Objectives (5 - 10 minutes)

1. Teach students to identify problem situations involving the division of natural numbers.
2. Enable students to understand and apply the properties of division, such as the idea of equal parts and the relationship between division and multiplication.
3. Develop students' ability to solve division problems concretely using materials and resources available in the classroom.

Introduction (10 - 15 minutes)

1. The teacher starts the lesson by briefly reviewing the definition of addition and subtraction, which are basic concepts previously covered. He can propose simple and everyday situations for students to identify the need to use these operations, such as if a student has 5 candies and receives 3 more, how many candies will he have in total.

2. Next, the teacher introduces two new problem situations:

   • Imagine you have 12 marbles and want to divide them equally among your 3 friends. How many marbles will each one receive?
   • Now, imagine you have 20 stars and want to place them in 4 bags, with the same number of stars in each. How many stars will each bag have?

3. The teacher contextualizes the importance of learning division, explaining that it is a very useful tool for solving everyday problems, such as sharing toys with friends, dividing the amount of food at a party, among others.

4. To spark students' interest, the teacher can present two curiosities:

   • Division was invented by ancient mathematicians to help solve difficult multiplication problems.
   • Division can be used to solve addition and subtraction problems more quickly and efficiently.

5. To capture students' attention, the teacher can introduce the lesson topic with a question-and-answer game, encouraging students to participate actively. For example, he can ask: 'If I have 15 candies and want to divide them equally among 5 friends, how many candies will each one receive?'

Development (20 - 25 minutes)

In this stage, the teacher will propose two practical activities to consolidate the concept of division with the students. The goal is for them to manipulate concrete objects and visualize the idea of 'dividing into equal parts' before moving on to solving written division problems.

1. 'Dividing Sweets' (10 - 15 minutes)

   • The teacher should prepare a set of sweets (candies, cookies, marshmallows, etc.) and an equal number of small bags.
   • The class should be divided into small groups of 3 to 4 students. Each group will receive a set of sweets and bags.
   • The challenge for the students is: 'You received a set of sweets. Now, try to divide these sweets equally among the bags. How many sweets will each bag have?'
   • The teacher circulates around the room, observing and assisting students as needed. He can encourage students to line up the sweets or group them to facilitate counting.
   • After each group completes the task, the teacher invites a representative from each group to show how they divided the sweets and how many sweets each bag received.

2. 'Dividing Little Animals' (10 - 15 minutes)

   • For this activity, the teacher can use plastic animal figures, stuffed animals, or colorful animal drawings.
   • Again, students are divided into small groups, each group receiving a set of little animals.
   • The challenge is as follows: 'You received a set of little animals. Try to divide these animals equally among the group members. How many animals will each one have?'
   • The teacher encourages students to explore different ways of dividing the animals, fostering creative thinking. For example, they can group the animals by colors, sizes, or types to facilitate division.
   • At the end, each group presents their division and how many animals each one received.

These practical activities allow students to visualize division and understand the idea of 'equal parts' concretely and playfully. This sets the stage for the next stage, where they will begin to solve written division problems.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher gathers all students for a group discussion on the solutions found. Each group will have the opportunity to share how they performed the division in the 'Dividing Sweets' and 'Dividing Little Animals' activities.
   • The teacher should encourage students to explain step by step the process they used to perform the division, whether through groupings, counts, or other strategies.
   • During this discussion, the teacher can ask questions to verify if students understood the idea of 'dividing equally'.

2. Connection with Theory (3 - 5 minutes)

   • After the groups' presentations, the teacher quickly reviews the theoretical concepts applied in the activities. For example, he can remind students that division is a way to divide a total into equal parts.
   • The teacher should also emphasize the connection between the practical activity and the division of natural numbers, explaining that division is a mathematical operation that helps us solve everyday problems, such as sharing candies or toys.

3. Individual Reflection (2 - 3 minutes)

   • The teacher suggests that students reflect on what they learned in the lesson. To do this, he asks two simple questions:
     1. 'How can you use division in your daily life?'
     2. 'What did you learn new today about division?'
   • Students are encouraged to think for a moment and then share their answers with the class. The teacher should reinforce that all answers are valid and that the important thing is that students have understood the concept and usefulness of division.

This feedback is a fundamental step to consolidate students' learning. The group discussion allows students to learn from each other and understand different division strategies. The connection with theory and individual reflection help students consolidate their knowledge and apply it in future situations.

Conclusion (5 - 10 minutes)

1. Summary and Recap (2 - 3 minutes)

   • The teacher starts the conclusion by summarizing the main points of the lesson. He reinforces that division is a mathematical operation that helps us divide a quantity into equal parts.
   • He recalls the practical activities 'Dividing Sweets' and 'Dividing Little Animals', highlighting how students applied the concept of division concretely and playfully.

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

   • The teacher explains how the lesson connected theory with practice. He emphasizes how the practical activities helped students visualize the idea of 'equal parts' and understand the application of division in real situations.
   • He also mentions that division is a very useful tool in everyday life, allowing us to solve problems more efficiently and fairly.

3. Extra Materials (1 - 2 minutes)

   • The teacher suggests some extra materials for students who want to deepen their knowledge of division. This may include online games, math books, educational apps, etc.
   • For example, he can suggest the online game 'Fun Division', which challenges students to solve division problems interactively and playfully.
   • Additionally, the teacher can recommend a children's book that addresses the topic of division, such as 'The Fair Division' by Stuart Murphy, which uses a simple story and colorful illustrations to explain the concept of division in an accessible way to students.

4. Subject Importance (1 minute)

   • Finally, the teacher emphasizes the importance of the subject studied. He explains that division is a fundamental skill that will be used in many other areas of mathematics, as well as in practical everyday situations.
   • He encourages students to continue practicing division, solving problems, and looking for opportunities to apply what they have learned.
   • The teacher concludes the lesson by reinforcing that all students are capable of understanding and applying division, and that he is available to help whenever they have questions or difficulties.