Didactic unit Maths Spain

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Didactic unit Maths Spain, developed during the mobility in Spain - Comenius project

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Didactic unit Maths Spain

  1. 1. AREA: MATHS UNIT: 7 TITLE: OPERATIONS WITH FRACTIONS SESIONS: 8  Multiply a fraction by a number. • Calculate the fraction of a quantity. • Reduce fractions to a common denominator. • Add and subtract fractions with unlike denominators. • Multiply fractions. • Divide fractions. • Incorporate fractions and calculation algorithms oral and written expression to describe situations and solve problems that need to count or sort items. • Enhance the reflective domain of fractions and confidence in their own abilities to address more complex learning. • Assess the summaries as a clear and concise tool to represent the content studied. • Encourage perseverance through the data search and resolution of problems requiring apply algorithms and numerical relationships between fractions to face real situations most likely to succeed.  The fraction of a quantity. • The product of a number and a fraction. • The sum of fractions. • The subtraction of fractions. • The product fractions.  The ratio of fractions. CRITERIOS DE EVALUACIÓN CONTENTS BASIC COMPETENCES DIDACTIC OBJECTIVES TIMING: Second half in the second term. EVALUATION INDICATORS EVALUATION • Calculate a given fraction of a given quantity. • Perform multiplication of a number by a fraction. • Get others to equivalent fractions having the same denominator. • Perform addition and subtraction of fractions given. • Calculating products given fractions. • Solve ratios of fractions. • Multiply a fraction by a number • Calculates a given fraction of a number • Reduce fractions to a common denominator. • Obtains equivalent fractions. • Add and subtract fractions • Multiplying Fractions • Divide fractions. Teaching-learning activities - From introduction, to find out the previous ideas and to motivate students. - In development, so that the student contact the content, tasks, etc.. - Consolidation, to consolidate and apply learning assimilated. - From reinforcement, designed to struggling students, who have not assimilated enough content. - From enlargement to continue building up knowledge to students who have assimilated the contents satisfactorily. - Evaluative, though any activity is capable of being evaluated, should select activities to evaluate the learning achieved at a particular time.
  2. 2. Methology - Split the level of development of the student / ay of prior knowledge. - Ensure the construction of meaningful learning. - Promote the business through experiences that lead to reflection. - Contribute to the development of learning to learn. - Provide playful activities as it will facilitate learning and motivation assured. - To promote interaction in the classroom as learning engine. - Develop individual skills and abilities encouraging the development of autonomy. - Provide opportunities to implement new knowledge, so that students can see the relevance and usefulness of learning. - To encourage personal reflection on achievements and drawing conclusions about what they learned. - Use reading and new technology as a learning strategy. Attention to diversity - Reinforcement and extension sheets. Spaces and teaching resources - Textbook. - Whiteboard. - Reinforcement and extension sheets. - Web Resources, pages where the content of the work unit. Procedures and assesment tools The acquisition of the evaluation indicators will be observed using any of the following assessment tools: - Written assessment tests. - Oral assessment tests. - Development work written. - Exhibition of works. - Preparation of chips. - Carrying out the activities proposed in the various teaching units (daily activities). - Self-assessment activities students themselves.

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