1, 2, 3...

LET'S PLAY
Y
LEARN
MATHEMATICS
 FOUNDATION:
Teaching is to pose problems from which it is possible to rework school contents and it is also
provide all the necessary information for children to progress in the reconstruction of those contents.
Teaching is promoting discussion about the issues raised, it is providing the opportunity to coordinate different
viewpoints, it is to guide towards the cooperative resolution of problematic situations...
Teaching is encouraging the formulation of necessary conceptualizations for progress in mastering the object of
knowledge is to promote successive redefinitions until reaching knowledge close to socially accepted understanding
established.
Teaching is to promote that children pose new problems that they would not have considered outside of school.
LEARNER, D.

Doing mathematics means accessing the meanings of knowledge through work.

shared in which children must adapt to the restrictions presented by a certain
situation, confront their ideas, accept mistakes and restart the search based on contributions
group and individual, evaluate one's own work and that of others.
Mathematical knowledge is a basic tool for understanding and managing reality in the
what we live.
Their learning should begin as soon as possible so that the child becomes familiar with their language, their way
of reasoning and deducing, since their early years, they build knowledge related to the
numbers, space, shapes, and measurements.
Mathematical knowledge is acquired progressively, which presupposes sufficient mastery of
certain indispensable concepts and attitudes (conservation and reversibility)
Through the teaching of mathematics, the aim is for children to face situations and the use
of their knowledge that has been developed by culture.
The use of different math games at this level will be very important for the child, as
it is essential to work with mathematical content in different ways, thus ensuring that the student
interest in the proposals presented and learn, in a fun way, about problem solving
conflicts and problems, the numbers, the quantities and the correspondence.
PEDAGOGICAL SPACE
This space arises to introduce 5-year-old children to problem-solving.
simple mathematicians, establishing guidelines through activities and games that will be addressed during
the school year.
Different spaces within the school establishment will be used, as well as the homes of
each student when they do not attend in person
It is suggested that the child comes to discover different mathematical relationships through direct contact.
with various materials.
The planned sequences will cater to the characteristics of the children, the knowledge to be addressed, and the
school and community context, since in everyday life children use numbers, present in the
majority of the actions that are carried out.
The selection of learnings that will be carried out will be consistent with the selected contents that
they will be articulated with the development of their capacities.

The teaching situations will be conceived in their potential to create environments for
enriched and sustainable learning, where the selected materials and resources will be powerful in
terms of promoting different learnings.
Regarding the duration of the sequence, it is planned to work during the 2021 school year.
considering at all times the due interest that is manifested in children

Approximate time
From April to November

PURPOSES
 Ofrecer a los alumnos situaciones de enseñanza que permitan poner en juego, difundir, enriquecer
and to expand the mathematical knowledge they have built outside of school.
Promote a systematic approach to numbers, spatial representations, shapes
geometric and measurements.
Create a math activity space in the classrooms where children must make decisions,
explore, test, and try to validate your productions.
Organize the activity in order to encourage the exchange of ideas, discussion, and argumentation.
generating instances for knowledge to circulate among children.
Promote the building of a relationship with mathematics based on trust in one's own abilities.
possibilities.

OBJECTIVES: for the child to achieve...

Use numbers in various situations that involve counting.

Expand the use of counting as a tool to solve problems that require it.
number.
Use numbers to solve problems that involve: quantifying a collection of objects,
remember an amount.
Classify and sort by shapes, colors, and sizes.
Compare quantities less than..., more than... and equal to...
Know positions up-down, side-to-side
Recognize the geometric shapes square, triangle, circle, and rectangle

METHODOLOGICAL STRATEGIES:
Starting from prior knowledge to enhance it and produce meaningful learning.
Provide spaces and materials to work.
I work in small groups and individually
Promote situations for dialogue.
Address different ways to reach a solution to a problem in a mathematical game
Be flexible and accept the different ways that students have of solving the problem and never
to take a single valid option as a response.
guide and contain the students during the course of the activity, so that they can reach a
result, feeling accompanied.

CONTENTS ACCORDING TO THE NAP

enjoy the possibilities of the game and choose different objects, materials, and ideas to
enrich it in teaching situations or in its own initiatives.
participation in different game formats: group and collective: traditional, with rules
pre-established, cooperative, etc.
recognition and use, in oral and written form, of the sequence of natural numbers, to solve and
raise problems in their different functions.
use, communication, and representation of spatial relationships describing relative positions between
objects, movements, geometric shapes and the exploration of the function and social use of the
conventional and unconventional measure.

CONTENTS
The numbers: Knowledge, counting
Classify and sort: color,shape and size
Compare and order: Less than, greater than, and equal to
Posiciones: Arriba – Abajo, cerca-lejos, a un lado-al otro
 Measurements:Measure with objects, Compare lengths["long-short","wide-thin","big-small","tall-"]
low)
Geometric Figures: Recognition, 2 and 3 dimensional [Link] of objects of
daily life

ACTIVITIES
The activities will be carried out individually or in groups, they will be added or changed according to interest or
the emergence of children.
Date Activities
SPATIAL RELATIONS
Routes with objects from the room
We draw a square with chalk or tape, no matter how small, and we dramatize the song of
square.
On the way to school: Each child will be given a map of the city and will be asked
that together with your family they mark the route they take from the house to the garden.
Labyrinths: they will be made using different materials
Object movements: the students will invent and communicate a sequence of
displacements of some object. For example: rolling a ball to the wall,
make her bounce three times, run with the ball in hand to the other wall, etc.
Construction: Formed in groups by tables: constructions will be planned with
different materials
We will prepare support sheets using materials from the room.
We will move the small tables and chairs around according to our tastes and needs.
We draw on the floor with white chalk, then clean it with rags and sponges with water.
Copy a scene MATERIALS flat figures of concrete objects, white sheets,
Pencils, adhesive tape, board or poster. The teacher suggests to the children that among
everyone forms a scene with flat figures (house, tree, sun, child) and sticks them with
adhesive tape to the board. Then a sheet and pencil will be distributed to each child and they are invited.
to look at the objects and their position, to then draw them just as the model shows.
This activity can be repeated using scenes or corners of the room as well.
also observing in the house
Dictate a scene: MATERIALS: Two sets of four flat figures that
they represent concrete objects, White sheets, Pencils, Adhesive tape, Blackboard. The
The teacher divides the children into two groups and gives them identical sets of flat shapes.
of four elements (house, tree, sun, child). Each group will build the scene and then
they will exchange the same so that the opposite person can draw it on a sheet. At the end,
they compare the scenes
Observe and construct 3 identical GAMES of 6 blocks of different materials.
shapes and sizes. The teacher will present covered with a box a construction with the
blocks that the students will observe and then after covering the same, they will try
reproduce what they had seen
Geometric Shapes
We observe and name geometric shapes.
Storytelling about geometric shapes
Sealed with different shapes
With blocks of geometric shapes of different sizes, we build elements.
This activity can be done individually or in a group.
We crumple and stick little papers inside the circle and draw outside with markers.
thick.
Train of geometric shapes Each child takes one shape, and as the teacher
Name it, the student must paste it in the corresponding wagon.
Location of geometric bodies: They will travel around the room or the places in the house.
looking for everyday objects that have geometric shapes.
THE MEASURES
LONGITUDE
Compare objects of equal, lesser, greater length.
Estimate the length of two objects and then verify the estimate.
Sort objects considering their length.
Obtain lengths equivalent to a given one.
Measure objects and distances.
Measurement with objects: A certain quantity of some object (blocks, ...
caps, small bricks, etc.) must measure a certain element...table, chair, tile,
desk, etc. At the end, comparisons will be made.
WEIGHT
Observe different types of scales. We weigh objects.
Use of a personal scale will be asked: Do you know it? What is it for?
Where can we find? We built a scale for the room: we weigh
different objects and we will make comparisons
We made a plate scale and explored the states of balance on the scale.
imbalance.
We compare objects and observe their weights
CAPACITY
We compare containers with greater, lesser, or equal capacity.
We organize containers taking into account their capacity
We estimate the capacity of the containers
TIME
We compare the durations of songs, sounds, actions, ...
We observed different clocks and compared.
We made an hourglass: An hourglass made will be presented to the children.
with 2 bottles of equal capacity, later we will investigate about it (how
it is called, what it is for), finally, each one will be invited to make one the same
using 2 identical bottles.
THE NUMBERS
"We recognize numbers": We made large posters with elements glued on them.
same, different elements and different quantities on each poster.
We observe elements at home that contain numbers. We draw.
"Assistance": every day using different methods
Calendar: days we come to the garden and the days we do not come, we will work on both.
separate bubbles, birthdays, events, etc., the same will be used for
different colors. How is the day?: it will be recorded in the calendar and at the end of the month
comparisons will be made
We work with quantities. We play with clips, sticks, bottle caps, etc.
MATHEMATICAL GAMES
"Bowling" The following materials are presented: 10 bottles and 1 ball. Each child
Throw the ball, count how many pins you knocked down. We will record the amounts. At the end.
we compare quantities
"Let's collect bottle caps!" MATERIALS container with soda caps, containers
one empty for each student and one die. Each child rolls the die and takes out of the container as many
Caps as indicated by the same. We will do two laps, at the end we will count the quantity of
lids collected by each one with registration. Another option: We use containers with
caps and cards.
"No Caps!" MATERIALS containers, soda caps, and dice. Sitting in
round, each child will have a container with 10 caps. In turn, each player rolls the
It is given and gets rid of the amount of caps that it indicates. Two will be carried out.
Turns. The one who first runs out of caps wins.
Bingos: Cards will be distributed to the children, and the teacher will draw tiles from a bag.
Participants place a chip if they have one. The first to complete wins.
lockers.
We Play With Stickers MATERIALS magazine stickers (This material, simple and
at no cost, it will allow us to play different games: sitting in a circle....)
example: people, animals, means of transportation, flowers, plants, etc. They will be carried out
different activities, for example: classification, comparison
Positions Lottery MATERIALS sheets with 6 boxes. Each box
it will contain images of people in different positions, for example: lifting one
hand, the other hand or both hands, with hands on the head, sitting with legs
crossed, lying down, with one hand touching a foot, among others. The teacher will have in
a small box of loose cards and as the children take them out
same image, it will cover them with a cap. The one who completes the card first wins.
Look for the Pair: MATERIALS Two opaque fabric bags, Several pairs of objects or
images of different sizes, strips of paper, pencils. The teacher shows the
put all the elements and then place one element of each in each fabric bag
The teacher invites the children to put one hand in each bag and look for two.
elements that have the same shape and size. The children take out the elements and,
in case they are the same, they mark a point on their piece of paper. The activity is repeated.
until all the children have passed
The General MATERIALS: Numeric dice or with constellations, Boards (image),
Pencils: The teacher invites the children to form 2 groups, gives them a board and a
pencil to each child, and a die to each group. The instruction is: "In turn, each child rolls the
dice and write down on your board what it indicates. The goal of the game is to complete the
board" Each child must record in the corresponding column the amount that
indicate the die with a cross, a line, a number, or an element. Once thrown the
Given, the child checks on his board whether he needs to record the number or if he has already recorded it.
If you have already completed that slot, pass the turn to your partner.
The Quartets: MATERIALS A die, a container with lids, a board with 4
s lockers for each player. In each locker, a number from the dice is indicated by means of
of images. It is played in groups of 4 children, each group is given a die, a
a container with lids and each player a board, in turn, will roll the die,
they will count the number of dots on that side and will place a cap on the card
in the square that the die indicates. If they don't have it, pass to the next teammate. Wins the
player who first completes their board.
To Fill The Board MATERIALS: A die with points from 1 to 4, container with
a large number of bottle caps, a board with 12 empty spaces. It is played in pairs. It
give each pair a die, a container with caps, and each player a board.
In turn, they roll the dice, take the caps indicated by the dice from the container, and place them.
In a square of the board. The player who fills the board first wins.
Win El Mayor MATERIALS: Spanish cards from 1 to 10. It is played in pairs or by teams.
four players, the cards are placed in the center of the table, face down
down, forming a pit, each player draws a card from the pit and turns it over. The one who
obtains the highest card, takes those cards and places them to the side, then arranges the rest
the smallest ones in the center of the table together with the others. The player who gathers wins.
 more cards. Another variant is WIN THE LEAST
Car race MATERIALS One die. 4 different tokens, board with a
route of 20 squares indicating the entrance and the exit. It is played in groups of 4
Children, in turns, roll the dice and move forward on the board the spaces indicated by the dice.
the player who reaches the exit first wins.
Target Shooting MATERIALS Bottle caps. A target of three concentric circles
large, marked on the floor. Each circle has a score: the smallest 3, the
medium 2
And the big 1. Pencil and paper. All the children play in the same group, they are located in
facing the white, the teacher will mark the throw line on the floor, drawn in the
floor.
Each player takes turns throwing some bottle caps and records the score obtained in each turn.
of them. It goes for 3 rounds. The player who scores the highest wins.

RESOURCES
HUMANS: Students from the 5-year afternoon class, teacher and family
EVALUATION
It will be evaluated through direct observation of the activities carried out, taking into account the
participation of children individually and in groups