
AND UNCERTAINTY MEAN IN DIFFERENT
PROBLEMS a group of data from a survey EXCELLENCE
about your preferences. PROBLEMS
Use strategies and procedures
to collect and process data
IV.- ASSESSMENT OF LEARNING
EVALUATION CRITERIA EVIDENCE OF LEARNING ASSESSMENT
INSTRUMENTS
RECOGNIZE ARITMETIC MEANS ACCURATELY SOLVE THE ARITHMETIC CHECKLIST
MEAN
Purpose of the session:
That students describe and find the arithmetic mean, based on data from a survey about their
preferences.
Teaching sequence:
MOMENT SEQUENCE OF STRATEGIES RESOURCE
S
START  They participate in the game: “Mathematical dice” in groups
of three they must work with 2 or 3 dice. One of the
students throws the dice and the other two add, subtract,
multiply or divide the numbers that come up.  Dialogue
2 x 6 + 4 =
 Comment on the game. What did you think? How did you feel? How can we organize the
data of the points earned? What is a statistical graph? In which documents do we find bar
graphs? Will we find numerical data in these documents? Are statistical graphs numerical
data? What are statistical graphs used for?
They are presented with the purpose of the session: today they will learn to describe and
find the arithmetic mean, based on data from a survey about their preferences.
They choose some rules of coexistence to be applied during the day's session.
Punctually respect the assigned schedules and times. Listen to and value the opinions of others.
DEVELOPMEN Then they are presented with a newspaper clipping with the following situation: Annex 1
T  Problemat
ic
situation

Give them a copy of the situation to resolve the problem by following the troubleshooting
steps:
 EDUCATIONAL INSTITUTION
“ENRIQUE MILLA OCHOA”
UGEL 02, LIMA – PERU.

Understanding the situation: they answer: what is the problem about? What data does it
provide us? What is the survey about? What does the problem ask of us?
One of the students is asked to explain the problem in their own words.
Search for strategies through the following questions: How could you represent the data
indicated by the problem? Could you say the problem in another way? Have you solved a  Papers

similar problem? How did you do it? Imagine this same problem. In simpler conditions, how
would you solve it?
They are asked to propose a creative way to solve the problem, using their notions of
statistics.  Markers

They organize themselves and propose how they will solve the problem using their notions
of statistics.
Prepare a table with the collected data We apply basic operations
DEVELOPMEN
T
They count the data:
 Ruler
Carolina 12 13 15 12 16 15 13 15
Sarah 14 11 14 13 15 18 11 14
Carolina:
We add the data = 12+ 13 +15 +12+ 16+15+13+15 = 111  Colors
We divide by the total number of data = 111 : 8 = 13.87 = 14

 Formalize mathematical knowledge: What do we do  Conclusion

to find the arithmetic mean? What should we know? s
What do we do if it results in decimals? consolidate
these answers into a concept map together with your
students:
 Reflect on the resolution of the problematic situation through some questions: What have
you learned today? Did you find it easy? Where did you encounter difficulties? Why? Did
working in a group help you overcome the difficulties? difficulties? why? What does the
 Applicatio
arithmetic mean mean? n sheet
 They develop an application sheet with similar exercises.
Perform metacognition exercises orally.
CLOSING  Dialogue
 What have you learned today? Did you find it easy? Where did you encounter difficulties?
Why? Did working in a group help you overcome the difficulties? Why? How can you
represent a set of data in an organized and simple way? What does the arithmetic mean
mean?
 They solve

_______________________ ______________________
Maria Estela Rosas
Classroom teacher assistant director
 EDUCATIONAL INSTITUTION
“ENRIQUE MILLA OCHOA”
UGEL 02, LIMA – PERU.

Statement
A group of 6 friends are of different ages. They are the following: 2 of
them are 28 years old and another 2 are 32 years old , the rest are 29
and 30 years old respectively. Calculate the arithmetic mean of the
group .

Statement
Calculate the arithmetic mean of the height of a team of five basketball
players who measure: 1.92, 1.95, 1.83, 1.76 and 1.69.

In English class, 10 students have obtained the following grades: 7, 6.5,

4, 1, 9, 5, 8, 8.5, 2, 5.5. With 10 being the highest grade and 0 being the
lowest. Calculate the arithmetic mean of the class grades.
EDUCATIONAL INSTITUTION
“ENRIQUE MILLA OCHOA”
UGEL 02, LIMA – PERU.
EDUCATIONAL INSTITUTION
“ENRIQUE MILLA OCHOA”
UGEL 02, LIMA – PERU.
 EDUCATIONAL INSTITUTION
“ENRIQUE MILLA OCHOA”
UGEL 02, LIMA – PERU.

LEARNING SESSION
TITLE : “ We calculate the arithmetic mean ”
INFORMATIVE DATA
EDUCATIONAL ENRIQUE MILLA OCHOA DEGREE 5TH SECTION c
INSTITUTION
AREA MATH QUARTER / 03 DURATIO 2 HOURS
BIMESTER N
TEACHER SANTOS ROSALES RIVERA UNIT 06 DATE
III.- LEARNING PURPOSES
COMPETENCES AND PERFORMANCES CROSS- OBSERVABLE
CAPABILITIES CUTTING ACTIONS
APPROACHES
SOLVE DATA MANAGEMENT Calculates the arithmetic mean of PURSUIT OF IDENTIFY THE ARITHMETIC
AND UNCERTAINTY MEAN IN DIFFERENT
PROBLEMS a group of data from a survey EXCELLENCE
about your preferences. PROBLEMS
Use strategies and procedures
to collect and process data
IV.- ASSESSMENT OF LEARNING
EVALUATION CRITERIA EVIDENCE OF LEARNING ASSESSMENT
INSTRUMENTS
RECOGNIZE ARITMETIC MEANS ACCURATELY SOLVE THE ARITHMETIC CHECKLIST
MEAN
Purpose of the session:
That students describe and find the arithmetic mean, based on data from a survey about their
preferences.
Teaching sequence:
MOMENT SEQUENCE OF STRATEGIES RESOURCE
S
START  They participate in the game: “Mathematical dice” in groups
of three they must work with 2 or 3 dice. One of the
students throws the dice and the other two add, subtract,
multiply or divide the numbers that come up.  Dialogue
2 x 6 + 4 =
 Comment on the game. What did you think? How did you feel? How can we organize the
data of the points earned? What is a statistical graph? In which documents do we find bar
graphs? Will we find numerical data in these documents? Are statistical graphs numerical
data? What are statistical graphs used for?
They are presented with the purpose of the session: today they will learn to describe and
find the arithmetic mean, based on data from a survey about their preferences.
They choose some rules of coexistence to be applied during the day's session.
Punctually respect the assigned schedules and times. Listen to and value the opinions of others.
DEVELOPMEN Then they are presented with a newspaper clipping with the following situation: Annex 1
T  Problemat
ic
situation

Give them a copy of the situation to resolve the problem by following the troubleshooting
steps:
 EDUCATIONAL INSTITUTION
“ENRIQUE MILLA OCHOA”
UGEL 02, LIMA – PERU.

Understanding the situation: they answer: what is the problem about? What data does it
provide us? What is the survey about? What does the problem ask of us?
One of the students is asked to explain the problem in their own words.
Search for strategies through the following questions: How could you represent the data
indicated by the problem? Could you say the problem in another way? Have you solved a  Papers

similar problem? How did you do it? Imagine this same problem. In simpler conditions, how
would you solve it?
They are asked to propose a creative way to solve the problem, using their notions of
statistics.  Markers

They organize themselves and propose how they will solve the problem using their notions
of statistics.
Prepare a table with the collected data We apply basic operations
DEVELOPMEN
T
They count the data:
 Ruler
Carolina 12 13 15 12 16 15 13 15
Sarah 14 11 14 13 15 18 11 14
Carolina:
We add the data = 12+ 13 +15 +12+ 16+15+13+15 = 111  Colors
We divide by the total number of data = 111 : 8 = 13.87 = 14

 Formalize mathematical knowledge: What do we do  Conclusion

to find the arithmetic mean? What should we know? s
What do we do if it results in decimals? consolidate
these answers into a concept map together with your
students:
 Reflect on the resolution of the problematic situation through some questions: What have
you learned today? Did you find it easy? Where did you encounter difficulties? Why? Did
working in a group help you overcome the difficulties? difficulties? why? What does the
 Applicatio
arithmetic mean mean? n sheet
 They develop an application sheet with similar exercises.
Perform metacognition exercises orally.
CLOSING  Dialogue
 What have you learned today? Did you find it easy? Where did you encounter difficulties?
Why? Did working in a group help you overcome the difficulties? Why? How can you
represent a set of data in an organized and simple way? What does the arithmetic mean
mean?
 They solve

_______________________ ______________________
Maria Estela Rosas
Classroom teacher assistant director
 EDUCATIONAL INSTITUTION
“ENRIQUE MILLA OCHOA”
UGEL 02, LIMA – PERU.

Statement
A group of 6 friends are of different ages. They are the following: 2 of
them are 28 years old and another 2 are 32 years old , the rest are 29
and 30 years old respectively. Calculate the arithmetic mean of the
group .

Statement
Calculate the arithmetic mean of the height of a team of five basketball
players who measure: 1.92, 1.95, 1.83, 1.76 and 1.69.

In English class, 10 students have obtained the following grades: 7, 6.5,

4, 1, 9, 5, 8, 8.5, 2, 5.5. With 10 being the highest grade and 0 being the
lowest. Calculate the arithmetic mean of the class grades.
EDUCATIONAL INSTITUTION
“ENRIQUE MILLA OCHOA”
UGEL 02, LIMA – PERU.