Lesson Plan One: 102088 Assignment 1

102088 Assignment 1
Lesson Plan One
Topic area: Stage of Learner: Syllabus Pages:

Indices (5.1) Stage 5.1 Year 9
Extend and apply the index laws

to variables, using positive-
integer indices and the zero index
(ACMNA212)
positive-integer index only
Date: Location Booked: Lesson Number: 1 / 6
Time: 60 minutes Total Number of students Printing/preparation

Print the Square Saw game sheet,
cut and shuffle them for students
before the lesson.
Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
The lesson starter, Generalised algebraic Develop numerical index
Uses appropriate Square Saw game expression of index law law to algebraic level.
terminology, diagrams assess students involving only positive
and symbols in background integer indices.
mathematical contexts knowledge about
MA5.1-1WM Indices from Stage
4.
Provides reasoning to
support conclusions that
are appropriate to the
context
MA5.1-3WM
Operates with algebraic

expressions involving
positive-integer and
zero indices, and
establishes the meaning
of negative indices for
numerical bases
MA5.1-5NA
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Algebraic form of index law is developed by a
conceptual understanding of the numerical index law.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
102088 Assignment 1
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.3 Problematic 1.6 Substantive
requires active construction and requires students to engage in higher-order thinking and to knowledge communication
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson

element
1.1 Develop students numerical index knowledge to algebraic level.
1.2 Students develop the algebraic index law by themselves through the pattern in numerical
index law.
2.2 A game starter that involves every students and student centred development of knowledge.
2.3 Development of conceptual understanding of algebraic index law from the numerical index
law.
2.5 Development of algebraic index law is student led.
3.1 Recall students indices knowledge from Stage 4.
3.3 Use multiplication and division to build knowledge in indices.
3.4 Adjust the content of the lesson according to students level of indices background
knowledge.
102088 Assignment 1
Time Teaching and learning actions Organisation Centred

T/S
Intro Square Saw Game Teacher: Hand out the cut and S
Students are provided with 9 pieces of squares. shuffled Square Saw game
In every piece, there is a number or an sheet to every student, check
5-10 expression that involves indices on each students answer when they
mins boundary. Students should put the boundaries finish, and record the most
with the same value from different pieces common mistakes they made
together. When all the 9 pieces are connected, it in the game.
should be a completed square.
Student: Play the game,
hands-up when finished.
Resources: Cut and shuffled

Square Saw game sheet
Body Activity 1. Revision of Stage 4 numerical Teacher: Express indices with T and S
index law. the base of 2 by
Teacher start from indices with the base of 2, multiplications of 2, and show
15-20
use multiplications and divisions to make students the numerical value of
mins
students find the index laws such as 22 23 = each indices by Geogebra
22+3 , 25 23 = 253 and (23 )2 = 26 . calculation.
Ask students to repeat for indices with the base
of 3. Student: Find the index law of
Spend more time in some specific index law if indices with the base of 2, and
students knowledge are in sufficient, based on develop index law of indices
their performance in the Square Saw game. with the base of 3.
Resources:
Activity 2. Develop numerical index law to Teacher: Lead students to find T and S
algebraic level. the algebraic form of index
Use the example of indices with the base of 2 law, and verify their findings
with different powers, to make students find the using Geogebra.
pattern and pronounce the index laws such as
2 2 = 2+ for any positive integer m Student: Find algebraic form
20-25 and n. Verify their finding using Geogebra. of index law using patterns in
mins Ask students repeat the process for indices with the numerical index law.
the base of 3, then verify their finding using
Geogebra. Resources: PC, projector and
Have students guess about algebraic index laws Geogebra Software.
such as = + for any positive
integer a. Verify these algebraic expressions
using Geogebra. Then use the Substitute
function in Geogebra to replace a, m and n by
any positive integer other than 2 and 3, to
further verify that algebraic form of index law
is a generalised form of numerical index law.
Conclusion Have students discuss about the Square Saw Teacher: Facilitate discussion
game. They are allowed to redo it if they have and ask for feedback.
5-10 not get the correct answer by themselves.
mins Then ask students whether the content in this Student: Discuss and redo the
lesson helps them in the game completely. Square Saw game.
Resources:
102088 Assignment 1
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

Operations with positive- Students discussions and feedback
power indices
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Evidence within this lesson

Standards
1.1 3.5 4.1 Listen to students discussion
1.2 Scaffold students learning by showing pattern
1.5 Differentiate teaching according to students background knowledge about
indices
2.1 Teach index law by using multiplication and division
2.2 3.2 Lead students from numerical index law to algebraic level
2.3 5.1 Use Square Saw game as a diagnostic assessment about students background
knowledge
2.5 Develop students numeracy skills through pattern
2.6 3.4 Use PC, projector and Geogebra Software to assist teaching
5.2 Check students answer in Square Saw game, and verify students guess
about index law using Geogebra
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
None
References (In APA)

You must list all references that you have used for the content and resources of this lesson in
this space.
Resources Attached:
102088 Assignment 1
You must list all the resources that you have created or found in this space.
102088 Assignment 1
Lesson Plan Two

Simplify algebraic products and

quotients using index laws
(ACMNA231) product only

Syllabus outcomes Lesson start Right Simplifying algebraic Simply algebraic product
or Wrong game product involving using index law, and
Uses appropriate assess students positive-integer indices understand the rationale
terminology, diagrams knowledge about and coefficients. behind the procedure, that
and symbols in algebraic index is the associative law.
mathematical contexts law.
MA5.1-1WM
context
MA5.1-3WM

zero indices, and
numerical bases
MA5.1-5NA
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities Skills of simplifying index product developed
and consolidated by understanding the rationale
and substance of the procedure.

102088 Assignment 1
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students self regulation
among students.

element
1.2 Make students understand the rationale behind the simplifying skills
1.4 Have students analyse and distinguish between some similar expressions in different
scenarios
2.2 Student centred development of simplifying skills
2.3 Make students operate with both indices and coefficients
2.6 Discovery of simplifying skill is student led
3.1 Students have knowledge about algebraic index law and associative law
3.3 The use of associative law in developing simplifying skill
102088 Assignment 1

T/S
Intro Right or Wrong game Teacher: Provide statements T and S
Teacher ask every student to stand up, write and check students answers
the first statement on the white board, students
5 mins hands-up if they agree with that statement or Student: Response to the
put they hands on the desk if they disagree statements
with that statement. Teacher ask the students
who make the wrong choice to sit down, and Resources: White board and
then write the second statement. The game pen
runs for 5 turns, the 5 statements are:
1. 3 5 = 8
2. 11 7 < 5
3
3. (2 ) > 5
4. 544 = 0
5. 32 3 = 36
Body Activity 1. Recall Stage 4 communicative Teacher: provide students Mostly

and associative law in algebra with example about T
multiplication. associative law in algebra
multiplication involving only
one letter x, then ask students
5 mins questions that involving two
letters x and y.
Student: Answer teachers

questions
Resources:
Activity 2. Simplify algebraic products that Teacher: Use two approaches T and S
involves only one index, . to simplify the example
Use two approaches: question
1. Expend it to 2 a a a 3, then
10-15 mins apply associative law to get 2 3 Student: Use two approaches
a a a = 6 a a a = 63 to simplify the given question
2. Substitute = 3 , students are
supposed to do 2x 3 = 2 3 x = Resources:
6x using algebraic associative law,
then bring 3 = back to get 63
Then ask students to repeat for 45 2.
Activity 3. Simplify algebraic products that Teacher: Use two approaches T and S
involves two indices, , using two to simplify the example
approaches. question
1. 23 32 = (2 )
(3 ) = (2 3) ( Student: Use two approaches
10-15 mins ) = 65 to simplify the given question
2. Substitute = 3 = 2 , then
2x 3 = 6 from algebraic Resources:
associative law, then bring back 3 =
2 = to get xy = 3 2 =
5 from index law, then 6 = 65
Ask students to repeat for 45 27 .
102088 Assignment 1
Activity 4. Students discussion Teacher: listen to students S
Lead students discussion to 2 aspects when discussion, and lead their
5 mins comparing and contrasting the two discuss to the 2 aspects
approaches:
1. How to deal with the numerical Student: discuss with peers
coefficient?
2. What to do with algebraic indices? Resources:
Activity 5. Compare two different Teacher: calculate and record S and T
expressions by substituting values of a. the numerical answer using
10-15 mins Ask students to simplify 23 23 and Geogebra
23 + 23 , they will get 23 23 = 46
and 23 + 23 = 2 (23 ) = 43 . Then use Student: simplify the two
the Slider function in Geogebra to substitute expressions
a = 1, 2, 3, 4, 5 and record the results to
spreadsheet. Resources: PC, projector
Geogebra software
Conclusion Students distinguish between 23 23 = Teacher: listen to students S
46 and 23 + 23 = 43 by discussing discussion, and lead them to
5 mins about the numerical result when substituting the argument that 23
different numbers. 23 43 unless a is given
to be 1
Student: disucss about the

result
Resources:
102088 Assignment 1
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Simplify algebraic products Listen to students discussion and feedback
using index law correctly
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Standards
1.1 3.5 4.1 Listen to students discussion
1.2 Lead students to discover the simplifying skills
2.1 Simplifying index products using associative law
2.2 3.2 Lead students from associative law in algebra to index products
2.3 5.1 Use Right or Wrong game as a diagnostic assessment about students
background knowledge
2.5 Develop students numeracy skills
2.6 3.4 Use PC, projector and Geogebra Software to assist teaching
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
References (In APA)

You must list all references that you have used for the content and resources of this lesson in
this space.
Resources Attached:
102088 Assignment 1
Lesson Plan Three

Simplify algebraic products and

quotients using index laws
(ACMNA231)

Travel game sheet, number of blue
and red dices

Syllabus outcomes The Travel Game Simplifying algebraic Simply algebraic quotient
is used as a self- quotients involving using index law, and
Uses appropriate assessment of positive-integer indices practice products and
terminology, diagrams students and coefficients. quotients simplifying
and symbols in understandings together
mathematical contexts and skills about
MA5.1-1WM index
simplification
context
MA5.1-3WM

zero indices, and
numerical bases
MA5.1-5NA
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Indices quotients generally have the same rationale
with products, however it is more complex as it could
result in zero index or mistakes from a
misunderstanding of the associative law in quotients.

102088 Assignment 1
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students self regulation
among students.

element
1.2 Make students understand the rationale behind the simplifying skills
1.4 Have students analyse and distinguish between some similar statements
2.2 In class game include every student

2.3 Make students simplify both products and quotients of indices
2.4 Group game develop students social communication skills
2.5 Students play the game in groups
2.6 The comparison of two expressions is student led
3.1 Students have knowledge about algebraic index law, associative law and know the
approaches to simply indices products
3.3 The use of associative law in developing simplifying skill
3.4 Mixed group to have students learn from each other
102088 Assignment 1

T/S
Intro Recall indices products simplify. Teacher: Write two questions T and S
about indices products on the
board
5 mins
Student: recall their
knowledge and solve the two
problems
Resources:
Body Activity 1. Simplifying indices quotient Teacher: demonstrate T and S
using first approach. example, lead students to
4
Demonstrate 45 23 = 2 = recall the previous lesson
5-10 mins 22 . Student: solve the given

Ask students to repeat for 37 94 , and problem and explore the
consider whether the findings for Activity 4 of pattern
the last lesson still work it quotient.
Resources:
Activity 2. Consider the concerns in the Teacher: guide students S
second approach. consideration and discuss,
Make student consider the difference between verify students finding using
4x 2 and 4 2 , then distinguish Geogebra
10-15 min between 45 23 and 45 2 3
considering associative law. Student: think and discuss,
Demonstrate the difference by substituting distinguish between similar
different values of a in Geogebra. expressions
Resources: PC, projector,

Geogebra Software
Activity 3. Travel Game Teacher: hand out resources,
Students are form with group of 3 or 4 hang around to assist students
according to the class size. Each group is if needed
provided with one red and one blue dice, a
Travel game board, a question sheet and a Student: Play the game
pack of cut Opportunity Cards sheet.
Each student in the group put an indicator at Resources: Travel game
the START cell. In one turn, the current board, dices
person roll two dices, the other students find
the first expression with the column number
indicated on the red dice and the second
20-25 mins expression with row number indicated on the
blue dice, then ask the current person to
operate the first expression with the second
expression and provide a simplified answer. If
the current persons answer is correct, then
he/she can move the indicator one step
forward, otherwise move one step backward.
If one students move the indicator to the
Opportunity cell, he/she must draw an
opportunity card and follow the instruction of
the card.
102088 Assignment 1
The person who arrive the FINISH cell win

the game.
Conclusion Have student discuss about the common Teacher: listen to students
mistakes they make when playing the game, discuss
5-10 mins or what they have learnt from the game.
Student: participate in
discussion
Resources:
102088 Assignment 1
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

Proficiency in simplifying Students performance in the Travel game and discussions
indices
demonstrating and indicates the evidence from this lesson that should comply
with the standard.

Standards
1.1 3.5 4.1 Listen to students discussion, have activity that involves every student
1.2 2.2 3.2 Integrate students' knowledge, design a game that assess students
knowledge
1.5 Assist students who have difficulties, provide group acitivity for students
to learn from each other
2.1 Make students distinguish between similar expression to avoid
misunderstanding
2.3 5.2 Travel game as a self-assessment, provide feedback if students
demonstrate a misunderstanding in the group work
2.5 Develop students numeracy problem solving skills
2.6 3.4 Use Geogebra to verify students guess
4.2 Form groups, and make students self-regulate the group activity
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in
this lesson? Using your syllabus and support documents as well as other WHS policy-
Outline the key WHS considerations that are to be applied in this lesson?
None
References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.
Resources Attached:
102088 Assignment 1
Travel Game Board

FINISH FINISH FINISH FINISH
Opportunity Opportunity
Opportunity
Opportunity
Opportunity
Opportunity
Opportunity
Opportunity
START START START START

102088 Assignment 1
Question Sheet
Red Dice
1 2 3 4 5 6
53 2 47 252 218 94
1 36 156 38 1213 758 624 2710
2 5a 2 a 46 5a 217 93
5 5 5 5
3 47 2010 49 1614 1009 825 3611
Blue
4 32 5 1 45 25 216 32
Dice 3 3 3 3
3
5 5 3 253 3 52 3 207 3 1252 3 1018 3 454 3
6 +23 53 + 23 2 + 23 47 + 23 252 + 23 218 + 23 94 + 23

102088 Assignment 1
Opportunity Cards
2 Steps Forward 2 Steps Backward
1 Steps Forward 1 Steps Backward
Bonus Dice Roll Bonus Dice Roll

102088 Assignment 1
102088 Assignment 1
102088 Assignment 1
102088 Assignment 1
Justification
The lesson plans are designed based on Stage 5.1 syllabus outcome MA5.1-1WM,
MA5.1-3WM, and MA5.1-5NA, and the content ACMNA 212, 231 and 209.
According to Vygotskys theory of learning, the teaching activities will be more
effective if teachers play a role of scaffolding, and assist student led development of
knowledge. The mathematical teaching theories and students learning theories from
Sullivan book (2011) is also considered when designing the learning sequences and
activities. There are also some other considerations in the design of lesson plans such
as the Quality Teaching Elements and the Professional Teacher Standards (ACARA,
2011). Although there is not many contents this topic, algebraic indices is important
for Stage 5.1 learners, as this topic is not only a development of numerical indices, but
also a fundamental in other topics in the subject, such as Financial Mathematics and
Calculus.
In the teaching activities, the software Geogebra is applied. There are two reasons for
using Geogebra. First, the Professional Teacher Standards (ACARA, 2011) suggest
that the use of ICT will improve the effectiveness of learning. Second, Geogebra can
be used as calculator for algebraic problem, which cannot be achieved by using
normal scientific calculators.
There are totally 6 lessons designed in the topic of Stage 5.1 indices. The chosen three
lesson plans are the lesson 1, 3 and 4. The 6 sequential lessons are generally in the
same order with the syllabus contents, as the syllabus are already compiled in the
strand of recalling existing knowledge, introducing new knowledge, developing new
knowledge and applying new knowledge. Lesson 1 will recall students knowledge in
numerical index laws, and then develop numerical index laws to algebraic level.
Lesson 2 is an extension of lesson 1, which will make students familiar with positive-
integer index laws, and introduce zero index to them. Lesson 3 will develop students
knowledge from letter-only index laws to index operations that involves coefficients,
and make students understand the substance of indices by simplifying them. Lesson 4
will introduce complexity in index simplification, which involves quotients. Lesson 5
will make students have a conceptual understanding of the negative-integer indices.
Lesson 6 will be an exercise lesson for students to develop fluency in index
calculation skills, and have an insight of real world application of indices. After the 6
lessons, a unit assessment will be provided to students.
The first lesson develop numerical index laws to algebraic level. The lesson start
Square Saw game will make students revise their background knowledge in numerical
index laws as well as provide teacher with an indicator about students knowledge
level. Then the teacher will adjust the first learning activity to consolidate students
knowledge in some specific index laws to make then ready for the core concept of this
lesson. In Activity 2, the teacher play a role as scaffolding by showing students the
pattern for indices with the base of 2, and make students find that 2 2 = 2+
by themselves. When students guess is verified by Geogebra, they will be
emotionally encouraged to take further investigation about the indices with power of
3, and finally comes with the idea that = + . After the learning activities,
102088 Assignment 1
students are provided with an opportunity to discuss with peers or redo the Square
Saw game, which further consolidate their knowledge about index laws.
The second lesson, which is lesson 3, is a skill-based lesson that make students
simplify index products. Students are not provided with the strategy that 23 32 =
(2 3)3+2 directly, instead, their skills are built step by step. First, students have to
recall the associative law in numerical and algebraic calculations from Stage 4. After
that they will face the problems that involving only one index, so that only the
coefficients need to be multiplied based on associative law. Then the introduction of
the second index will increase the complexity of considering both the coefficients and
the indices. In teaching this concept, two approaches are applied, the first one requires
expansion of the indices, while the second one transforms the indices operations to
algebraic operations. The discussion makes students compare the two methods, and
the teacher leads them to find by themselves that the two approaches actually follow
the same procedure, that is multiplying the two coefficients then multiplying the two
indices using index law. Furthermore, the teacher will provide two confusing
expressions, and verify that they are generally not equal by using Geogebra. The
purpose of this activity is to prevent students from making mistake of ignoring the
indices operation or mixing the products with additions in indices simplification,
which will further strength students skills.
The third lesson is an extension of the second lesson, which involves quotients in
index simplification. Students will find by themselves that the strategy of operating
with the two coefficients then operating the two indices using index law still works
for quotients. But the concerns in applying associative law in quotients will make
them think about the mistakes that could be made. After that, students skills in
indices simplification need to be exercised. Instead of a work sheet, the Travel game
is provided to students. This game will take the same role as exercise, but is more
enjoyable to students, and students will be motivated to practice their simplifying
skills when competing with others in the game.
The unit assessment is used as a measurement of students achievement in indices. In

the assessment questions, the level of difficulty and complexity increases gradually,
where the last question assess students deep understanding and application of indices
laws and simplification. The marks are assigned according to the level of knowledge
involving in each question, and the grading criteria is considered carefully that
describe the students level of competence in this unit.
102088 Assignment 1
References
Australian Institue for Teaching and School Leadership. (2011). Australian
Professional Standards for Teachers, published by the Australian Institute for
Teaching and School Leadership (AITSL).
Sullivan, P. (2011). Teaching Mathematics: Using research-informed strategies.
Australia: ACER Press.
102088 Assignment 1
102088 Assignment 1

Lesson Plan One: 102088 Assignment 1

Cargado por

Información del documento

Título original

Derechos de autor

Formatos disponibles

Compartir este documento

Compartir o incrustar documentos

Opciones para compartir

¿Le pareció útil este documento?

¿Este contenido es inapropiado?

Copyright:

Formatos disponibles

Lesson Plan One: 102088 Assignment 1

Cargado por

Copyright:

Formatos disponibles

102088 Assignment 1

Lesson Plan One

Topic area: Stage of Learner: Syllabus Pages:

Extend and apply the index laws

Time: 60 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to

Operates with algebraic

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

Resources: Cut and shuffled

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

Lesson Plan Two

Topic area: Stage of Learner: Syllabus Pages:

Simplify algebraic products and

Date: Location Booked: Lesson Number: 3 / 6

Time: 60 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to

Operates with algebraic

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

Body Activity 1. Recall Stage 4 communicative Teacher: provide students Mostly

Student: Answer teachers

Student: disucss about the

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

Lesson Plan Three

Topic area: Stage of Learner: Syllabus Pages:

Simplify algebraic products and

Date: Location Booked: Lesson Number: 4 / 6

Time: 60 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to

Operates with algebraic

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

2.2 In class game include every student

Time Teaching and learning actions Organisation Centred

5-10 mins 22 . Student: solve the given

Resources: PC, projector,

The person who arrive the FINISH cell win

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

Travel Game Board

START START START START

1 36 156 38 1213 758 624 2710

6 +23 53 + 23 2 + 23 47 + 23 252 + 23 218 + 23 94 + 23

2 Steps Forward 2 Steps Backward

1 Steps Forward 1 Steps Backward

Bonus Dice Roll Bonus Dice Roll

The unit assessment is used as a measurement of students achievement in indices. In

También podría gustarte