SESSION #13 MATHEMATICS (We Solve Problems in Bar Graphs)
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ScribdTranslationsSESSION #13 MATHEMATICS (We Solve Problems in Bar Graphs)
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ScribdTranslationsLEARNING SESSION AJE N° 13
I. INFORMATIVE DATA:
I.E. DEGREE
TEACHER: AREA: DATE:
No. :
Zenón ALVAREZ TICLLASUCA MATHEMATICS 12/05/2022
36121 3rd “C”
TITLE OF THE SESSION “ We solve problems in bar graphs ”
II. LEARNING PURPOSES AND EVIDENCE
COMPETENCES AND PERFORMANCES WHAT WILL GIVE
CAPABILITIES (EVALUATION US EVIDENCE OF
CRITERIA) LEARNING?
4. Solve data management and Reads information Represents bar
uncertainty problems. contained in simple graphs with concrete
4.1. Represent data with graphs and frequency tables (simple or graphic material
statistical or probabilistic measures counting), horizontal and interprets the
4.2. Communicates your pictograms, and simple information in the
understanding of statistical and vertical bar graphs; chart.
probabilistic concepts indicates the highest
4.3. Use strategies and procedures to frequency and represents
collect and process data the data with concrete or
4.4. Supports conclusions or graphic material.
decisions based on the information
Makes simple decisions
obtained.
and explains them based
on the information
obtained.
CROSS-CUTTING
OBSERVABLE ATTITUDES OR ACTIONS
APPROACHES
Promotion of equitable interaction between diverse
Intercultural
cultures, through dialogue and mutual respect
Teachers and students strive to improve themselves,
seeking objectives that represent progress with respect
Search for excellence
to their current level of possibilities in certain areas of
performance.
III. SESSION PREPARATION
What do we need to do before the What resources or materials will be
session? used in this session?
Prepare the paper with the problem. Paper with the problem.
Prepare the worksheets. Work sheet.
IV. MOMENTS AND TIME OF THE SESSION
START: Approximate time: 20 min.
(Motivation, recovery of prior knowledge and cognitive conflict Purpose of
learning)
Observe the situation . (Appendix 1)
Answer the following questions: What parts make up a block graph? What information does the
title give us? What information can you acquire from the block graph? What information does
each block that makes up the graph provide?
PURPOSE OF THE SESSION: Today we will solve problems interpreting bar graphs.
RULE OF COEXISTENCE: Maintain order and cleanliness
DEVELOPMENT: Approximate time: 60 Minutes
( Construction of learning Systematization)
PROBLEM STATEMENT:
Read the following problem: (Annex 2)
THEY BECOME FAMILIAR WITH THE PROBLEM THROUGH QUESTIONS:
What did the students do? What did they do with that data? What data is in the problem?
They express in their own words what they understand about the problem.
THE DESIGN OF STRATEGIES IS GUIDED:
Through the following questions: How do we solve this problem? What should we do first?
What material can we use? They design in groups with the teacher's guidance how to solve the
problem.
They resolve the problem situation using the chosen plan.
They graph the problem on paper by placing plates. (Annex 3)
Then each member of the group tries to interpret the answer.
They are guided to represent the solution with concrete material.
Each group is then asked to verbalize how to resolve the problem posed.
FORMALIZE YOUR LEARNING:
Block graphs organize information by representing quantities through blocks. To build a block
graph you must consider
The title which informs about the theme of the graph.
The characteristics or attributes.
The blocks that represent quantities. (Annex 4)
CLOSING : Approximate time: 15 minutes
(Meta cognition evaluation, application or transfer of learning)
METACOGNITION:
Answer the following questions: What did you learn? How did they learn it? Do you think the
strategy you used was appropriate? Why did you use that material? What did you like about
the class? What difficulties did you have? What do you propose to improve? What will what we
learned be useful to us?
HOMEWORK:
Solve worksheet
ASSESSMENT
PRECISE PERFORMANCES EVIDENCES EVALUATION
INSTRUMENT
• Reads information contained in simple INTANGIBLE: Rating scale
frequency tables (simple counting), Represents bar graphs
horizontal pictograms, and simple vertical with concrete or graphic
bar graphs; indicates the highest material and interprets the
frequency and represents the data with information in the table.
concrete or graphic material. TANGIBLE: Solve
• Makes simple decisions and explains worksheets
them based on the information obtained.
LEARNING REFLECTIONS
What progress did the students make? What difficulties did the students have?
What learnings should I reinforce in the What activities, strategies and materials worked
next session? and which didn't?
V°B°_______________________ ___________________________
DIRECTOR ZENON ALVAREZ TICLLASUCA
CLASSROOM TEACHER
RATING SCALE
Competition: 4 . Solve data management and uncertainty problems.
4.3. Use strategies and procedures to collect and process data.
4.4. Supports conclusions or decisions based on the information obtained
No.
Competitor performance Competitor performance
- Reads information contained in - Makes simple decisions and
simple frequency tables (simple explains them based on the
counting), horizontal information obtained.
pictograms, and simple vertical
Names and surnames bar graphs; indicates the
of students highest frequency and
represents the data with
concrete or graphic material.
Sometimes
Sometimes
observed
observed
It doesn't
It doesn't
Always
Always
Not
Not
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
APPENDIX 1
APPENDIX 2
Third grade students conducted a survey to elect the electoral committee who will direct the voting
process. With these data, the following bar graph was created. How many children were surveyed?
ANNEX 3
ANNEX 4
EXTENSION SHEET
NAMES AND SURNAMES: ___________________________________________
1) Look at the following graph, which shows what Matilde found when she
organized her desk.
10
9
8 Books
7 clips
Cantidad
6 Wax pencils
5 Paste pencils
4
3
2
1
0
Answer the following questions:
a) How many crayons did you find? _______________________________________
b) How many paste pencils did you find?________________________________________
c) How many books did you find?
________________________________________________
d) How many clips did you find?
_________________________________________________
e) How many more crayons than books did he find? ____________________________
f) How many more paper clips than pencils did you find?
______________________________________
g) How many supplies did you find in total?
___________________________________________
2) Pedro went to the field and saw pigs, roosters and cows. Then, he made a graph with the
animals seen.
10
9
8
Cantidad
7
6
5
4
3
2
1
0
gallos chanchos vacas
animales
Reply:
1.How many pigs did Pedro see?_____________________________________
2.How many roosters did Pedro see? ________________________________________
3.How many cows did Pedro see? ________________________________________
4.How many more pigs than cows did Pedro see?______________________________
5.How many animals in total did Pedro see? _______________________________
3) The graph shows the week's absence from school.
a) What is the day of greatest absence?
b) How many students were absent on Monday?
c) If the course has 36 students, how many attended on Friday?
ACTIVITY 2
The graph shows the students' pet preference.
a) What is the least favorite pet among
students?
b) How many students does the course
have?