Objectives (5 minutes)

1. Teach students to understand dates and time periods, including days of the week, months of the year, and years.

2. Develop students' ability to identify and name the days of the week, months of the year, and years.

3. Provide opportunities for students to apply this knowledge in practical everyday situations, such as reading calendars and understanding past and future time.

Secondary Objectives:

1. Stimulate students' logical and sequential reasoning skills, which are fundamental skills for understanding mathematical concepts.

2. Promote active student participation, encouraging the verbal expression of their ideas and doubts.

Introduction (10 - 15 minutes)

1. Concept Review: The teacher should start the lesson by reminding students about the concept of numbers, particularly numbers from 1 to 31, which represent the days of the month. Additionally, there should be a brief recap of the names of the days of the week and months of the year. This review can be done interactively, with students participating and answering the teacher's questions.

2. Problem Situations: The teacher can then propose two problem situations to introduce the lesson topic. The first one could be: 'If today is Monday, what day of the week will be our next day off, Saturday?' The second situation could be: 'If today is the 15th of the month, how many days until your birthday, which is on the 3rd of next month?'

3. Contextualization: The teacher should explain that understanding dates and time periods is very important in our daily lives. It helps us plan our activities, know when our birthday is, when a holiday is, when the weekend is, among other things. The teacher can give examples of how we use this knowledge in real situations, such as reading a calendar or marking important dates on a planner.

4. Topic Introduction: To spark students' interest, the teacher can share some curiosities related to the topic. For example, the teacher can mention that the year has 365 days, but every 4 years, we have a leap year, which has 366 days. Additionally, the teacher can talk about how the months of the year got their names, based on gods, emperors, and Roman numerals.

Development (20 - 25 minutes)

1. Identifying Days of the Week and Months of the Year (5 - 10 minutes)

   • Activity 1: The teacher can distribute cards with the names of the days of the week and months of the year to each student or groups of students. Then, the teacher asks questions to the students, like 'Who has the card with the name of the day that comes after Tuesday?' or 'Who has the card with the name of the month that comes after March?'. The students with the correct cards should raise them.

   • Activity 2: The teacher can then propose a memory game, where students must find pairs of cards with the same day of the week or month of the year. This activity helps reinforce the recognition and memorization of days and months.

2. Connecting the Dots: Dates, Days of the Week, and Months of the Year (5 - 10 minutes)

   • Activity 1: The teacher can draw a large calendar on the board, with blank spaces for the days of the week and months of the year. Then, asks students to help fill in the calendar. For example, the teacher can ask: 'What day of the week is today? And what month are we in?'. The students should then help fill in the calendar, writing the correct day of the week and month in the blank spaces.

   • Activity 2: The teacher can then suggest that students mark their birthdays on the calendar, as well as other important dates for them, like holidays, vacations, etc. This helps consolidate students' understanding of how dates, days of the week, and months of the year are interconnected.

3. Understanding Years (5 - 10 minutes)

   • Activity 1: The teacher can show students how the year is represented on a calendar, with the 12 months. Then, the teacher can ask: 'Who knows what month we are in now?'. After the students' answer, the teacher continues: 'And in which month will we be in 3 months?'. The teacher can continue asking similar questions, helping students understand the passage of time in terms of months.

   • Activity 2: To help students understand the concept of years, the teacher can ask a question like: 'Who knows what year we are in now?'. After the students' answer, the teacher can ask: 'And in which year will we be in 5 years?'. The teacher can continue asking similar questions, helping students understand the passage of time in terms of years.

The teacher can choose the activities that best suit the class's pace, even doing all of them or adapting them according to the class dynamics. It is important for the teacher to always be attentive to clarify doubts and correct possible errors, ensuring that all students are understanding the concepts addressed.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher will gather all students in a large circle or smaller groups, depending on the class size.

   • Each group or participating student should share their answers and conclusions from the activities carried out during the lesson.

   • The teacher should encourage students to explain how they arrived at a certain answer, reinforcing the importance of logical reasoning and argumentation in solving mathematical problems.

2. Connection with Theory (3 - 5 minutes)

   • The teacher will review the main information and concepts covered during the lesson, such as the identification of days of the week, months of the year, and years, and the passage of time.

   • The teacher can ask students: 'How did the activities we did today help us better understand dates and time periods?' or 'Can you now see how the days of the week, months of the year, and years are interconnected?'

   • The teacher should emphasize how practice is important for the consolidation of learning and how the activities carried out in the classroom reflect everyday situations where knowledge about dates and time periods is fundamental.

3. Final Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher can propose that students briefly reflect on what they have learned.

   • The teacher can ask two simple questions: 'What was the most interesting thing you learned today about dates and time periods?' and 'How do you plan to use what you learned today in your daily life?'

   • Students can share their answers with the rest of the class, promoting the exchange of experiences and the appreciation of learning.

Feedback is a crucial stage of the lesson plan, as it allows the teacher to assess the effectiveness of teaching and learning, correct possible misconceptions, and reinforce key concepts. Additionally, it provides students with the opportunity to consolidate what they have learned, reflect on the relevance of the content presented, and feel valued for their contributions to the lesson.

Conclusion (5 minutes)

1. Lesson Summary

   • The teacher should start the conclusion by summarizing the main points covered during the lesson. It should review the identification of days of the week, months of the year, and years, and the understanding of the passage of time. For example, the teacher can ask students: 'Who can tell me again the days of the week in the order we learned today?' and 'And who can tell me again the months of the year in the order we learned today?'

   • The teacher should then recap the activities carried out during the lesson, highlighting how each of them contributed to the understanding of the concepts covered.

2. Theory-Practice Connection

   • The teacher should explain how the lesson connected theory (concepts of days of the week, months of the year, and years) with practice (activities of identification and marking of dates, days of the week, and months of the year). It should emphasize how the acquired knowledge is applicable in everyday situations, such as reading calendars and planning activities.

3. Extra Materials

   • The teacher can suggest some extra materials for students to deepen their knowledge on the subject. This may include educational websites with interactive games about dates and time periods, children's books that address the topic, or even the observation and discussion of real calendars at home.

4. Importance of the Subject

   • Finally, the teacher should highlight the importance of the subject learned for students' daily lives. It should explain how the ability to understand and manipulate dates and time periods is crucial for various daily activities, such as planning events, scheduling appointments, organizing tasks, and even understanding historical context.

The conclusion is an essential stage to consolidate learning and encourage students to continue exploring the subject on their own. Additionally, by emphasizing the relevance of the topic for daily life, the teacher helps students understand the importance of Mathematics and its concepts in real life.