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NOMBRE DE LA ACTIVIDAD: Gamebox


NOMBRE DEL PROFESOR: Juan Pablo Fuertes - Mairon Reyes Calderón
PERÍODO ACADÉMICO: 1
AÑO LECTIVO: 2014
NIVEL: Preescolar
N° HORAS SEMANALES: 1 HORA 20 MINUTOS
TOTAL DE HORAS DEL PERIODO: 17 HORAS

El espacio de enriquecimiento en la Inteligencia Logico Matematica tiene como propósito


promover y potenciar en los estudiantes las habilidades: visoconstruccionales (viso espaciales),
lógica y razonamiento, pensamiento aditivo. Los desempeños propuestos a lo largo de la
planeación apuntan al desarrollo de las habilidades anteriormente propuestas y tendrán como
producto final un “ Torneo Matemático” que en su primera fase se dará entre los estudiantes,
para luego tener invitados de grados superiores.

Introduction: Los docentes realizarán una presentación referente a las actividades que se
desarrollarán dentro del espacio de enriquecimiento, de sus propósitos y adicionalmente se
realizará una cartelera con los estudiantes en donde queden plasmadas las reglas de las
sesiones de enriquecimiento. Los desempeños de las siguientes 3 semanas buscan hacer un
diagnóstico inicial de los estudiantes con el fin de identificar potencialidades específicas en las
habilidades: visoconstruccionales (viso espaciales), lógica y razonamiento, pensamiento aditivo.

Nota: Los estudiantes de transición quienes rotan mes a mes por los ambientes durante el
espacio de enriquecimiento, deberán rotan semana a semana por rincones que buscan realizar
un diagnóstico en habilidades visoconstruccionales (viso espaciales), lógica y razonamiento,
pensamiento aditivo. Es decir la primera semana, pasarán por rincones visoconstruccionales, la
segunda por rincones de pensamiento aditivo y la 3 semana por rincones de razonamiento y
logica. La semana final tendrá el propósito de reforzar y confirmar las fortalezas de los
estudiantes basados el diagnóstico inicial de las primeras semanas.

PLANEACIÓN

FECHA TEMA ACTIVIDADES OBSERVACIONES

Dinámica “Saludo”

Los estudiantes se formarán en círculo


para iniciar la dinámica del saludo, aquí se
utilizará una madeja de lana para lanzar y
hacer finalmente una malla; cuando se
lance la lana a quien cada estudiante elija
debe saludar, mencionar su nombre y
SESSION 1 Introducción algún objeto que le guste que comience
Enriquecimient por la misma letra del nombre. Luego de
o
construir la malla los docentes realizarán
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una reflexión corta sobre la importancia


del trabajo en equipo y del papel y la
importancia que cumple cada uno dentro
del mismo.

Juego “terremoto”
Seguidamente los estudiantes se dirigen
fuera del salón a jugar “terremoto”, este
juego se realiza inicialmente con grupos
de 3 niños para formar apartamentos y
personas. Luego se forman casas y
familias con grupos de más niños para
que vayan quedando algunos sin casa y de
esta manera salga en una ronda y puedan
estar atentos a la siguiente para que
ingrese al juego nuevamente.

Alguien que menciona alguna de las


palabras del título
(apartamentos/personas), cuando se diga
“apartamentos” las parejas deberán
buscar una nueva persona y cuando se
mencione la palabra “personas”, estas
deberán buscar donde alojarse; cuando se
mencione la palabra terremoto todos
deberán mezclarse y formar
apartamentos y personas. Dependiendo
del grupo, y así el encargado mencionará
alguna de las palabras (apartamentos,
casas, personas y terremoto) del juego
para la interacción de los estudiantes.

The following activities aim to do a


diagnosis of the visuoconstructional and
(spatial) skills in the kids all wrap up in a
tournament context. At this point
Potencialidade children will compete with themselves
s trying to improve the times in which they
visoconstrucci performed activities.
SESSION 2 onales
(espaciales) In all the activities teachers will show
students how to build using the materials
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given to them so they can get the more


from every single spot. Additionally
before starting to model and build, they
need to estimate and count the
quantities of the materials required so
they can compare their estimations with
the actual quantities used after the
process.

Kids must perform all activities; the times


it took for them to accomplish them will
be registered and put in a time math
chart that will remain in the smart board
of the environment.

Copying 3D to 3D

Kids will be given 3d models with specific


logical patterns, colors, measures and
positions. Kids must recreate them
following those patterns, sizes and
measures. Here there will be different
spots all with 3D models and different
materials each:

1. Bornimago Spot using 3d models

2. Lego modeling out of 3d models

3. Recreate Peg patterns using rods and


clothe pings

4. Towers Using wood pieces

5. Building a bridge using Conecta and


other materials

Kids will be given 3d models with specific


logical patterns, colors, measures and
Potencialidade positions. Kids must recreate them
s following those patterns, sizes and
visoconstrucci measures. Here there will be different
SESSION 2 onales spots all with 3D models and different
(espaciales) materials each:
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1. Bornimago Spot using 3d models

2. Building a bridge using Conecta and


other materials

3. Towers Using wood pieces

Activities requiring copying 2D to 3D

On this session students will be given 2d


models from instruction task manuals,
Potencialidade pictures and photographs with specific
s logical patterns, colors, measures and
visoconstrucci positions. Kids must recreate them
onales considering patterns, sizes and measures.
(espaciales) Here there will be different spots all with
SESSION 3 2D model instruction tasks and different
materials each:

1. Building a house using rods

2. Bornimago figures and characters

3. Building Buildings, characters, cars and


characters using lego

Activities requiring copying 2D to 3D

Potencialidade On this session students will be given 2d


s models from instruction task manuals,
visoconstrucci pictures and photographs with specific
onales logical patterns, colors, measures and
(espaciales) positions. Kids must recreate them
considering patterns, sizes and measures.
Here there will be different spots all with
SESSION 4 2D model instruction tasks and different
materials each:

4. Origami 3d figures out of 2d


instructions (pictures)

5. Recreating a MAP
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6. Make do models

7. Passing geometric flat shape patterns


to 3D using elastic bands.

SESSION 5 Activities requiring copying 2D to 2D


Potencialidade
s Students will be given drawings in small
visoconstrucci and large scale, using a SCALE SQUARE
onales with coordinates. Children must pass
(espaciales) that drawing from small to large using
the coordinates and considering all the
details the drawins have.

Activities requiring Mental Addition

Toothpick Addition
On this spot has the intention of leading
in students (Transition) the application of
addition using toothpicks. Students will
receive a card with a written number,
they will have to take a handful of
Potencialidade toothpicks, so they create different
s en designs for the numbers they had on the
SESSION 6 pensamiento card. The objective is to create as many
aditivo designs so they can in a specific time.
Using more numbers and designs as they
can.

Guessing Cards (Magic Trick)


Students (except students in Transition)
will practice additions through mental
addition with guessing addition cards.
Students will follow a simple instruction,
they will ask a person to check out some
animals/objects/things in a series of
cards, the person memorize the option
selected, and the student will have to
add the first number in each of the cards
selected, when they perform an accurate
operation, they will be able to find out
the animal/object/thing the person
selected. Students will be asked to
perform the activity in lesser time in
order to make evident an increase of
their mental counting skills.
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Ipad Fish Addition


Using the Ipad's app called Fish Addition;
students will have to use their abilities of
mental addition to find the algorithms
missing. The game is about a fish who is
trying to eat a specific number, the
student has to find the two coefficients
which combined will give a as result the
number on the fish. The level of difficulty
can be modified taking into account the
time student finishes each level, to keep
increasing the difficulty each time.

Potencialidade Activities requiring Number


s en Representation
SESSION 7 Pensamiento
aditivo Races with Counting with Stones
On this spot students will identify and
represent quantities of two digit numeric
symbols using ones and tens as
manipulative in math situations in order
to organize them based on their
quantities orally in the second language.
Kids will be given a bucket so they can go
outside to collect some stones. Then
teacher will show kids some quantities
using the numeric numbered poker
chips.

Poker Chips
This spot has the intention of leading
children (Kinder 6 , 1st and 2nd grade)
into the application of the addition and
subtraction in math situations using sets
of poker chips and algorithms
transferring digits. Using the smart board
teacher will explain the values of each
poker chip:

Red coin: 1
Blue Coin: 2
White Coín: 5
Green Coin: 10

Then each kid will use the coins to count


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and solve the addition sheet proposed by


the teacher.

SESSION 8 Potencialidade Activities requiring Mental Addition


s en
Pensamiento Pay For It
aditivo Students from each grade will be able to
perform this game. They will have to
select the right coins to pay the items
they receive. Students performance can
be challenged with an increase of the
level of difficulty, and time to select the
correct answers.
http://www.ictgames.com/payForIt/inde
x.html

Buen Calculista, Problemas Rápidos


(Abril)
Students will be given a square 3 x 3 for
Transition, 4 x 4 for Kinder, 5 x 5 for 1st
and 2nd grade. There would some empty
spaces which students have to solve by
using mental addition:

In case of Transition students, they will


receive a chart filled with tens/ones to
represent numbers, and they will have to
solve by placing tens and ones as well.

SESSION 9 Potencialidade Activities requiring Mental Addition


s en
Pensamiento Cálculo Mental
aditivo Students from each grade will be taken
to the Computers Room and they will
play a game called “Calculo Mental” . The
game deals with solving algorithms in a
time given, the level 1 implies solving 40
operations in 3 minutes, level 2 implies
solving 40 operations in 2 minutes, and
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level 3 implies solving 40 operations in 1


minute. Nevertheless, if a student does
not complete the 40 situations, he will be
given a score with the number of
operations solved.

http://www2.gobiernodecanarias.org/ed
ucacion/17/WebC/eltanque/todo_mate/
calculo_m/seriesCI_S/ci_serie15_p.html

Jet Ski Addition


This is an educational multi-player racing
game for kids to practice addition. How
quickly the student correctly answers the
addition problems determines how
quickly the jet ski will go. The student
with the fastest rate of correct answers
will win the race. Hits and misses are
recorded and displayed at the end of the
game, along with the student's rate. 1-4
players can play at once.
http://www.abcya.com/jet_ski_addition.
htm

Activities requiring Estimation and


Mental Addition

Estimate Length with Frisbee


Potencialidade Students will be taken outside with some
s en frisbees, the first time, teacher will throw
SESSION 10 Pensamiento the frisbee, and will ask students to
aditivo “guess” (estimate) the length which
frisbee landed. They will have a double
matrix chart, where they will register
their estimations and the actual length,
the closer they get the more points they
win. They will compete to get more
accurate results, in case of transition and
kinder graders, they will be required to
estimate with non-conventional
measurement patterns, while 1st and
2nd graders they will be required to
estimate in centimeters and meters.

Magic Square
On this corner students will receive a
chart with files and rows, so they will
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play by filling in all the squares with the


numbers starting from one so that the
sum of all row, columns, and diagonals is
the same. In order to provide an easy
introduction to the game, students will
be given the numbers to use and solve
the magic square, but when they
advance on the level of difficulty, they
will not receive the numbers to use and
the activity will be more challenging.
Also, there would be a time register to
evidence progress of their abilities. In
case of Transition students, they magic
square would be presented using
tens/ones or 2x2 magic squares.

Potencialidade Algebra Patterns


s en Lógica y
SESSION 11 Razonamiento On this spot students will need to
recreate logical patterns and considering
the following variables: color, shape, size
and position.

Students will be given formulas such as:


3A6E2U5= Z

Each letter represents a shape with a


specific color and position. Levels will get
harder and more demanding for students
like: K = Q(2A3O1U) T (8E2U)

Ipads

Latin Square (Colombia Aprendiendo)


Students will receive an an n × n array
filled with n different pictures, each
occurring exactly once in each row and
exactly once in each column. Students
will receive this array empy, with pictures
cut, so they will have to paste according
to the same pattern and rule: occurring
just once in each row and column as
well. All students will be exposed to the
same difficulty level, starting with an
easy one, and adding more
rows/columns, however 1st and 2nd
graders might receive
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SESSION 12 Potencialidade
s en Lógica y Ipads
Razonamiento
Mazes (Labyrinths)
The purpose of this spot is to reinforce
students abilities on problem solving,
and logical thinking through the use of
mazes. In a first time, students will
receive simple mazes to solve by
registering time. During this corner,
students will solve mazes with more
difficult level and different patterns.
However, in a second time, students will
have to create their own mazes, using
rulers they will be assessed by the
complexity of their outcomes achieved.

Algebra Patterns

On this spot students will need to


recreate logical patterns and considering
the following variables: color, shape, size
and position.

Students will be given formulas such as:


3A6E2U5= Z

Each letter represents a shape with a


specific color and position. Levels will get
harder and more demanding for students
like: K = Q(2A3O1U) T (8E2U)

Potencialidade Urania cards Level 1 to 4 (timened)


s en Lógica y
Razonamiento Ipads

Problem Solving using Pentominoes


Students will receive a pattern to solve, a
shape or figure. Additionally, they will
receive a set of pentominoes which in a
specific order will make out the shape
presented, i.e:
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There would be a time register in solving


this situation and the pentominoes will
be cutted in order to provide an easy use
and effective solution of the problem.

Algebra Patterns

On this spot students will need to


recreate logical patterns and considering
the following variables: color, shape, size
and position.

Students will be given formulas such as:


3A6E2U5= Z

Each letter represents a shape with a


specific color and position. Levels will get
harder and more demanding for students
like: K = Q(2A3O1U) T (8E2U)

BIBLIOGRAFÍA: H.Gardner, D. H. Feldman y M. Krechenvsky (Comps). (2001) El Proyecto


Spectrum Tomo II: Actividades de aprendizaje en la educación infantil. Madrid: Morata.

Simon Ruth. (200) Instant Math Centers. Huntington Beach: Creative Teaching Press

Zuluaga Carlos. “Colombia Aprendiendo Proyecto Matemática Aprendiendo” [en línea]. 1997 -
2014 [Enero - Noviembre 2012, 2013] Disponible en la Web:
http://www.colombiaaprendiendo.edu.co/descargas/actividades-descargables-2012/

Bareth James. “Pay For It” [en linea]. 2010. Disponible ne la web:
http://www.ictgames.com/payForIt/index.html

Rodriguez Mario. “Calculo Mental” [en linea]. 2009. Disponible en la web:


http://www2.gobiernodecanarias.org/educacion/17/WebC/eltanque/todo_mate/calculo_m/se
riesCI_S/ci_serie15_p.html
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Arcademics. “ABCya! Jet Ski Addition” [en linea]. 2013. Disponible en la web:
http://www.abcya.com/jet_ski_addition.htm

RECURSOS:

● Anexos
● Bornimago
● Poker Chips
● Ipads
● Computers Room
● Tens/Ones
● Metros
● Pentominos
● Toothpicks
● Frisbee
● Bisutería