GRADE and Week 1.

From the 2nd to the 5th

SUBJECT Mathematics 6° TIME
GROUP of January.
Use of sequences of problematic situations that awaken interest in the
APPROACH students, that allow for reflection and the construction of differentiated ways for the solution of
problems using reasoning as a fundamental tool.
3 35. Who is the tallest? 36. Who is the successor?
BLOCK CHALLENGES
Easily identify them.
AXIS CONTENTS DIDACTIC INTENTION

Numbers and numbering systems

That the students solve problems that involve
Identification of a fraction or a
comparing fractions and decimals.
decimal between two fractions or
That the students identify some differences between
given decimals. Approach to the
the order of the decimals and the order of the numbers
density property of the
natural, based on the property of density.
rational, in contrast to the
That the students identify the characteristics of the
natural numbers.
multiples of some numbers through the analysis of the
Determination of multiples and divisors
Pythagorean table and conclude how to obtain a
of natural numbers. Analysis of
multiple of any number.
regularities in obtaining multiples
of two, three, and five.

GENERAL PURPOSES OF THE SUBJECT

Know and use the properties of the decimal numbering system to interpret or communicate.
quantities in different forms. Explain the similarities and differences between the properties of the system
decimal of numbering and those of other systems, both positional and non-positional.
CURRICULAR STANDARDS
1.1.1. Read, write, and compare natural, fractional, and decimal numbers.
SKILLS THAT ARE FOSTERED
Solve problems autonomously.
Communicate mathematical information.
Validate procedures and results.
Manage techniques efficiently.
SEQUENCE OF ACTIVITIES
START:
Identification of a fraction or a decimal between two given fractions or decimals.
Approach to the density property of the rationals, in contrast with the
natural numbers.
. Ask the students if a fraction is the same as a decimal number. Present the
differences between both so that you can identify them.
DEVELOPMENT:
. Present students with problems where they use fractions and decimals to
compare them or arrange them. For example: If Ramiro is 1.60 meters tall and Rocío is 1 meter and 1/2,
Who measures more?
. Integrate into teams to carry out the activities of challenge #35.
through this activity, students will learn to solve problems that involve
compare fractions and decimals. Mathematical challenges book page 72.
. Bring forward 5 more students, who must state their height (bring tape if they don't know it)
height), write the measurements on the board and arrange from smallest to largest. Ask the
students how do you write 1/4 in decimal?, how 1/5?, etc.
CLOSING:
. Share the answers to the challenge and the extra exercises, first as a team and
later in a group.
START:
. Remember the topic of comparing fractions and decimals. Call two students to the front.
voluntarily so that they do an exercise, while the rest of the group comments if it is
correct or what they should do.
DEVELOPMENT:
. Implement exercises with the students in which they have to identify which number
Decimal or natural comes before or after a set number. Example: Solve the
Next exercise indicating what its predecessor is or, failing that, its successor.

. Ask the students to pair up to carry out the activities of the challenge.
#36, where they will identify some differences between the order of the decimals and the order.
of natural numbers, from the property of density. Book of challenges
mathematical pages 73 and 74.
CLOSURE:
. Review the exercises completed in a group or in order of the list so that the
students participate. Socialize the answers.
START:
. Draw a line on the board and have a volunteer student come to the front to locate a
number between 4.56 and 4.57
. The rest of the group checks the answers.
DEVELOPMENT:
. Perform group exercises where they locate decimal numbers on a number line
Numerical. Example: Locate the following decimal numbers on the number line. 5.4,
3.2, 1.5, 6.8, 4.9, 2.4 y 9.4.

. With the support of the previous exercise, place numbers between each other.
. Play 'sudden death', where the names of the students are placed in a ballot box.
. Take the name of two students and ask a question; the student who answers wins.
. Conduct eliminations with the students who are selected at random.
CLOSURE:
. Share the exercises that were carried out during this class.
START:
Determination of multiples and divisors of natural numbers. Analysis of
regularities when obtaining the multiples of two, three, and five.
. Ask the students what multiples are.
. Pose exercises to the students where they have to find the multiple of a
determined number.
DEVELOPMENT:
. With a small ball, ask questions about multiples, for example: it is determined
that the game will only say multiples of 12, then the ball is thrown to a child and to the
the player must say a multiple of that initial number, if they are correct they earn a point for their row,
If it fails, it loses the opportunity and it is given to another row. The row with the most points wins.
. Organize the group into teams to carry out the activities of challenge #37.
The objective of this activity is for students to identify the characteristics of multiples.
by some numbers through the analysis of the Pythagorean table and conclude how it is obtained
a multiple of any number. Math challenges book pages 75-78.
CLOSING:
. Group comment on the difficulties encountered by the students in the
time when they developed the activities of challenge # 37.
 REFERENCES AND DIDACTIC RESOURCES
Textbook. Block 3. Pages 72 to 78.
Workbook. Colors. Scissors. Ruler. White sheets. Ball.
Copy in ascending order, Operations with fractions and decimals, What is the successor number?
I compare fractions with decimals, I place a decimal between two fractions, I analyze the multiplication table.
EVALUATION AND EVIDENCES
Observation and analysis of the participations and strategies used by the students in the execution of
the activities.
Exercises in the notebook and in the textbook.
Reflect: What were the most common doubts and mistakes among the students? What did I do to ensure that
Could the students progress? What changes should I make to achieve the expected learning outcomes?
improve the activities?
CURRICULAR ADJUSTMENTS
Students with Special Educational Needs will identify the predecessor and successor of numbers.
two and three digits.

GENERAL OBSERVATIONS
 GRADE and Week 2. From the 9th to the 13th
SUBJECT Mathematics 6° TIME
GROUP of January.
Use of sequences of problematic situations that awaken the interest of the
APPROACH students, that allow reflection and to build differentiated ways for the solution of
problems using reasoning as a fundamental tool.
3 38. ¿De cuánto en cuanto? 39. La pulga y las trampas.
BLOCK CHALLENGES
40. The poisonous number and other games.
AXIS CONTENTS DIDACTIC INTENTION

That the students establish the resource of division for

Numbers and systems of determine if a number is or is not a multiple of another, and it
numbering
approach the concept of a divisor of a natural number.
Determination of multiples and
That the students use the notions of multiples and divisor.
divisors of natural numbers.
in order to find the winning strategy.
Analysis of regularities in
That students find resources to verify if a
obtain the multiples of two, three
a number is a divisor of another and to explain why or why not
and five.
it is not.

GENERAL PURPOSES OF THE SUBJECT

Use mental calculation, result estimation, or written operations with natural numbers.
as well as addition and subtraction with fractional and decimal numbers to solve additive problems and
multiplicative.
CURRICULAR STANDARDS
1.3.1. Solve problems that involve multiplying or dividing natural numbers using algorithms.
conventional.
COMPETENCIES THAT ARE FOSTERED
Solve problems independently.
Communicate mathematical information.
Validate procedures and results.
Manage techniques efficiently.
SEQUENCE OF ACTIVITIES
START:
. Go out to the yard to play with multiples. Arranged in a circle, determine the number they will use.
start, it can be the 6th. Pass a ball from hand to hand and every 6 times give a jump, clap or
scream. The one who is making mistakes is leaving the circle.
DEVELOPMENT:
Determination of multiples and divisors of natural numbers. Analysis of
regularities in obtaining the multiples of two, three, and five.
. Implement exercises like the following to find the multiples of a number.
determined. Example: In the following table, shade the multiples of the number in red.
7, highlight the multiples of 8 in yellow and the multiples of 9 in green.

CLOSURE:
. Socialize the team activity. Students will be able to grade each other and do the
necessary corrections.
START:
. Ask the students orally and as a group: Is the number 48 a multiple of 3?
Is 75 a multiple of 5? How did they know?
DEVELOPMENT:
. Request the students to form pairs to carry out the established exercises.
In challenge #38. The objective of this exercise is to achieve that they establish the
division resource to determine if a number is or is not a multiple of another, and they approximate
to the concept of divisor of a natural number. Book of mathematical challenges pages 79-82.
CLOSURE:
. Group review the answers from the previous pages. They can be exchanged.
books and make observations to classmates.

START:
. Request the students to cut out and assemble pages 163 to 167, gathered in teams.
of five people.
DEVELOPMENT:
. Carry out the game 'The Flea and the Traps' from challenge #39, with the cut-out material.
from pages 163-167. The objective of this game is to learn to use the
notions of multiple of divisor in order to find the winning strategy. Challenge book
mathematicians page 83.
CLOSURE:
. Talk about your experience with the game and what you have learned so far.
 START:
. Create cards with numbers to stick on the board and ask the students to
Write in your notebook 3 multiples corresponding to each number. Example:

DEVELOPMENT:
. Integrate into the group in teams to solve the activities of challenge #40, where there
a game titled 'The Poisonous Number' will take place. During the development of this game,
students will find resources to verify if a number is a divisor of another and to
explain why it is or why it is not. Book of mathematical challenges pages 84-89.
CLOSING:
. Review the answers from the previous challenge as a group.
. To finish, ask the students how they knew the next number in the game.
Did they add, subtract, multiply, or divide? Share answers.
REFERENCES AND TEACHING RESOURCES
Textbook. Block 3. Pages 79 to 89.
Workbook. Colors. Scissors. Ruler. White sheets. Cards with numbers.
I divide and multiply, I identify the multiples
EVALUATION AND EVIDENCES
Observation and analysis of the participation and strategies used by students in the completion of
the activities.
Exercises in the notebook and in the textbook.
Reflect: What were the most common doubts and mistakes among the students? What did I do to address them?
Could the students advance? What changes should I make to achieve the expected learning outcomes and
improve the activities?
CURRICULAR ADJUSTMENTS
Students with Special Educational Needs fill in a chart with the Pythagorean table, identifying
some missing elements in a multiplication and solve multiplications.

GENERAL OBSERVATIONS

GRADE and Week 3. From the 16th to the 20th

SUBJECT Mathematics 6° TIME
GROUP of January.
Use of sequences of problematic situations that awaken the interest of the
APPROACH students, that allow reflection and the construction of differentiated ways for the solution of
problems using reasoning as a fundamental tool.
3 41. Where are the traffic lights? 42. A regular plan.
BLOCK CHALLENGES
43. Dogs the submarine.
AXIS CONTENTS DIDACTIC INTENTION
Spatial location That students discover that to locate points in a
Graphic representation of pairs in a Cartesian coordinate system is necessary to establish
arranged in the first quadrant an order for the data and locate the same starting point.
from a coordinate system that students identify patterns in the
cartesian. coordinates of the points and the lines they determine
about the Cartesian plane.
That students use the coordinate system
cartesian in the realization of a game.
GENERAL PURPOSES OF THE SUBJECT
Use and interpret various codes to orient themselves in space and locate objects or places.
CURRICULAR STANDARDS
2.2.1. Uses conventional reference systems to locate points or describe their location on plans,
maps and in the first quadrant of the Cartesian plane.
 SKILLS THAT ARE ENHANCED
Solve problems independently.
Communicate mathematical information.
Validate procedures and results.
Handle techniques efficiently.
SEQUENCE OF ACTIVITIES
START:
Graphical representation of ordered pairs in the first quadrant of a system of
Cartesian coordinates.
. Ask the students what airplanes do to locate themselves, do they remember the map?
Cartesian?
DEVELOPMENT:
. Implement activities that mention the coordinates where they are located.
certain places. Example: Observe the following sketch and take the center as a reference.
Mention the location of the restaurant.
2. Mention what place is located at the following coordinates (2,2)
3. Write the location of the red cross.
4. Where can we find the zoo?

. Gather the group into teams to carry out the activities of challenge #41, in which the
students will discover that to locate points in a Cartesian coordinate system, it is
It is necessary to establish an order for the data and locate a common starting point. Book of
mathematical challenges page 90.
CLOSING:
. Review the answers as a group. Resolve any possible doubts.

START:
. Crop the Cartesian plane on page 161, ask how they will locate the points (3,0),
(8,0) and (5,0)?
DEVELOPMENT:
. Ask the students to pair up to carry out the activities of the
challenge #42; taking into account the cut-out material from page 161. When developing the
exercises of this challenge will identify regularities in the coordinates of the points and the
lines that these determine on the Cartesian plane. Book of mathematical challenges
page 91.
CLOSURE:
. Comment in plenary on the difficulties encountered while carrying out the activities of
challenge #42.
 START:
. Recall the activities from the previous class about the Cartesian plane in a brainstorming session.
DEVELOPMENT:
. Salir al patio y con un gis hacer un plano cartesiano grande, donde quepa un alumno en
each space.
. Number the x-axis and y-axis. Ask a pair of students to sit together.
in two boxes. Ask another student what their coordinates are.
companions?
. Make the clarification that since there are two places occupied by the colleagues, it should be
to say two pairs of coordinates.
. Ask another pair of students to pass while the rest turn around to not see them.
location.
. Mention a couple of coordinates in turns trying to guess the place where they are.
mates. If they guess it, they get eliminated.
CLOSURE:
. Socializing and chatting with the students, how did they feel about this activity?, how
Did they determine the coordinate they mentioned? Was it random?
START:
. Remember the game you played with the giant Cartesian plane. Explain to the students that
Now they will do it in the textbook.
DEVELOPMENT:
. Integrate into pairs to carry out the game 'Sink the Submarine' which is
establish in challenge #43, using the cut-out material from page 159. The objective
this game consists of having students use the Cartesian coordinate system
in the creation of a game. Book of mathematical challenges pages 92-94.
CLOSING:
. Comment in plenary on the difficulties encountered while developing the activities of the
challenge #43.

REFERENCES AND DIDACTIC RESOURCES

Textbook. Block 3. Pages 90 to 94.
Workbook. Colors. Scissors. Ruler. White sheets.
EVALUATION AND EVIDENCES
Observation and analysis of the students' contributions and strategies used in the realization of
the activities.
Exercises in the notebook and in the textbook.
Reflect: What were the most common doubts and mistakes among the students? What did I do to ensure that
Could the students advance? What changes do I need to make to achieve the expected learning outcomes and
improve the activities?
CURRICULAR ADJUSTMENTS

GENERAL OBSERVATIONS
 DEGREE and Week 4. From the 23rd to the 26th
SUBJECT Mathematics 6° TIME
GROUP of January.
Use of sequences of problem situations that awaken the interest of the
APPROACH students, that allow to reflect and build differentiated ways for the solution of
problems using reasoning as a fundamental tool.
3 44. Inch, foot, mile. 45. Libra, onza y galón. 46.
BLOCK CHALLENGES
Currencies.
AXIS CONTENTS DIDACTIC INTENTION
 Measure That the students determine the operation that allows them to
Relationship between units to find the equivalence between units of length
International System of Units English system (inch, foot, and mile) and those of the System
and the most common units of the International System of Units (SI).
English System. Let the students choose the operations that allow them
solving problems where it is necessary to compare units
of weight and capacity in the English system (pound, ounce and
gallon) and international.
Have the students calculate exchange rates between currencies from
different countries.
GENERAL PURPOSES OF THE SUBJECT
Know and use the properties of the decimal numbering system to interpret or communicate
quantities in different forms. Explain the similarities and differences between the properties of the system
decimal numbering and those of other systems, both positional and non-positional.
Use mental calculation, result estimation, or written operations with natural numbers.
as well as addition and subtraction with fractional and decimal numbers to solve additive problems and
multiplicative.
CURRICULAR STANDARDS
2.3.1. Establishes relationships between the units of the International System of Units, between the units of
English system, as well as between the units of both systems.
COMPETENCIES THAT ARE FOSTERED
Solve problems independently.
Communicate mathematical information.
Validate procedures and results.
Handle techniques efficiently.
SEQUENCE OF ACTIVITIES
START:
Relationship between units of the International System of Units and the most
common of the English System.
. Ask the students if they have seen or heard of other units of measurement different from the kilogram.
gram, liter, meter, etc. Write on the board according to their answers. Assign with
anticipation labels that mark units of the English System.
DEVELOPMENT:
Explain to the students what the units of measurement of the English system are, as well as their
equivalences.
. Present exercises to the students where they have to carry out conversions of
units. Example:
Juan bought a piece of land that measures 5 yards, how many meters of land did Juan buy?
yarda= 0.9144 m)
Mariana bought 5 feet of red ribbon to make Christmas decorations, how many
How many centimeters of ribbon do you have? (1 foot = 0.3048 m)
CLOSING:
. Share the answers to the exercises and go to the board to solve more problems.
similar.
 GRADE and Week 1. From the 2nd to the 5th
SUBJECT Mathematics 6° TIME
GROUP of January.
Use of sequences of problematic situations that awaken interest in the
APPROACH students, that allow for reflection and the construction of differentiated ways for the solution of
problems using reasoning as a fundamental tool.
3 35. Who is the tallest? 36. Who is the successor?
BLOCK CHALLENGES
Easily identify them.
AXIS CONTENTS DIDACTIC INTENTION

Numbers and numbering systems

That the students solve problems that involve
Identification of a fraction or a
comparing fractions and decimals.
decimal between two fractions or
That the students identify some differences between
given decimals. Approach to the
the order of the decimals and the order of the numbers
density property of the
natural, based on the property of density.
rational, in contrast to the
That the students identify the characteristics of the
natural numbers.
multiples of some numbers through the analysis of the
Determination of multiples and divisors
Pythagorean table and conclude how to obtain a
of natural numbers. Analysis of
multiple of any number.
regularities in obtaining multiples
of two, three, and five.

GENERAL PURPOSES OF THE SUBJECT

Know and use the properties of the decimal numbering system to interpret or communicate.
quantities in different forms. Explain the similarities and differences between the properties of the system
decimal of numbering and those of other systems, both positional and non-positional.
CURRICULAR STANDARDS
1.1.1. Read, write, and compare natural, fractional, and decimal numbers.
SKILLS THAT ARE FOSTERED
Solve problems autonomously.
Communicate mathematical information.
Validate procedures and results.
Manage techniques efficiently.
SEQUENCE OF ACTIVITIES
START:
Identification of a fraction or a decimal between two given fractions or decimals.
Approach to the density property of the rationals, in contrast with the
natural numbers.
Ask the students if a fraction is the same as a decimal number. Present the
differences between both so that you can identify them.
DEVELOPMENT:
Present students with problems where they use fractions and decimals to
compare them or arrange them. For example: If Ramiro is 1.60 meters tall and Rocío is 1 meter and 1/2,
Who measures more?
Integrate into teams to carry out the activities of challenge #35.
through this activity, students will learn to solve problems that involve
compare fractions and decimals. Mathematical challenges book page 72.
Bring forward 5 more students, who must state their height (bring tape if they don't know it)
height), write the measurements on the board and arrange from smallest to largest. Ask the
students how do you write 1/4 in decimal?, how 1/5?, etc.
CLOSING:
Share the answers to the challenge and the extra exercises, first as a team and
later in a group.
 DEGREE and Week 5. From the 30th of
SUBJECT Mathematics 6° TIME
GROUP January to February 3.
Use of sequences of problem situations that awaken the interest of the
APPROACH students, that allow for reflection and the construction of differentiated ways for the solution of
problems using reasoning as a fundamental tool.
3 47. How many of these? 48. ¿Cuál es la más grande? 49.
BLOCK CHALLENGES What is the best price? 50. Which one is more
concentrated? 51. Promotions.
AXIS CONTENTS DIDACTIC INTENTION
Measure That students use different units of measurement to
Comparison of the volume of two determine the volume of a body.
o more bodies, either That students compare volumes of bodies, both
directly or through a directly as well as through different units of
intermediate unit. measure.
That students solve problems that involve
Proportionality and functions determine if a ratio of the type 'for each n, m' is greater than
Comparison of reasons in less than another without the need to perform numerical calculations.
simple cases That the students solve comparison problems between
two reasons equating a term in both, duplicating or
tripling the terms of one of them.
For the students to obtain the unit value to solve.
problems in which ratios are compared.
GENERAL PURPOSES OF THE SUBJECT
Use mental calculation, result estimation, or written operations with natural numbers.
as well as addition and subtraction with fractional and decimal numbers to solve additive problems and
multiplicatives.
Know and use the basic properties of angles and different types of lines, as well as those of the circle,
triangles, quadrilaterals, regular and irregular polygons, prisms, pyramids, cone, cylinder, and sphere to
make some constructions and calculate measurements.
CURRICULAR STANDARDS
2.1.1. Explain the characteristics of different types of lines, angles, polygons, and geometric bodies.
3.1.1. Calculate percentages and use this tool in solving other problems, such as the
comparison of reasons.
COMPETENCIES THAT ARE FOSTERED
Solve problems autonomously.
Communicate mathematical information.
Validate procedures and results.
Manage techniques efficiently.
SEQUENCE OF ACTIVITIES
START:
Comparison of the volume of two or more bodies, either directly or through
an intermediate unit.
. Ask the students what volume is, what it is used for, how we identify it in a
body, etc.
DEVELOPMENT:
. Form teams and carry out practical activities where you have to identify the
volume. Example: Integrate the group into teams and give them a shoebox, give them
after a box of matches and asking how many boxes of matches they think are needed
to fill a shoebox. This way, several exercises can be done by giving them boxes of
different sizes.
. Gather the group into teams to carry out the activities presented in the
challenge #47, where it is intended that you use different units of measurement to
determine the volume of a body. Book of mathematical challenges pages 98-99.
CLOSURE:
. Share the responses to the challenge in turns or by row.

START:
. Remember what volume is and how we can obtain it.
DEVELOPMENT:
. Ask the students to individually obtain the volume of the following figures.

. Have volunteers explain what they did on the board.

. Ask the students to join teams to tackle the challenge activities.
#48, where they will compare volumes of bodies, both directly and through
different units of measurement. Math challenges book page 100.
CLOSURE:
. Review the answers made by the students by exchanging their books with other teams.
START:
Comparison of ratios in simple cases.
. Ask the students how we can compare the prices of the store and a supermarket?
Which is likely to be cheaper?
DEVELOPMENT:
. Present students with simple problems, where they have to make comparisons to
determine the correct result. Example:
In the creamery, 4 kg of eggs cost $46.00, and in the mini-supermarket, they cost $32.00. Where is it cheaper?
cheaper?
In the bakery 'Tianey', three cakes cost you $480.00 and in the bakery 'Beniany'
Two cakes cost $370.00, where are they cheaper?
. Integrar al grupo en equipos para que lleven a cabo los problemas que se presentan en el
challenge #49, in which you will solve problems that involve determining whether a ratio of the type
"for each n, m" is greater than or less than another without the need for numerical calculations.
Book of math challenges page 101.
CLOSURE:
. Distribute the 4 problems from the previous challenge among the teams so they can come up to explain.
to their peers how they solved it. Socialize.
 START:
. Remember what was seen in the previous sessions about the comparison of ratios.
DEVELOPMENT:
. Ask the students to organize themselves into teams to carry out the activities that are
they present in challenge #50, where they will solve comparison problems between two
reasons equalizing a term in both, doubling or tripling the terms of one of them
them. Book of mathematical challenges page 102.
. Integrate into teams to solve the exercises presented in the challenge
#51, in which students will obtain the unit value to solve problems in which
they compare reasons. Challenge book page 103.
CLOSURE:
. Comment in plenary on the difficulties encountered when solving the problems of
aforementioned challenge.
REFERENCES AND TEACHING RESOURCES
Textbook. Block 3. Pages 98 to 103.
Workbook. Colors. Scissors. Ruler. White sheets. Shoe boxes and matches.
EVALUATION AND EVIDENCE
Observation and analysis of the participations and strategies used by the students in the completion of
the activities. Exercises in the notebook and in the textbook.
Reflect: What were the most common doubts and mistakes among the students? What did I do to ensure that
Could the students advance? What changes should I make to achieve the expected learnings and
improve the activities?
CURRICULAR ADJUSTMENTS

GENERAL OBSERVATIONS

GRADE and Week 6. From the 7th to the 10th

SUBJECT Mathematics 6° TIME
GROUP of February.
Use of sequences of problematic situations that awaken the interest of the
APPROACH students, that allow for reflection and the construction of differentiated ways to solve
problems using reasoning as a fundamental tool.
3 52. The most representative age. 53. Number of children per
BLOCK CHALLENGES
family. 54. Mexico in numbers.
AXIS CONTENTS DIDACTIC INTENTION
 Analysis and representation of students identifying the median of a set of
data data and warn of its representation in comparison with the
Use of the mean (average), the arithmetic mean.
median and the mode in the That students reflect on when it is more
problem solving. the arithmetic mean is more representative than the median for a
dataset.
For students to analyze the convenience of indicating the
arithmetic mean, the median and the mode as quantity
representative of a dataset.
GENERAL OBJECTIVES OF THE SUBJECT
Use mental calculation, result estimation, or written operations with natural numbers.
as well as addition and subtraction with fractional and decimal numbers to solve additive problems and
multiplicative.
They undertake processes of searching, organizing, analyzing, and interpreting data contained in
images, texts, tables, bar graphs, and other carriers to communicate information or respond
questions posed by themselves or others. Represent information using tables and bar graphs.
CURRICULAR STANDARDS
3.2.1. Solve problems using information represented in tables, pictograms, or graphs.
Bar graphs and identify the measures of central tendency of a data set.
SKILLS THAT ARE FOSTERED
Solve problems independently.
Communicate mathematical information.
Validate procedures and results.
Handle techniques efficiently.
SEQUENCE OF ACTIVITIES
START:
Use of the mean (average), the median, and the mode in problem-solving.
. Ask the students if they remember what average, median, and mode are.
. Make notes of what you remember and provide examples.
DEVELOPMENT:
. Present students with problems where they have to obtain the average, the mode, and the
median. Example:
Help Juan to obtain the average for the bimester taking into account the following
calificaciones. 7.2, 8.5, 9.2, 9.0, 10.0 y 9.7.
2. Obtén la moda de las siguientes cantidades. 10,20,14,15,15,36,25,24,15,14,12,15,15,24,
and 15.

. Explicar brevemente a los alumnos qué es el promedio, la mediana y la moda, enseguida

explain with examples the previously mentioned terms.
CLOSURE:
. Mention more exercises that will have to be solved in pairs or in teams to socialize.
end of this session.
 START:
. Write the numbers 87, 90, 56, 87, 23, 76, 87, 65, 24 on the board.
. Immediately ask the students arranged in pairs to obtain the mode, mean and
median of the previous amounts. Share the answers in plenary.
DEVELOPMENT:
. Integrate into the group in teams to carry out the activities of challenge #52, in which
the students will identify the median of a data set and notice its
representativeness compared to the arithmetic mean. Challenge book page 104.
CLOSING:
. Comment in plenary the doubts that arose while solving the activities of challenge #52.

START:
. Ask the students who buys sweets during recess?
. Ask each student (about 10 students) how many candies to the
What do they consume in a week?

. Create a table with the previous data and obtain the mode, mean, and median. Share.
DEVELOPMENT:
. Ask the students to form teams to solve the activities that are
they present in the challenge #53. The objective of this challenge is to achieve that the students
Reflections on when the arithmetic mean is more representative than the median
for a set of data. Book of mathematical challenges pages 105-106.
CLOSURE:
. Ask 3 teams to voluntarily explain the procedure they carried out when
solve the exercises of challenge #53.
START:
. Grouped in teams or pairs, ask the students to come up with three problems where
use the mode, mean, and median. Exchange with other teams and solve.
. Ask the group: Did you understand the problems? Were they clear? Were they simple or
easy?
DEVELOPMENT:
. Integrate the students into teams to carry out the exercises of challenge #54,
where they will analyze the convenience of indicating the arithmetic mean, the median, or the mode
as a representative quantity of a data set. Challenge book pages 107-110.
CLOSURE:
. Ask the students to verbally express the difficulties they encountered when
solve the exercises of challenge #54.
. Grupalmente hacer una conclusión y concepto de lo que es la moda, media y mediana.
Give examples.

REFERENCES AND DIDACTIC RESOURCES

Textbook. Block 3. Pages 104 to 110.
Workbook.
Colors. Scissors.
Rule.
White sheets.
Basic calculator.
EVALUATION AND EVIDENCES
Observation and analysis of the participations and strategies used by the students in the execution of
the activities.
Exercises in the notebook and in the textbook.
Reflect: What were the most frequent doubts and errors among the students? What did I do to ensure that...
los alumnos pudieran avanzar? ¿Qué cambios debo de hacer para lograr los aprendizajes esperados y
improve the activities?
 CURRICULAR ADAPTATIONS

GENERAL OBSERVATIONS

GRADE and Week 7. From the 13th to the 17th

SUBJECT Mathematics 6° TIME
GROUP of February.
Use of sequences of problematic situations that awaken the interest of
APPROACH students, that allow for reflection and the construction of differentiated ways for the solution of
problems using reasoning as a fundamental tool.
BLOCK 3 CHALLENGES REVIEW
AXIS CONTENTS DIDACTIC INTENTION
 Identification of a fraction or a
decimal between two fractions or
given decimals. Approach to the
density property of the
rational, in contrast to the
natural numbers. That the students identify some differences
between the order of the decimals and the order of the
Graphic representation of pairs natural numbers, based on the property of
arranged in the first quadrant of density.
a system of coordinates
Cartesian.
Let the students use the coordinate system
Relationship between units of the System cartesian in the realization of a game.
International Measurement and the
most common units of the System
Let the students determine the operation that is needed.
English.
allows for finding the equivalence between units
of the length of the English system (inch, foot, and mile) and
the International System of Units (SI).

GENERAL OBJECTIVES OF THE SUBJECT

• Conozcan y usen las propiedades del sistema decimal de numeración para interpretar o comunicar
quantities in different forms. Explain the similarities and differences between the properties of the system
decimal numbering and those of other systems, both positional and non-positional.
They use and interpret various codes to navigate in space and locate objects or places.
Use mental calculation, estimation of results, or written operations with natural numbers.
as well as addition and subtraction with fractional and decimal numbers to solve additive problems and
multiplicative.

CURRICULAR STANDARDS
1.1.1. Read, write, and compare natural, fractional, and decimal numbers.
2.2.1. Uses conventional reference systems to locate points or describe their location on maps,
maps and in the first quadrant of the Cartesian plane.
2.3.1. Establishes relationships between the units of the International System of Units, between the units of
English system, as well as between the units of both systems.

COMPETENCIES THAT ARE FOSTERED

Solve problems independently.
Communicate mathematical information.
Validate procedures and results.
Manage techniques efficiently.

SEQUENCE OF ACTIVITIES
 START:
. In a brainstorming session, ask the students if they remember how I can locate a point.
["mean between two numbers?","how do I locate an object on a Cartesian plane?","how"]
Do you convert dollars to pesos?
DEVELOPMENT:
. Do an exercise for each of the previous contents on the blackboard.
. Bring several students to the front to solve them and explain their methods used.
. By turns, have one student from each row come to the board. Dictate a problem that they will solve.
performing the corresponding operations.
. The student who is correct and finishes first earns a point for their row.
. Continue with the game to practice.
CLOSURE:
. Socialize all the problems and clarify doubts for the students.
START:
. Talk to the students about a project they will carry out on the review topics.
this week.
DEVELOPMENT:
. Integrate three teams and distribute the three review contents.
. Explain that each team must prepare a class of 30 to 45 minutes to work with.
their colleagues and according to the content that was assigned to them.
. The class must include the following: proposal of 5 exercises to solve in the
notebook, a short game for practice, an explanation of the topic and a space for
questions and answers.
. Start planning your class and distributing commissions.
CLOSURE:
. Remember that everything must be ready for the next class. Clarify any doubts you may have.
staying about the activity.
START:
. Ask the teams if they are ready to start the class. Support the teams if necessary.
necessary, either due to doubts or lack of preparation for the activities.
DEVELOPMENT:
. Start with the first team which will address the topic: Identification of a fraction or a
decimal between two given fractions or decimals.
. Remind the teams to be respectful to their colleagues.
. When the first team finishes, the next team must continue with the theme:
Cartesian coordinate system.
CLOSURE:
. Ask the students if they have any questions and clarify them.

START:
. Arrange the students according to the requests of the assigned classmates.
class.
DEVELOPMENT:
. Start with the last team which will address the topic: units of the International System of
Measures and the most common units of the English System.
. Allow extending the time on this topic a bit more, if necessary.
CLOSING:
. Evaluate the activities carried out during the last two sessions.
. Conduct a peer evaluation and self-evaluation using a rubric created by the teacher.

REFERENCES AND TEACHING RESOURCES

Different material for each team according to the topic.
Cuaderno de trabajo. Colores. Tijeras. Regla. Hojas blancas. Calculadora básica.
EVALUATION AND EVIDENCES
Observation and analysis of the contributions and strategies used by the students in the completion of
the activities.
Exercises in the notebook and in the textbook.
Reflect: What were the most common doubts and mistakes among the students? What did I do to ensure that
Could the students advance? What changes should I make to achieve the expected learning outcomes and
improve the activities?
CURRICULAR ADJUSTMENTS

GENERAL OBSERVATIONS

Week 8. From February 20 to 23. EVALUATION