Objectives (5 - 10 minutes)

1. Understand the concept of multiplication: Students should be able to define multiplication as the repeated addition of one number by another. They should understand that multiplication is used to represent situations of repeated addition more efficiently.

2. Identify the terms of multiplication: Students should be able to identify and name the terms of a multiplication - multiplicand, multiplier, and product. They need to understand that the multiplicand is the number being repeated, the multiplier is the number of times the multiplicand is repeated, and the product is the result of the multiplication.

3. Solve simple multiplication problems: Students should be able to use their knowledge of multiplication to solve simple everyday problems. They should be able to identify when multiplication is the appropriate operation to use and apply the terms of multiplication correctly to solve the problem.

Introduction (10 - 15 minutes)

1. Reviewing concepts: The teacher starts the lesson by reviewing concepts already learned by the students, such as addition and counting. He may propose some simple addition problems and ask the students how they would solve them. Then, he asks if they know a faster way to solve these problems. This will serve as a smooth introduction to the concept of multiplication.

2. Problem situations: The teacher presents two problem situations related to the students' daily lives. The first situation could be: 'If each student in a classroom has 3 pencils, and there are 5 students in the classroom, how many pencils are there in total?'. The second situation could be: 'If a box of pencils has 8 pencils and there are 4 boxes, how many pencils are there in total?'. The teacher can ask the students to solve these problems using addition and then ask if there is a faster way to solve these problems.

3. Contextualizing the importance: The teacher explains that multiplication is an important skill for everyday life. He can give examples, such as when we have to calculate the price of several identical items in a store, or when we have to divide an amount equally among several people.

4. Curiosities: To spark the students' interest, the teacher can share some curiosities about multiplication. For example, he can say that multiplication was invented over 4,000 years ago by the ancient Egyptians to help in trade and the construction of pyramids. Another curiosity could be that multiplication can be used to solve division problems. The teacher can give a simple example, like: 'If there are 12 candies and you want to divide them equally among 3 friends, how many candies will each one get?'. He can then show that the answer is 4, which is the result of the multiplication 3 x 4 = 12.

Development (20 - 25 minutes)

1. Explanation of the Concept of Multiplication (10 - 12 minutes)

   1.1 The teacher starts by explaining that multiplication is a mathematical operation that helps us solve problems of repeated addition more quickly. He can give simple examples, like 'If you have 3 packs of candies, and each pack has 4 candies, how many do you have in total?' and 'If you have 5 boxes, and each box has 2 pencils, how many pencils do you have in total?'.

   1.2 Then, the teacher should visually draw the concept of multiplication, using colored markers and grid paper (if available). He draws 3 packs of candies, each with 4 candies, and explains that 3 x 4 means he needs to add 4 three times. He then does this, adding 4 three times to show that the result is 12. He repeats the process with the boxes of pencils.

   1.3 The teacher then explains that multiplication can be done in any order, showing that 4 x 3 is also equal to 12. He can use this example to introduce the commutative property concept.

2. Identification of the Terms of Multiplication (5 - 7 minutes)

   2.1 The teacher should then explain that in a multiplication, there are three terms: multiplicand, multiplier, and product. He can use the previous example to identify each term. For example, in the problem 'If you have 3 packs of candies, and each pack has 4 candies, how many do you have in total?', the number 3 is the multiplicand, the number 4 is the multiplier, and the number 12 is the product.

3. Multiplication Practice with Games and Activities (5 - 6 minutes)

   3.1 To reinforce the concept, the teacher can propose a 'Multiplication Bingo' game. The teacher prepares bingo cards with multiplication numbers and distributes them to the students. Then, he reads the problem situations, and the students have to mark the correct product on the card. The first student to complete a line or column wins.

   3.2 Another fun activity could be the 'Multiplication Puzzle'. The teacher divides the students into groups and gives each group a puzzle with multiplication problems. The students must solve the problems and assemble the puzzle correctly. The first group to finish wins.

4. Group Discussion (5 - 6 minutes)

   4.1 After the activities are completed, the teacher gathers all the students and promotes a group discussion. He can ask a representative from each group to explain how they solved the problems and how they identified the terms of multiplication.

   4.2 The teacher then corrects any misunderstandings and reinforces the main concepts, emphasizing the importance of multiplication in everyday life and in other areas of knowledge, such as division and geometry.

Return (10 - 15 minutes)

1. Group Discussion About the Solutions (5 - 7 minutes)

   1.1 The teacher starts the return stage by asking the students to share the solutions they found for the proposed problems. He can ask some students to show their answers on the board or use manipulative materials to demonstrate the solution. The teacher should encourage the students to explain their reasoning and identify the terms of multiplication in each problem.

   1.2 During the discussion, the teacher should ask guided questions to help the students reflect on the resolution process. For example, he can ask: 'How did you decide which operation to use to solve the problem?' or 'How did you know you had to multiply and not add?'.

2. Connecting Theory with Practice (3 - 5 minutes)

   2.1 After the discussion, the teacher takes a break and asks the students to reflect on how the practical activity connects with the theory they learned. He can ask questions like: 'How did the multiplication bingo activity help reinforce the concept of multiplication for you?' or 'How did the multiplication puzzle activity help you better understand the terms of multiplication?'.

   2.2 The teacher should emphasize that practice is an important part of learning, and that the activities they performed in the classroom help make the concept of multiplication more concrete and meaningful.

3. Final Reflection (2 - 3 minutes)

   3.1 To conclude the lesson, the teacher suggests that the students reflect on what they have learned. He can ask two simple questions to guide the reflection:

   • 'What did you find most interesting about multiplication?'
   • 'How can you use what you learned today in your lives?'

   3.2 The teacher gives a minute for the students to think about the answers and then asks some volunteers to share their reflections with the class. He should praise the answers and encourage all students to continue practicing and exploring the concept of multiplication.

4. Closure (1 minute)

   4.1 To conclude the lesson, the teacher thanks the students for their participation and reinforces that they can always ask questions and seek help if they have difficulties. He also reminds the students that multiplication is an important and useful skill, and that they will continue to explore and deepen their understanding of this mathematical operation in the upcoming lessons.

   4.2 Finally, the teacher may suggest that the students practice multiplication at home, for example, by asking them to help calculate the price of some items on a shopping list, or to divide some candies equally among the family. He can also recommend some fun math games or apps for them to further explore the concept of multiplication.

Conclusion (5 - 10 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   1.1 The teacher starts the conclusion by summarizing the main points discussed in the lesson. He reinforces the concept of multiplication as the repeated addition of one number by another, the identification of the terms of multiplication (multiplicand, multiplier, and product), and the resolution of simple multiplication problems.

   1.2 He can do this through simple questions, like 'What is multiplication?' and 'What are the terms of multiplication?' and ask the students to answer out loud.

   1.3 Then, the teacher gives a brief summary of the activities carried out during the lesson, recalling the 'Multiplication Bingo' and the 'Multiplication Puzzle'. He highlights how these activities helped reinforce the concept of multiplication in a playful and fun way.

2. Connection of Theory, Practice, and Applications (1 - 2 minutes)

   2.1 The teacher explains that today's lesson combined theory, practice, and applications to help students fully understand the concept of multiplication. He reinforces that the theory was presented in a simple and clear way, practice was done through games and interactive activities, and applications were discussed to demonstrate the relevance and usefulness of multiplication in everyday life.

   2.2 He encourages the students to continue exploring multiplication in their daily lives, emphasizing that practice is essential for deepening learning.

3. Extra and Suggested Materials (1 - 2 minutes)

   3.1 The teacher suggests some extra materials for students who want to deepen their understanding of multiplication. He can recommend textbooks, educational websites, board games, and math apps.

   3.2 Some examples of materials that can be suggested are: 'Fun Math for Kids' by Alex A. Lluch, the website 'Multidisciplinary Mathematics' that offers online games and interactive activities, and the app 'Math for Kids' that contains a variety of multiplication games.

   3.3 The teacher can also suggest that students practice multiplication at home, for example, by helping with household tasks that involve counting or division, or by playing 'store' and 'kitchen' where they can simulate situations that require the use of multiplication.

4. Importance of the Subject for Everyday Life (1 - 2 minutes)

   4.1 Finally, the teacher reinforces the importance of multiplication for everyday life and other disciplines. He can mention practical examples, such as calculating the value of shopping bills, dividing items equally among friends, or understanding logic and geometry problems.

   4.2 He concludes the lesson by encouraging the students to continue practicing and exploring the concept of multiplication, and reminding them that he will always be available to help with any questions or difficulties that may arise.

Objectives (5 - 10 minutes)

1. Understand the concept of multiplication: Students should be able to define multiplication as the repeated addition of one number by another. They should understand that multiplication is used to represent situations of repeated addition more efficiently.

2. Identify the terms of multiplication: Students should be able to identify and name the terms of a multiplication - multiplicand, multiplier, and product. They need to understand that the multiplicand is the number being repeated, the multiplier is the number of times the multiplicand is repeated, and the product is the result of the multiplication.