Lesson Plan | Socioemotional Learning | Multiplication by 2, 3, 4, and 5

Objectives

Duration: 10 - 15 minutes

The purpose of this stage is to introduce students to the concept of multiplication by 2, 3, 4, and 5, highlighting the importance of these operations in daily life and in mathematical problems. Establishing a solid foundation for learning this topic is essential, as multiplication is a fundamental skill that will be continuously used in subsequent grades. Additionally, this stage aims to stimulate students' interest and motivation by relating the content to practical situations and developing their socio-emotional skills of self-awareness and self-control when facing new mathematical challenges.

Main Goals

1. Perform multiplication operations of numbers by 2, 3, 4, and 5.

2. Solve practical problems that require multiplication of numbers by 2, 3, 4, and 5.

Introduction

Duration: 15 - 20 minutes

Emotional Warm-up Activity

Guided Meditation for Focus and Concentration

The proposed emotional warm-up activity is Guided Meditation. This practice aims to promote students' focus, presence, and concentration, helping them calm down and prepare mentally for the class. Guided meditation involves verbal instructions that lead students to a state of relaxation and mindfulness, facilitating learning and receptiveness to the content to be presented.

1. Ask students to sit comfortably in their chairs, with their feet on the floor and their hands resting in their laps.

2. Explain that the meditation activity will help calm their minds and prepare them for better learning.

3. Request that they close their eyes and breathe deeply a few times, inhaling through the nose and exhaling through the mouth.

4. Begin to guide the meditation with a calm and soft voice, asking them to concentrate on their breathing, feeling the air enter and exit their lungs.

5. Instruct them to imagine a soft, warm light starting at the top of their heads and slowly descending down their bodies, relaxing each part it passes through.

6. Continue guiding the meditation for about 3-5 minutes, emphasizing the importance of focusing on breathing and setting aside any thoughts that arise.

7. Gradually, ask students to start moving their fingers and toes, and when they are ready, open their eyes and return their attention to the classroom environment.

Content Contextualization

Multiplication is a fundamental skill in mathematics and is present in our everyday lives in various ways. Think about when you go to the supermarket and need to calculate the price of multiple units of a product, or when you play a game and need to count points that multiply each round. By learning to multiply by 2, 3, 4, and 5, students not only develop essential mathematical competencies but also gain confidence in solving practical and everyday problems.

Additionally, practicing multiplication promotes the development of socio-emotional skills such as patience, persistence, and self-confidence. By facing and overcoming mathematical challenges, students learn to recognize their emotions, understand their reactions, and regulate their behavior positively. This class will be an opportunity for them to explore these competencies while familiarizing themselves with important mathematical concepts.

Development

Duration: 60 - 75 minutes

Theoretical Framework

Duration: 20 - 25 minutes

1. Definition of Multiplication: Multiplication is a mathematical operation that involves adding a number (the multiplicand) to itself several times, as indicated by another number (the multiplier). For example, multiplying 3 by 4 is the same as adding 3 four times (3 + 3 + 3 + 3 = 12).

2. Visual Explanation: Use the multiplication table to show how numbers combine. For example, in the multiplication table, the 2 row shows 2, 4, 6, 8, 10, etc., demonstrating that multiplying by 2 is the same as doubling the value.

3. Practical Examples: Multiplication by 2: Ask students to imagine they have 2 boxes of pencils, each with 3 pencils. How many pencils are there in total? (2 x 3 = 6). Multiplication by 3: If each child in a classroom has 3 balloons and there are 4 children, how many balloons are there in total? (3 x 4 = 12). Multiplication by 4: If each table has 4 chairs and there are 5 tables, how many chairs are there in total? (4 x 5 = 20). Multiplication by 5: If each hand has 5 fingers and there are 6 hands, how many fingers are there in total? (5 x 6 = 30).

4. Analogies for Understanding: Compare multiplication to repeated addition. For example, multiplying 3 by 4 is the same as adding 3 four times (3 + 3 + 3 + 3). This helps to understand that multiplication is a way to streamline repetitive calculations.

5. Commutative Property: Explain that the order of numbers in multiplication does not change the result. For example, 3 x 4 is equal to 4 x 3, both resulting in 12. This is known as the commutative property of multiplication.

6. Use of Concrete Materials: Use blocks, buttons, or other physical objects to help students visualize and count the multiplications. For example, using 3 groups of 4 blocks to represent 3 x 4.

Socioemotional Feedback Activity

Duration: 35 - 40 minutes

Multiplication Card Game

In this activity, students will practice multiplication through a card game. Each card will have a multiplication by 2, 3, 4, or 5, and students will need to solve the multiplications to earn points. The aim is to make learning multiplication fun and interactive while also developing socio-emotional skills such as teamwork and patience.

1. Divide students into groups of 3 or 4.

2. Give each group a set of multiplication cards (with multiplications by 2, 3, 4, and 5).

3. Explain that each card has a multiplication and students must solve the multiplication to earn the card.

4. The student who correctly solves the multiplication must explain their reasoning to the group.

5. Each correct answer is worth 1 point. The group with the most points at the end of the game is the winner.

6. Encourage students to help each other and discuss their multiplication strategies.

Group Discussion

After the activity, use the RULER method to guide a group discussion. Recognize the emotions that students may have felt during the game (joy, frustration, excitement) and understand the causes of these emotions, such as success or difficulties with multiplications. Name these emotions appropriately, helping students to identify them clearly.

Express the importance of teamwork and supporting peers, emphasizing how collaboration can facilitate learning. Regulate emotions by reflecting on how to deal with frustration positively and how to celebrate the successes of classmates. This discussion will help students develop valuable socio-emotional competencies while reinforcing the content learned.

Conclusion

Duration: 15 - 20 minutes

Emotional Reflection and Regulation

Propose a group reflection where students can orally share or write about the challenges they faced during the multiplication class. Ask how they felt while solving multiplication problems, which strategies worked best for them, and how they dealt with any frustration or difficulty. Encourage them to think about specific moments from the class and to describe their emotions and reactions. After the written reflection, facilitate a brief discussion where students can share their experiences and learn from one another.

Objective: The objective of this activity is to encourage students to self-assess their emotional experiences during the class, helping them to recognize and name their emotions. This promotes emotional self-regulation, allowing them to identify effective strategies to face future challenges. Furthermore, the activity reinforces the importance of resilience and mutual support, which are key elements for socio-emotional development.

Closure and A Look Into The Future

To conclude the lesson, suggest that students set personal and academic goals related to the content learned. Explain that these goals may include improving the ability to multiply by 2, 3, 4, and 5, or applying multiplication to everyday problems, such as calculating the total price of items in a store. Encourage them to write these goals down on paper and share them with the class, if they feel comfortable.

Possible Goal Ideas:

1. Improve accuracy and speed in multiplications by 2, 3, 4, and 5.

2. Apply multiplication in practical everyday situations.

3. Help classmates who have difficulties with multiplication.

4. Practice multiplication regularly at home or in the classroom.

5. Develop confidence when solving mathematical problems. Objective: The objective of this subsection is to strengthen students' autonomy by encouraging them to apply what they have learned in practical situations and to set clear goals for their academic and personal development. This promotes continuity in learning and encourages students to take responsibility for their progress, as well as reinforcing the importance of perseverance and continuous practice.