Objectives (5 - 10 minutes)

1. Familiarize students with the concept of multiples of a natural number, explaining that they are numbers obtained by multiplying that number by other natural numbers.

2. Develop students' ability to identify and construct sequences of multiples of a natural number through practical and playful activities.

3. Encourage active student participation, promoting dialogue and critical thinking as they explore the concepts of multiples and sequences.

Introduction (10 - 15 minutes)

1. Recalling previous concepts: The teacher starts the lesson by reminding students about the concept of natural numbers, which are the numbers we use to count objects (1, 2, 3, 4, ...). The teacher may also provide a brief review of multiplication, which is an operation that combines two or more numbers to obtain a total.

2. Problem-solving situations: The teacher proposes two problem-solving situations to capture students' attention and introduce the concept of multiples of a natural number:

   • Situation 1: "Maria has 5 lollipops and wants to divide them equally among her 3 friends. She can divide all the lollipops without any leftovers. How many lollipops did each friend receive? And if Maria had 10 lollipops, how many would each friend receive?"

   • Situation 2: "João is planting 4 rows of flowers in his garden. In each row, he plants 6 flowers. He continues planting more rows, always keeping the same amount of flowers in each one. How many flowers will João have planted in the fifth row? And if he plants 10 rows, how many flowers will he have in total?"

3. Contextualization: The teacher explains that these situations are examples of how we use multiples of a natural number in our daily lives. For example, in the first situation, we are dividing the lollipops equally, which leads us to think about multiples of 5. In the second situation, we are adding the same amount of flowers several times, which leads us to think about multiples of 4.

4. Introduction to the topic: The teacher then introduces the concept of multiples of a natural number, explaining that they are numbers obtained by multiplying that number by other natural numbers. To facilitate understanding, the teacher can use concrete examples, such as the multiplication table, and show that the numbers appearing in the same column are multiples of the number in that column.

5. Curiosity: To spark students' interest, the teacher can share the curiosity that the multiplication table is a way to visualize the multiples of a number. The teacher can also mention that the multiples of 2, for example, are always even numbers, and the multiples of 5 always end in 0 or 5.

Development (20 - 25 minutes)

In this stage, the teacher will conduct practical and playful group activities so that students can explore and better understand the concept of multiples of a natural number. Two activities are suggested, each with an approximate duration of 10 to 15 minutes. The teacher can choose to do one or both, depending on the available time and the pace of the class.

Activity 1: Building the Multiples Table (10 - 15 minutes)

1. Preparation: The teacher prepares a large table on the blackboard, with two columns and several rows. In the first column, the teacher writes the natural numbers from 1 to 10. In the second column, leaves blank space for students to fill in with the multiples of the corresponding number.

2. Guidance: The teacher asks students, in groups of 3 or 4, to identify the multiples of each natural number up to 10 and record them in the table. The teacher can walk around the room, providing guidance and clarifying doubts as needed.

3. Execution: The students, together, start filling in the table, discovering and noting the multiples. For example, for the number 2, they can identify that 2 x 1 = 2, 2 x 2 = 4, 2 x 3 = 6, and so on. As they progress in the table, students will notice patterns and properties, such as the multiples of 2 always being even.

4. Discussion: At the end of the activity, the teacher gathers the class for a discussion. Each group shares their findings and observations, while the teacher supplements with additional information if necessary. The teacher can also emphasize the importance of being able to identify multiples of a natural number for solving everyday problems.

Activity 2: Multiples Bingo (10 - 15 minutes)

1. Preparation: The teacher prepares bingo cards, where each number is a multiple of the chosen number for the activity. For example, if the chosen number is 3, the cards will have numbers like 3, 6, 9, 12, 15, etc. The teacher also prepares small pieces of paper with the corresponding numbers to draw during the game.

2. Guidance: The teacher explains the activity: students, in groups, will receive a bingo card. The teacher will draw the numbers, and if a number from the students' card is drawn, they should mark it. The goal is to mark all the numbers on the card and shout "Bingo!".

3. Execution: The teacher starts the game, drawing the numbers and students marking them on their cards. During the game, the teacher can ask questions related to the multiples of the chosen number, encouraging students to think and relate the game to the concept studied.

4. Discussion: After the activity ends, the teacher gathers the class for a discussion. The teacher can ask how students identified the multiples during the game, what strategies they used, and if they noticed any patterns. The teacher can also emphasize that learning mathematics can be fun, as in the Bingo activity.

Both activities aim to stimulate students' creativity and critical thinking, as well as promote interaction and cooperation in groups.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher starts the return stage by promoting a group discussion with all students. During the discussion, each group will have the opportunity to share the solutions or conclusions found during the practical activities. The teacher should encourage students to explain their problem-solving strategies, the patterns they observed, and the difficulties they encountered. During this discussion, the teacher should make connections between the solutions presented by students and the theoretical content covered in the lesson.

2. Comprehension Check (3 - 5 minutes): After the group discussion, the teacher asks individual questions to students to check their understanding of the topic. These questions can be open-ended, allowing students to express their ideas freely, or they can be direct questions, requesting a specific answer. Examples of questions may include: "What are multiples of a natural number?" or "Can you give me an example of multiples of a natural number?"

3. Reflection on the lesson (2 - 3 minutes): Finally, the teacher suggests that students reflect on what they learned in the lesson. To do this, the teacher asks two simple questions:

   • Question 1: "What was the most interesting part of today's lesson and why?"

   • Question 2: "How can you use what you learned today about multiples of a natural number in your daily life?"

   The teacher gives a minute for students to think about the answers and then asks some volunteers to share their reflections with the class. This reflection stage helps students consolidate what they learned and realize the relevance of the content to their lives.

Throughout the return stage, the teacher should maintain a welcoming and respectful environment, encouraging all students to participate and valuing each one's contributions. Additionally, the teacher should be attentive to correct any misunderstandings and reinforce key concepts, if necessary.

Conclusion (5 - 10 minutes)

1. Summary and Recap: The teacher starts the conclusion by summarizing the main points covered during the lesson. They reinforce the concept of multiples of a natural number and how they are obtained by multiplying that number by other natural numbers. The teacher also highlights the importance of multiples in solving everyday problems and building numerical sequences.

2. Connection between Theory and Practice: The teacher then explains how the practical activities carried out in the classroom helped students better understand the concept of multiples of a natural number. They emphasize how building the multiples table and playing Multiples Bingo allowed students to explore the concept in a playful and interactive way, facilitating understanding and retention of the content.

3. Extra Materials: To deepen students' understanding of the subject, the teacher suggests some extra materials. These may include:

   • Online educational videos that explain the concept of multiples in a fun and illustrated way.

   • Digital or board games involving the use of multiples of a natural number, such as the card game "Multiplication War" or the board game "Multiplication Bingo".

   • Home practice exercises, which can be found in textbooks or educational websites.

4. Applications in Daily Life: Finally, the teacher emphasizes the importance of multiples of a natural number in everyday situations. They mention that understanding the multiples of a number can help students solve division problems, understand numerical patterns, and perform more efficient mental calculations. The teacher can also propose some simple problem situations, such as: "If you have 3 dollars and want to divide them equally between 2 friends, how many cents will each receive?" or "If you want to know if 15 is a multiple of 5, what should you do?"

5. Closure: The teacher concludes the lesson by reinforcing that learning about multiples of a natural number is very useful and can make mathematics easier and more fun. They praise the effort and participation of all students and encourage them to continue exploring and learning about the world of mathematics. The teacher also suggests that students use what they learned in the lesson to observe and identify multiples of natural numbers in their daily lives, such as counting objects, reading the time on a clock, or checking for repeated dates on the calendar.