Lesson plan of Multiplication by 2, 3, 4, and 5

Objectives (5 - 7 minutes)

1. Review multiplication concepts: The teacher should remind students about the concept of multiplication, which consists of adding a number to itself several times. This includes explaining terms such as multiplicand, multiplier and product. (Estimated time: 2 - 3 minutes)

2. Introduce the multiplication table: The teacher should present the multiplication table of 2, 3, 4 and 5, highlighting the relationship between the numbers. Students should be encouraged to identify patterns and relationships in the table. (Estimated time: 2 - 3 minutes)

3. Practice multiplication by 2, 3, 4 and 5: The teacher should propose practical activities that involve multiplication by these numbers, encouraging students to apply the concepts learned. (Estimated time: 3 - 4 minutes)

Secondary objectives:

• Develop students' logical reasoning and problem-solving skills.
• Encourage active participation and collaboration between students during activities.
• Reinforce the importance of mathematics in everyday life, showing situations in which multiplication is used.

Introduction (10 -15 minutes)

1. Review of basic concepts: The teacher should begin the class with a brief review of mathematical concepts already studied, such as addition and subtraction, and how they are used in everyday life. This will help prepare students for the new concepts that will be introduced. (Estimated time: 5 minutes)

2. Problem situations: The teacher should then propose two problem situations that involve multiplication. For example:

   • If a pack of sweets has 4 sweets and I want to buy 3 packs, how many sweets will I have?
   • If I have 2 boxes with 5 pencils each, how many pencils do I have in total? These situations should be contextualized so that students understand them and can apply multiplication to solve them. (Estimated time: 5 - 7 minutes)

3. Contextualization of the importance of multiplication: The teacher should then explain how multiplication is used in everyday life, in situations such as buying items in quantity, organizing objects into groups, among others. This will help students understand the importance and applicability of what they are learning. (Estimated time: 3 - 5 minutes)

4. Introduction to the class topic: Finally, the teacher should introduce the topic of the class, explaining that they will learn to multiply by 2, 3, 4 and 5. To arouse students' interest, the teacher can show examples of how these multiplications are used in everyday life. For example, when counting money, when calculating the time of a movie that lasts 2 hours and 30 minutes, among others. (Estimated time: 2 - 3 minutes)

Development (20 - 25 minutes)

Suggestions for activities for the teacher to choose one of them:

1. Multiplication Memory Game (Estimated time: 20 minutes)

   Materials needed: Cards with multiplication operations (2x1, 2x2, ..., 5x5), cards with corresponding answers, timer.

   • The teacher should divide the class into groups of 4 students and distribute the multiplication cards and answer cards face down on a table.

   • Each group, in turn, must turn over two cards: one of operation and one of answer. If the answer is correct, the group keeps the cards. If it is wrong, the cards are turned over again.

   • The goal is to get the most pairs of correct cards in the shortest possible time. In the end, the group that gets the most pairs wins.

2. Multiplication Race (Estimated time: 20 - 25 minutes)

   Materials needed: Cards with multiplication operations (2x1, 2x2, ..., 5x5), cards with corresponding answers, timer, tape.

   • The teacher should divide the class into groups of 4 students and fix the multiplication and answer cards in different places in the room, using the tape.

   • One student from each group, at a time, must run to find the correct pair of multiplication and answer. When a student finds the correct pair, he returns to his group and the next student goes out to find the next pair.

   • The goal is for all students in the group to have found a correct match before time runs out. In the end, the group that manages to do this in the shortest possible time wins.

3. Create Your Own Multiplication Operation (Estimated time: 20 - 25 minutes)

   Materials needed: Paper, pencil, ruler (optional).

   • The teacher should divide the class into groups of 4 students and give each group a sheet of paper and a pencil (and a ruler if necessary).

   • Each group must create five multiplication operations, one for each number (2, 3, 4, 5). Each operation must be drawn or written on the sheet of paper.

   • After creating the operations, the groups must exchange the sheets and try to solve the operations created by the other groups. The group that solves the most operations correctly wins.

Remembering that the objective of these activities is to make learning multiplication by 2, 3, 4 and 5 more playful and engaging, allowing students to practice the concepts in a fun and interactive way. The teacher can choose the activity that he considers most appropriate for the class and available materials.

Return (8 - 10 minutes)

1. Group Discussion: After the activities, the teacher should gather the entire class and promote a group discussion. Each group should briefly present the solutions they found for the multiplication operations proposed or the result of their memory or race games. The teacher should take this opportunity to correct possible errors and clarify doubts that have arisen during the activities. (Estimated time: 5 - 6 minutes)

2. Connection with Theory: The teacher should then return to the theoretical concepts presented at the beginning of the class and make the connection with the practical activities. For example, the teacher could ask: "How did you use the multiplication table to solve the operations you created?" or "Did you notice any pattern in the answers of the operations?". This will help students understand how the theory applies in practice and consolidate their knowledge. (Estimated time: 2 - 3 minutes)

3. Final Reflection: To end the class, the teacher should propose that students reflect for a minute on what they have learned. The teacher can ask two simple questions to guide students' reflection:

   • "What was the most difficult part of today's class?"
   • "How can you use what you learned today in everyday situations?" Students can share their answers with the class, if they feel comfortable. This reflection step helps to consolidate learning and identify possible difficulties that need to be worked on in future classes. (Estimated time: 1 - 2 minutes)

The return is a crucial part of the lesson plan, as it allows the teacher to assess students' progress, correct possible misunderstandings and reinforce the concepts learned. Furthermore, it promotes active student participation, helping them feel more engaged and motivated in learning mathematics.

Conclusion (5 - 7 minutes)

1. Class Summary: The teacher should begin the conclusion by reviewing the main points covered in the class. This includes the concept of multiplication, the multiplication table of 2, 3, 4 and 5, and the strategies and techniques learned to multiply these numbers. The teacher should do this in a clear and concise manner, reinforcing the most important points. (Estimated time: 2 - 3 minutes)

2. Connection of Theory with Practice: The teacher should then explain how the class connected theory with practice. The teacher should emphasize that, through the activities, students were able to apply the theoretical concepts learned in a practical and fun way. The teacher can mention specific examples of the activities carried out to illustrate this connection. (Estimated time: 1 - 2 minutes)

3. Complementary Materials: To deepen students' understanding of multiplication, the teacher may suggest extra materials for home study. This may include textbooks, educational online games, explanatory videos, among others. The teacher should emphasize that these materials are optional, but they can be useful for reinforcing what was learned in class. (Estimated time: 1 minute)

4. Importance of the Subject: Finally, the teacher should highlight the importance of multiplication in everyday life. The teacher can mention examples of everyday situations in which multiplication is used, such as shopping, dividing objects into groups, calculating time, among others. The teacher should reinforce that mathematics is not just a school subject, but an essential skill for life. (Estimated time: 1 minute)

The conclusion is an essential step to end the class effectively. It allows students to review the concepts learned, understand the practical application of these concepts and perceive the relevance of mathematics in everyday life. In addition, it provides students with resources to deepen their learning and become autonomous learners.