1. Room preparation and organization
The class will be divided into two teams. The criteria for the division are up to the professor. We suggest attention to plurality. Students with diverse characteristics will contribute more equity to the game. This is a good opportunity to promote inclusion.
Arrange two rows of desks with the same number of students on each team. Place them facing each other.
2. The game
Before starting the match, each team talks and decides on the rule for the formation of the sequence. It is not necessary for students to be seated at this time. Teams must come together to build that decision together.
The teacher must guide students in relation to two choice factors, which may restrict the training rules.
1- The starting point (first element of the sequence).
2- The jump (number of units with which the sequence advances in each step).
Once consensus has been reached, the students sit in the chairs and, the first student in each team, at the command of the teacher, will deliver a course sheet to the opposing team, containing the rule that the other team must to discover.
The student resolves the term of the sequence and passes the sheet to the next member of his or her team.
The game is won by the team in which the last student in line delivers the sheet to the teacher first and the result is correct.
3. fixation activity
Students will respond to the activities proposed in the activity sheet.
Room preparation and organization
The teacher will form groups in which the number of students and the criteria for dividing the class are at his option. The amount of material kits, number of students in class, physical space or even didactic-pedagogical options are factors that influence this decision.
Contextualization and Probing
To start the activity, stimulate a conversation about object collection and grouping. At this stage, the teacher conducts a survey on the students' prior knowledge about the unit and ten ideas.
It may be opportune to ask students if they are in the habit of collecting something. If so, ask about the quantity and the object of the collection. It is a good opportunity to bring the student's experience to school practice.
Activity start
Read the following text:
“Ronaldo is a big soccer fan and, this year, he decided to collect the stickers of the players and teams of the Brazilian Soccer Championship. For his control, he writes down in a notebook the total number of cards he already has. After the last purchase, Ronaldo made the following note: one hundred, four dozen and eight units.”
Record these amounts on the chalkboard.
Distribution of materials
Start by distributing the caps to the groups in equal amounts. At this point, take the opportunity to work on the concept of the unit, where each cap is equivalent to 1 unit.
Once the first step is completed, move on to the distribution of toothpaste boxes. Explain to students that once they put 10 caps inside the toothpaste box, it will represent the amount of 1 ten.
Finally, distribute the shoe boxes that will represent 1 hundred, from the moment it is filled with the 10 toothpaste boxes, already filled with 10 caps each.
Take the opportunity to fully explore the multiplicative principle and base 10 of our decimal system. It is a good time for students to experience the formation of a hundred from the collection of 10 dozen, which in turn were formed by collections of 10 units.
problem-solving activity
The task consists of reproducing the quantities from Ronaldo's collection.
Take a moment for students to familiarize themselves with the material. Doubts may arise regarding the concept of quantities and their representations. It might be interesting to write on the blackboard:
- 1 cap = 1 unit;
- 1 box of toothpaste filled with ten caps = 1 ten;
- 1 shoe box filled with 10 toothpaste boxes = 1 hundred.
Go back to Ronaldo's example and link each cap to 1 sticker from the album.
Follow the development of the activity around the classroom, observing and providing support, if necessary. Take the opportunity to do the attitudinal assessment of students in your initiative, distribution of tasks in the group, opinion debates, leadership.
Students are expected to be able to assemble the dozens with some ease. At the end of the activity, the groups must have assembled:
- 1 shoe box (hundreds) containing ten toothpaste boxes with ten caps each;
- 4 separate toothpaste boxes (tens), filled with ten caps each;
- 8 separate caps (units).
Conclusion and formalization of the concept
Exchange material kits between groups and ask them to verify that the quantities of colleagues are correct, by counting. Remind them that it is not competition, it is cooperation.
There may be in toothpaste boxes, variations in amounts in a few units. These mistakes can be a source of some distraction when forming the ten and are not necessarily a failure to understand the concept of ten.
After the conference, the professor formalizes the concept of orders in the decimal system, where a higher order is formed by a collection of ten previous ones.
“In the decimal numbering system, each digit occupies a position called an order. Units are in first order.
The second order is on the left, the tens. Each ten is made up of ten units.
The third order is to the left of the second, they are the hundreds. Each hundred is made up of ten dozen.”
The teacher can write on the blackboard the amount of the proposal, outlining units, tens and hundreds, and decomposing them:
C D U
1 4 8 = 1 hundred, 4 tens and 8 units.
It is interesting to offer other numerical examples. If there is still time, write other numbers on the board and ask students to form them from the material.
fixation activity
Students will respond to the activities proposed in the activity sheet.
Room preparation and organization
Arrange the desks in the room in a circle or U-shape.
Place the boxes with solid names away from the objects. They can be gathered together or in different parts of the room.
Contextualization and Probing
Promote a conversation about geometric solids. Ask and encourage learners to answer about the solids they know and their characteristics. Include the idea of three-dimensionality. With the popularization of 3D animations and electronic games, these terms are increasingly part of children's daily lives.
Ask about the characteristic of the roll. Are they able to differentiate those who roll from those who don't?
It might be interesting to write the names on the board.
problem-solving activities
Activity 1 - Recognizing solids
Gather the objects in the shapes of the geometric solids and join them in the middle of the room. Separate the organizer boxes on the other side, each with a solid name. Have students one by one take a solid and place it in the correct box.
Activity 2 - Roll or not?
Return the objects to the center of the room and collect them, mixed up. Again, ask each student, one by one, to choose an object and place it in the correct box, sorting those that roll from those that don't.
Activity 3 - Three-dimensional wall
With the help of the students, glue the solids to a wall in the room, along with the sheet with the solid's name on it.
Closing and formalization of the concept
"Today we learn that geometric solids are spatial figures, to identify the main solids and that of these, some roll and others do not."
Homework suggestion
Have students bring objects representing geometric solids in the next class and store them in boxes.
fixation activity
Students will respond to the proposed activities on the sheet.
Preparation and organization of the room.
Pair them up and ask them to have material for note-taking: paper and pencil.
Contextualization and Probing
Ask students: How tall are you?
At this point, explore ideas about length measurements, seeking to identify the class's prior knowledge.
Make a presentation telling students that the units of measurement were not always standardized, and which parts of the body served as a reference for measurements.
It may be interesting to say that even today, feet and inches, although standardized, are accepted measurement units in several countries.
problem-solving activities
Activity 1 - With your own hands
Each pair should measure the length of the room, or learning space they are in, using their own hands. Suggest that one take notes and count, and that the other use their hands as a unit of measure.
Finally, the students return to their places and the teacher asks the answers obtained by each pair, so that they can make a comparison.
Fire off questions for reflection:
If the pair changed order, would the result be the same? If yes, what is the reason? What's the problem with finding different results for the same measurements?
Activity 2 - Using the meter
With the help of each pair, use the roll of tape and measuring tape to cut a one-meter strip.
Question students with the following question: How many stretched one-meter tapes can the length of the room fit?
Ask the pairs to take the measurements and guide them to make notes such as: exactly X meters or, between X and Y meters.
Orally explore the comparisons between the pairs' results.
Finish with the following question: how to perform an inaccurate measurement with the meter.
Activity 3 - Between one meter and another
Talk with students about the submultiples of the meter: centimeters and millimeters.
Using the ruler, the pairs will measure in centimeters. Wallets, books and notebooks are objects that can be used.
Assist and observe students throughout the process.
Closing and formalization of the concept
“The official unit for measuring length in Brazil is the meter. To measure objects that are between one number of meters and another, we use centimeters and millimeters.”
fixation activity
Students will respond to the activities proposed in the activity sheet.
Adding the drawn
In a box or bag that serves as an urn, place the colored spheres and set a score for each color. You can use integer tens or multiple natural numbers. Write the correspondence of these values on the board.
When removing a sphere, students should note the color and its value in the notebook. After the second ball drawn, they must add up these values and write them down.
The game continues with the teacher drawing the next spheres. At each stage, students add the amount obtained to the previous amount. It is interesting that the teacher performs the operations on the board at each stage.
The game ends when all balls have been drawn.
Subtraction of the rods
Pair up for each match. The idea is the same as in the traditional stick game. Each player must withdraw one stick without letting the others move. Set an amount of starting points, for example 100.
As in the previous activity, each color is worth a score. For each rod removed, the students perform the subtractions in the notebook. The one who withdraws the most points or reaches zero first wins the game.
fixation activity
Students will respond to the activities proposed in the activity sheet.
