Objectives (5 - 7 minutes)

1. Understand the operations of addition and subtraction of fractions with the same denominator and with different denominators.

2. Develop skills to solve problems involving addition and subtraction of fractions, applying mathematical rules and procedures correctly.

3. Apply the acquired knowledge to solve real-life problems involving fractions, strengthening critical thinking and problems solving skills.

Secondary Objectives

1. Foster active participation of students, encouraging them to share their strategies for solving problems and discuss them with the class.

2. Promote collaborative learning, encouraging group work and the exchange of ideas and experiences among students.

Introduction (10 - 12 minutes)

1. Review of previous contents: The teacher starts the lesson by reviewing the basic concepts of fractions, such as numerator, denominator, equivalent fractions, and the representation of fractions on the number line. This review is essential for students to understand and correctly apply the operations of addition and subtraction of fractions. (3 - 4 minutes)

2. Problem-solving situations: To stimulate students' thinking, the teacher presents two problem-solving situations involving the addition and subtraction of fractions. For example, "If João has 3/4 of a pizza and Maria has 2/4 of another, how much pizza do they have together?" and "If a chocolate bar is divided into 8 equal parts and you eat 3 of those parts, what fraction of the chocolate did you eat?" These situations aim to arouse students' interest in the subject and demonstrate the applicability of fractions in everyday life. (4 - 5 minutes)

3. Contextualization: The teacher highlights the importance of fractions in various everyday situations, such as in cooking, economics, and medicine, where knowledge and the ability to work with fractions are essential. In addition, the teacher may mention that the ability to solve problems with fractions is necessary in many professions, such as engineering, architecture, and accounting. (2 - 3 minutes)

4. Attention gain: To spark students' interest, the teacher can share curiosities about fractions. For example, the term "fraction" comes from the Latin "fractus," which means "broken." Additionally, the teacher may mention that fractions were used by the ancient Egyptians over 5,000 years ago, long before the decimal system was invented. (1 minute)

Development (20 - 25 minutes)

1. Manipulation of Materials Activity - "Fraction Pizza" (10 - 12 minutes)

   • The teacher provides students with cardboard, colored pencils, scissors, and paper plates.
   • The teacher instructs students to draw a pizza on the cardboard and then divide it into several slices of different sizes. Each slice represents a fraction.
   • Students cut out the pizza slices and glue them onto the paper plates.
   • The teacher then distributes to each student a different "fraction pizza" with varied denominations and colors.
   • Students are divided into groups of 3 to 4, and each group is given a task of adding or subtracting fractions, such as "Add 1/4 of a pizza to your pizza" or "Subtract 1/8 of a pizza from your pizza."
   • Students must solve the tasks by physically manipulating the pizza slices and then representing their answers with the corresponding fractions.
   • At the end of the activity, each group presents their tasks and solutions to the class, promoting discussion and collective understanding.

2. Playful Activity - "Fraction Game" (10 - 12 minutes)

   • The teacher divides the class into two teams and presents a game board with various fractions represented.
   • Each team has a marker and, in turns, must roll a fraction die.
   • The die has fractions like 1/2, 1/3, 1/4, 1/5, 1/6, and 1/8. When a team rolls the die, they must add or subtract the fraction that landed on the die to the fraction where their marker is on the board.
   • The teacher provides each team with a record sheet to write down the operations and results.
   • The game continues until one team reaches a predefined fraction or until time runs out. The team that reaches the goal or has the highest fraction at the end of the time is the winner.
   • This playful activity allows students to practice addition and subtraction of fractions in a fun and engaging way, reinforcing learning.

Both activities are designed to actively engage students in the learning process, promoting understanding, application, and discussion of addition and subtraction of fractions.

Return (10 - 12 minutes)

1. Group Discussion (5 - 6 minutes)

   • The teacher gathers all students and promotes a group discussion about the solutions or conclusions found by each team during the practical activities.
   • The teacher encourages students to share their experiences, difficulties, and problem-solving strategies.
   • During the discussion, the teacher asks targeted questions to stimulate critical thinking and deepen students' understanding of addition and subtraction of fractions.
   • The teacher may also correct possible misunderstandings and reinforce the correct concepts, ensuring that all students have a clear understanding of the topic.

2. Connection with Theory (2 - 3 minutes)

   • After the discussion, the teacher reviews the main theoretical concepts covered in the lesson, reinforcing the connection between theory and practice.
   • For example, the teacher can revisit the fractions represented in the practical activities and demonstrate how addition and subtraction operations were applied to them.
   • The teacher can also recall the rules and procedures for addition and subtraction of fractions, highlighting the importance of having the same denominator to add or subtract fractions.

3. Individual Reflection (3 - 4 minutes)

   • To conclude the lesson, the teacher proposes that students make an individual reflection on what they have learned.
   • The teacher formulates questions that encourage students to think about the lesson topic, such as: "What was the most important concept you learned today?" and "What questions have not been answered yet?".
   • Students have a minute to think about these questions and then are invited to share their answers with the class.
   • This reflection step is essential to consolidate learning and identify any comprehension gaps that may need additional attention in future lessons.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher recaps the main points covered during the lesson, recalling the fundamental concepts of fractions, the rules and procedures for addition and subtraction of fractions, and the application of these operations in problem-solving situations.
   • The teacher can use the whiteboard or kraft paper to outline the main ideas, visually reinforcing what was learned.
   • It is important for the teacher to be attentive to possible doubts and clarify them at this moment, to ensure students' full understanding of the subject.

2. Connection between Theory, Practice, and Applications (1 minute)

   • The teacher emphasizes how practical activities, such as the "Fraction Pizza" and the "Fraction Game," helped illustrate and deepen students' understanding of addition and subtraction of fractions.
   • The teacher also highlights the importance of these concepts in everyday life, mentioning again examples of real-life situations where fractions are frequently used.

3. Extra Materials Suggestions (1 - 2 minutes)

   • To complement learning, the teacher suggests extra materials for students to study. These materials may include educational websites with interactive games and practice exercises, explanatory videos, textbooks, or workbooks with more examples and exercises on the topic.
   • For example, the teacher may recommend the website "Khan Academy," which has a vast library of videos and interactive exercises on mathematics, including topics on fractions.

4. Subject Importance (1 minute)

   • To conclude the lesson, the teacher reinforces the importance of the subject learned, highlighting how the ability to add and subtract fractions is essential in various areas of life, from cooking and household economics to engineering and health sciences.
   • For example, the teacher may mention that many cooking recipes use fractions to indicate ingredient quantities, and that the ability to work with fractions can help save money when shopping, by comparing prices of different brands or sizes of products.