JOSÉ MARÍA ARGUEDAS

LEARNING SESSION

I. INFORMATION DATA

1.1Nombre la sesión:Resolvemos problemas prestando de las centenas y decenas

1.2AREA / DURACIÓN :Matemática / 90 minutos
1.3 GRADO Y SECCIÓN :3er. grado“A”
1.4DATE : / 06/ 17
1.5TEACHER Nancy Uribe Ramos
2. PURPOSES OF THE SESSION
In this session, children are expected to estimate which object weighs more than
another and measure the weights using different units of measurement.
COMPETENCIES AND ABILITIES Performances
Solve quantity problems Establish relationships between data in one-step problems.
Use estimation strategies and procedures expressing them in additive solution models with quantities of
calculation. up to three digits.
Use heuristic strategies when solving an additive problem.
from a stage with quantities.

CROSS-CUTTING APPROACHES OBSERVABLE ACTIONS

Approach to the common good They stand in solidarity with the needs of the members of
classroom and share educational spaces, resources,
materials, tasks or responsibilities.
They take on various responsibilities and make the most of them.
for the well-being of the group.
3. PREPARATION OF THE LEARNING SESSION

ANTES DE LA SESIÓN
What do we need to do before the What resources or materials will be used in this
session? session?
Organization of students Educational materials and resources
Draft on paper the two problems to be solved. Paper drafts with the problems to be solved in the session.
during the session. Paper, notebook, colors, markers, and adhesive tape.
List the Base Ten material, abacuses, and strips of paper from Base Ten material and abacuses.
different Strips of paper of different sizes.
sizes, for each team.
TIME : Approximately 90 minutes
START Approximate time: 15 minutes
I gather previous knowledge. For this, propose a subtraction where an exchange must be made.
in the tens. Then, I ask a volunteer to solve it and explain how they proceeded with the solution.
If necessary, I provide further details or ask questions to the students about the process shown.
Comunica el propósito de la sesión:hoy resolverán problemas en los que apliquen la sustracción de números
of three digits, making exchanges in the hundreds and tens.
Remind the students of the rules of coexistence that will allow them to work in a favorable environment.
Rules of coexistence
Respect the turn of your colleagues.
Use the materials in an orderly and careful manner.
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DEVELOPMENT Approximate time: 70 minutes

I present the following problem on the board or on a flip chart:

In the Túpac Amaru community, 314 liters of milk are produced every
day to make cheese and prepare yogurt. If they use 189 liters for
prepare yogurt, how many liters of milk do you use to make cheese?

I ask the students to read the problem in pairs and then explain it in their own words,
to their partner what they understood.
Ensure understanding of the problem through these questions: what is produced in the
Túpac Amaru community?, how many liters of milk do they produce each day?, what do they prepare with the
milk?, how many liters of milk do you use for the preparation of yogurt?, how many liters of milk do you use
What is needed to find out for the production of cheese?
I organize the students into teams of four members and indicate that they will proceed to the resolution.
of the problem.
Promote the search for strategies through questions such as the following: how
we will be able to know the amount of liters of milk that the Túpac Amaru community uses to produce
{"cheese?":"cheese?","have you ever solved a similar problem?":"have you ever solved a similar problem?","how did you do it?":"how did you do it?","how could I help you?":"how could I help you?"}

esa experiencia en la resolución de este problema?; ¿qué podemos hacer con las tiras de papel?
I listen to their proposals and write them on the board.
I instruct the students to use the strips of paper to represent the amounts presented in the
problem and then make their graphical representation. For example:
Total de litros de leche: 314
Litros usados para preparar yogur: 189 Liters used to make cheese: ?
Liters used for
I ask some questions: what operation will we perform?, why?; how can we do it?
stay? I listen to their ideas and then suggest to some groups the use of Base Ten material and to others the
use of the abacus.
I remind the students of the agreed-upon coexistence rules. In order to reinforce the importance of
I suggest that you establish shifts for the use of the materials so that everyone has the
opportunity to use them.
I accompany the students in the process.
of resolution: I observe how they represent the
subtraction and the strategies that put in
practice to solve it, since they must
make exchanges, both of tens as well as
units.
314–189
We represent 314

We use the material

Base Ten
 I.E. 'JOSÉ MARÍA ARGUEDAS'

We point out the answer to the posed problem: '115 ceramics were sold.'
I indicate that, individually, they think of another way to solve the problem, write it in their notebook and,
then, share it with a colleague.
I monitor the resolution process and pay attention to the strategies they use.
I point out the boys and girls who represent the problem using strips of paper of different sizes and
indicate the proposed amounts in this.
Total de litros de leche: 243
They remained: 128 Were sold: ?

I consider other ways to solve the problem, especially those proposed by the students,
example, continue filling in from 128 to reach 243:
128 + 100 = 228
228 + 10 = 238
238 + 5 = 243
It is then: 100 + 10 + 5 = 115.
I encourage the students to verify what has been done using the abacus.
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Total de ceramios: 243

Quedaron: 128 Se vendieron: ?
243–
128
We use the abacus: We subtract: we remove 8 units.

We represent the
minuendo: 243

We exchange 1
ten by 10
units

We subtract: we remove
2 dozens

We present the response: "115 ceramic pieces were sold."

I conclude that, to solve a problem, various strategies can be used in order to reach the.
appropriate response, but we must start the search for a solution with the manipulation of the material
concrete, which facilitates the application of graphic and operational strategies.
I reflect together with the students on the problem-solving process.
To this end, I ask: what data helped you to solve the problem?, why should we use the
concrete material?, will the solution only be found with Base Ten material?, what was it used for?
the strips of paper?, what should we do to know what remains when subtracting a smaller amount from another
mayor?, what operation should we perform to find out?, etc.
 JOSÉ MARÍA ARGUEDAS

It is important to familiarize students with the use of subtraction terms.

natural: minuendo, sustraendo y diferencia
Formalizing knowledge with children. To do this, I ask questions like this: what steps
Have they continued to solve subtraction problems with three digits by exchanging in the tens?
We solve subtractions with three-digit numbers. If in the minuend, in the value of the units,
if we have an amount less than that presented in the subtrahend, we must make a trade in the
tens.
Remember: 1 ten can be exchanged for 10 units.
Steps:

I pose other problems

I write on the board or on a piece of paper the following problem and indicate to the students to it.
solve:
Patricia's companions collected 356 plastic bottles and then delivered 138.
to be used for making work tables. How many bottles did they
Did they stay?
I indicate that they represent the quantities using the strips of paper and then use the Base Ten material or
the abacus to solve the problem.
I invite the students to voluntarily present the work they have done.
CLOSURE Estimated time: 05 minutes
I promote dialogue with children about what they learned in this session. With this
purpose, I pose the following questions:
What did you learn today?, which material did you find easiest to work with for these problems?
Was it easy for them? What difficulties did they have? What should they do when a digit from the number of
Is the minuend less than a digit of the subtrahend?
I review with everyone if the agreed coexistence rules were put into practice during the session. I ask
suggestions on how to improve compliance with them.
REFLECTIONS ON LEARNING

What did the students achieve in this session? What difficulties were observed during learning and
the teaching?
 JOSÉ MARÍA ARGUEDAS

Annex 1
Third Grade
Checklist
Competence: 'Solves quantity problems'
No Name and surnames of the Use estimation and calculation strategies and procedures.

students Employs strategies of Employs heuristic strategies,

calculation for subtraction with mental calculation strategies

how: Measure the mass using
results of up to three conventional and non-conventional units

figures. conventional (kilogram)

1 Anyosa, Poso, Oliver Adam

2 Astocaza Del Pino, Brigith

3 Delgado Huachua, Medaly Marilia

4 Garcia Huamacto, Jhomar Felipe

5 Gonzales Yauricasa, Patrick Del Piero

6 Huaman Sante, Nayely Jorayma

7 Huamaní Borda Milder

8 Jorge Barrera, Jecks Yadiel

9 Weeping Marcos, Yelena Lisset

10 Melgar Condorí, Yasumi Nicoll

11 Natsumi Chancahuana of Ñaupas

12 Oscco Quispe, sky Clarissa

13 Palacios Huayanca, Leyden Arom

14 Panchillo Carlos Bryan Edinson

15 Perez Huamani, Ana Judith

16 Quispe Palomino, Carlos

17 Quispe Chavez, Maryori Solange Yamire

18 Saba Rejas, Jennsen Giovanny Daniel

19 Salas Sarmiento, Evelin Anyeli

20 Silva Gutierrez, Jericco Valentino

21 Toribio Jimenez Vicky Damaris

22 Valdez Aguirre, Yerson

23 Vera Choccña, Fernanda Maribel

24 Vicente Marquina, Kiara Gianella

Achieved. Not achieved

JOSÉ MARÍA ARGUEDAS