QUIRINO MENDOZA CORTÉS SCHOOL

CC09PES0689Z

ANNUAL WORK PLAN

MARIA DEL CARMEN AGUILAR GRADE: FIRST GROUPS: A AND B
MARTINEZ SECOND AND THIRD
MATHEMATICS DATE August 2019
GROUP STATISTICS

DIAGNOSIS
DESCRIPTION OF THE EXTERNAL CONTEXT OF THE a) DESCRIPTION OF THE SCHOOL'S INTERNAL CONTEXT
SCHOOL
The rooms are perfectly lit with light.
The school is located in a quiet area with natural and artificial, have a cannon and how
easy access to public transport, there are no businesses flat screens in some rooms therefore
that affect the performance of imparting the allows the use of educational videos and movies for
classes, has all services and a workshop of the assimilation of some complicated topic through
computing equipped for students the visualization and the students have a bench in
have a computer in class optimal condition with enough space to be able to
Most of our students live in the to move around the entire classroom to address their questions
same area of Xochimilco, in a family that with the teacher or with another student
has both parents, a very high percentage
They do not have any, the situation Among the aspects that affect learning
the economy of each one is regularly good, some students are: commitment of parents,
since it allows them to pay to have access to constant supervision at home.
school, they have a transportation service
particularly that brings them to school or in their case
They use the school transportation.

b) CHARACTERISTICS OF FIRST, SECOND, AND THIRD GRADE STUDENTS

Our students are children with principles; most of them do not have problems due to the environment in which they live.
Alcoholism and drug addiction, they are between 12 and 15 years old, there is respect among them and towards the teachers.
There is no malice between them, they socialize normally, most of the boys play video games and the girls only
watch movies or series, there are no alarming situations observed when socializing or in the comments they make when
They say that working with students with these characteristics is easy and productive, sometimes even
funny for the things he comes up with to lighten the topic.

c) LEARNING STYLES OF STUDENTS d) PRIOR LEARNINGS

1A 1B Master the multiplication tables
VISUALS : 47% 44% Development of simple additions and subtractions by
AUDITORY: 33% 8% means of a methodology
KINDS of KINESTHETICS:
19% 34% Solution of multiplications and divisions
VISUAL / KINESTHETIC 0 14% simple
Identify basic concepts of fractions,
decimals, integers, geometric shapes and
probability

STUDENTS FOCUSED WITH AN AVERAGE OF 5.0 STUDENTS FOCUSED WITH AVERAGE OF 6.0 TO 6.9
5% of the student population 18% of the school population
STUDENTS FACING BARRIERS FOR THE VULNERABLE STUDENTS
LEARNING PENDING TO BE DEFINED

In percentage observed in the school population

represents from 6% to 8%

PURPOSES OF THE SUBJECT

The study of mathematics in secondary education is aimed at ensuring that students learn to
to pose and solve problems in different contexts, as well as to justify the validity of the procedures
and results and to use mathematical language properly to communicate, which must be
expand in the process of secondary education

To achieve this, it must be ensured that the students:

Use algebraic language to generalize arithmetic and geometric properties.

Solve problems by formulating equations of different types.
Express algebraically with correspondence rules between sets of quantities that keep.
a functional relationship.
Solve problems that require analysis, organization, and the representation and interpretation.
from data coming from various sources.
Solve problems that involve performing calculations with different magnitudes.
Use geometric properties to make strokes, to establish their feasibility or to carry out
geometric calculations.
Identify and evaluate random experiments based on the measure of probability.
Utilize various arithmetic, algebraic, geometric techniques efficiently, with or without the
technology support in solving problems.
Provide an academic foundation in students that helps to solve everyday problems with
an established methodology through reasoning of the problem, as well as instilling values
that complement the education provided

Teachers have the responsibility to educate people to be better individuals.

useful to society and in the development of the country, as well as identifying the problems in each of them.

Teachers must make decisions and guide the student to create study habits and carry them out.
a methodology in resolution for each topic covered in class, also to carry out appropriate activities
relevant for the optimal learning of each topic and finally to continuously evaluate the methods
of teaching, to achieve feedback on what is really working
 PEDAGOGICAL APPROACH OF THE SUBJECT
• Working in class with well-articulated sequences of learning situations, as they must awaken interest.
and the motivation in students.
• The sequences of learning situations must align with the expected learning outcomes, in addition to that for
In their solution, the students must make use of their prior knowledge,
• Encourage the student to be the builder of their own learning.
• Learning situations must be worked on collaboratively, their analysis and solution will arise from the
previously acquired knowledge,
• Listen to the students' proposed solutions, understand the way they think, and share them.
different ways to solve a problem
• The teacher's task is to guide that knowledge, channeling it towards appropriation of the.
expected learning
• Allow for progress in the use of more effective techniques and reasoning.
• Resolving a learning situation relies more on reasoning than on memorization.
although this is not completely ruled out.
• Students must validate their answers by arguing their solutions and thus developing the
communicative competence with a mathematical language that will be perfected as it is analyzed
the programmatic contents.
• This approach presents great challenges and difficulties for both the teacher and the students, one of these
challenges could be; that students are not used to working collaboratively and it is the task of the
to promote this mode of work, assigning responsibilities to each member of the teams,
observing their interrelations, motivating and guiding the group's opinions.
• It will allow students to present their own ideas and express themselves freely while managing their time.
of resolving the learning situations of the sharing of arguments and of the
conclusions as well as the evaluation. Based on the approach, students construct their knowledge and
skills with meaning and significance as a consequence of the development of competencies
mathematics
• Solving problems independently, where students learn to identify, propose and
solve problems of various kinds using more than one solution procedure
• With the ability to communicate mathematical information, the student expresses, represents, interprets and
He/she argues his/her ideas in the solution of problem situations, this is promoted in collaborative work.
where the student will listen to ideas from other classmates, different solution proposals
points of view and will learn to respect the opinions of others and to defend their own arguments
of solution.
• The student gains the confidence to explain and justify their answers, bringing the competence into play.
validation of your procedure and results and finally when the student effectively manages the
solution procedures performing calculations have developed the competence in handling techniques
adequate

DIDACTIC GUIDELINES

The goal is for students to progress in the following way:

From solving problems with help to solving them independently.
2. From pragmatic justification to the use of properties
3. From informal procedures to expert procedures.
 DESCRIPTION OF CURRICULAR ORGANIZERS
FIRST YEAR
1. NUMBER ALGEBRA AND VARIATION
Number
Decimal fractions
Non-decimal fractions
Fractions on number line
Addition and subtraction
Multiplication and division
Multiplication and division of fractional numbers and decimal numbers
Order of operations
Proportionality
Direct proportionality
percentages
Equations
Linear equations
Functions
Linear variation
Patterns and geometric figures and equivalent expressions
Numerical sequences
Figurative sequences

2. DATA ANALYSIS
Statistics
Pie charts
The mean, mode, and median
Probability
Random experiments

3. SHAPE, SPACE AND MEASURE

Figures and geometric bodies
Angles and triangles
Triangles and quadrilaterals
Magnitudes and measurements
Perimeter
Area
Volume and capacity

SECOND YEAR

1.1 Solving multiplications and divisions with integers

1.2 Calculation of products and quotients of positive integer powers of the same base and powers of a power
1.3 Identification of relationships between the angles formed by two parallel lines cut by a
transversal
1.4 Construction of triangles based on certain data. Analysis of the conditions of possibility
1.5 Problem solving involving the calculation of composite figures including lateral areas
1.6 Solving various problems related to percentage, such as applying a percentage to an amount
1.7 Problem solving that involves the calculation of compound interest

2.1 Solving problems involving addition and subtraction of monomials

2.2 Problem solving involving addition and subtraction of binomials
2.3 Identification and search for equivalent algebraic expressions using geometric models
2.4 Justification of the formulas for calculating the volume of cubes, prisms, and right pyramids
2.5 Estimation and calculation of the volume of cubes, prisms, and right pyramids
2.6 Identification and resolution of inverse proportionality situations through various procedures
2.7 Conducting random experiments and recording results for an approach to frequency probability

3.1 Resolution of numerical calculations that involve the use of hierarchies of operations and parentheses.
3.2 Solving multiplicative problems involving the use of algebraic expressions
3.3 Formulation of a rule that allows calculating the sum of the internal angles of a polygon
3.4 Analysis and explanations of the characteristics of polygons that allow them to cover the plane
3.5 Relationship between the cubic decimeter and the liter, deduction of equivalences between volume and capacity
3.6 Algebraic representation and analysis of the proportional relationship Y = kx
3.7 Search, organization, and representation of information in histograms or in polygonal graphs
3.8 Analysis of the properties of the mean and median

4.1 Construction of sequences of integers based on algebraic rules that define them
4.2 Problem solving involving the formulation and resolution of first degree equations
4.3 Characterization of inscribed and central angles in a circle and analysis of their relationships
4.4 Analysis of the characteristics of a graph that represents a proportional relationship in a plane
4.5 Analysis of problematic situations associated with phenomena of physics, biology, etc.
4.6 Resolution of weighted average situations

5.1 Problem solving that involves the formulation and resolution of a system of 2x2 equations.
5.2 Graphical representation of a system of equations with integer coefficients
5.3 Construction of symmetric figures with respect to an axis, analysis and explanation of the properties of figures
5.4 Calculation of the measure of inscribed and central angles, as well as arcs, the area of circular sectors and the annulus
5.5 Reading and constructing graphs of linear functions associated with various phenomena
5.6 Analysis of the effects when changing the parameters of the function y=mx + b
5.7 Comparison of the graphs of two distributions (frequency and theoretical) when conducting a random experiment

THIRD YEAR

1.1 Problem solving involving the use of simple quadratic equations

1.2 Construction of congruent or similar figures
1.3 Explicit definition of the criteria for congruence and similarity of triangles based on constructions with information
dada
1.4 Analysis of representations corresponding to the same situation. Identification of the relationship of
proportionality
1.5 Tabular and algebraic representation of quadratic variation relationships identified in various situations
1.6 Knowledge of the probability scale. Analysis of the characteristics of complementary events
1.7 Design of a survey or experiment and identification of the population under study

2.1 Use of quadratic equations to model situations and solve with factoring
2.2 Analysis of the properties of the translation rotation of figures
2.3 Construction of designs that combine axial and central symmetry, rotation, and translation of figures
2.4 Analysis of the relationships between the areas of the squares constructed on the sides of a triangle
rectangle
2.5 Explanation and use of the Pythagorean theorem
2.6 Calculation of the probability of occurrences of two mutually exclusive events (sum rule)

3.1 Problem solving that involves the use of quadratic equations

3.2 Application of the criteria of congruence and similarity of triangles in problem solving
3.3 Solving geometric problems using the theorem of Thales
3.4 Application of similarity in the construction of homothetic figures
3.5 Reading and constructing graphs of quadratic functions to model various situations or phenomena
3.6 Reading and constructing graphs made up of straight sections and curves that model situations of
movement, recent filling, etc.
3.7 Calculation of the probability of occurrences of two independent events (product rule)

4.1 Obtaining a general quadratic expression to define the n-th term of a sequence
4.2 Analysis of the characteristics of the bodies generated by rotating around an axis
4.3 Analysis of the relationships between the slope value of a line and the angle formed
4.4 Analysis of the relationships between the acute angles and the ratios between the sides of a right triangle
4.5 Explanation and use of the trigonometric ratios sine, cosine, and tangent
4.6 Calculation and analysis of the rate of change of a process or phenomenon modeled with a linear function
4.7 Measurement of the dispersion of a data set by the average of the distances

5.1 Problem solving involving the use of linear equations, quadratic equations, or systems of equations
5.2 Analysis of the sections obtained when making cuts of a cylinder and cone
5.3 Construction of the formulas to calculate the volume of cylinders and cones
5.4 Estimation and calculation of the volume of cylinders and cones
5.5 Analysis of problematic situations associated with phenomena from different disciplines
5.6 Analysis of the necessary conditions for a game of chance to be fair based on the notion of results
equiprobable

EXPECTED LEARNINGS
Use mental calculations, result estimation, or written operations with integers.
fractions or decimals, to solve additive or multiplicative problems

Model and solve problems that involve the use of equations up to second degree,
linear functions or general expressions that define patterns.

Justify the properties of lines, segments, angles, triangles, quadrilaterals, and polygons.
regular and irregular, circles, prisms, pyramids, cone, cylinder, sphere.

Use the Pythagorean theorem, the criteria for congruence and similarity, the ratios
trigonometric and the theorem of Thales, when solving

Justify and use the formulas to calculate perimeters, areas, volumes of different figures and
bodies, and express and interpret measurements with different types of units

They undertake processes of searching, organizing, analyzing, and interpreting data contained in
tables or graphs of different types, to communicate information that answers questions
proposed by themselves or others. Choose the form of organization and representation (tabular or of
graphic form) that is more suitable for communicating mathematical information.

Identify sets of quantities that vary or do not vary proportionally and calculate missing values.
and percentages using natural and fractional numbers as proportionality factors

Calculate the probability of simple random experiments, mutually exclusive and

independents
 ACTIVITIES AIMED AT COMPLIANCE WITH FOLLOW-UP ON THE PROPOSED ACTIONS OF THE PEMC
SCHOOL PROGRAM FOR CONTINUOUS IMPROVEMENT
Improvement of mathematical learning and reasoning
logical
FORMATIVE ASSESSMENT TOOLS
Resolution of practical exercises in the book
Propose solutions paths
Teamwork
Additional weekend exercise support to reinforce the topics covered during the week.
Internet research on the application of the topic in everyday life

Extracurricular activities
Interdisciplinary project for the care of the environment

Vo. Bo.
Sincerely THE DEPUTY DIRECTOR
DIRECTOR

Professor. Mary of Carmen C.P. FRANCISCO GALICIA HINOJOSA PROF. MA. LOURDES LABANA
AGUILAR MARTINEZ GALICIA