Objectives (5 - 10 minutes)

1. Identify the concept of unit fraction: The teacher will present various everyday situations that involve dividing a whole into equal parts and will highlight that a unit fraction is one in which the numerator is equal to 1. Students will be encouraged to identify and name the unit fractions in the proposed situations.

2. Apply the concept of unit fractions: The teacher will propose practical challenges that require the use of unit fractions for resolution. This includes activities such as coloring parts of a figure, sharing snacks among friends, dividing tasks equally, etc. Students will be guided to visually represent the solutions using drawings or manipulable models.

3. Recognize unit fractions in different representations: The teacher will present unit fractions in different forms, including fraction notations, drawings of divided figures, and manipulable models. Students will be encouraged to make connections between the different representations and to identify the unit fractions in each of them.

Introduction (10 - 15 minutes)

1. Reviewing previous content: The teacher will start the lesson by reminding students about the concept of whole numbers and the idea of division. Simple situations where division is necessary will be presented, for example, dividing a pizza into equal parts to share with friends. Students will be encouraged to share their experiences of similar situations.

2. Problem situation 1: The teacher will propose the situation where a whole cake needs to be divided among 4 friends. Each student will receive a slice, and the question will be: 'What part of the cake did each of you receive? How can we mathematically represent this division?' Students will be encouraged to think about the situation and propose solutions.

3. Problem situation 2: The teacher will propose the situation where a package of cookies has 10 cookies and needs to be divided equally between 2 children. The question will be: 'How many cookies did each child receive? How can we mathematically represent this division?' Once again, students will be encouraged to think about the situation and propose solutions.

4. Introduction to the topic: The teacher will introduce the concept of unit fraction, explaining that it is a way to represent the division of a whole into equal parts, where the numerator is always 1. Examples of unit fractions will be presented, such as 1/2, 1/3, 1/4, etc.

5. Curiosities: To spark students' interest and curiosity, the teacher may share that unit fractions are widely used in cooking recipes. For example, a recipe may call for 1/2 cup of flour or 1/4 teaspoon of salt. Additionally, the teacher can show that unit fractions are used in many other everyday situations, such as dividing tasks at home or school, sharing toys among friends, etc.

Development (20 - 25 minutes)

In this stage, the teacher will present three practical activities for the students. Each activity will reinforce the concepts of unit fractions and allow students to apply what they have learned in real situations.

Activity 1: 'Pizza for Everyone'

1. The teacher will draw a whole pizza on the board and divide the students into groups of 4 or 8, depending on the class size.
2. Each group will receive a piece of paper with the drawing of a whole pizza.
3. The group's task will be to divide the pizza equally among the group members. They must color or mark the fraction that each group member will receive.
4. After completion, students should share their solutions with the class, explaining how they arrived at the correct unit fraction.

Activity 2: 'Birthday Party'

1. The teacher will propose the following situation: 'You are organizing a birthday party and need to divide a whole cake into equal parts for your guests.'
2. In groups of 5 or 10 students, each group will receive a sheet with the drawing of a whole cake.
3. The group's task will be to divide the cake equally among the guests and indicate the fraction of cake each guest will receive.
4. Once again, students will share their solutions with the class, demonstrating how they arrived at the correct unit fraction.

Activity 3: 'Afternoon Snack'

1. The teacher will propose the situation: 'You have a package of cookies and need to divide them equally among your friends.'
2. In groups of 2 or 3 students, each group will receive a piece of paper with the image of a package of cookies.
3. The group's task will be to divide the package of cookies equally among the friends and indicate the fraction of cookie each friend will receive.
4. Students will share their solutions with the class, explaining how they arrived at the correct unit fraction.

Throughout all activities, the teacher will circulate around the room, offering support when needed and observing the students' progress. After completing the activities, the teacher will lead a group discussion, reviewing the concepts learned and clarifying any doubts that may have arisen.

Feedback (10 - 15 minutes)

1. Group discussion: The teacher will gather all students in a large circle for a group discussion. Each group will have the opportunity to share their solutions and the process they used to reach them. The teacher will highlight the different approaches and solutions, emphasizing the variety of ways to think and solve mathematical problems. The goal is for students to learn not only from the teacher but also from each other.

2. Connection to theory: After the discussion, the teacher will make the connection between the practical activities and the theory. He will remind students about the concept of unit fraction and how it was applied in the activities. The teacher can use the drawings and models created by the students to visually illustrate these connections. He can also emphasize how unit fractions are used in everyday life, in situations like sharing food, dividing tasks, etc.

3. Individual reflection: To conclude the lesson, the teacher suggests that students reflect for a minute. He will ask two simple questions to guide this reflection:

   • 'What did you learn about unit fractions today?'
   • 'How can you apply what you learned in everyday situations?'

4. Sharing reflections: After the reflection time, each student will have the opportunity to share their answers with the class. This will allow students to consolidate what they have learned and also hear their classmates' perspectives. The teacher will value all answers, reinforcing that each learning is valuable and important.

5. Closure of the lesson: To conclude, the teacher will summarize the main points of the lesson, reinforcing the concept of unit fraction and its application in real situations. He may also suggest additional materials for students who wish to deepen their knowledge. Finally, the teacher will thank everyone for their participation and reinforce the importance of collaborative and practical learning in mathematics.

Throughout the feedback session, the teacher will maintain a welcoming and encouraging environment, ensuring that all students feel comfortable sharing their ideas and reflections. He will also be attentive to any difficulties or doubts that may arise, promptly offering support and clarifying concepts if necessary.

Conclusion (5 - 10 minutes)

1. Lesson Summary: The teacher will summarize the main points covered during the lesson. He will reinforce the concept of unit fraction, highlighting that it is a fraction where the numerator is always 1, representing the division of a whole into equal parts. Additionally, the teacher will recall the practical activities that students carried out, emphasizing the importance of applying theoretical concepts in real situations.

2. Connection between Theory and Practice: The teacher will explain how the lesson connected theory to practice, highlighting that students not only understood the concept of unit fraction but also were able to apply it in everyday situations. He will emphasize that practical learning helps students better understand mathematical concepts and realize their relevance in daily life.

3. Additional Materials: The teacher will suggest some additional materials for students who wish to deepen their knowledge of unit fractions. This may include interactive online games, math books with fraction exercises, educational videos, among others. The teacher will emphasize the importance of autonomous study and the use of different resources for learning.

4. Relevance of the Subject: Finally, the teacher will explain the importance of studying unit fractions for students' lives. He will emphasize that fractions are used in many everyday situations, such as in cooking, dividing tasks, sharing toys, among others. Additionally, he will highlight that knowledge of fractions is fundamental for advancement in mathematics, as it is the basis for the study of other topics, such as decimal numbers and percentages.

Throughout the conclusion, the teacher will maintain a clear and accessible language, ensuring that all students understand the points covered. He will also be attentive to any doubts or difficulties students may have, promptly offering support and clarifying concepts if necessary.