MATH

APPLIED
Arturo Sackman Gaona

Focus by Sequences Discharge

competencies didactics by lesson plans
class sessions and solutions
table of Contents
3 Importance of the Mathematics program
5 Methodology
6 Tips on staying in school
7 Project Suggestions
8 Editable lesson plans
9 Assessment Answers
10 First Partial Evaluation
11 Second Partial Evaluation
12 Third Partial Evaluation

13 Extra activities
14 First Partial
15 Second Partial
16 Third Partial

14 Evaluating myself
 TEACHING GUIDE 3

Importance of the Mathematics

program
Sixth semester
The basic disciplinary competencies of Mathematics are aimed at developing students' ability to integrate the knowledge acquired in
the different courses in the field. These competencies emphasize the application of mathematical concepts in different situations with
the purpose of describing phenomena.
Among its many advantages, the Applied Mathematics program highlights the way in which the generic and basic disciplinary
competencies are complemented throughout the course with the activities proposed for the teacher. Likewise, at Ktdra we suggest
the use of the inquiry-centered teaching model to deepen the disciplinary field of Mathematics. This model covers five key aspects:
• Hook.
• Explore.
• Explain.
• Elaborate.
• Assess.
Accessibility is offered to teachers through resources that will allow them to adapt the sessions to the necessary time, making the
development of critical and logical-mathematical thinking accessible, which makes it possible to interpret the environment in a
different way, while achieving the expected objectives of the students.
Upon completion of the course, the student will have developed important reasoning skills, with which he or she will be able to
describe phenomena from various fields through analysis using the tools offered by mathematics. For our Applied Mathematics
subject, the study was divided into three learning sections:
• First Partial. Logical-mathematical reasoning. Students will learn algebra, geometry and trigonometry to describe everyday
situations through pattern recognition and the behavior of objects in space.
- Successions.
- Spatial perception.

2» Continued...
9) Continued...

• Second Partial. Mathematical modeling. The student will take up the topics studied in the courses of Analytical Geometry and
Differential Calculus, in order to describe situations in different contexts, as well as propose the necessary solutions.
- Algebraic modeling.
- Geometric modeling.
- Differential calculus.
• Third Partial. Transcendent relationships. The student will study the properties of exponentials and logarithms to model
4 APPLIED MATHEMATICS
phenomena from various areas and solve problems related to them.
- Exponential and logarithmic relationships.
 Methodology
Activities for recovery
Subprocesses of memory and recognition that belong to
the first level of the cognitive system for managing the
type of knowledge called information. Carry out activities
Activities for that allow the student to carry out the knowledge

understanding recovery exercise.

The process of understanding in the cognitive system

is responsible for translating knowledge into the
appropriate forms so that it can be stored in -
permanent memory; that is, so that it takes the
structure and format required for key information to be
preserved.

Activities for analysis

The analysis in the New Taxonomy corresponds to the
reasoned extension of knowledge. At this stage,
people create from the knowledge they understand.
Therefore, it can be stated that the analysis goes
beyond the identification of the essential vs. the non-
essential, which are functions proper to
understanding. The processes that make up the
Activities for the use of analysis are: association, classification, error analysis,
generalization and specification. For these processes
knowledge to develop, there must be certain conditions and
The use of knowledge occurs when a person finds therefore tasks to be carried out in the learning
himself in need of completing certain tasks. In the activities.
New Taxonomy, the level of knowledge utilization is
made up of four categories: decision making, problem
solving, experimentation and research. Therefore, it is
suggested to implement the conditions to achieve this
level.

Activities for
Metacognition
The New Taxonomy of the level of meta-cognition
supports four functions:
1. Specify the goals.
2. Process monitoring.
Activities for the internal 3. Clarity monitoring.
thinking system Contains an interrelation 4. Accuracy monitoring.
between various elements that intervene in the learning
process such as: attitudes, beliefs and emotions. It is the
interrelation between various elements that ultimately
determines motivation and attention.
It allows learners to take positions regarding the option
of learning something or not. Four types of thinking that
make up the internal system (self):
1. Examination of importance.
2. Examination of effectiveness.
3. Examination of emotional responses.
4. Examining motivation.
6 APPLIED MATHEMATICS

Tips on staying in school

either
Don't give up your studies!
Applied mathematics
• The Applied Mathematics course will provide students with knowledge and skills suitable for a career in the field of
engineering and exact sciences. Likewise, it will provide the necessary bases to respond to the different evaluations for
those who aspire to continue with higher education.
• The course topics will allow the student to describe the environment based on the integration of mathematical concepts
studied in previous semesters, with the purpose of using appropriate methods to solve different problems.
• In the workplace, through the training and consolidation of this knowledge, students will be able to connect with
organizations and companies whose purpose is to model phenomena of interest and propose alternatives to situations in
various contexts.
• It is necessary to highlight the importance of respect and empathy on the part of the teacher towards the students,
together with an environment that motivates learning, whether in the school context or after entering the world of work.
 TEACHING GUIDE 7

Project Suggestions
In addition to the start, development and closing activities, we recommend three socio-formative and transversal projects that involve the student
in tasks outside the classroom; in this way, they will apply what they have learned and help other people. With this tool, you can help students
choose the project so that their actions contribute to the growth of their community.

PROJECT

In plenary, organize a series of talks aimed at primary school students,

with the authorization of the corresponding directors, in which you explain A:
movement of the bodies that make up the Solar System and their relationship
with the

mathematics with the purpose of showing the usefulness of this area to

describe different phenomena.

In teams, choose a problem related to conic or straight sections and find

the solution with the support of GeoGebra software. Make a B: instructions with the
steps they followed to obtain their results and place them

in the computer lab so that they act as a guide for all students at the
institute to solve mathematical problems.

In plenary, carry out an investigation about infections and how they spread;
then, choose one of them and study its behavior C: by means of exponential
functions. Present your results as a

campaign to raise community awareness about hygiene measures and

vaccination.

Editable lesson plans

With the mission of continuing to collaborate with your classroom activities and assist you in the daily
work of teaching, we provide you with a Word format to download and edit in the following link, with
which you can reinforce your control over what you have seen in class and what will be seen
throughout the course. We hope you find them very useful!
https://ktdradigital.com/registro/profesor/620a84b6a2151aa66a78c48d
8 APPLIED MATHEMATICS

First Partial Evaluation

1. Note: The answer will depend on the student.

3. b. ℕ
2. a. TRUE.

4. b. Fake.
5. c. Arithmetic.
6. d. Center of rotation.
7. b. Fake.
8. a. TRUE.
9. c. The reflection of a tree in the water.
10. a. TRUE.

Assessment Answers
TEACHING GUIDE 9
10 APPLIED MATHEMATICS

Second Partial Evaluation

1.
to. Is a compatible system, with x = 7.6 and y = -0.8.

b. Is a indeterminate system.

c. Is a incompatible system.

2.
to. x1 = 2 + √7, x2 =

b. x1 = 1, x2 = -2
= -1, x2 = -2
c. x1

(1.6, ∞)
3.

ϵ (-∞, -3.75]
to. x

b. x ϵ (2.5, ∞)

c. x ϵ
4. P ≈ 111.74 cm; A = 760.78 cm2

5. D ≈ 22.82 cm, d = 7.4 cm

6. P ≈ 42.78 cm

7. They are located approximately 572.74 km apart.

8. The distance from C to A is approximately 501.74 m; the distance from C to B is approximately
726.14 m.

9.
a. Since it is a periodic function, the maximum and minimum values are recurrent in a period of 2∂.

The point (-0.67, 0.15) is a relative maximum in the interval (-∞, 0) and (0, 0) is a relative minimum in the interval
(-0.5, ∞).
b.

c. The point (1.2, 2.59) is an absolute minimum of the function.

10. x = 1.15
 TEACHING GUIDE 11

Third Partial Evaluation

1. c. (-∞, ∞)
2. d. 125

3. c. -

4. to. (0, 1)

5. b. The argument.
6. to. 34 = 81

7. c. log2 32 = 5
8. b. It is the number e.

9. d. log bx + log b y
10. to. log3 + 4log x - log2 - 53 log y

ln8
11. c.
ln3
12. to. 2

13. d. 12
12 APPLIED MATHEMATICS

Extra activities

First Partial
ACTIVITY 1

INSTRUCTION: Organized into teams, do the following:

1. Consult reliable sources for information on convergent and divergent lenses.

2. Write a report in which you consider the following points:
a. How does each one work?
b. Which one plays an inverted image?
c. Why does this image occur?
d. Is this a rotation, translation or symmetry? Because?
e. An example of application in daily life.
3. Present the example you have chosen and describe how the movements studied in this Part-time Exam are involved using
slides.

>> ACTIVITY 2
INSTRUCTIONS: Organized into teams, do the following:

1. Research the numbering systems used by ancient civilizations.

2. Choose one in which the concept of succession was necessary to determine each element of it.
3. In an exhibition, present the information collected and describe how it was composed, as well as the patterns and sequences
that you have been able to identify.

»-------------------------------------------------------------------------------------------------------
Go here https://ktdradigital.com/registro/profesor/620a84b6a2151aa66a78c48d and download the activities for your students.
 TEACHING GUIDE 13
Second Partial
>> ACTIVITY 1
INSTRUCTIONS: In pairs, do the following:

1. On graph paper, solve the exercises listed below:

a. Determine the vertex, focus, directrix and axis of symmetry of the parabola; then, draw the corresponding graph.
b. Determine the general equation of the parabola and draw the corresponding graph.
c. Identify the elements of the ellipse and draw the corresponding graph.
d. Transform the equation of the circle into its reduced form and draw the corresponding graph.
2. Hand in your work to the teacher. Remember to clearly develop the procedure with which you arrived at the solutions.

>> ACTIVITY 2
©

INSTRUCTIONS: Individually, do the following:

1. Watch the video The Paradox of the Coast that Breaks Reality: https://youtu.be/ uK1unoVNtMs
2. Answer the following questions:
a. How is the limit interpreted in this situation?
b. Who would be the asymptote in this case? Is it vertical or horizontal?
c. What's up with this value? Have you found any?
d. How is this situation interpreted mathematically?
3. In plenary, share your answers.
14 APPLIED MATHEMATICS

Third Partial
>> ACTIVITY 1
©

INSTRUCTIONS: Individually, do the following:

1. Conduct research in which you complement the information presented in this Partial on the number e, in which you
consider the following points:
a. How was it discovered?
b. How is it defined?
c. How many decimals are currently known?
d. How have your decimals been calculated?
e. In what areas, other than mathematics, is it possible to find it?
2. Submit your work to the teacher. Don't forget to consult reliable sources, as well as respect spelling and writing rules.
3. Discuss with your classmates the importance of this constant.
>> ACTIVITY 2
INSTRUCTIONS: Organized into teams, do the following:

1. Conduct research in which you consider the points listed below:

a. What is the logistic function?
b. What is its relationship with the exponential function?
c. What is it used for?
d. Applications.
2. Choose a problem related to one of the applications and develop your solution in detail.
3. Gather the information obtained from the previous points and present it through a digital presentation.
 TEACHING GUIDE 15

Evaluating
myself
In order to meet the needs of students regarding the presentation and development of topics in the Partial Exam, we offer the
following instrument where they will evaluate their interaction and learning with the thematic content.

Partial:

Based on the following questions, you will evaluate how you performed during the Midterm:

1. From your perspective, how did the content covered fulfill the purpose of the Partial Exam?

2. What topics did you find easy to understand and why?

3. What topics do you think should be reinforced and why?

4. What ideas can you learn from the topics covered in the Part-Time Exam?

5. How would you rate your performance in relation to what you learned in this Part-time Exam?

6. Explain how the topics in this Part-Time Exam allow you to solve situations related to other subjects.