APEC - Tsukuba International Conference:
Innovation of Mathematics Education through Lesson Study
Challenges to Emergency Preparedness for Mathematics
February 14-18, Tokyo, Japan

PhD. Raimundo Olfos
raimundo.olfos@ucv.cl
Pontifical Catholic University of Valparaíso
Math Educator Specialist
Project Emergency Preparedness Education:(APEC HRD 04 11A)
Collaborators: Sergio Morales & Soledad Estrella

Emergency Preparedness Lesson Plan in Math for Grade 5Introduction
The present writing provided a lesson plan in math for grade 5 referred to "Emergency
Preparedness" which will be discussed with a group of teachers for optimization and spread
into the framework of lesson study in the context of this project (APEC HRD 04 11A).
Curricular relevance of lesson plan
In case of earthquake, children and adults in charge should assess the risk of being exposed toa heavy or cutting object, they should keep away from windows, shelves, heavy lamps, and soon.
If the tremor is prolonged, should be evaluated the possibility of falling walls, cornices,fragments of trees and power lines, making it necessary to identify escape routes and safetyzones. If you are on the coast should take into account a tsunami.
Mathematical lesson can help identify and promote the proper use of escape routes and safetyzones, helping to save lives in case of earthquakes.
In grade 5 students are expected to achieve some learning (Annex), that are appropriate toconnect with Emergency Preparedness, for examples:
Unit 1 Numbers
Communicate information concerning situations represented by numbers over six figures
Solve problems involving • addition, subtraction and multiplication • divisions, from the ratio
between the dividend, the divisor and the rest of these divisions
Geometry Unit 4
Estimate areas of plane figures, with different strategies (concrete, pictorial and symbolic)Develop and implement strategies for calculating areas of rectangles and figures are broken
down into rectangles, and express the result in meters, centimeters or millimeters square

The lesson plan presented below is at stake this learning in a class focused on mathematicalmodeling. Other lessons, such as those listed below, included in the Unit Number and Algebra
can be treated in a second class.
Unit 3 Number and Algebra
Calculate algebraic expressions and replacing letters with numerical value.
Represent numerical situations with lyrics
Using the reduction procedure similar

Finally, note that some of the learning associated with the Unit Data and Chance, as shown
below, can be addressed in a lesson plan referred to tsunamis.
Unit 2 Data and chance
Construct bar graphs multiple, manually or using technological tools, from data organized intablesRecognize how they behave certain variables, whose relationship is illustrated in a bar graphmultiple lines
Express the probability of an event in simple languageÇAdjustment policies National School Safety
In 1970 the National Emergency Office Home Officedesigned a comprehensive plan Evacuation and School
Safety, known as DEYSE plan that gives the frameworks forthe natural disaster evacuation, each educational institution
appropriate to their facilities, under the concept of"ACCEDE" Alert, Communication, Coordination, primary
Evaluation, Decisions, and secondary Evaluation.
During an earthquake is suggested to remain in buildings, under a table ordesk, under a door frame, attached to a corner, away from windows andglass.
Suggestions to the threat of tsunami
1. If you live on the coast and you feel an earthquake like to crack
walls, or to prevent stand, it is likely that in the next 20 minutes atsunami happen.
2. If you are alerted to the approach of a tsunami, a notice ofauthorities, seeking refuge at altitudes above 30 meters.
3. If you see that the sea is collected, get away to safety at height.
Within minutes the tsunami will arrive with speed and you can not escape.
4. If you are in a boat, please contact offshore, given that a
destructive tsunami is about 3 miles and a depth of 150 meters
5. A tsunami can be penetrated by a river or creek several miles, stayaway from rivers and estuaries.
6. If there is sufficient height near a lush forest or upper floors of abuilding can be an alternative protection.
7. A tsunami can have 10 or more waves in a span of 12 hours, try tocarry blankets.
8. Do not ever threatened locations until directed by an authority.
9. Make your family escape plan in case of being on the coastAnnex
Overview of learning expected Mathematics Curriculum 5 ° Grade
Ministry of Education of Chile, Curriculum and Evaluation Unit, June 2011
Números

Datos y azar

Números y algebra

Geometría

1. Escribir, ordenar ycomparar números
naturales de más de seis
dígitos
2. Comunicar información
relativa a situaciones
representadas por
números de más de seiscifras3. Reconocer números
primos de una, dos y tres
cifras y resolver
problemas matemáticos
donde ellos intervienen
4. Calcular el mínimo
común múltiplo y elmáximo común divisor denúmeros naturales
5. Descubrir regularidades
entre divisores, factores ymúltiplos de números
naturales al descomponer
estos en factores primos
6. Reconocer
regularidadesen la multiplicación porpotencias de diez con
números naturales
7. Resolver en forma oral yescrita los procedimientos
utilizados en lamultiplicación y en ladivisión
8. Resolver problemascon:• adición, sustraccióny multiplicación• divisiones, utilizando
la relación entre eldividendo, el divisor
y el resto de esas
divisiones

1. Extraer informacióna partir de datos
organizados en
gráficos de líneas ybarras múltiples
2. Comparar
información extraídade datos
organizados en
gráficos de líneas ybarras múltiples yresponder preguntas
a partir de la
información obtenida
3. Construir gráficos delíneas, manualmenteo con herramientas
tecnológicas a partir
de datos
organizados entablas.
4. Construir gráficos debarras múltiples,
manualmente ousando herramientas
tecnológicas, a partir
de datos
organizados entablas
5. Reconocer cómo se
comportan ciertas
variables, cuya
relación se ilustra en
un gráfico de barras
múltiples y de líneas
6. Expresar la
probabilidad de que
ocurra un evento
con un lenguaje
simple1. Calcular expresiones
algebraicas y reemplazar
las letras por el valor
numérico.
2. Representar situaciones
numéricas con letras
3. Utilizar el procedimiento
de reducción de términos
semejantes
4. Demostrar ycomprenderlas fracciones utilizando
representaciones
concretas y pictóricaspara:• escribir grupos defracciones iguales• comparar fracciones
con igual y distinto
denominador5. Describir y representar
decimales (décimos,centésimos y milésimos)
en forma concreta,pictórica y simbólica
6. Relacionar decimales
confracciones (hastacentésimas)
7. Utilizar estrategias para
representar y ordenar
fracciones y decimales
positivos en la recta
numérica
8. Emplear procedimientos
escritos para efectuar
adiciones y sustracciones
con fracciones
9. Recurrir aprocedimientosde cálculo mental y escrito
para efectuar adiciones ysustracciones condecimales positivos
10. Resolver problemas encontextos diversos,utilizando fracciones ydecimales

1. Estimar áreas defiguras del plano, condistintas estrategias(concreta, pictórica ysimbólica)
2. Elaborar y aplicar
estrategias para
calcular áreas derectángulos y figuras
que se descomponenen rectángulos, yexpresar el resultado
en metros, centímetros
o milímetros cuadrados
3. Diseñar y usar
estrategias paraobtener áreas detriángulos y aplicar ese
cálculo para obteneráreas deparalelogramos
4. Formular y verificar
conjeturas en casos
particulares de cómo
cambia el área deparalelogramos alvariar uno o más desus lados y lasuperficie de triángulos
al modificar sus lados ysu altura
5. Resolver problemas encontextos diversos que
incluyen áreas detriángulos yparalelogramos, pormedio de diversas
estrategias