Objectives (5 - 10 minutes)

1. Understanding of fundamental concepts: The teacher should guide the students to understand and differentiate the concepts of addition and subtraction. This includes:

   • Addition is an operation that combines two or more numbers to obtain a total.
   • Subtraction is an operation that takes one number away from another to obtain the difference.
   • Associating the concepts with everyday situations to facilitate understanding.

2. Application of concepts in real-world problems: The teacher should guide the students to apply the concepts of addition and subtraction in practical day-to-day problems, such as calculating change in a purchase or the difference between two quantities.

3. Development of critical thinking and problem-solving skills: Through the use of complex problems and real-world situations, students should be encouraged to develop critical thinking and problem-solving skills. This includes:

   • Identifying the correct operation (addition or subtraction) to solve a specific problem.
   • Applying effective strategies to solve addition and subtraction problems.

Secondary Objectives:

• Fostering active participation and collaboration: The teacher should encourage the active participation of all students, promoting group discussions and the sharing of problem-solving strategies.
• Promoting self-confidence and motivation to learn: The teacher should create a safe and encouraging learning environment where students feel comfortable taking risks, making mistakes, and learning from them.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by reviewing basic concepts that are fundamental for understanding addition and subtraction operations. This may include reviewing numerals, counting, adding small numbers, and the difference between addition and subtraction. (3 - 5 minutes)

2. Problem-solving situations: The teacher should propose two problem-solving situations to stimulate the students' thinking and prepare them for the content to be covered. The situations may be:

   • Situation 1: "If you have 5 apples and eat 2, how many apples are left?"
   • Situation 2: "If you have 10 dollars and buy a snack that costs 6 dollars, how much money is left?"

The teacher should encourage students to think about how they would solve these situations, without necessarily providing the answer immediately. (5 - 7 minutes)

3. Contextualization: The teacher should explain the importance of addition and subtraction operations in daily life, citing examples such as counting money, determining time, and solving practical problems. The goal is to show students that what they are learning in class is relevant and useful for everyday life. (1 - 2 minutes)

4. Introduction of the topic: Finally, the teacher should introduce the topic of addition and subtraction in an interesting and engaging way. This could involve telling a story about the origin of these operations, showing an animated video explaining the concepts, or even conducting a practical experiment involving the idea of addition and subtraction. The goal is to capture the students' attention and spark their interest in the subject. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 1 - "João's Little Store" (10 - 12 minutes)

   • Description: The teacher should divide the class into groups of 4 to 5 students and provide each group with a set of cards with different products and their respective prices (for example, apple - $1.00, orange - $0.75, cookie - $1.50, etc.). Additionally, each group will receive a fictional amount of money (for example, $10.00). The objective is for the students, in their groups, to create buying and selling situations using the product cards and the fictional money, and record the addition and subtraction operations involved in each transaction.
   • Step by step:
     1. Each group chooses a "seller" and a "customer".
     2. The "customer" chooses a product and the "seller" notes the price.
     3. The "customer" checks if they have enough money to buy the product and, if so, pays the "seller".
     4. The "seller" notes the amount received and the "customer" notes the amount spent.
     5. The process is repeated until all products have been bought or the "customer" no longer has enough money to buy.
     6. In the end, students should record all addition operations (when they receive money) and subtraction operations (when they spend money) they performed.

2. Activity 2 - "The Mystery of the Diamonds" (10 - 12 minutes)

   • Description: In this activity, students become mathematical detectives and must solve a mystery involving a series of addition and subtraction operations. The teacher should prepare an enigma that involves solving addition and subtraction problems to find the solution. For example, the enigma could be: "A thief stole 5 diamonds from a safe, but then regretted and returned 2. How many diamonds are left in the safe?" Each group of students receives a copy of the enigma and must work together to find the solution. The first group to solve the enigma receives a small prize (for example, a candy).
   • Step by step:
     1. The teacher distributes the enigma to each group of students.
     2. Students read the enigma together and discuss the best strategy to solve it.
     3. Each group notes the chosen strategy and starts solving the enigma.
     4. Groups work together to perform the addition and subtraction operations necessary to solve the enigma.
     5. When a group believes they have found the solution, one of the students must raise their hand to get the teacher's attention.
     6. The teacher checks the solution proposed by the group and, if correct, awards the prize and moves on to the next enigma. If the solution is incorrect, the teacher should help the group identify the mistake and correct it.

3. Activity 3 - "The Change Game" (5 - 8 minutes)

   • Description: The teacher should prepare a card game that simulates buying and change situations, involving addition and subtraction operations. Each card will have a numerical value, and students, in their groups, must play one card at a time, trying to form pairs whose sum is equal to a value predefined by the teacher (for example, 10). If a pair is correctly formed, students can "buy" a prize card, which will have a higher value than the other cards. The goal of the game is to accumulate as many prize cards as possible.
   • Step by step:
     1. The teacher distributes the cards to each group of students.
     2. One student from each group starts the game by playing a card on the table.
     3. The next student must play a card that, when added to the previous card, results in the predefined value (for example, 10).
     4. The game continues until a pair is correctly formed.
     5. The group that correctly forms the pair can "buy" a prize card.
     6. The game continues until all cards have been played.
     7. In the end, the group with the most prize cards is the winner.

These playful and contextualized activities aim to promote the understanding of addition and subtraction concepts in a meaningful and fun way, while also developing critical thinking and problem-solving skills.

Return (10 - 15 minutes)

1. Group discussion (5 - 7 minutes)

   • Description: After completing the activities, groups should gather to share their solutions and strategies. Each group will have up to 3 minutes to present their conclusions. The teacher should lead the discussion, asking questions to assess the students' understanding of the concepts of addition and subtraction and how they were applied in the activities. Some points to be addressed may include:
     1. What were the most challenging situations during the activities?
     2. How did you decide which addition and subtraction operations to use in each situation?
     3. Did you encounter any difficulty relating the activities to everyday situations?
     4. What did you learn about the importance of addition and subtraction operations in daily life?

2. Connection with theory (2 - 3 minutes)

   • Description: The teacher should then make the connection between the practical activities and the theory presented at the beginning of the lesson. They should review the concepts of addition and subtraction and how they were applied in the activities. Additionally, the teacher can highlight which problem-solving strategies were effective and how students managed to relate the activities to everyday situations.

3. Individual reflection (3 - 5 minutes)

   • Description: To conclude the lesson, the teacher should encourage students to reflect individually on what they have learned. They can ask questions such as:
     1. What was the most important concept you learned today?
     2. What questions have not been answered yet?
     3. How can you apply what you learned today in everyday situations?

4. Teacher feedback (1 - 2 minutes)

   • Description: The teacher should encourage students to share their reflections and questions, promoting an open and inclusive learning environment. They should provide constructive feedback and clarify any remaining doubts, ensuring that all students have understood the concepts of addition and subtraction and feel confident in applying them in different contexts.

This Return is a crucial step to consolidate students' learning, allowing them to reflect on what they have learned, connect theory with practice, and clarify any remaining doubts. Furthermore, by promoting group discussion and individual reflection, the teacher is encouraging active learning and student autonomy.

Conclusion (5 - 10 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   • The teacher should start the Conclusion by recalling the main points covered during the lesson. They can provide a brief summary of the concepts of addition and subtraction, and how they were applied in the practical activities.
   • Additionally, the teacher should highlight the problem-solving strategies that students used during the activities, emphasizing the importance of critical thinking and mathematical logic.

2. Theory-Practice-Reality Connection (1 - 2 minutes)

   • Next, the teacher should explain how the lesson connected theory, practice, and reality. They can mention how theoretical concepts were applied in practical activities, and how these activities relate to everyday situations.
   • The teacher can also reinforce the importance of understanding and being able to apply addition and subtraction operations in daily life, citing concrete examples such as determining change in a purchase or solving problems involving quantities.

3. Extra Materials (1 - 2 minutes)

   • The teacher should then suggest extra materials for students who wish to deepen their knowledge on the subject. These materials may include videos, online games, educational websites, and additional exercises. For example, the teacher can recommend an explanatory video on addition and subtraction operations, an online game involving mathematical problem-solving, and a website with interactive exercises.
   • It is important for the teacher to emphasize that the use of these materials is optional, and that the most important thing is for students to have understood the basic concepts and feel confident in applying them.

4. Relevance of the Subject (1 - 2 minutes)

   • To conclude, the teacher should reinforce the importance of the subject covered for daily life. They can explain that addition and subtraction operations are fundamental for numerous daily tasks involving counting, calculation, and problem-solving.
   • For example, the teacher can mention common situations such as counting money, determining change in a purchase, solving problems involving quantities, among others.
   • By doing this, the teacher is helping students realize the relevance of what they have learned for their lives, which can increase their motivation and engagement with the subject.

The Conclusion is an essential step to consolidate students' learning, reinforce the relevance of the subject, and encourage them to continue studying and practicing. By connecting theory with practice and reality, and by providing extra materials for study, the teacher is facilitating the understanding of concepts and their application in different contexts.