Objectives (5 - 7 minutes)

1. Understand the concept of multiplication: Students should be able to understand that multiplication is a mathematical operation that combines equal groups to form a larger total. They should be able to demonstrate this concept in practical situations.

2. Apply multiplication to solve problems: Students should be able to use multiplication to solve everyday problems, such as measurements, groupings, and reinforcement of the addition concept.

3. Identify the factors and the product of a multiplication: Students should be able to identify the factors (the numbers being multiplied) and the product (the result of the multiplication) in a multiplication equation.

Students will be encouraged to achieve these objectives through practical and playful activities that encourage exploration and discovery of the multiplication concept. Homework will be used to reinforce these concepts and skills.

Introduction (10 - 15 minutes)

1. Concept Review: The teacher starts the lesson by reminding students about the concepts of addition and subtraction, which were previously taught. He may propose some simple addition and subtraction questions for students to solve in pairs or individually, in order to refresh their memories about these operations and prepare them for the introduction of the multiplication concept.

2. Problem Situations: The teacher then presents two problem situations involving multiplication with missing values, in a playful and engaging way. For example, he may ask: "Let's help Santa Claus organize the gifts! If he has 3 bags of gifts and 4 gifts in each bag, how many gifts does he have in total?" or "Monica's Gang is planning a picnic. Each child will bring 2 cookies. If there are 5 children, how many cookies will they bring?". These problem situations should be contextualized in the students' reality so that they can engage and understand the importance of multiplication in their daily lives.

3. Contextualization: The teacher can then explain that multiplication is very useful for solving problems involving groupings and measurements. For example, if we are planning a party and want to know how many tables and chairs we need, we can use multiplication. Or if we want to know the total amount of money we have if we have 5 notes of R$ 10, we can use multiplication. The teacher can also mention some professions in which multiplication is used, such as architects, cooks, engineers, among others, to show students the relevance and applicability of this concept.

4. Attention Gain: To spark students' interest, the teacher can share some curiosities about multiplication. For example, he can say that multiplication is a faster way to add the same number several times. Or that multiplication is one of the most important operations in mathematics and is used in many aspects of our daily lives, from counting money to solving complex problems in science and technology. The teacher can also mention that multiplication can be a lot of fun, and that they will have a great time learning about it in today's class.

Development (20 - 25 minutes)

Activity 1: Discovering Multiplication (10 - 12 minutes)

1. Materials: For this activity, students will need building blocks (or colored cardboard cubes, if building blocks are not available), paper, colored pencils, and colored pens.

2. Preparation: The teacher should prepare cards in advance with problem situations involving multiplication. Each card contains a problem situation, like the ones presented in the introduction stage, but without the final product. For example, "I have 4 storybooks. If each book has 5 pages, how many pages do I have in total?". The number of cards should be equal to the number of groups that will be formed.

3. Procedure: The teacher divides the class into groups of 4 to 5 students and hands out a set of problem situation cards to each group. Students are encouraged to read the problem situations aloud and discuss in groups how they could solve them.

4. Activity Execution: Now, each group must use the building blocks (or cardboard cubes) to represent the problem situation. For example, in the case of the storybooks problem situation, they can use the building blocks to represent the books and the pages. Students should use the blocks to count and find the total, thus practicing the concept of multiplication.

5. Recording Discoveries: After finding the answer, students should record their discoveries on paper, drawing the building blocks and writing the answer. They should also write the multiplication equation that represents the problem situation. The teacher should circulate among the groups, providing guidance and clarifying doubts, if necessary.

Activity 2: Multiplication and Art (10 - 12 minutes)

1. Materials: For this activity, students will need paper, colored pencils, colored pens, and cut-out figures.

2. Preparation: The teacher should prepare a series of problem situation cards in advance, as in the previous activity. The problem situations should be different from the previous ones, so that students have the opportunity to explore multiplication in different ways. For example, "I received 3 boxes of colored pencils. If each box has 6 pencils, how many pencils did I receive in total?".

3. Procedure: The groups receive a set of problem situation cards and should discuss and solve the questions, this time using the cut-out figures and art materials. For example, in the case of the colored pencils problem situation, they can draw the boxes and colored pencils, and then count how many pencils they have in total.

4. Activity Execution: Students should represent their answers through drawings and colors, making the activity more playful and enjoyable. They can also create their own problem situations and exchange them with other groups to solve.

5. Recording Discoveries: As in the previous activity, students should record their discoveries on paper, drawing and writing the multiplication equation that represents the problem situation. The teacher should again circulate among the groups, assisting and guiding as needed.

These playful and creative activities are designed to actively engage students in learning the concept of multiplication. They are suitable for students in the Early Years of Elementary School, allowing them to explore and discover the concept of multiplication in a meaningful and enjoyable way.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher gathers all students and asks each group to share the solution they found for one of the problem situations. Each group should explain how they used multiplication to solve the problem, and how they arrived at their result. The teacher can ask questions to encourage reflection and critical thinking, such as "Why did you choose to represent the problem situation in this way?" or "Could you have solved the problem in another way? How?". This group discussion allows students to learn from each other, and also helps the teacher assess students' understanding and identify any areas that may need reinforcement.

2. Connection to Theory (3 - 5 minutes): After the group discussion, the teacher should make the connection between the students' solutions and the theory of multiplication. He can highlight how students used the idea of grouping and repeated counting to solve the problem situations, and how this relates to the concept of multiplication. The teacher should emphasize that multiplication is a useful tool for solving everyday problems, and that students now have a new skill they can use in their daily lives.

3. Individual Reflection (2 - 3 minutes): To conclude the lesson, the teacher should propose that students briefly reflect on what they have learned. He can ask two simple questions: "What was the most interesting thing you learned about multiplication today?" and "How can you use multiplication in your daily life?". Students should be encouraged to silently think for a minute and then share their answers with the class. This reflection activity helps consolidate students' learning and build a connection between the lesson and their lives outside of school.

Throughout the feedback, the teacher should reinforce the importance of active participation and teamwork, and praise students' effort and dedication. He should remind students that math can be fun and exciting, and that they are capable of learning complex concepts when presented in a playful and engaging way.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher should start the conclusion by summarizing the main points of the lesson. He should highlight that students learned about the concept of multiplication, how to apply it to solve problems, and how to identify the factors and the product of a multiplication. The teacher can review the solved problem situations, the discoveries made by students, and the strategies used to solve these problems. He can also give a quick review of the main terms and symbols used in multiplication, such as "factors", "product", and the multiplication sign "x".

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher should explain how the lesson connected the theory of multiplication with practice, through playful and creative activities. He can highlight how students used building blocks, paper, art, and cut-out figures to represent the problem situations, and how this helped make the concept of multiplication more concrete and understandable. The teacher can also mention how students were able to apply the theory of multiplication to solve everyday problems, and how this prepares them to face future mathematical challenges.

3. Extra Materials Suggestions (1 minute): The teacher can suggest some extra materials for students who want to deepen their knowledge of multiplication. These may include age-appropriate math books, interactive online games that reinforce multiplication practice, and fun and educational math apps. The teacher should remind students and parents that math is a skill that develops with practice, and that the more students practice, the more confident and proficient they will become.

4. Importance of Multiplication in Daily Life (1 - 2 minutes): Finally, the teacher should emphasize the importance of multiplication in daily life. He can mention some everyday situations where multiplication is used, such as calculating the grocery bill, sharing toys with friends, measuring and dividing ingredients when cooking, and even playing video games that involve scores and lives. The teacher should encourage students to look for examples of multiplication in their daily lives, and to share them in the next class.

5. Closure (1 minute): The teacher should end the lesson by reiterating the importance of multiplication, thanking everyone for their participation and effort, and reminding students that math is a fun adventure full of discoveries. He can add a playful touch to the lesson closure by suggesting that students mentally give a "high five" to multiplication, symbolizing that they are ready to tackle any mathematical challenge that may arise.