Lesson Plan | Socioemotional Learning | Value Equivalence: Coins and Bills

Objectives

Duration: 10 to 15 minutes

The purpose of this stage is to ensure that students understand the existence and importance of the different denominations of coins and banknotes in the Brazilian monetary system. In addition to developing the ability to identify and compare values, this stage also aims to promote social awareness and understanding of basic financial concepts, contributing to the development of socio-emotional skills such as self-awareness and responsible decision-making.

Main Goals

1. Describe the different coins and banknotes of the Brazilian monetary system.

2. Indicate the equivalence of values between different coins and banknotes.

Introduction

Duration: 15 to 20 minutes

Emotional Warm-up Activity

Deep Breathing for Focus and Concentration

Deep Breathing is a mindfulness technique that helps center the mind and reduce anxiety. Through a series of slow and deep breaths, students can achieve a state of calm and focus, better preparing them for learning. This activity not only improves concentration but also promotes self-awareness, self-control, and emotional regulation, essential components of socio-emotional skills.

1. Ask students to sit comfortably in their chairs, with their feet resting on the floor and their hands resting in their laps.

2. Instruct students to close their eyes, if they feel comfortable, to reduce visual distractions.

3. Guide students to breathe deeply through their nose, mentally counting to four.

4. Ask them to hold their breath for a brief moment, about two seconds.

5. Instruct them to exhale slowly through their mouth, mentally counting to six.

6. Repeat this breathing cycle for five minutes, encouraging students to focus on the sensation of breathing and the movement of air entering and leaving their lungs.

7. After the breathing practice, ask students to slowly open their eyes and briefly reflect on how they feel, sharing their experiences if they wish.

Content Contextualization

The monetary system is an essential part of our daily lives, even if we sometimes do not realize it. We all use money to buy things, from a simple snack to toys and clothes. But have you ever stopped to think about how we know how much each thing costs and how we can use different coins and banknotes to pay for them? Understanding the equivalence of values is very important because it helps us make smarter choices and take better care of our money. Furthermore, learning about money also helps us understand more about the world around us and develop skills such as self-awareness and responsible decision-making. Let's explore together how different coins and banknotes can be used and how this applies to our daily lives!

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 20 to 25 minutes

1. Components of the Brazilian Monetary System: Explain that the Brazilian monetary system is composed of coins and banknotes. Coins have different values, such as 1 cent, 5 cents, 10 cents, 25 cents, 50 cents, and 1 real. Banknotes have values of 2 reais, 5 reais, 10 reais, 20 reais, 50 reais, and 100 reais.

2. Equivalence of Values: Detail that value equivalence is the relationship between different denominations of coins and banknotes that have the same total value. For example, two 50-cent coins have the same value as one 1-real coin.

3. Practical Examples: Provide concrete examples to help with understanding. For example, show that 5 coins of 10 cents are equivalent to one coin of 50 cents or that 4 banknotes of 5 reais are equivalent to one banknote of 20 reais.

4. Analogies to Facilitate Understanding: Use simple analogies. For example, explain that coins and banknotes are like pieces of a puzzle that fit together to form a larger value. Each piece has a different value, but together they can form the same total value.

Socioemotional Feedback Activity

Duration: 30 to 35 minutes

Value Equivalence Game

In this activity, students will be divided into small groups and will receive a set of toy coins and banknotes. The goal is for them to work together to find different combinations of coins and banknotes that result in the same total value. In addition to practicing value equivalence, students will also develop social skills and responsible decision-making.

1. Divide students into groups of 3 to 4.

2. Distribute a set of toy coins and banknotes to each group.

3. Explain that the goal is to find different combinations of coins and banknotes that result in the same total value.

4. Give an example to the students. For example: 'You can use two 50-cent coins or one 1-real coin to make 1 real.'

5. Encourage the groups to discuss with each other and collaborate to find various combinations.

6. Give the groups 20 minutes to carry out the activity.

7. Ask each group to share some of the combinations they found with the class.

Group Discussion

After the activity, guide a group discussion using the RULER method to help students reflect on their emotions during the activity. Start by recognizing emotions: Ask students how they felt working in a group and finding the correct combinations. Encourage them to understand the causes of those emotions: 'Why did you feel happy when you found the correct combination?' or 'What frustrated you during the activity?'. Help them name these emotions correctly: 'That's joy because you solved the problem!' or 'That's frustration because it was hard to find the correct combination.' Then, discuss how to express these emotions appropriately: 'How can we share our joy with colleagues?' or 'How can we ask for help when we're frustrated?'. Finally, explore ways to regulate these emotions: 'What can we do to calm down when we're frustrated?' or 'How can we stay calm and keep trying?'. This discussion will help students develop self-awareness, self-control, and social skills in a practical and meaningful way.

Conclusion

Duration: 15 to 20 minutes

Emotional Reflection and Regulation

To reflect on the challenges faced in the lesson and how students managed their emotions, suggest a writing activity or a group discussion. Ask students to write a paragraph about a specific situation they found challenging and how they felt. Alternatively, promote a discussion where each student can share their experiences and feelings. Encourage them to reflect on what they learned about themselves and how they could handle similar situations in the future.

Objective: The objective of this subsection is to encourage students to self-assess their emotional experiences during the lesson, helping them identify effective strategies for dealing with challenging situations. This promotes emotional regulation and self-awareness, which are essential for socio-emotional development.

Closure and A Look Into The Future

At the end, the teacher can set personal and academic goals with the students related to the lesson content. Explain that each student should think of a personal goal, such as improving patience when facing challenges, and an academic goal, such as practicing value equivalence at home. Encourage them to write these goals on paper and share them with the class if they feel comfortable.

Possible Goal Ideas:

1. Practice value equivalence in everyday activities.

2. Develop greater patience when facing challenges.

3. Collaborate with peers to solve mathematical problems.

4. Recognize and manage emotions during difficult activities. Objective: The objective of this subsection is to strengthen students' autonomy and practical application of learning, encouraging continuity in academic and personal development. This helps students see the importance of what they have learned and how they can apply it in the future.