| Learning to Count. (Up to 9) |
| Subject: MATEMÁTICAS. |
| Course/Level: 1º de Primaria. |
| Teacher: EUGENIO CORTÉS ARDILA |
Mi unidad va dirigida a los niños/as de 1º Nivel de Primaria. Dentro del área de Matemáticas nos vamos a dedicar al aprendizaje del conteo de números anteriores a la primera decena.
Como podéis ver es un estadio muy elemental de las matemáticas donde intentaremos conseguir nuestros objetivos con ilustraciones, videos, canciones y otros materiales que los/as motiven y les hagan enfrentarse a los números con ilusión y sin prejuicios.
La estructura resumida de la unidad es la siguiente:
| 1. Learning outcomes/ Evaluation criteria. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| BLOCK 1: PROCESSES, METHODS AND ATTITUDES IN MATHEMATICS. - Analyze and understand the statement of a problem. - Verbally express in a reasoned way the process followed in solving a problem. - Use processes of reasoning and problem solving strategies, performing the necessary calculations and checking the solutions obtained - Identify and solve problems of daily life, appropriate to their level, establishing connections between reality and mathematics and assessing the usefulness of appropriate mathematical knowledge for problem solving. - Deepening in how to solve problems, raising small variations in data, other questions, etc. - Relying on their own abilities to develop appropriate attitudes and face the difficulties of scientific work. - Overcoming blockage and insecurities in the resolution of unfamiliar situations. - Use technological means in the learning process, searching, analyzing and selecting relevant information on the Internet or other sources, developing own documents, making presentations etc. BLOCK 2: NUMBERS. - Read, write and order, using appropriate arguments, natural numbers to 9. - Build increasing and falling to 9 series. - Interpret different types of numbers according to their value in diary life situations. - Perform operations and numerical calculations using different procedures, including mental arithmetic in problem-solving situations. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2. Subject Content. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| · Numbers up to 9. · Recognition of the spelling of numbers up to 9. · Quantifiers: many, few, none. · Count up to 9 items. · Writing numbers until 9. · Writing increasing and decreasing series of numbers up to 9. · Recognition where there is more or less elements. · Comparison of two or more digits-numbers. · Sort multiple digit-numbers. · Data Interpretation/extraction from a text with numbers and/or drawings. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 3. Task. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| The final task consist of finding out who is the winner of a game. They have to draw in a graphic the amount of objects that the participant have. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 4. Methodology . | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| This unit will take place during 10 sessions. Each session will be made up of 2 or 3 new activities and 1 or none revision activity of the previous day session. That will make an average of 1 activity each 15 min. Several activities can be worked in pairs or small groups. Specially Activities Nº 2, 3, 16, 17. As a final assessment we'll do a 10 question test picking the most important exercises viewed. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Sessions · Activities · Resources- | Session 1: Activities 1- - Put stickers on several treespictures to work the concepts: little, a lot, nothing. Resources: Others: Stickers.; Images: Trees image https://pixabay.com/static/uploads/photo/2014/04/03/00/34/trees-308728_960_720.png; https://www.google.es/imgres?imgurl=http%3A%2F%2Fbebeconsentido13.files.wordpress.com%2F2012%2F09%2F3-arboles.jpg&imgrefurl=http%3A%2F%2Fwww.keyword-suggestions.com%2FYXJib2xlcw%2F&docid=IOPSKIWjzq-4xM&tbnid=2prV7PaqW-KjPM%3A&w=700&h=377&client=firefox-b&bih=628&biw=1366&ved=0ahUKEwiC29i5xNHMAhXL7hoKHVhcCJgQMwgnKAswCw&iact=mrc&uact=8 2- - Identify a picture of a yard and say if there are more boys or girls. Resources: Images: Picture of a yard http://www.learningchocolate.com/sites/default/modules/picturegame/files/89123947052df28c3619be.jpg 3- - Indicate en several pictures where there are more boys than girls/girls tan boys. Resources: Images: Pictures of boys and girls: https://s-media-cache-ak0.pinimg.com/236x/e0/d3/4e/e0d34e827b2c0ae9ee29444232326eb5.jpg; (Probar también este enlace -http://image.shutterstock.com/display_pic_with_logo/871426/378218464/stock-vector-big-set-of-cute-cartoon-kids-playing-together-on-beach-in-groups-little-boys-and-girls-playing-378218464.jpg) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Session 2: Activities 1- - Sing the song "The Animals Went in Two by Two". Resources: Songs: "The Animals Went in Two by Two" http://www.bbc.co.uk/learning/schoolradio/subjects/mathematics/countingsongs/A-F/animals_two_by_two 2- - Count the objects of a worksheet. Resources: Worksheets: https://d1uvxqwmcz8fl1.cloudfront.net/tes/resources/11187299/04b366f5-b6c8-4ea6-87cc-2e284245ce4c/image?width=500&height=500&version=1462159696185 3- - (Revision) Indicate en several pictures where there are more boys than girls/girls tan boys. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Session 3: Activities 1- - Rewrite the numbers of a worksheet. 2- - Sing the song "Five little monkeys". Resources: Songs: "Five little monkeys" http://www.bbc.co.uk/learning/schoolradio/subjects/mathematics/countingsongs/A-F/five_little_monkeys 3- - Count and circle the elements of several pictures / drawings. (Probar también este enlace - http://primerodecarlos.com/primerodecarlos.blogspot.com/octubre/contar.swf) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Session 4: Activities 1- - Count and write the elements of some pictures / drawings. Resources: 2- - Count the elements of some photos / drawings and join them with the corresponding number. (Probar también este enlace - http://www.patchimals.com/downloads/counting/count_autumn/thumb_count_autumn.png 3- - (Revision) Sing the song "The Animals Went in Two by Two". | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Session 5: Activities 1- - Draw / colour the amount of elements indicated by a number. Resources: Worksheets: http://image.slidesharecdn.com/losalimentosbloque5-140705203949-phpapp01/95/los-alimentos-bloque-5-10-638.jpg?cb=1404592977 2- - Perform a numbers dictation/bingo. Resources: Worksheets: http://www.eslprintables.com.es/previewprintables/2009/ago/4/thumb908042136521963.jpg; http://cdn.slidesharecdn.com/ss_thumbnails/formato-para-dictado-120407124558-phpapp02-thumbnail-4.jpg?cb=1333802792 3- - Compare two drawings of the same element and use the terms "... are less / more than ...." "... Is greater / smaller than". Resources: Worksheets: http://www.mundoprimaria.com/wp-content/uploads/2015/06/MAT-1-MAGNITUDES61.jpg | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Session 6: Activities 1- - Circle the biggest/lowest number of a couple of them in a picture / drawing. Resources: 2- - Coloring the biggest/lowest number of several dices. 3- - (Revision) Sing the song "Five little monkeys". | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Session 7: Activities 1- - Write the ascending and descending series from 1 to 9. Resources: 2- - Playing interactive games to learn how to perform series of numbers. Resources: Internet: Interactive games . http://www.cyberkidz.mx/cyberkidz/juegos.php?vak=rekenen&subject=Matem%EF%BF%BDticas 3- - Working on a vocabulary workseet about summer vacation. Resources: Worksheets: https://s-media-cache-ak0.pinimg.com/736x/4c/c8/24/4cc824effd7d74596f5c75e965b83a56.jpg | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Session 8: Activities 1- - Count the objects of a worksheet related to summer vacation. 2- - Working on a worksheet with a bar graph. Resources: Worksheets: http://image.slidesharecdn.com/primerysegundomatemticasme-141002174417-phpapp02/95/primer-y-segundomatemticasme-33-638.jpg?cb=1412272058 3- - (Revision) Compare two drawings of the same element and use the terms "... are less / more than ...." "... Is greater / smaller than". | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Session 9: Activities 1- - Find out who wins a game by drawing on a bar graph. Resources: Images: Game image "who is the winner" https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcT_m5krMTgFTwZOt4s8LPFi96mieOMDhvUPpexehbDLKpQw9lHX 2- - Play a dice game called "race car". Resources: Others: Game "race car" http://auladelamaestralaura.blogspot.com.es/2016/03/3-2-1a-contar.html; Others: Dices 3- - Video: Review | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Session 10: Activity: 10 question test picking the most important exercises viewed. NOTA: SI ALGÚN ENLACE NO FUNCIONASE PROBAD A COPIARLO EN EL NAVEGADOR | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 4.A. NEW Resources. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 4.A.A – Vocabulary. (Activity 19 – Session 8 Nº 1)
4.A.B – PowerPoint Presentation. (Activity 5 – Session 2 Nº 2) 4.A.C – Glossary of terms (Activity 2 – Session 1 Nº 2)
4.A.D – Supporting TEXT (Activity 13 – Session 5 Nº 3)
4.A.E – Join with arrows activity (Activity 10 – Session 4 Nº 2) 4.A.F – Fill the gap activity (Activity 12 – Session 5 Nº 2) 4.A.G – Video Guide (Activity 23 – Session 9 Nº 3) 4.A.H – Interactive Activity about Series (Activity 17 – Session 7 Nº 2) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 5. Evaluation (criteria and instruments) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| To count up to 9 drawn elements and write the corresponding number. To complete the ascending and descendant series from 1 to 9. To identify where is the highest or lowest amount of an element. To Graphically express numbers until 9. To solve an easy problem expressing verbally the process followed. Evaluation instruments: Continuous oral assessment in every session. - True or false questions. - Short answer questions. - Analog questions - Ordering questions. Each worksheet will be corrected. At the end of the topic, the students will take a cumulative test. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Si deseas ver la plantilla de la unidad al completo pincha este enlace:
· Documento realizado por EUGENIO CORTÉS ARDILA.
Muy interesante tu artículo. La unidad es muy completa y tiene multitud de enlaces a actividades para los chavales así como materiales que me van a servir de bastante de cara a próximos cursos. Buen trabajo!
ResponderEliminarMuy interesante tu unidad. Bien estructurada bajo el marco AICLE y destaca el uso de numerosos recursos on line en cada una de las sesiones. A lo que también habrá que estar atento, ya que en ocasiones el cargar demasiado nuestra labor docente sobre las TIC puede derivar en imprevistos que puedan abrir la puerta a momentos de dispersión.
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