Objectives (5 minutes)

1. Teach students the concept of multiplication, focusing on the 2, 3, 4, and 5 times tables, through contextualized and relevant problem-solving situations.
2. Develop students' ability to solve multiplication problems with numbers up to 10, using strategies such as drawing, counting, and grouping.
3. Promote practice and familiarity with the 2, 3, 4, and 5 times tables, encouraging students to memorize these important mathematical facts through games and playful activities.

Secondary objectives:

• Stimulate cooperation among students through group activities involving the resolution of multiplication problems.
• Develop students' logical reasoning and critical thinking skills through the analysis and resolution of mathematical problem-solving situations.
• Foster students' interest in mathematics by showing how it is present in everyday situations and can be fun and interesting.

Introduction (10 - 15 minutes)

1. Recalling concepts: The teacher will start the lesson by reminding students about the concepts of addition and subtraction, which are mathematical operations already known to them. This can be done through simple questions, such as "How much is 2 + 3?" or "If I have 5 candies and give 2 to João, how many candies do I have now?" This will set the stage for the introduction of multiplication.

2. Problem-solving situations: Next, the teacher will present two problem-solving situations that are relevant to students' daily lives and can be solved with multiplication. For example, "If I have 3 packages with 2 candies each, how many candies do I have in total?" and "If each student in our class drinks 4 glasses of water per day, how many glasses of water will be needed for all students in a week (5 days)?"

3. Contextualization: The teacher will explain that multiplication is a way to add numbers repeatedly and that it is very useful in various everyday situations, such as counting the total number of candies in several packages, or calculating the amount of water needed for a group of people. He may mention examples of everyday situations in which he uses multiplication, such as when cooking and needing to double the recipe, or when putting together gift packages and needing to calculate how many gifts fit in each package.

4. Capturing students' attention: To spark students' interest, the teacher can share some curiosities about multiplication. For example, he can say that multiplication is one of the oldest mathematical operations, used by ancient civilizations like the Egyptians and Babylonians, and that there are many different ways to solve a multiplication problem, not just the traditional way they are used to seeing.

Development (20 - 25 minutes)

1. Activity: "Product Hunt"

   • The teacher will divide the class into groups of 4 students and distribute to each group a set of cards with numbers from 1 to 10, a sheet of paper, and a pencil.
   • Each group will have the task of "hunting" for two numbers in the classroom that, when multiplied, give a product that is on their set of cards. They must write down the multiplication and the product on the sheet of paper.
   • The first group to complete the task correctly wins. Then, the teacher can repeat the activity with other sets of cards so that all groups have a chance to win.

2. Activity: "Building Multiplications"

   • Again in groups, students will receive a sheet of paper and a set of building blocks (or any other manipulative object the teacher has available).
   • The teacher will say a multiplication problem, such as "3 times 4," and the groups will have to use the blocks to build the solution. For example, they can stack 3 rows of 4 blocks each to get 12.
   • Students should draw or write the multiplication and the product on their sheet of paper.
   • The teacher will repeat the activity with other multiplications, encouraging students to use different construction strategies.

3. Activity: "Multiplication in Motion"

   • For this activity, students will need an open space where they can move freely, such as the playground or the school's sports court.
   • The teacher will say a multiplication, such as "4 times 3," and students will have to move in the space according to the multiplication. For example, they can take 4 steps forward, then 3 steps to the side, and so on until the multiplication is completed.
   • The teacher can vary the activity by asking students to move in different ways (jump, run, etc.) or using different multipliers.

These activities were designed to be playful and engaging, while allowing students to work practically and concretely with the concept of multiplication. The teacher can choose one or more activities, depending on the available time and the dynamics of the class.

Feedback (10 - 15 minutes)

1. Group discussion (5 - 7 minutes)

   • After completing the activities, the teacher will gather all students in a large circle and ask each group to share their solutions and strategies used.
   • The teacher will encourage students to explain how they arrived at their answers and to compare the different approaches used by the groups. This will promote reflection on multiplication strategies and allow students to learn from each other.
   • During the discussion, the teacher will ask questions to stimulate students' critical thinking, such as "Why did you choose this multiplication strategy?" or "Do you think there are other ways to solve this multiplication problem?"

2. Connection to theory (3 - 5 minutes)

   • After discussing the solutions, the teacher will make the connection between the practical activities and the theory of multiplication. He will remind students about the concept of multiplication and how it was applied in the activities.
   • The teacher will highlight the multiplication strategies used by students during the activities and explain how they relate to repeated multiplication, the idea of equal groupings, and the commutative property of multiplication.
   • To reinforce learning, the teacher may solve one or two multiplications on the board using the discussed strategies and ask students to follow along and check the results on their activity sheets.

3. Final Reflection (2 - 3 minutes)

   • Finally, the teacher will have students reflect on what they learned in the lesson. He will do this through two simple questions:
     1. "What did you find most interesting or fun about multiplication today?"
     2. "What did you find most challenging about multiplication today?"
   • The teacher will encourage all students to share their answers, thus creating an environment of collaborative and respectful learning.
   • These final reflections will allow the teacher to assess the effectiveness of the lesson and identify any concepts or skills that need to be reinforced in future classes.

Throughout the feedback session, the teacher should maintain a welcoming and encouraging environment, valuing the participation of all students and celebrating individual and collective efforts and achievements.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes)

   • The teacher will start the conclusion by recalling the main points covered during the lesson. He will recap the concept of multiplication and how the 2, 3, 4, and 5 times tables were explored.
   • He will reinforce the idea that multiplication is a way to add numbers repeatedly and that it is a useful tool for solving everyday problems.
   • The teacher will also recap the multiplication strategies that were discussed during the lesson, such as repeated multiplication, the idea of equal groupings, and the commutative property.

2. Connection between theory and practice (1 - 2 minutes)

   • The teacher will explain that the practical activities carried out in the classroom were designed to help students understand and apply the theory of multiplication.
   • He will emphasize that by "hunting" for products, "building" multiplication, and "moving" according to multiplication, students were actually practicing the application of mathematical concepts in a fun and engaging way.

3. Extra Materials (1 minute)

   • To complement the lesson, the teacher may suggest some extra materials for students. This may include online times tables games, math books with multiplication exercises, or math learning apps.
   • The teacher may also suggest that students practice multiplication at home by solving multiplication problems he has prepared for them. These problems can be based on everyday situations, such as "If each member of your family eats 3 fruits a day and you have 4 family members, how many fruits will you eat in a week (7 days)?"

4. Importance of multiplication (1 - 2 minutes)

   • Finally, the teacher will emphasize the importance of multiplication, not only as a fundamental mathematical skill but also as an essential tool for everyday life.
   • He will explain that multiplication is used in many aspects of daily life, such as shopping, cooking, dividing tasks, and even playing games. Therefore, understanding and knowing how to use multiplication can help students be more independent, organized, and confident in their mathematical abilities.

The conclusion of the lesson is a crucial moment to reinforce learning and motivate students to continue exploring and learning about the topic. The teacher must ensure that all students have understood the main concepts and feel encouraged to continue practicing and deepening their knowledge of multiplication.