Lesson Plan | Socioemotional Learning | Multiplication by 2, 3, 4, 5, and 10

Objectives

Duration: 10 to 15 minutes

The purpose of this stage of the Socioemotional Lesson Plan is to prepare students for learning the topic of multiplication, while promoting the development of socioemotional skills. This introduction will help students recognize their own emotions and those of their peers, understanding the importance of a collaborative and respectful environment for effective learning. By highlighting the practical relevance of multiplication, students will be motivated to actively engage in the proposed activities.

Main Goals

1. Describe the concept and importance of multiplication by 2, 3, 4, 5 and 10, highlighting how this skill is used in various everyday situations.

2. Facilitate the recognition and understanding of the emotions involved in the learning process of multiplication, promoting a supportive and encouraging environment.

Introduction

Duration: 15 to 20 minutes

Emotional Warm-up Activity

Mindfulness Moment: Preparing the Mind for Learning

The emotional warm-up activity is a Mindfulness practice aimed at promoting students' focus, presence, and concentration. Mindfulness is a meditation technique that involves paying attention to the present moment intentionally and without judgment. This practice will help students become more aware of their emotions and thoughts before starting the lesson, creating a conducive environment for learning.

1. Preparation of the Environment: Ask students to sit comfortably in their chairs, keeping their backs straight and feet flat on the floor. Ensure that the environment is quiet and free from distractions.

2. Initiation: Briefly explain what Mindfulness is and how it can help with concentration and focus. Tell students that this practice will help them mentally prepare for the lesson.

3. Guided Breathing: Instruct students to close their eyes or fix their gaze on a point in front of them. Ask them to breathe deeply, inhaling through the nose and exhaling through the mouth. Do this for 3 to 5 cycles of breathing.

4. Body Focus: Ask students to pay attention to the sensations in their bodies, starting from their feet and moving up to their heads. Instruct them to relax each part of their body while concentrating on their breathing.

5. Full Attention: Instruct students to pay attention to the thoughts and emotions that arise without judging them. Tell them they can acknowledge these thoughts and allow them to pass, bringing their focus back to their breathing.

6. Finalization: After 5 to 7 minutes, ask students to slowly open their eyes and return their attention to the classroom. Ask how they feel and if they noticed any changes in their mental state.

Content Contextualization

Multiplication is a fundamental skill that we use in various everyday situations, such as calculating the total number of items in different groups, dividing tasks equally, or understanding numerical patterns. Besides being an essential mathematical tool, learning to multiply can also teach us about persistence and problem-solving.

During the learning of multiplication, it is common to feel a variety of emotions, such as frustration when facing difficulties or joy when correctly solving a problem. Recognizing and understanding these emotions is important for developing self-awareness and self-control, skills that are useful not only in math but in all areas of life.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 20 to 25 minutes

1. Multiplication: Multiplication is one of the four basic operations of arithmetic. It is a way to repeatedly add a number by a certain number of times. For example, multiplying 2 by 3 is the same as adding 2 three times (2 + 2 + 2 = 6).

2. Factors and Product: In multiplication, the numbers being multiplied are called factors, and the result is called the product. For example, in the expression 4 x 5 = 20, the numbers 4 and 5 are the factors, and 20 is the product.

3. Commutative Property: The order of the factors does not change the product. For example, 3 x 4 is the same as 4 x 3. This is an important property to help students memorize the times tables.

4. Times Table of 2: Explain that multiplying by 2 is the same as doubling the number. Example: 2 x 3 = 6 (3 doubled is 6).

5. Times Table of 3: Multiplying by 3 is the same as adding the number to itself three times. Example: 3 x 4 = 12 (4 + 4 + 4 = 12).

6. Times Table of 4: Multiplying by 4 is the same as doubling the number twice. Example: 4 x 2 = 8 (2 doubled is 4 and 4 doubled is 8).

7. Times Table of 5: Multiplying by 5 can be related to counting by 5s. Example: 5 x 3 = 15 (5, 10, 15).

8. Times Table of 10: Multiplying by 10 is the same as adding a zero to the number. Example: 10 x 3 = 30.

Socioemotional Feedback Activity

Duration: 35 to 40 minutes

Multiplication in Action: Card Game

In this activity, students will participate in a card game to practice multiplication by 2, 3, 4, 5, and 10. The goal is to reinforce the concepts learned in a playful and interactive way, while developing socioemotional skills such as cooperation and empathy.

1. Divide the Class into Groups: Form groups of 4 to 5 students to ensure that everyone participates actively.

2. Distribution of Cards: Give each group a deck of multiplication cards, containing factor cards (2, 3, 4, 5, and 10) and number cards (1 to 10).

3. Game Rules: Each player, on their turn, must draw a factor card and a number card. They must multiply the two numbers and say the product out loud.

4. Verification: Other group members check the answer. If it is correct, the player keeps the cards. If it is wrong, the cards are returned to the deck.

5. Objective: The game continues until all cards have been used. The player with the most cards at the end of the game is the winner.

6. Group Discussion: After the game, gather the groups for a discussion about how they felt during the activity and how they dealt with mistakes and successes.

Group Discussion

💬 Group Discussion and Feedback:

Application of the RULER Method:

1. Recognize: Ask students to share how they felt during the game. Ask if they felt frustration, joy, nervousness, or another feeling.
2. Understand: Discuss why these feelings arose. Was it difficult to remember the times tables? Was there pressure to get it right in front of peers?
3. Name: Help students correctly name their emotions. Explain the difference between feelings like frustration and disappointment.
4. Express: Encourage students to express how they feel appropriately, respecting their peers.
5. Regulate: Talk about strategies to regulate emotions, such as deep breathing, asking for help, or taking a moment to think before responding.

This discussion will help develop students' self-awareness, self-control, and social skills, fostering a positive and collaborative learning environment.

Conclusion

Duration: (20 to 30 minutes)

Emotional Reflection and Regulation

💡 Reflection and Emotional Regulation:

Activity: To reflect on the challenges faced during the lesson and how students managed their emotions, organize a circle discussion or ask them to write in their notebooks. Ask: 'What were the greatest challenges you faced during today's lesson?' and 'How did you feel when facing these challenges?'. Encourage students to share their personal emotional regulation strategies, such as asking for help, deep breathing, or taking a break. Alternatively, students can write a brief paragraph on these issues and then share with the class.

Duration: (10 to 15 minutes)

Objective: 🎯 Objective: This activity aims to encourage students' self-assessment and emotional regulation. By reflecting on the challenges and emotions they faced, they can identify effective strategies to deal with challenging situations, promoting self-awareness and self-control. Additionally, the activity strengthens empathy and mutual understanding by allowing students to share their experiences and learn from each other.

Closure and A Look Into The Future

➡️ Closing and Looking Ahead:

Activity: At the end, ask students to set personal and academic goals related to the lesson content. Explain that these goals may include improving memorization of the times tables, practicing multiplication at home, or even helping a peer who is having difficulties. Encourage students to write down their goals on a piece of paper and share with the class. This will help create a sense of commitment and responsibility regarding their own learning.

Duration: (10 to 15 minutes)

Possible Goal Ideas:

1. Improve the memorization of the times tables for 2, 3, 4, 5, and 10.

2. Practice multiplication daily at home.

3. Help a peer who is having difficulties with multiplication.

4. Use emotional regulation techniques during challenging tasks.

5. Participate actively in classes and educational games. Objective: 🎯 Objective: Setting personal and academic goals aims to strengthen students' autonomy and the practical application of learning. By establishing clear and achievable objectives, students are encouraged to continue developing their mathematical and socioemotional skills, promoting continuous and meaningful learning. This stage also reinforces the importance of planning and persistence in achieving success in various areas of life.