Objectives (5 - 7 minutes)

1. Understand the concept of multiplication and its application in solving mathematical problems.
2. Develop logical and critical thinking skills to identify situations where multiplication is necessary.
3. Learn to solve multiplication problems with missing values, using strategies such as number decomposition and the distributive property of multiplication.
4. Encourage active student participation through questions, discussions, and practical activities, promoting interaction and teamwork.

Introduction (10 - 15 minutes)

1. The teacher will start the lesson by reviewing the basic concepts of addition and subtraction, which were learned in previous classes. A quick review exercise will be done, where students will be invited to solve some simple word problems involving these operations.

2. Next, the teacher will present two word problems that cannot be solved with addition or subtraction alone, but rather with multiplication. For example, 'João has 3 packs of candies and each pack has 4 candies. How many candies does João have in total?' and 'Maria has 5 boxes of pencils and each box has 7 pencils. How many pencils does Maria have in total?'.

3. The teacher will then ask the students how they could solve these word problems. The idea is for students to realize that multiplication can be used to solve these types of problems.

4. The teacher will introduce the concept of multiplication in a simple and objective way, explaining that multiplication is a quick way to add several equal numbers. For example, if we have to add 3 + 3 + 3 + 3, we can use multiplication and write it as 4 x 3 = 12.

5. The teacher will contextualize the importance of multiplication in students' daily lives, explaining that it can be used to solve counting problems, object distribution, area calculation, time, among others.

6. To introduce the topic of 'Multiplication with Missing Values', the teacher may propose two new word problems: 'If João has 12 candies and he distributes them equally into 3 packs, how many candies will be in each pack?' and 'If Maria has 35 pencils and she distributes them equally into 5 boxes, how many pencils will be in each box?'. These word problems will be solved during the theory explanation so that students can follow the teacher's reasoning.

Development (20 - 25 minutes)

1. Multiplication Theory (10 - 12 minutes)

   1.1. Initially, the teacher will reinforce the concept of multiplication, explaining that it is a mathematical operation that represents the repeated addition of a number. For example, 3 x 2 is the same as 2 + 2 + 2.

   1.2. The teacher will then demonstrate the concept of multiplication through visual and practical examples. For instance, they may use a set of 3 boxes, each with 2 pencils, and ask the students how many pencils in total. Then, they will show that 3 x 2 = 6.

   1.3. Still in the theory, the teacher will highlight the importance of the order of factors in multiplication. They will explain that the result can change depending on the order of the multiplied numbers. For example, 2 x 3 equals 6, but 3 x 2 also equals 6.

   1.4. The theory will be illustrated with more practical examples, such as distributing fruits in baskets or stickers in albums. In each example, the teacher will ask students to solve the problem using multiplication and check if the results are the same using different orders of factors.

2. Multiplication with Missing Values (10 - 12 minutes)

   2.1. The teacher will introduce the concept of multiplication with missing values, explaining that sometimes we know the total and one of the factors and need to find the other factor. For example, if we have 4 groups of 3 candies and want to know how many candies there are in total, we are solving a multiplication with a missing value.

   2.2. The teacher will demonstrate how to solve multiplication problems with missing values. Using the previous example, they will write 4 x ? = 12 on the board and ask the students what should be placed in the place of the question mark.

   2.3. Explaining that the answer is 3, the teacher will show students how they arrived at this result. They will decompose the number 12 into 4 equal parts (12 ÷ 4 = 3) and explain that if each group has 3 candies, the total must be 12.

   2.4. The teacher will propose a few more multiplication problems with missing values for the class to solve together, reinforcing the concept and practice. They will also vary the position of the missing value, sometimes in the total position, sometimes in the position of the known factor, so that students can practice in different contexts.

3. Practical Activity (5 - 7 minutes)

   3.1. At the end of the development stage, the teacher will propose a practical activity for the students. They will distribute sheets of paper with word problems involving multiplication with missing values. The activity will be divided into difficulty levels so that each student can choose the level they feel most comfortable with.

   3.2. The teacher will move around the classroom, assisting students who have difficulties and checking if everyone is following the correct steps to solve the problems.

   3.3. At the end of the activity, the teacher will invite some students to share their answers and explain how they arrived at them. This will promote discussion in the classroom and allow students to learn from their peers.

The Development stage is the moment when the teacher will present the theory, demonstrate with practical examples, and propose activities for students to practice what has been taught. It is important for the teacher to be attentive to the class's pace, adapting the explanation and activities according to the students' needs and level of understanding.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   1.1. The teacher will gather all students in a large circle to promote a group discussion. They will ask students which problems they solved during the practical activity and how they arrived at their answers. Students will be encouraged to share their problem-solving strategies and explain the reasoning behind their answers.

   1.2. During the discussion, the teacher will ask questions to stimulate critical thinking and reflection among students. For example, they will ask if there are other ways to solve the same problem, if students encountered any difficulties during the activity and how they overcame them, and if they think multiplication with missing values can be useful in other real-life situations.

2. Connection with Theory (2 - 3 minutes)

   2.1. After the discussion, the teacher will revisit the theoretical concepts presented at the beginning of the lesson and will connect them with the students' answers and problem-solving strategies. They will reinforce the idea that multiplication is a quick way to add several equal numbers, and that multiplication with missing values is a strategy that can be used to solve problems where we know the total and one of the factors, and need to find the other factor.

   2.2. The teacher will also remind students about the importance of the order of factors in multiplication, explaining again that the result can change depending on the order of the multiplied numbers.

3. Final Reflection (3 - 4 minutes)

   3.1. To conclude the lesson, the teacher will ask students to reflect on what they have learned. They will ask two simple questions and invite students to mentally respond. The questions may be: 'What was the most interesting thing you learned about multiplication with missing values today?' and 'How can you use multiplication with missing values in your life outside of school?'.

   3.2. After a minute of reflection, the teacher will invite some students to share their answers. They will value all responses, reinforcing that each student has a unique way of learning and applying what they learn.

The Return is a crucial stage of the lesson plan, as it allows the teacher to verify if the learning objectives have been achieved and if students have understood the concepts taught. Additionally, it promotes reflection, discussion, and connection between theory and practice, contributing to the consolidation of learning.

Conclusion (5 - 7 minutes)

1. Review of Contents (2 - 3 minutes) 1.1. The teacher will start the conclusion of the lesson by reviewing the main points covered. They will recap the concepts of multiplication and multiplication with missing values, emphasizing the importance of the order of factors in multiplication.

   1.2. The teacher may propose a quick review game, where they ask questions and students raise their hands to answer. The questions should cover the main topics of the lesson, such as the concept of multiplication, solving multiplication problems, the importance of the order of factors, and solving multiplication problems with missing values.

2. Connection of Theory with Practice (1 - 2 minutes) 2.1. Next, the teacher will explain how the theory presented in the lesson connects with practice. They will highlight that multiplication is an operation that can be used to solve counting and distribution problems, and that multiplication with missing values is a strategy that can be used when we know the total and one of the factors and need to find the other factor.

3. Suggestions for Additional Materials (1 - 2 minutes) 3.1. The teacher will suggest some additional materials for students who wish to deepen their knowledge on the subject. These materials may include textbooks, educational online games, mobile apps, educational videos on YouTube, among others.

   3.2. The teacher may also suggest that students practice at home by solving multiplication problems with missing values, using everyday objects and drawings to illustrate the word problems.

4. Importance of the Subject in Daily Life (1 minute) 4.1. Finally, the teacher will reinforce the importance of multiplication and multiplication with missing values in daily life. They will explain that these skills are useful for solving problems in various situations, such as counting objects, dividing tasks, distributing resources, organizing spaces, among others.

5. Lesson Closure (1 minute) 5.1. The teacher will conclude the lesson by thanking everyone for their participation and reinforcing that they can always turn to them in case of doubts. 5.2. They will also congratulate the students for their effort and progress during the lesson, encouraging them to continue practicing and learning.

The Conclusion is the final stage of the lesson plan, where the teacher reviews the contents, connects theory with practice, suggests additional materials, and reinforces the importance of the subject in daily life. This helps consolidate learning and motivates students to continue studying and exploring the subject on their own.