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… de la situaci6n multipli- cativa (de a a 200) Objetivos 16 al 22. E. Operaciones con los nGmeros hasta 1000. Objetivos del 27 al 39. D. Los numeros. hasta 1 000 Objetivos 23 al 26. H. Nociones de com b·i n a tor jay estadistica. Objetivos 62 al 64. … una sola palabra, asi. por ejemplo: 21es veinte.y uno I.se lIIamaveintiu.no. 23 es veinte y tres y se lIIama veintitres. 27 es veinte y siete y se lIIama veintisiete. En cambio numeros como los siguientes se escriben con tres palabras: 31 es … u ltip lic a r; q u e lo s a lu m n o sv a ela b o ra ro n . 5 x 1 = 5 9 x 1, = 9 5 x 2 = 10 9 x 2 = 18 5 x 3 = 15 9 x 3 = 27 5 x 9 = 4 5 9 ic 9 = 8 1 - ---=--'.~-_._._.,. 5 x 10 = 5 0 9 x 10 = 9 0 E I m a es tro I}a ra q u elo s n ii'\o s fije;, s …
… PA R T I that individuals perform, interpret and project in dress, bodily movements actions and language” (Block, 2007 p. 27). In this article, I will use the term identities rather than identity as I think we do perform different identities … ELPTs must acquire. In this sense, the knowledge ELPTs gain “relies on an authority” (Yadan, Herron and Samarapungavan, p. 27). On the contrary, from the perspective of imagined communities, knowledge “can be conceived as contextually-situated and constructed by the individual.” (op.cit, p. 27). Learning is a constant affair of the human beings. We are always experiencing, we are always learning and becoming, and …