Objectives (5 - 7 minutes)

1. Provide students with a clear and simple introduction to the concept of coins and bills, and how they represent values.
2. Teach students to recognize different coins and bills, and identify the values they represent.
3. Develop students' ability to match values represented by different coins and bills, promoting visual and tactile understanding of the concept of equivalence of values.
4. Encourage student participation and interaction through practical activities involving the handling of coins and bills.

By the end of this stage, students should have a basic understanding of how coins and bills are used to represent values, and be able to recognize and identify the value of different coins and bills. They should also be able to match different coins and bills based on the value they represent.

Introduction (10 - 12 minutes)

1. Review of previous content: The teacher starts the lesson by briefly reviewing the basic concepts of numbers and counting that were previously learned. This can be done through questions and answers with the students, for example, asking them to count aloud from one to ten and asking which numbers are larger and smaller. This serves to remind students of the fundamentals necessary to understand the equivalence of values.
2. Problem situations: The teacher then presents two simple situations that involve the need to understand the equivalence of values.
   • First situation: The teacher can show an image of a candy store and say, 'Imagine you want to buy a candy, and it costs R$ 2.00. You have a R$ 1.00 coin and another R$ 0.50 coin. How many coins do you need to buy the candy?'
   • Second situation: The teacher can show an image of a toy car and say, 'Now, this car costs R$ 5.00. You have a R$ 2.00 bill, a R$ 1.00 coin, and two R$ 0.50 coins. Do you have enough money to buy the car? Why?'
3. Contextualization: The teacher then explains that understanding coins and bills and how they represent values is very important for our daily lives. He may mention that we use money to buy things we need or want, such as toys, candies, clothes, food, etc. Additionally, the teacher can briefly talk about how money is made, mentioning that coins are made of metal and bills are made of paper.
4. Introduction to the topic: The teacher introduces the topic of the lesson, explaining that they will learn more about coins and bills, and how they represent different values. To make the introduction more interesting, the teacher can share some curiosities about coins and bills. For example:
   • Curiosity 1: The teacher can show different coins from other countries and explain that each country has its own coins and values. He can ask the students if they recognize any coin and value.
   • Curiosity 2: The teacher can talk about rare or unusual banknotes, such as the plastic notes some countries use, or notes with designs of animals or famous places.

By the end of this stage, students should be motivated and prepared to learn more about coins and bills, and how they represent values.

Development (20 - 25 minutes)

The teacher proposes two practical and playful activities to help students better understand the concept of equivalence of values using coins and bills. The activities should be chosen according to the students' age group and the available materials.

1. 'Shopping at the Little Market': This is a group activity that simulates a buying and selling situation in a small market.
   • The teacher divides the class into groups of 3 or 4 students.
   • Each group receives a 'little market kit' consisting of cards with images of different products and their respective prices (for example, an apple for R$ 1.00, a toy for R$ 5.00, a book for R$ 10.00, etc.), and a set of toy coins and bills.
   • One student from each group takes on the role of the seller and the others as buyers.
   • The seller must set the price of each item for sale, and the buyers must choose the products they want to buy and calculate how many coins and bills they need to pay.
   • Students must make the correct match between the prices of the products and the money needed for the purchase. The teacher can move around the groups to guide them and clarify doubts.
2. 'Treasure Hunt': This is an individual activity that involves searching for hidden coins and bills in the classroom.
   • The teacher spreads toy coins and bills around the classroom before the activity begins.
   • Each student receives a sheet with different values written (for example, R$ 1.50, R$ 3.00, R$ 7.00, etc.) and needs to find the coins and bills that add up to the exact value indicated on the sheet.
   • The student must count the coins and bills found and check if the value matches what is requested on the sheet.
   • The activity continues until all the values on the sheet have been found. The teacher can reward the student who finds the most values with a sticker or a small symbolic prize.

With these activities, students will have the opportunity to manipulate real objects, which facilitates the understanding of the concept of value and the equivalence between different coins and bills. In addition, group and individual activities promote cooperation among students and autonomy in their actions.

By the end of this stage, students should be able to recognize different coins and bills, and understand how they represent values. They should also be able to match different coins and bills based on the value they represent.

Return (10 - 15 minutes)

1. Group Discussion: The teacher gathers all students in a large circle for a group discussion. He starts by asking each group to share their experiences and solutions found during the 'Shopping at the Little Market' and 'Treasure Hunt' activities. Students should explain how they matched the values of the products with the coins and bills used for payment, and if they encountered any difficulties.
   • The teacher can ask guiding questions, such as: 'How did you decide which coin or bill to use to pay for a product?' or 'Did you have to exchange some coins or bills to be able to pay the correct amount?'
   • During the discussion, the teacher reinforces the concepts learned, correcting any misunderstandings and encouraging students to think critically about the solutions found.
2. Connection to Theory: After the group discussion, the teacher revisits the theory, reminding students of what was learned about coins, bills, and the equivalence of values. He can do this through questions, for example:
   • 'Do you remember why we have coins and bills of different values?'
   • 'What is the largest coin we have in our country? And the smallest bill?'
   • 'Can you think of an example when we need to exchange one coin for another?'
   • The teacher can use the board or visual aids to reinforce the key points of the lesson.
3. Individual Reflection: To conclude the lesson, the teacher proposes that students reflect individually on what they have learned. He asks two simple questions and invites students to think about them for a minute before responding.
   • Question 1: 'What was the most difficult for you when matching the values of the products with the coins and bills used for payment?'
   • Question 2: 'How can you use what you learned today in your daily life?'
   • After a minute, the teacher invites some students to share their answers with the class. He emphasizes that there are no right or wrong answers, and that the important thing is to reflect on what was learned.

This return is a crucial stage to consolidate students' learning, allowing them to reflect on what they have learned and how they can apply this knowledge in real situations. In addition, the group discussion and connection to theory serve to reinforce the concepts learned and clarify any doubts that may have arisen during the practical activities.

By the end of this stage, students should have a clear and solid understanding of the concept of equivalence of values using coins and bills, and be able to apply this knowledge in practical situations in their daily lives. Furthermore, they should be motivated to continue exploring and learning about the subject.

Conclusion (5 - 7 minutes)

1. Lesson Summary: The teacher begins the conclusion by summarizing the main points of the lesson. He reiterates the idea that coins and bills are used to represent values, and that different coins and bills have different values. The teacher also emphasizes the importance of the equivalence of values, explaining that it is necessary to make the correct match between the value of a product and the money used to buy it. He may recall some examples given during the lesson, such as buying a candy and a toy car, to reinforce these concepts.
2. Connection between Theory and Practice: The teacher then explains how the practical activities carried out during the lesson helped to illustrate and deepen the theoretical concepts. He mentions that through 'Shopping at the Little Market,' students were able to experience a real buying and selling situation, and understand how coins and bills are used to make payments. With the 'Treasure Hunt' activity, students were able to practice value matching in a playful and interactive way. The teacher highlights that these activities allowed students to apply what they learned in a practical and fun manner.
3. Extra Materials: To complement learning, the teacher suggests some extra materials that students can explore at home. He may recommend online math games involving the practice of equivalence of values, such as virtual cash register games. Additionally, the teacher may suggest that students play 'store' at home, using toy coins and bills, to practice what they learned in class.
4. Importance of the Subject: Finally, the teacher emphasizes the relevance of the subject to students' daily lives. He explains that by understanding the equivalence of values, students become more capable of handling money responsibly. Additionally, the teacher mentions that the knowledge gained in the lesson can be useful in various everyday situations, such as shopping, receiving change, saving money, among others.

This conclusion serves to consolidate students' learning, reinforcing the main concepts and connecting them with practice and application in daily life. Furthermore, by suggesting extra materials and highlighting the importance of the subject, the teacher encourages students to continue learning and deepening their knowledge on the topic.

By the end of this stage, students should have a clear and solid understanding of the concept of equivalence of values using coins and bills, and be able to apply this knowledge in practical situations in their daily lives. Additionally, they should be motivated to continue exploring and learning about the subject.