Didactic Sequence

Subject

Didactic Unit: Integers and Operations.

Contents: Integers. Number line - Order.

Foundation:

The area of mathematics constitutes a problem-solving activity that

they are often related to the natural and social world. As a response or solution to these
problems, mathematical knowledge emerges and transforms progressively by being
used by different societies, cultures, and institutions.

The teaching of mathematics in secondary school faces a challenge which consists of a

series of transformations of students' knowledge. At this level, the students
They will have to solve new problems with greater complexity, which will lead them to the
own development of new strategies, production and interpretation of new forms of
representation and the construction of new ways to validate. To do this, Ronald Charnay proposes
in a didactic (approximate) model centered on the construction of knowledge by the student
where such challenges are considered.

An essential aspect of mathematical activity consists of building a mathematical model.

from reality (mathematical or extra-mathematical). The activity of mathematical modeling considers
the making of multiple decisions to face the problem to be solved: what are the symbols that
They will be used to represent the data, what are the elements that should be relied upon,
What are the properties that will justify the operations carried out and how will they be reinterpreted?
results or solutions to the problem.

Another essential aspect is understanding what a generalization process is. This implies
a relationship between the particular and the general that cannot be reduced to bringing forth the general from the particular.
from many particular examples. This involves considering the problem of the arithmetic transition to
algebraic work, which involves a game between the use of numbers and operations and the
resort to algebraic expressions in their various meanings.

In the Axis of Numbers and Operations, the knowledge of the content that is developed in
it allows access to the study of number theory through divisibility with
the integers.

In the teaching of numbers, operations and their properties must be taken into account.
that negative numbers, rationals, and complexes oppose natural numbers
and positive fractions, since these have their roots in experimentation with magnitudes, since
discrete and continuous while those (negative, rational and complete) were
introduced in order to make certain equations solvable.
 Therefore, in this teaching unit, integers will be addressed as the first
instance to the axis of Numbers and Operations. The operations in this numerical field do not rest
in an empirical demonstration such as that of natural numbers, for this reason, it is necessary
formulate didactic situations that make knowledge work through the defined contents
on the axis.

Brosseau distinguishes four didactic situations: The action situations, in which he generates
an interaction between students and the physical environment. The formulation situations, whose objective
it is the communication of solutions among students. For this, the language must be modified
that they usually use, specifying and adapting it to the situations they need to communicate.
validation situations, in which one or several participants are convinced of the validity
of the statements that are discovered. The situations of deinstitutionalization, where they are established
the relationships between students' productions and cultural knowledge.

Upon delving into the development of the topic, Tom M. Apostol mentions to us that 'The positive integers
together with the negative integers and zero, they form a set Z that is simply called
set of integers (CALCULUS Vol. 1, Tom Mike Apostol). This set is presented as a
difficulty in students due to the conflict generated between the logic of natural numbers
(worked at the primary level) and those that will have to face in the field of integers.

It is important to highlight that positive numbers or positive integers and the number 0 are part of the
set of Naturals, that is, this knowledge is internalized in the
students from their journey through primary education, on the contrary, negative or whole numbers
negatives represent for them a new knowledge in high school, that is why in this
unit in the 1st year 2nd division of the Basic Cycle of the Commerce School No. 5.010 'Malvinas Islands' of the
In the town of Chicoana, we will study the integers through comparison with the
Natural Numbers. It is also important to develop this new set of numbers.
through the graphic representation of the algebraic series of the numbers (Algebra of Baldor, New
image 2015) to capture the notion of distance of a number in relation to another by expressing them in
specific manner on that line.

Last but not least, it is also essential to develop activities of

ordering of integers in ascending and descending order where the student
can generate by itself the notions of value and magnitude that a number represents, with
determined sign in a determined position, while these are being complemented with the
notions of distance, as long as the number zero is taken as the central axis of the line
numeric to allow for the correct use of symbols, positives (+) for the numeric set
positioned after the Zero and negatives (-) for the set that are located before it. These
elements will be fundamental to embark on a journey towards different operations
mathematics that, throughout their journey, the student will be forced to reintroduce themselves
in the exploration of other numerical fields that respond to problems, which in this set (Z)
it has no solution within its field.
Prior Knowledge: Natural Numbers.

Time: 1 class of 80 min.

Recursos:Para el docente: aula, pizarrón.

For the student: folder, supplies (pens, ruler, etc.), work guide.

Professor Name:

Purposes:

- Introduce integers through the presentation of examples.

Specific Objectives:

- Contrast integer numbers in different real-life contexts.

- Distinguish the integers, order them, and represent them on the number line.

Evaluation Criteria:

- Consider the difference between positive and negative numbers.

- Order and represent the integers on the number line.
- Work in groups and individually.
- Participate in classes.

Indicators:

- Recognize the difference between positive and negative numbers.

- Arrange the integers in ascending or descending order.
- Locate a set of integers on the number line.
- Use the corresponding symbolism.

activities

To proceed with an appropriate introduction to integers, it will be taken into account that:

Methodological Guidelines

- To recognize integers (without explicitly stating them as such), various will be presented.
situaciones: ganar-perder, subir-bajar, tener-deber,entre otras… ayudándonos de dibujos.
Here, through the situations, the existence and necessity of the
negative numbers as a complement to natural numbers since they can measure
situations that the previous ones cannot.
 - In a continuous manner, the investigation and representation of natural numbers will be carried out.
on the line, where they will have the starting point of 0 (zero) and will be positioned in a manner
increasing to the right.
Here, we will investigate the representation of negative numbers, where for a
correct interpretation: students will be asked to draw the number line in their
folders (with said positive numbers and zero as the first value). Then it will proceed to
the location of a mirror (as well as the screen of their phones) in a way
perpendicular to the plane of the folder, right at zero where they will observe and
describe what was observed.
- It is there, where the teacher will state that the numbers reflected in the mirror are the
called additive opposites (negative numbers) of natural numbers and will continue with
an explanation for its correct representation.

After that, individual activities will be proposed, to then proceed to a correction and
group discussion of the work done together with the teacher, such as:

1- Use positive and negative numbers to express:

I have been deposited $42,000 in my savings account
B) The year 1340 before Christ
C) We are on the 5th basement of a department store
The temperature is 17°C
2- Represent the following numbers on the number line:
5, -4, 6, -3, -2, 4, 1, -7, 9
3- Arrange the following numbers from least to greatest using the signs <, >
2, -5, 12, 7, -9, -2, 8, -7, 9, -12
4- Arrange the following temperatures from lowest to highest:
4°C, -15°C, 27°C, 0°C, -9°C, 7°C, -11°C, 17°C
5- Write the symbol <,> between these numbers as appropriate:
-4 ... 2
-7 ... 12
-7 …-11
-10 to -8
E) 9 ... 7
F) 0 …-3
6- Are these inequalities true?
A) 3 < -100
-15 is greater than -4

C) 0 > -3
-40 is less than -5

-12 = 12
-27 > -13
To conclude, there will be an explicit discussion of the topic where the following will be mentioned as such.
integers and everything covered in class:

The Integers

Natural numbers (N) are basically used for counting and expressing quantities. But not
are sufficient to express, for example, debts or temperatures below zero, that is why it is
it is necessary to resort to negative numbers.

Natural numbers, zero, and negative numbers form the set of numbers.
integers (Z).

Z = {...-4, -3, -2, -1, 0, 1, 2, 3, 4...}

Zero is neither positive nor negative, just as it is neither even nor odd.

The Number Line

To locate whole numbers on the number line, 0 is taken as the reference point. To its
On the right, the positive numbers are located; to their left, the negatives.

The distance between two consecutive numbers must be equal along the entire line.

Integers are ordered according to their position on the number line. Any number is
greater than those located to its left and less than those located to its right.

As a result:

Any positive number is always greater than any negative number.

Any negative number is always less than any positive number.
0 is greater than any negative number and less than any positive number.

(Matemática II, Pablo Effenberger. Edit. Kapelusz) (Matemática 8 Activa, Puerto de Palos)

Activities will be provided to reinforce and deepen the content worked on, such as:
The work will be carried out together with the teacher, and the number line will be used for the
resolution

What is the integer between -7 and -9?

2- What are the integers between -7 and 5?
3- Clara is the owner of a refrigeration company. The latest model includes
an outdoor thermometer so that the user can easily observe the temperature
inside the refrigerator. What temperature will the thermometer read? if the temperature is:
From 8°C and increases by 5°C
From 0°C and increases by 4°C
C) from -3°C and increases by 7°C
D) from 7°C and decreases by 12°C
Between 7 in the morning and noon, the temperature rose by 12°C. If at 7 in the morning
the temperature was -5°C, what temperature did the thermometer indicate at noon?
5- The elevator of a building reaches basement -3 after descending 7 floors, what floor is it on?
Was the elevator there?
A balloon is in the air, at a height of 15 meters. It descends 3 meters, then descends 6.
10 meters more and then it rises 10 meters. What was the final height of the balloon?

Once the exercises have been corrected collectively (between students and the teacher), the teacher
proceed to close the class by questioning the students about what they learned in it and seek to clarify
possible doubts.

In order to proceed with the following topics such as: Absolute Value and Operations with Numbers
Enteros.

If necessary, activities would be left to develop at home before proceeding with

the following topics