Lesson Plan | Active Learning | Algorithms and Problems: Medium

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The Objectives stage is crucial to set the expectations of the lesson and ensure that both the teacher and students have clarity about what will be learned. By detailing the objectives, students can align their prior study efforts with the proposed practical activities in class, thereby maximizing the use of class time. This initial clarity also serves to motivate students, showing how the content applies in the real world and in other areas of knowledge.

Main Objectives:

1. Develop the skill to solve algorithms and logic problems, focusing on the creation and interpretation of flowcharts.

2. Empower students to identify and apply logical structures in mathematical problems, especially in checking the parity of numbers.

Side Objectives:

1. Promote collaboration and critical thinking among students through group activities.
2. Encourage the use of technology and digital tools for solving mathematical problems.

Introduction

Duration: (15 - 20 minutes)

The Introduction stage is essential to engage students and connect the studied content with practical applications in the real world. By presenting problem-based situations, critical thinking and the review of previous concepts are stimulated, preparing students for practical application in class. The contextualization strengthens the relevance of the subject, increasing students' interest and motivation.

Problem-Based Situations

1. Ask students to imagine an access control system that allows entry only to vehicles with even-numbered plates on specific days. They should think about how they could create an algorithm to check the parity of the plate number.

2. Request students to think about a bank queue management app, where customers with even-numbered tickets are served at specific counters. How would they develop a flowchart to correctly direct customers?

Contextualization

The skill to solve problems using algorithms and flowcharts is extremely valuable in various areas, such as computer science, engineering, and logistics operations. For example, when developing software that automates processes in companies, creating efficient algorithms can lead to savings in resources and time. Additionally, understanding the logic behind these processes helps to develop a more robust mathematical reasoning that is applicable in daily life.

Development

Duration: (70 - 80 minutes)

The Development stage is designed to allow students to practically and collaboratively apply the theoretical knowledge acquired in preparation for the lesson. By solving contextualized problems and creating flowcharts for specific situations, they enhance their logical thinking and teamwork skills. This stage also serves to solidify students' understanding of algorithms and the importance of their application in different contexts, preparing them for more complex challenges in the future.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Mathematical Detectives: The Case of the Even Numbers

> Duration: (60 - 70 minutes)

- Objective: Develop skills in algorithm creation and apply the concept of numerical parity in a playful and collaborative context.

- Description: Students, divided into groups of up to 5 members, will take on the role of mathematical detectives. They will receive a set of cards with various numbers (even and odd) and must use a flowchart to determine which numbers are even. Each group will create its own flowchart based on a simple algorithm that they develop to identify even numbers. The activity will include a simulation where each even number found solves part of the 'mystery', which could be, for example, discovering the combination of a safe.

- Instructions:

• Divide the class into groups of up to 5 students.

• Distribute numbered cards randomly among the groups.

• Ask each group to develop a flowchart that determines if a number is even.

• Each group must apply its flowchart to all received cards.

• Even numbers 'solve' parts of the mystery, leading to the opening of an imaginary safe.

• Each group presents its flowchart and explains the reasoning behind it.

Activity 2 - Space Adventure: Saving Planets with Even Numbers

> Duration: (60 - 70 minutes)

- Objective: Encourage creativity in developing algorithms and promote teamwork with a playful and imaginative application of mathematical knowledge.

- Description: In this playful activity, students are members of a space team on a mission to save planets that can only be accessed with even launch codes. They will need to create an algorithm represented by a flowchart that identifies valid launch codes (even numbers). Once the algorithm is defined, they will apply this logic to 'save' as many planets as possible, each represented by a number in a given set.

- Instructions:

• Organize students into groups of up to 5.

• Explain the mission scenario and distribute 'launch codes' (random numbers).

• Instruct the groups to create a flowchart that identifies even numbers.

• The groups apply their flowchart to determine which planets (numbers) can be saved.

• Each saved planet counts points for the team.

• Group discussion about the flowcharts used and their effectiveness.

Activity 3 - The Festival of Even Numbers

> Duration: (60 - 70 minutes)

- Objective: Practice creating and applying flowcharts in a fun and relevant context, promoting analytical and problem-solving skills.

- Description: Imagine a large festival where only visitors with even-numbered tickets can enter. Students, in groups, will develop a flowchart for festival entry, ensuring that only holders of even tickets are admitted. This hands-on activity not only reinforces the concept of even and odd numbers but also introduces students to the real application of algorithms in events.

- Instructions:

• Divide the class into groups of no more than 5 people.

• Give each group a set of randomly numbered 'tickets'.

• Ask them to draw a flowchart that identifies and allows entry only for even tickets.

• Each group tests its flowchart with a simulation of entry to the festival.

• Groups present their flowchart and discuss the design decisions made.

• Collective reflection on the importance of the accuracy and efficiency of the algorithm.

Feedback

Duration: (10 - 20 minutes)

This feedback stage is crucial to consolidate students' learning, allowing them to share their experiences and learn from each other. The discussion helps identify areas that may need more attention and reinforcement, in addition to fostering a culture of collaborative learning. This moment also serves for the teacher to assess the effectiveness of the activities and gather feedback for future classes, ensuring that key concepts have been understood and can be applied by students in varied contexts.

Group Discussion

Initiate the group discussion with a brief recap of the activities carried out, emphasizing the process of creating and applying the flowcharts. Encourage students to share their experiences, challenges faced, and insights gained during the activities. Ask how they could apply the knowledge acquired in other areas or in everyday problems. This is an opportunity for students to reflect on the importance of algorithms and flowcharts in various practical situations.

Key Questions

1. What were the main challenges you faced when creating and applying the flowchart?

2. How would you solve a similar problem in the future based on what you learned today?

3. In what ways did group collaboration contribute to the success of the activity?

Conclusion

Duration: (5 - 10 minutes)

The Conclusion stage is essential to reinforce and synthesize the knowledge acquired during the lesson. By summarizing the main points, learning is reinforced and gives students a clear view of what was learned. Furthermore, discussing practical applications and the relevance of the topic to daily life helps to value the acquired knowledge and motivates students to apply it in other situations, preparing them for future challenges.

Summary

To conclude, a recap of the main content covered about algorithms and problems will be made, with special emphasis on the creation and application of flowcharts to identify even numbers. This review will help consolidate the acquired knowledge and ensure that all students have understood the key concepts.

Theory Connection

During the lesson, students had the opportunity to connect theory to practice through playful and challenging activities. By implementing their flowcharts in simulated situations, they could see the direct application of mathematical concepts in practical contexts, facilitating understanding and retention of knowledge.

Closing

The importance of understanding and applying algorithms extends beyond the classroom, influencing various areas of daily life and the professional environment. Knowing how to break down a problem into logical and executable steps is a valuable skill that aids in solving complex problems and optimizing processes in various spheres of life.