Objectives (5 - 7 minutes)

1. Develop the multiplication skill: Students should be able to multiply single-digit numbers by 2, 3, 4, 5, and 10, using the concept of repeated addition. They should understand that multiplication is a faster way of adding.

2. Establish connections between addition and multiplication: Students should be able to recognize that multiplication is a form of repeated addition and that multiplication by 2 is the same as adding a number to itself, multiplication by 3 is the same as adding a number to itself three times, and so on.

3. Solve contextualized problems: Students should be able to apply the multiplication skill to solve everyday problems. They should be able to identify the necessary operation (multiplication) and apply it correctly to solve the problem.

Introduction (10 - 12 minutes)

1. Addition review: The teacher starts the lesson by reviewing the concepts of addition, explaining that addition is the mathematical operation we use to combine two or more quantities. He may propose some simple addition problems and ask students to solve them aloud to reinforce the concept. (3 - 4 minutes)

2. Problem-solving situations: The teacher presents two problem-solving situations that require the application of multiplication. For example: 'If each student in a class has 3 pencils and there are 4 students in the class, how many pencils are there in total?' and 'If each box of pencils has 5 pencils and there are 2 boxes, how many pencils are there in total?'. The teacher asks students to try to solve mentally or using repeated addition. (3 - 4 minutes)

3. Contextualization: The teacher explains that multiplication is a useful tool for solving everyday problems, such as calculating the total number of objects in a group or the total cost of several items of the same price. He can give practical examples, such as calculating the price of 3 packs of cookies, each costing R$ 2.50, or the total hours a child sleeps in a week if they sleep 10 hours a day. (2 - 3 minutes)

4. Introduction to the topic: The teacher then introduces the concept of multiplication, explaining that multiplication is a faster way of adding. For example, instead of adding 2 + 2 + 2, we can multiply 2 by 3 to get the same result. He also highlights that multiplication is commutative, meaning the order of the factors does not change the product, and that multiplication by 1 is the same number. (2 - 3 minutes)

5. Engaging students' attention: The teacher proposes a challenge to motivate students to learn more about multiplication. He may say: 'Did you know that multiplication can help us count the fingers on our hands and feet? Let's see who can multiply faster: 5 (fingers on one hand) times 2 (hands) or 10 (fingers) times 1 (hand)?'. (1 minute)

Development (20 - 25 minutes)

During this phase, students should engage in practical and interactive activities to consolidate the concept of multiplication by 2, 3, 4, 5, and 10. The teacher can choose from the suggested activities below, depending on the available time and the class profile:

1. Musical Multiplication Game:

   • Organization: Divide the class into groups of 4 or 5 students, depending on the total number of students in the room.
   • Materials: Cards with numbers from 1 to 10, 1 die, and an upbeat song.
   • Development: Each group will have a chance to roll the die. The number that appears on the die corresponds to the multiplication they must solve. For example, if the die lands on the number 3, they must solve a multiplication by 3. While the music is playing, students must work together to find the correct answer. When the music stops, they must show the answer. If it is correct, they advance in the game. If it is wrong, the next group has the chance to answer. The game continues until one group reaches the finish line, previously determined by the teacher.

2. Multiplication Hunt:

   • Organization: Scatter small cards with written multiplications and possible results throughout the classroom space.
   • Materials: Cards, pen, paper to write down the answers.
   • Development: Students should walk around the room, in pairs, trios, or individually (depending on the room size and number of students), looking for the multiplication cards. For each card found, they must solve the multiplication and check if the answer is among the options on the card. If it is, they write down the answer. In the end, the group with the most correct answers is the winner.

3. Building Multiplication Tables with Manipulative Materials:

   • Organization: Divide students into small groups.
   • Materials: Manipulative materials (such as colored matchsticks, building blocks, seashells, among others) and cards with multiplications.
   • Development: Each group will receive a set of cards with multiplications and a specific number of manipulative materials (for example, 20 colored matchsticks). They must use the materials to build the number of groups or sets corresponding to the multiplication on the card. For example, if the card says '2 x 4', they must build 2 groups of 4 materials. This way, they will have the answer visually. Students can exchange cards with other groups to continue practicing.

The teacher should circulate around the room, observing students' performance, clarifying doubts, and reinforcing concepts as needed. At the end of the activities, there will be a group discussion moment, where each team shares their experiences and conclusions, promoting the exchange of ideas and collaborative learning.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher gathers all students in a circle and asks each group to share their answers, solutions, and strategies found during the activities. They should explain how they arrived at the answers and which strategies they used. The teacher should encourage them to express themselves freely and to listen attentively to their classmates' ideas. During the discussion, the teacher should ask questions to check students' understanding and to help them reflect on their reasoning.

2. Connection with Theory (2 - 3 minutes): After the discussion, the teacher should revisit the theoretical concepts presented at the beginning of the lesson and connect them with the practical activities carried out. He may ask: 'How do the activities we did relate to the idea of multiplication we discussed?'. Students should be able to realize that multiplication is a form of repeated addition and that the activities allowed them to visualize this idea.

3. Individual Reflection (3 - 4 minutes): The teacher suggests that students reflect individually on what they learned in the lesson. He may ask two simple questions to guide the reflection:

   • 'What did you learn today about multiplication that you didn't know before?'
   • 'How can you use what you learned today to solve everyday problems?' Students should have time to think about the answers and, if they wish, they can share their reflections with the class.

4. Learning Check (1 minute): To conclude the lesson, the teacher performs a quick learning check by proposing two problems for students to solve mentally. The problems should involve multiplication by 2, 3, 4, 5, or 10. For example, the teacher may ask: 'How many fingers do you have on 3 hands?' and 'If each hand has 5 fingers, how many fingers do you have in total?'.

By the end of this stage, the teacher should have a clear idea of what students learned during the lesson and which concepts may still need reinforcement. This will help him plan future lessons and activities more effectively.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher begins this stage by summarizing the main points covered in the lesson. He reinforces that multiplication is a form of repeated addition, that the order of the factors does not change the product, and that multiplication by 1 is the same number. He also recalls the problem-solving strategies discussed, such as repeated addition and the use of manipulative materials. The teacher can use examples from the exercises done during the lesson to illustrate these concepts.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher emphasizes how the lesson connected mathematical theory with practice. He highlights that the activities carried out helped visualize the relationship between addition and multiplication and understand multiplication as a faster operation to calculate repeated sums. Additionally, the activities provided students with the opportunity to apply what they learned to solve everyday problems, making learning more meaningful.

3. Additional Materials (1 minute): The teacher suggests extra materials for students who wish to deepen their knowledge of multiplication. This may include interactive online games, math books with multiplication exercises, and educational videos. He may also recommend math websites that offer practical and fun activities on multiplication.

4. Importance of Multiplication for Everyday Life (1 - 2 minutes): Finally, the teacher highlights the importance of multiplication for students' daily lives. He explains that multiplication is a useful skill for solving counting problems, such as calculating the total number of objects in a group, the total cost of several items of the same price, or the total time spent on a recurring task. He can give practical examples, such as counting the total number of apples in 5 boxes, each containing 3 apples, or calculating the cost of 4 candies, each costing 5 cents.

5. Lesson Closure (1 minute): To conclude the lesson, the teacher thanks everyone for their participation and reinforces that practice is essential for learning mathematics. He encourages students to continue practicing their multiplication skills at home and at school. Additionally, he emphasizes that mathematics is a fun and challenging discipline, and that each lesson is an opportunity to discover something new and interesting about the world of numbers.