Primary School Plans

By Planificaciones para primaria

Mathematics classes for the 5th year of primary school, in a compendium of more than 160 pages. With most of the contents prescribed by the Curriculum Design for primary school, for the entire school year. Asking questions is a method of scientific disciplines. We promote meaningful learning through reflection. But what to ask how and in what context? This book gives you the answers. Our primary classes are question-based. They are not just classes to teach primary school content. It is a way to connect with knowledge.

• Language: English
• Publisher: Planificaciones para primaria
• Release date: Jan 5, 2024
• ISBN: 9798224897056

Book preview

Preface

What is notable about this work is not the ingenious, fun or aesthetically pleasing activity. Nor the fact of developing a class, a job that every teacher does. What is notable is the link between all the contents throughout the entire year. So one piece of content prepares the ground for the next. This allows that, as the contents become more complex, they can be addressed without difficulty by all children. Allowing its appropriation to be meaningful. Another notable point is that the proposed system is based on reaching concepts through reflection. This means that, instead of offering an expository class, children encounter the content as they try to answer the questions posed to them. As an inevitable fact, the child reaches the expected conclusion. This circumstance not only allows children to take ownership of the content in a meaningful way, but is also an indication for them of a model of approach to knowledge. Since establishing questions is an unavoidable circumstance of all scientific knowledge.

Content

Preface

First trimester

Month 1

Month 2

Month 3

Second trimester

Month 4

First trimester

Month 1

Class 1 (2 modules of 50 minutes ea.)

Block: Natural Numbers

Concepts:

- Composition and decomposition of numbers in additive and multiplicative form, analyzing positional value (INTRODUCTION).

Activity: Decimal system – prior knowledge.

From images of a certain number of elements we count objects. We use counting strategies. We resort to our previous knowledge on the topic. We reflect.

In the first instance we display a carrier on the board, with images of objects in large quantities (more than a hundred. They can be polkaing dots, hearts or whatever comes to mind). Together, we try to count them. At first, we do it in a count of one at a time. The idea is that, since there are many objects, this method is not the most efficient. Which gives rise to resorting to counting strategies. We can group the elements in groups of 10. Then we group the groups of 10, again in tens, etc. Once we have all the groups marked, we establish the calculation to determine the total. It can be counting tens one by one, it can be multiplying, it can be counting hundreds, etc. (45´).

In the second part of the activity, we give the children a large number of images to count. This time, individually, they must count the objects, using the strategy that is most convenient for them. Recording the procedure in the folder (it is advisable to use different colors to indicate the groups as it makes it easier to see).

We register an activity in the folder:

We paste the images into the folder.

Instruction (we dictate it, 1'): We count objects.

Count the objects. You can use different strategies. Record the strategies you use.

Illustrative image.

At the end we share the productions (45').

Reflection:

When observing this number of objects, what total amount do you estimate it to be? Many, few, more than ten, more than a hundred, more than a thousand?

How can we know? (counting).

If I count them one by one, how long will it take me? (quite a long time) If I get distracted and lose count, what happens? (I need to start counting from the beginning).

What strategy can I use to avoid losing count if I get distracted, and save time counting? (I can make smaller groupings within the total amount).

Will the groupings you make have the same or different number of elements each? (They must have the same quantity, otherwise, I cannot consider the groupings as a unit of measurement, and to determine the total I would have to count how many elements there are in each group. On the other hand, if they have the same quantity, I only count the groups).

How many elements will the groups you establish have? (They can be any amount, as long as it is the same for all groups).

If I make groupings of ten elements, what do we do once we point out all the groups? (we count how many groups of ten there are).

When I count groups of ten, one at a time, what does each number mean? (When I count 1, it means 10. When I count 2, it means 20. when I count 3, it means 30, etc.) How do I know? (because I add, since 10 + 10 is 20; 20 + 10 is 30, etc.).

Once I counted all the groups of ten that I have, how do I determine the total? (If I counted, for example, 9 groups of ten, I can add a 0 to the nine and I have the total. I can also multiply the 9 by 10 and I arrive at the total).

What happens if when counting 10 groups of 10, I enclose them in a new group? How much am I locking up? (100).

If I establish that I have several groups of 10 times 10, how do I count the groups? (100 by 100).

If I count the groups of 100 one at a time, what does each number mean? (if I count 1 group, it is 100; if I count 2 groups, it is 200, etc.).

What happens if I get distracted and lose count? (I have to count the groups again; this is faster than counting the elements one by one).

Regarding the groups of ten units, if I cannot gather ten groups to enclose them in a group of one hundred, what group am I going to classify them into? (in the group of ten).

If I have loose units left, at the end of the count, what group will I classify them into? (in the group of units).

In the activity that you did alone, what strategies did you use to do the counting? How did they register it in the folder? Did everyone get the same total of items?

Chalkboard:

We plot numbers.

We expose carrier.

Materials:

Large holder to place on the board, with images of elements.

Printed sheet with images of elements, one copy per child.

Class 2 (2 modules of 50 minutes ea.)

Block: Natural Numbers

Concepts:

-  Composition and decomposition of numbers in additive and multiplicative form, analyzing positional value (INTRODUCTION).

Activity: Introduction to the concept of positional value.

Starting from an activity in the context of money, we decompose numbers formed by the unit followed by zeros, into smaller units. Promoting reflection regarding the tenth number of the Decimal Numbering System. These notions will be necessary to delve into the concept of positional value. Which corresponds to the number of groups of tens, which make up the numbers.

In the first instance, the teacher displays a graphic on a carrier with the groups of tens arranged, for everyone to read and reflect on.

In the next instance, the teacher proposes an individual activity to exercise the concepts seen.

Graphic for everyone to reflect on:

Explanation of the graph:

This universe of numbers begins with a first group of ten elements. By adding nine other equal groups to this initial group, or by multiplying it by ten, we obtain a new grouping of one hundred elements. In turn, by adding nine equal groups to this new grouping or multiplying it by ten, I obtain a new group of one thousand, etc. Therefore, when observing the graph, we must assume that each grouping contains within it all the previous groupings that, for reasons of space, do not appear.

We give the children images of printed bills.

We register an activity in the folder:

Instruction: Decomposition of numbers by the unit followed by zero.

They solve the problem:

I have a bill and I want to exchange it for smaller bills, from the immediately previous unit. How many bills do I need?" Graph the answer with the picture of money.

Example:

Illustrative image.

At the end of the reflection, we display the carrier of the Universe of numbers on the walls of the classroom.

At the end of the activity, we share the productions.

Reflection:

Can I use only one type of bill to collect the sample bill amount? (no, I can use any smaller unit followed by zeros).

When we read the slogan, what do we interpret as smaller bills of the immediately preceding unit? (we must use bills with one less zero).

How can I know how many bills of the unit followed by the immediately preceding zero do I need to comply with the order? (I count the unit followed by the immediately preceding zero as many times as necessary until I reach the value indicated in the setpoint. For example, if the setpoint indicates 100. The unit followed by the immediately preceding zero is 10. Therefore, I count 10 times until I obtain 100. Which in this case is 10. That is, I count 10 ten times. First, I count ten, twenty, thirty, etc. Until I reach one hundred and then I figure out how many bills I need to complete the value of the slogan.)

What does it mean that the number of bills I need to decompose each bill is always 10? (It means that we use a base 10 system, decimal base system, and that each group is formed with 10 groups from the immediately preceding group. For example, 1,000 is formed with 10 groups of 100, which can be expressed as 100 x 10).

What minor units followed by zero does each unit followed by zeros have inside? (groups of ten).

What does the number 10 represent? (9 units plus 1)

What does the number 100 represent? (100 units or 10 groups of 10 units).

Does the number 1000 represent? (1000 units or 10 groups of 10 groups of 10 units) If we count the number of zeros that appear when I say 10 groups of 10 groups of 10 units how many are there? (three) How many zeros does 1000 have? (three).

What should I do with all the tens that make up a total, to reach that total? (If I count them one by one, I add them. For example, 10; 20; 30; etc. I can also express the addition as multiplication, for simplicity.)

If I want to decompose the sample bill into bills of a DIFFERENT value from the one immediately preceding, will I reach the total with ten bills? (No, it depends on the value of the bill. I may need one hundred bills or a thousand bills, etc. For example, if I want to raise $10,000 with $100 bills, I will need one hundred $100 bills.)

Chalkboard:

We plot numbers.

Materials:

Printed sheet with images of banknotes, one copy per child.

Carrier for the classroom with the universe of numbers graphic.

Class 3 (2 modules of 50 minutes ea.)

Block: Natural Numbers

Concepts:

-  Numbers of the entire numerical series: reading, writing, ordering, comparing, establishing relationships between the oral and written series (introduction).

Activity: Place value - introduction to the concept.

From the presentation of a series of tables that organizes the information, we reflect on the positional value of the digits of the numbers. For this we review the properties of the Decimal Numbering System that refer to the base ten. We establish relationships between the oral and written expression of numbers and classify them by determining groups and categories. For this reason, the activity has three frames.

The teacher must have the first and second table to display on the blackboard. You can copy it or have it on the carrier.

In the first part of the activity, we complete table 1. We do it together, going one by one to the board. To understand the methodological principle based on reflective questions and comprehensive explanations made by the teacher.

After completing table 1, we reflect on table 2. Which must be presented in full. The teacher explains the numerical classification criteria according to positional value.

In the third and final instance, the children must complete table 3 with the written expression in letters of the values in table 2. This enables another instance of reflection, where relationships are established between the oral and written expression of the numbers.

Explanation:

As we have seen when observing the graph of the Universe of Numbers presented in the previous class. Any value, for example 1000, can be formed by grouping its elements into smaller units. The groupings can have different values, for example, to form 1000 I can group the elements by 10 or by 100. The lower the value of the group, the greater the number of groups we will need. On the contrary, the higher the group value, the fewer groups we will need.

To complete graph 1 we will have to resort to some calculation