Objectives (5 - 7 minutes)

1. Encourage students to understand the concept of subtraction as a mathematical operation that represents the idea of 'taking things out of a set'.

2. Develop basic subtraction skills, such as counting backwards, identifying the subtrahend (the number being taken away) and the resulting number (the number that remains).

3. Provide students with the opportunity to solve simple practical problems involving subtraction, reinforcing the importance of this mathematical skill in everyday life.

Secondary Objectives:

• Stimulate students' creativity and critical thinking through playful and challenging activities involving subtraction.
• Promote interaction and collaboration among students through group activities that require solving subtraction problems.

The teacher should present these objectives in a clear and accessible manner to students, using simple language and concrete examples to facilitate understanding. Additionally, it is important for the teacher to demonstrate enthusiasm and encouragement during the explanation to motivate students to actively participate in the lesson.

Introduction (10 - 15 minutes)

1. Recalling Concepts - The teacher starts the lesson by reminding students about the basic concepts of addition and counting. He may ask questions like 'What is addition?' and 'How do we count something?' to ensure that all students have a solid foundation for understanding subtraction.

2. Problem Situations - The teacher then proposes two problem situations to the students. The first situation could be: 'You have 5 candies and eat 2. How many candies do you have now?' The second situation could be: 'You have 3 pencils and lose 1. How many pencils do you have now?' These problem situations are designed to help students realize that subtraction is a way of 'taking' or 'losing' something from a set.

3. Contextualization - The teacher then explains to the students how subtraction is used in everyday life. He can give examples like 'When you have a certain number of candies and eat some, you are using subtraction' or 'When you have a certain number of pencils and lose some, you are using subtraction'. This helps students understand the relevance and practical application of what they are learning.

4. Introducing the Topic - The teacher then introduces the topic of the lesson: 'Today, we will learn more about subtraction. We will find out how to solve subtraction problems and how to use subtraction in everyday situations'. He can grab students' attention by mentioning that subtraction is a very important skill, used by people of all ages, from children who are sharing toys to adults who are grocery shopping.

5. Curiosity - To further pique students' interest, the teacher can share a curiosity about subtraction. For example, he can say: 'Did you know that the word 'subtraction' comes from Latin and means 'to take away' or 'less'? This is because, when we do a subtraction, we are taking one number from another number to find out how much is left'.

During the introduction, the teacher should maintain a welcoming and encouraging environment where students feel comfortable asking questions and participating in discussions. He should use simple and clear language, avoiding complicated mathematical jargon, and use concrete and relevant examples to help students understand the concepts.

Development (15 - 20 minutes)

In this stage, the teacher will propose practical and playful activities for students to apply subtraction concepts in a concrete and fun way. The following activities are suggested:

1. Pirate Treasure Subtraction Game

   • Required Materials: Cards with numbers from 1 to 10, cards with drawings representing gold coins (preferably of different sizes), and a box or bag that will serve as the 'treasure'.

   • Development: The teacher divides the class into groups of 3 or 4 students. Each group receives a stack of cards with numbers and a stack of cards with drawings of gold coins. In each round, students must draw a gold coin and check the number on it. Then, they must take a corresponding number card and put it inside the 'treasure'. With this, they are practicing the concept of subtraction, taking away a 'coin' (subtrahend) from the set (treasure) and indicating the remaining number (result). The group that manages to 'empty' their gold coins first wins.

2. 'What's Missing?' Activity

   • Required Materials: Sets of everyday objects from the classroom, such as pencils, erasers, paper clips, etc.

   • Development: The teacher divides the class into groups and distributes the sets of objects. Each group must take a set and hide a quantity of objects. Then, the group must show the set to the class and say: 'We had X objects, we hid Y, how many objects are left?' The other groups must then try to solve the subtraction problem and say how many objects are left. The group that hid the objects must check if the answer is correct and, if it is, give a hint for the next group to hide their objects.

3. 'Subtraction with Dice' Game

   • Required Materials: Two dice and a sheet of paper with a drawn table, with the columns 'Player 1', 'Player 2', and 'Result'.

   • Development: The teacher divides the class into pairs and gives each pair the sheet of paper and the dice. Each player, in turn, rolls the two dice. Player 1 subtracts the smaller number from the larger one and writes the result in the 'Player 1' column. Player 2 does the same, writing their result in the 'Player 2' column. Then, both players add up the results of each row and write the total in the 'Result' column. The player with the highest total at the end of 10 rounds wins.

The teacher should guide and monitor the activities, clarifying doubts and encouraging everyone to participate. At the end of the activities, it is important for the teacher to gather the class for a general discussion, where the learnings and strategies used in each activity will be shared. This reflection stage is essential to consolidate learning and promote critical thinking.

Feedback (8 - 10 minutes)

1. Group Discussion - The teacher gathers all students in a large circle and starts a discussion about the solutions found by each group. He asks questions like: 'What strategies did you use to solve the subtraction problems?' and 'Did you encounter any difficulties? How did you overcome them?'. The teacher should encourage students to share their experiences and ideas, promoting a collaborative learning environment. He should also reinforce that there is no single 'right' way to solve a subtraction problem and that each strategy is valid.

2. Connection with Theory - Next, the teacher makes the connection between the practical activities and the theory of subtraction, reminding students that subtraction is a way of 'taking' or 'losing' something from a set. He can use examples from the activities to illustrate this, for instance, showing how in the 'What's Missing?' activity, students were 'taking' objects from a set and counting how many objects were left. The teacher can also review the mathematical symbols of subtraction (-) and equals (=) and how they are used to represent subtraction.

3. Reflection on Learning - The teacher then proposes that students reflect on what they learned in the lesson. He asks two simple questions to start the reflection: 'What was the most challenging thing in today's lesson?' and 'What was the easiest?'. Students are encouraged to think about their answers for a moment and then share them with the class. The teacher can use these answers as informal feedback to assess students' progress and plan future lessons.

4. Closure - To conclude the lesson, the teacher reinforces the main concepts of the lesson, explaining again what subtraction is and how it is used in everyday life. He also lists the skills that students developed during the lesson, such as counting backwards and solving subtraction problems. Finally, the teacher thanks everyone for their participation and emphasizes that subtraction is an important skill that they will use in many different situations.

During the feedback session, the teacher should maintain a positive and encouraging environment, valuing students' efforts and celebrating their achievements. He should use simple language and concrete examples to ensure that all students understand the discussions and reflections. Additionally, the teacher should be attentive to any difficulties or doubts that students may have and promptly clarify them or plan future activities to address them.

Conclusion (5 - 7 minutes)

1. Lesson Summary - The teacher starts the conclusion by summarizing the main points discussed during the lesson. He reinforces the concept of subtraction as a way of 'taking' or 'losing' something from a set and explains again how the mathematical symbols of subtraction (-) and equals (=) are used to represent subtraction. The teacher also recaps the subtraction strategies learned during the practical activities, such as counting backwards and solving subtraction problems.

2. Theory and Practice Connection - Next, the teacher highlights how the lesson connected the theory of subtraction with practice. He explains that, through the playful activities, students were able to see how subtraction is used in everyday life and how it can be useful for solving simple problems. The teacher also reinforces that subtraction is not just a mathematical operation, but an important skill that can be used in various real-life situations.

3. Extra Materials - The teacher suggests some extra materials for students who wish to deepen their knowledge of subtraction. He may recommend online subtraction games, math books with subtraction activities, or even mobile apps that help practice math skills, including subtraction. The teacher can also suggest that students practice subtraction at home using everyday objects, such as toy pieces, food, or clothes.

4. Importance of Subtraction - Finally, the teacher concludes the lesson by reinforcing the importance of subtraction. He can give examples of how subtraction is used in everyday situations, such as when shopping (by subtracting the price of a product from the money one has), when sharing toys (by subtracting the number of toys one wants to give from the total number of toys), or when planning time (by subtracting the time that has already passed from the total available time).

During the conclusion, the teacher should ensure that all students have understood the concepts and applications of subtraction. He should use simple language and concrete examples to facilitate understanding and be open to any questions or doubts that students may have. Additionally, the teacher should encourage students to continue practicing subtraction and to see mathematics as something fun and useful.