Objectives (5 - 10 minutes)

1. Understand the value of money: Students should be able to understand the concept of money and its value. They should learn that money is a tool used to buy goods and services and that each currency has a different value.

2. Recognize and name Brazilian coins: Students should learn to identify Brazilian coins, such as the 1 real coin, 50 cents, 25 cents, 10 cents, 5 cents, and 1 cent. They should be able to distinguish coins based on their colors, sizes, and values.

3. Solve simple money problems: Students should be able to solve math problems related to money. They should be able to add and subtract different amounts of money using Brazilian coins.

Secondary Objectives:

• Develop logical reasoning skills: Through solving money problems, students will also develop their logical reasoning skills.
• Promote collaboration among students: Group activities will encourage collaboration and teamwork among students.

Introduction (10 - 15 minutes)

1. Reviewing content: The teacher starts the lesson by reviewing with students the concept of numbers and basic addition and subtraction. He may propose some questions to the class, such as "How much is 1 + 1?" or "If you have 3 candies and eat 1, how many candies are left?".

2. Problem situations: Next, the teacher presents two problem situations that are relevant to students' daily lives. The first one could be: "If you want to buy a candy that costs 50 cents and have a 1 real coin, how many cents will you receive as change?". The second one could be: "If you have 1 real and want to buy a toy that costs 75 cents, how much money do you need to save?".

3. Contextualization: The teacher explains that money is very important in our daily lives, as we use it to buy many things we need or want. He may mention examples, such as buying a snack at the school cafeteria or a gift for a friend. The teacher may also mention that, just like in other areas of life, it is important to know how to use money responsibly and consciously.

4. Capturing students' attention: To spark students' interest, the teacher can share some curiosities about money. For example, he can talk about the different currencies of the world and their values, or about the history of money. Additionally, the teacher can show some Brazilian coins and ask students to identify their colors and values.

5. Introducing the topic: Finally, the teacher introduces the topic of the lesson, explaining that they will learn more about money and how to use it. He can say that by the end of the lesson, they will be able to solve money problems and that this will help them deal with money more effectively in their lives.

Development (20 - 25 minutes)

Next, three practical activity suggestions are presented to be carried out in the classroom. The teacher can choose to do all of them, if there is time, or choose the one that best suits the class dynamics.

Activity 1: Purchases at the Cafeteria

1. The teacher divides the class into small groups and hands out a card with different items from the cafeteria and their respective prices in coins (for example: a snack costs 75 cents, a juice box costs 50 cents, etc.).

2. Each group receives a fixed amount of money (for example, 5 reais) and needs to decide what to buy with that amount. They must do the math, adding up the prices of the chosen items, and check if the total does not exceed the amount received.

3. The group that manages to spend all the money, without exceeding the amount received, will be the winner.

Activity 2: Classroom Mini Market

1. Again in groups, students set up "markets" on their desks, organizing different products (drawn on cards) and their prices in coins.

2. Each student receives a different amount of money and must make their purchases, adding up the prices of the products they choose. The goal is to spend as much money as possible.

3. At the end, the students with the most money remaining are the winners. This activity emphasizes the subtraction skill.

Activity 3: Change Game

1. Students pair up and receive a set of cards with different product prices.

2. One student from each pair plays the role of "seller" and the other of "customer". The "customer" chooses a card and the "seller" must give the correct change, using the available coins.

3. Students switch roles each round. The goal is to practice subtraction and counting change, as well as develop the notion of coin value.

In all activities, the teacher circulates around the classroom, observing and guiding students, whenever necessary. At the end of each activity, there is a moment for discussion and sharing of the solutions found, promoting interaction between groups and consolidating learning.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher gathers all students in a large circle for a group discussion. Each group is invited to share their solutions and strategies used during the activities. The teacher should encourage students to explain how they arrived at their conclusions, reinforcing the importance of logical thinking and mathematical reasoning. During the discussion, the teacher can ask questions to stimulate students' reflection, such as "Why did you choose to buy this item and not another?" or "How did you decide to give change?".

2. Connection to Theory (3 - 5 minutes): After the discussion, the teacher makes the connection between the practical activities and the theory covered at the beginning of the lesson. He can highlight how the problem situations proposed in the activities relate to students' daily lives, reinforcing the importance of mathematical knowledge in everyday life. The teacher can also review the concepts of money value and identification of Brazilian coins, reinforcing students' learning.

3. Individual Reflection (2 - 3 minutes): To conclude the lesson, the teacher suggests that students make a brief reflection on what they have learned. He can ask two simple questions and ask students to think for a minute before responding. The questions could be: "What was the most interesting part of today's lesson for you?" and "What did you learn about the value of money and the identification of Brazilian coins that you didn't know before?". Students are encouraged to share their answers with the class, promoting the appreciation of learning and respect for classmates' opinions.

Throughout the feedback session, the teacher must maintain an environment of respect and appreciation for all students' contributions. He should reinforce that everyone can learn mathematics and that mistakes are part of the learning process. Additionally, the teacher should carefully observe students' responses and reflections to identify possible learning difficulties and plan future pedagogical interventions, if necessary.

Conclusion (5 - 10 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher begins the conclusion by summarizing the main points covered in the lesson. He can review the definition of money, the identification of Brazilian coins and their values, as well as the skills of adding and subtracting money. The teacher also reinforces the importance of understanding these concepts for students' daily lives and how they can be applied in real situations, such as shopping at the cafeteria or in a store.

2. Connection between Theory and Practice (2 - 3 minutes): Next, the teacher emphasizes how the lesson was able to connect theory to practice. He can mention how the group activities allowed students to apply the concepts learned in a fun and engaging way. The teacher can also highlight how solving money problems helped strengthen students' mathematical skills, such as addition, subtraction, and logical reasoning.

3. Extra Materials (1 - 2 minutes): The teacher suggests some extra materials for students who wish to deepen their understanding of money and its value. These may include interactive online games involving money handling, such as "Money Game" or "Virtual Cash Register". The teacher can also recommend activities to be done at home, such as simulating a purchase and calculating change, or organizing a "market" with products and prices for the family.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher highlights the relevance of the topic learned for students' daily lives. He can mention how knowledge about the value of money can help them make more conscious financial decisions in the future. The teacher can also emphasize the importance of learning to deal with money from an early age, so that students can develop a good understanding of economics and finances.

During the conclusion, the teacher must ensure that students have understood the presented concepts and are satisfied with what they have learned. He should encourage students to continue exploring the subject outside the classroom and to share their discoveries and doubts in the next lesson. Additionally, the teacher should thank the participation and effort of all students and reinforce that mathematics is a fun and useful discipline.