Lesson Plan | Active Learning | Counting: Introduction

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 essential to clearly establish what students should be able to do by the end of the lesson. By specifying the objectives, the teacher directs the students' focus to the most important aspects of the topic, ensuring that learning goals are understood and met. This clarity helps maximize the efficiency of classroom time, allowing activities to be directed toward the practical and effective application of counting concepts.

Main Objectives:

1. Empower students to apply counting concepts to solve practical problems, such as determining the number of possible combinations when choosing different pieces of clothing.

2. Develop logical and mathematical reasoning skills through solving challenges involving counting.

Side Objectives:

1. Encourage collaboration among students during practical activities, promoting cooperative learning.
2. Foster students' self-confidence when facing mathematical challenges.

Introduction

Duration: (15 - 20 minutes)

The Introduction stage serves to engage students with the lesson's theme, using problem situations they can relate to daily life, facilitating the connection between theory and practice. Furthermore, by presenting real contexts in which counting is applied, students can perceive the subject's relevance, increasing their interest and motivation to learn.

Problem-Based Situations

1. Imagine you have 3 t-shirts and 4 shorts. How many different ways can you dress if you want to wear one t-shirt and one pair of shorts?

2. If a party has 5 types of cakes and 3 types of ice cream, how many different ways can a guest choose a cake and ice cream combination for their dessert?

Contextualization

Counting is a fundamental skill not only in mathematics but also in various everyday situations. For example, when planning a trip, it's essential to calculate how many days will be needed to visit all the desired places. Additionally, at social events like weddings, organizing tables and choosing the served dishes involve decisions that can be facilitated using counting techniques. Understanding and applying these techniques enables students to solve practical problems efficiently and logically.

Development

Duration: (65 - 75 minutes)

The Development stage is designed to allow students to apply the counting and combination concepts they studied previously at home. By working in groups, they will face practical challenges that require not only the application of mathematical formulas but also the ability to argue and justify their solutions. This collaborative environment not only reinforces students' learning but also develops social and communication skills.

Activity Suggestions

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

Activity 1 - The Great Fashion Show

> Duration: (60 - 70 minutes)

- Objective: Apply counting concepts to determine the number of possible combinations and develop teamwork skills.

- Description: Students will be divided into groups of up to 5 people, and each group will receive cards with images of different clothing pieces and accessories (t-shirts, skirts, pants, hats, etc.), each with an associated number. The challenge is for each group to choose 2 clothing pieces and 1 accessory to create a unique look, and then count how many different combinations of looks can be created.

- Instructions:

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

• Distribute the cards with images and numbers to each group.

• Ask each group to choose 2 clothing pieces and 1 accessory.

• Each group should note their choices on a draft sheet.

• After choosing, the groups must calculate how many different combinations of looks can be formed.

• Each group presents their look and explains how they arrived at the calculation of combinations.

Activity 2 - Birthday Party at the Park

> Duration: (60 - 70 minutes)

- Objective: Develop counting skills and planning ability, while promoting creativity and teamwork.

- Description: In this activity, student groups will plan a birthday party at the park, choosing from different decoration options, types of games, and cake flavors. Each option will have an associated number, and students will need to count how many combinations can be made for each aspect of the party.

- Instructions:

• Organize students into groups of up to 5.

• Present the different decoration, games, and cake flavor options, each with an associated number.

• Each group chooses a combination of decoration, games, and cake flavor.

• Students calculate how many different combinations can be formed for each aspect of the party.

• Each group presents their choice and the calculations made to arrive at the total combinations.

Activity 3 - Math Pizza Party

> Duration: (60 - 70 minutes)

- Objective: Practice counting and apply combination concepts, while fostering decision-making and collaboration skills.

- Description: Students, in groups, will plan a pizza party, choosing different types of dough, sauces, and toppings. Each group must calculate how many unique pizza combinations can be created based on their choices.

- Instructions:

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

• Provide each group with a list of options for dough, sauce, and topping, each with an associated number.

• Each group chooses a combination of dough, sauce, and topping for their pizza.

• Students calculate how many unique pizza combinations can be made.

• Each group presents their pizza choice and the calculations performed to determine the total combinations.

Feedback

Duration: (10 - 15 minutes)

The purpose of this feedback stage is to consolidate the learning acquired during practical activities, allowing students to articulate and reflect on the applied mathematical knowledge. Group discussion helps to develop communication and argumentation skills, in addition to providing an opportunity for students to evaluate their understanding and that of their peers. This reflection process is crucial to ensure that concepts are internalized and can be applied in various contexts.

Group Discussion

To start the group discussion, the teacher can ask each group to share the strategies used to solve the counting and combination problems. They can discuss what challenges they encountered and how they were overcome, in addition to highlighting the most interesting discoveries they made during the activities. This is an opportunity for students to learn from each other and reflect on the importance of counting in everyday situations.

Key Questions

1. What were the most effective strategies your group used to count the possible combinations?

2. Was there any surprise regarding the number of combinations you found?

3. How can counting help in real situations outside the classroom?

Conclusion

Duration: (5 - 10 minutes)

The purpose of the Conclusion stage is to ensure that students have a clear and consolidated understanding of the topics discussed during the lesson. This moment is crucial to reinforce learning, linking theory and practice, and highlighting the relevance of concepts to the students' daily lives. Additionally, it serves to prepare students for future applications of knowledge in various contexts.

Summary

In the Conclusion stage, the teacher should summarize the key concepts covered, reinforcing the counting and combination techniques learned by the students. It is essential to revisit the practical situations worked on, such as clothing choices and ingredient combinations, to ensure that students can consolidate the knowledge acquired.

Theory Connection

Additionally, it should be clearly explained how today's lesson connected mathematical theory with practice, showing how counting is applied in daily life to solve real problems. This connection is crucial for students to realize the usefulness of mathematical concepts and their relevance in various contexts.

Closing

Finally, the teacher can highlight the importance of counting and combination in everyday situations, such as in event planning or solving logistical problems. Understanding and applying these concepts not only enriches mathematical knowledge but also improves students' ability to face practical challenges with confidence and efficiency.