Table 2 - Association among the curriculum of the digital literacy course, the descriptors of the SAEB, the curricular components of Technologies for Learning and the questions of the Logic assessment

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Supplemental files

Summary

Supplementary Table(s) Table 1 - Demographic and logical assessment features of students.

Table 2 - Association among the curriculum of the digital literacy course, the descriptors of the SAEB, the curricular components of Technologies for Learning and the questions of the Logic assessment.

Supplementary Methods Methods 1. Lessons' plans elaborated for the Digital Literacy course 1.1. Geometric shapes

1.2. Three-dimensionality 1.3. Problematization and balance 1.4. Introduction to Programming Logic 1.5. Data visualization

1.6. Multimedia production

1.7. Fake News and internet navigation safety 1.8. Dynamics of Professions in Technology

Methods 2. Scales used by the observers during the Digital Literacy course 2.1. Scale for evaluating the activities development in the digital environment 2.2. Scale for assessing ability to use digital devices

Methods 3. Questionnaires applied to the intervention group 3.1. Teachers Perception Questionnaire

3.2. Student’s Perception Questionnaire 3.3. Legal Guardian’s Perception Questionnaire

Methods 4. Logic assessment applied for the control and intervention groups

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Supplementary Table(s)

Table 1 - Demographic and logical assessment features of students. The coding “S_” stands for the

5th-grade students from the intervention group (digital literacy course takers) and “C_” stands for control group (no course taken). Pre and Post-test are the raw scores of the Logic Assessment test.

Intervention group Control group

Code Sex Age Pretest Posttest Code Sex Age Pretest Posttest

S_1 F 11 5 6 C_1 F 11 1 3

S_2 F 10 2 6 C_2 F 13 4 4

S_3 F 11 3 6 C_3 F 11 5 0

S_4 M 10 5 6 C_4 F 9 2 1

S_5 M 11 3 5 C_5 F 10 2 2

S_6 M 10 3 5 C_6 M 11 3 1

S_7 M 11 4 6 C_7 M 13 4 1

S_8 F 14 5 6 C_8 F 10 5 2

S_9 F 10 5 6 C_9 M 13 2 2

S_10 M 11 3 6 C_10 F 10 4 3

S_11 M 10 4 4 C_11 F 10 3 2

S_12 F 11 5 4 C_12 F 10 1 3

S_13 F 11 5 6 C_13 M 11 3 5

S_14 F 10 4 6 C_14 F 10 1 4

S_15 F 11 4 7 C_15 F 12 4 3

S_16 M 11 4 6 C_16 M 10 6 3

S_17 F 11 5 6 C_17 F 11 2 4

S_18 F 11 6 6 C_18 M 12 1 2

S_19 F 11 5 6 C_19 F 10 2 2

C_20 M 11 2 2

C_21 F 10 2 2

C_22 F 10 4 5

C_23 F 10 2 3

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Table 2 - Association among the curriculum of the digital literacy course, the descriptors of the SAEB¹, the curricular components of Technologies for Learning³and the questions of the Logic assessment.

Digital Literacy course:

Lectures theme SAEB descriptors¹

Logic Assessment Questions (from SAEB database)²

CBIE³ Geometric shapes;

Three-dimensionality Space and Form Spatial logic, Question 3;

Visual logic, Question 5

Abstraction, Pattern recognition Data visualization;

Introduction to programming logic

Quantities and Measures

Visual logic, Question 1;

Visual logic, Question 4

Data representation, Algorithm, Hardware

and Software Math problematization;

Balance

Numbers and Operations / Algebra

and Functions

Numerical logic, Question 2; Numerical/Visual logic,

Question 6

Decomposition, Abstraction

Multimedia production; Web search (professions in tech);

Web Navigation safety

Information treatment

Visual logic (reproduction skills), Question 8; Visual

logic, Question 7

Technology and society; Digital citizenship; Digital

comprehension

1The descriptors of SAEB (Basic Education Assessment System) for Mathematics Reference Matrix of the Basic Education Assessment, published at INEP. (2020). Matrizes de referência de língua portuguesa e matemática do SAEB: documento de referência do ano de 2001. National Institute of Educational Studies and Research Anísio Teixeira.

2Database of questions from SAEB (Basic Education Assessment System), available at INEP database. (2021).

National Bank of Items (BNI). National Institute of Educational Studies and Research Anísio Teixeira.

https://www.gov.br/inep/pt-br/areas-de-atuacao/avaliacao-e-exames-educacionais/bni. Accessed 15 May 2021

3Structuring axes of Curricular Component Technologies for Learning, by the Innovation Center for Brazilian Education (CIEB), based on the National Common Curricular Base (BNCC) (Raabe et al. 2018)

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Supplementary Methods

Methods 1. Lessons' plans elaborated for the Digital Literacy course

The purpose of the digital literacy classes was to familiarize students with the digital world through their day-to-day content. All the mathematical content explored here had already been taught. They were then reviewed and explored in a digital environment, while basic computer content was introduced.

1.1. Geometric shapes Grade:5th

Lesson time:120 minutes

Field of knowledge (BNCC):Mathematics Dimension:Digital Technology

Theme:Use of multimedia tools and peripherals to learn and produce in polygons and polyhedra.

Specific competences to be developed in this class:Logical reasoning, independent thinking, problem solving, developing imagination and creativity.

Skills to be developed in this class (BNCC): Recognize, name and compare polygons, considering sides, vertices and angles, and draw them, using drawing material or digital technologies.

Knowledge objects: Geometry - Flat geometric figures: characteristics, representations and angles. This class will provide the student with an understanding of the term regular polygon. The student will be able to identify regular and non-regular pentagons, hexagons and octagons and know the name of the polygons, as well as recognize them.

Necessary prior knowledge:Notions of polygons and polyhedra.

Materials, technologies and resources used:

Material:Computer (from the project One computer per student), slide projector, Internet connection for all students.

Resources:

Khan Academy Video:

https://pt.khanacademy.org/math/brazil-math-grades/pt-5-ano/geometria-5ano/propriedades-das-formas-5ano/v/r ecognizing-shapes?modal=1

First activity for fixing with this application:

http://www.cercifaf.org.pt/mosaico.edu/ca/poligonos.html Second fixation activity with this application:

http://rived.mec.gov.br/modulos/matematica/geometria/ividade1_p2.htm

Application / Fixation:As an integral part of this course, students should learn to turn the computer on and off.

As we know that most have not had previous contact with a computer, the first class will also be about using a keyboard and touch mouse. An explanatory class will be held on all polygons (45 minutes), followed by the Khan Academy video with discussion (15 minutes) and later the use of both applications for fixation (45 minutes) - here the goal is to train motor coordination and skills of interaction with the computer as well, in addition to the polygon content itself. At the end, two evaluation questions will be given (15 minutes).

Summary / Evaluation:At the end of the class, students will answer two questions from the SAEB exam (for training for official exam part of the IDEB grade) using GoogleForms on “Recognize regular polygons”. The evaluation will be based on the number of correct answers.

1.2. Three-dimensionality

Grade:5th

Field of knowledge (BNCC):Mathematics

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Dimension:Digital Technology

Theme:Use of multimedia tools and peripherals to learn and produce in notions of three-dimensionality.

Skills to be developed in this class (BNCC):Association of spatial figures with their plans (prisms, pyramids, cylinders and cones) and analyze, name and compare their attributes.

Knowledge objects: Geometry - Spatial geometric figures: recognition, representations, planes and characteristics. This class will allow the student to make, draw and identify with increasing precision 3D figures and patterns that connect faces and edges. Represent and interpret sequences, patterns and relationships involving figures.

Necessary prior knowledge:Notions of polyhedra.

Resources:Khan Academy video 1

https://www.youtube.com/watch?v=e5NXAFHRhoE Khan Academy 2 video

https://www.youtube.com/watch?v=X7nJay1PA18 First activity for fixing with this application:

http://rived.mec.gov.br/modulos/matematica/geometria/ividade1_p2.htm Second fixation activity with this application:

http://mdmat.mat.ufrgs.br/anos_iniadas/objetos/jogo_figuras.htm

Application / Fixation: As part of this course, students should learn what a browser is and how to access websites. As we know that most have not had previous contact with these contents, in this second class there will also be an introduction to basic internet browsing. An explanatory class will be held on all polyhedra (45 minutes), followed by Khan Academy videos with discussion (15 minutes) and later the use of the two applications for fixation (45 minutes) - here the goal is to train motor coordination and skills of interaction with the computer as well, in addition to the polyhedron content itself. At the end, two evaluation questions will be given (15 minutes).

Summary / Evaluation:At the end of the class, students will answer two questions from the SAEB exam (for official exam training part of the IDEB grade) using GoogleForms on “Recognizing polyhedra”. The evaluation will be based on the number of correct answers.

1.3. Problematization and balance

Grade:5th

Field of knowledge (BNCC):Mathematics Dimension:Digital Technology

Theme:Use of multimedia tools and peripherals to learn and produce in notions of three-dimensionality.

Skills to be developed in this class (BNCC):Solve and elaborate multiplication and division problems with natural numbers and rational numbers whose decimal representation is finite (with natural multiplier and natural divisor and non-zero), using different strategies, such as calculation by estimate, mental calculation and algorithms.

Solve and elaborate simple counting problems involving the multiplicative principle, such as determining the number of possible groupings by combining each element of a collection with all elements of another collection, using tree diagrams or tables.

Knowledge objects:NUMBERS.

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- Problems: multiplication and division of rational numbers whose decimal representation is finite by natural numbers;

- Short Division;

- Refine and use efficient written methods to divide CDU by U. Use efficient written methods to divide integers and decimals by a single digit integer;

- Multiply natural numbers by rational numbers;

- Use algorithms to multiply whole and decimal numbers by a one-digit integer, and multiply two and three-digit integers by a two-digit integer;

- Multiplying a rational number by a natural number;

- Multiplying single digit numbers by numbers to one decimal place;

- Multiplication approach;

- Writing a tenth and a hundredth in fractional and decimal form;

- Split approach.

Necessary prior knowledge: Appropriation of multiplication and division, notions of integer, decimal and fractional.

Resources:Application to mimic a weight balance with challenges:

https://rachacuca.com.br/jogos/balanca-logica/

Application / Fixation: As an integral part of this course, students should train themselves in the use of the browser and how to find the necessary icons, as well as enter a website. There will be a review class and notions of how to think about balancing a scale (45 minutes), followed by a fixation application (20 minutes) and then the application of 10 questioning questions in mathematics (45 minutes) - here the goal to train the concepts discussed and promote reading and interaction with the computer. At the end, the questions that generated doubts will be discussed (10 minutes).

Summary / Evaluation:At the end of the class, there will be a moment to discuss the issues that were taught in the last activity (through GoogleDocs). The evaluation will be based on the number of correct answers and / or reason to arrive at the correct answer.

1.4. Introduction to Programming Logic Grade:5th

Field of knowledge (BNCC):Mathematics Dimension:Computational thinking

Theme:The computer does not "think" and therefore needs to be programmed

Specific competences to be developed in this class: Understand the concept of algorithm as a sequence of steps or instructions, using symbols, signs or images, which can be executed and verified by debugging.

Skills to be developed in this class (BNCC):Ability to understand, create and execute a small algorithm. In addition to finding errors in its execution.

Knowledge objects:Development of logical thinking and algorithms. Students will understand what algorithms are (in a playful way) and that computers only reproduce predefined steps, thus not having the ability to think.

Necessary prior knowledge:Notions of direction (up, down, left, right), ability to read and recognize symbols.

Material:Computer, Slide projector, Internet connection, Tape to mark the maze on the floor, Paper and pen.

Resources:Algorithm previously developed by the facilitators for walking according to instructions in a virtual maze, just like the maze created in the classroom.

Application / Fixation:The activity to be performed will be a labyrinth, where the student will have to set up a sequence of steps for the goal to be achieved. Assembly and explanation of the activity (15 minutes). Students

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will write these instructions using pen and paper in groups (45 minutes). Then the exact reading of what is written will be carried out and it will be checked whether the objective will be achieved or not. If not, the group will have the chance to reorganize the “algorithm” and try again, until the objective is reached (30 minutes). At the end of the class, an algorithm (your step by step in a programming language) will be exposed with a visual maze equal to that performed in the classroom - the proposal here is that students realize that they have made an algorithm in their notebooks and that it could be done on the computer (30 minutes).

Summary / Evaluation: Resuming what students understood in a discussion at the end of the class. Written activity in which students describe the step-by-step to be taken during the execution of the “algorithm” in the labyrinth.

1.5. Data visualization Grade:5th

Field of knowledge (BNCC):Mathematics Dimension:Computational thinking

Theme:Use of digital tools to visualize and analyze data

Specific competences to be developed in this class: Understand and use different representations and approaches to visualize and analyze data in the digital context.

Skills to be developed in this class (BNCC):Understand what is data / different kinds of data, and distinguish ways of representing it (pie charts, bar charts, tables).

Knowledge objects: Data ordering and manipulation; Creation and interpretation of graphics; Obtaining and interpreting information through data.

Necessary prior knowledge:Handling of the keyboard and mouse; Basic interpretation of graphics.

Material:Computer (from the projectOne computer per student), slide projector, Internet connection for all students.

Resources:Interactive application (Playing and Learning with Graphs and Tables):

http://www.noas.com.br/educacao-infantil/matematica/brincando-e-aprendendo-com-graficos-e-tabelas/

Application / Fixation: As an integral part of this course, students must gain confidence in the digital environment, so they will be guided to be able to carry out the activities independently. Initially, an explanation of what data is, how to identify data in different sources and the types of data representation (table, graphs, lists) (45 minutes). Using learning tools available on the platform (Playing and Learning with Graphs and Tables) students will manipulate and visualize data in a playful way. In the tool “Estimation, Quantity and Preference (Butterfly and Colors) - Pie Chart”, students will be able to dynamically generate and interact with charts to infer and analyze the information (60 min). In the end, 2 questions will be applied in GoogleForms (15 min).

Summary / Evaluation:At the end of the class, students will answer two questions from the SAEB exam (for official exam training part of the IDEB grade) using GoogleForms on “Data Interpretation”. The evaluation will be based on the number of correct answers.

1.6. Multimedia production

Grade:5th

Field of knowledge (BNCC):Mathematics Dimension:Digital Culture

Theme:Use of digital tools to produce multimedia

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Specific competences to be developed in this class: Understand and use digital information and communication technologies; Produce multimedia content.

Skills to be developed in this class (BNCC): Develop the ability to use and handle the computer and its potential to produce multimedia. Develop writing using the computer keyboard.

Knowledge objects:Internet research, multimedia software, synthesis of knowledge and expression in different media (image, videos, text).

Necessary prior knowledge:Handling of the mouse and keyboard, readability.

Material: Computer (from the project One computer per student), slide projector, Internet connection for all students.

Resources:

Multimedia software (www.canva.com) with several models to produce posters on a previously studied research topic.

Application / Fixation: Initially there will be an explanatory class on communication and media production, and then multimedia (30 minutes). A pre-class activity will be required: write a text about what they learned in the research topic previously studied robotics. On the computer, they will synthesize the knowledge they consider to be the most important on this topic and an infographic will be developed using multimedia software.

The activity will be carried out using the Canvas online software (90 minutes).

Summary / Evaluation:Class evaluation will be based on the quality of the posters produced (criteria: if it is understandable, if it reproduces what was seen during the studies of the topic of robotic and if the student was able to transmit the learning). From this activity, an exhibition at the school science fair will be held.

1.7. Fake News and internet navigation safety Grade:5th

Theme: Use of modern technologies, media and communication devices ethically, comparing appropriate and inappropriate behaviors.

Specific competences to be developed in this class: Skills to send and read emails, and understanding the advantages and dangers involved in virtual communication.

Skills to be developed in this class (BNCC):Identify positive and negative social and ethical behaviors in the use of technologies and recognizes responsible digital citizenship practices (legal and ethical behaviors).

Knowledge objects:Digital communication technologies and their advantages and disadvantages.

Necessary prior knowledge:Handling of the keyboard and mouse, basic internet browsing skills and reading ability.

Resources: Content made available by Google: Interland, with a digital security approach, how to fight fake news and be kind on the internet.

https://beinternetawesome.withgoogle.com/pt-br_br

Application / Fixation: Initially, an explanatory class on the history of communication will be held, encompassing the importance of virtual communication and false information facilitated due to the speed of this means of communication (30 minutes). An explanation of what email is and how to use it (15 minutes) will be carried out. Soon after, students will send emails to each other (some emails were created for didactic use at school) (15 minutes). Then, students will play an application called InterLand including the phases Share carefully (ethics in sharing), Do not fall into traps (phishing and scams). Protect your secrets (strong passwords) and It's nice to be kind (block and report negative behavior on the web) (60 minutes).

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Summary / Evaluation: The evaluation of the class will be carried out based on the phases that the students were able to complete.

1.8. Dynamics of Professions in Technology Grade:5th

Theme:Dynamics of professions with the advent of technology and course closing

Specific competences to be developed in this class: Understand and use digital information and communication technologies; Infer information implicit in the texts read.

Skills to be developed in this class (BNCC):Conducting advanced research on the internet, investigating and experimenting with new formats for reading reality.

Knowledge objects:Understanding the impact of technologies on people's lives and society, including social, cultural and commercial relationships.

Necessary prior knowledge:Internet research skills Materials, technologies and resources used:

Resources:

Internet searches and shared writing tools

Application / Fixation:Initially, an explanatory class on professions will be held. To lead them to think about changing professions, the internet of things (idea of connectivity and process automation) will be discussed and the different forms of internet research (30 minutes) will also be introduced. Soon after, there will be a raffle with some professions that (1) may have less job opportunities due to the advent of technology: Bank employees, office secretaries, maintenance agents, store and supermarket cashiers, drivers / pilots and (2 ) are emerging or strengthening due to advances in technology: 3D artist, software developer, digital marketing professional, e-commerce specialist and digital influencer. Students will conduct research on the internet about what these professions do and will discuss with the help of facilitators (45 minutes). Finally, an overview of what the students learned during this period will be made and they will produce a small collective text using a shared text editing tool (45 minutes). The text will be published in the school's annual book.

Summary / Evaluation:The evaluation will be carried out by discussing the professions and the text produced in the shared text editing tool.

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Methods 2. Scales used by the observers during the Digital Literacy course

2.1. Scale for evaluating the activities development in digital environment

To perform the day activity the student ...

1 - Not confident 5 - Moderately confident 10 - Totally Confident

N/A

1 Feels confident if someone is giving you step by step instructions

1 2 3 4 5 6 7 8 9 10

2 Feels confident if there is no one

to give instructions around 1 2 3 4 5 6 7 8 9 10 3 Feels confident if s/he has never

performed the activity before

1 2 3 4 5 6 7 8 9 10

4 Feels confident if s/he has any reference manuals

1 2 3 4 5 6 7 8 9 10

5 Feels confident if s/he has seen anyone using before

1 2 3 4 5 6 7 8 9 10

6 Feels confident if s/he can ask for help if s/he can't do it

1 2 3 4 5 6 7 8 9 10

7 Feels confident if someone helps s/he get started

1 2 3 4 5 6 7 8 9 10

8 Feels confident if someone teaches how to do it before and moves away

1 2 3 4 5 6 7 8 9 10

9 Feels confident if s/he has performed a family activity before

1 2 3 4 5 6 7 8 9 10

*This scale was administered in Brazilian Portuguese and translated into English for publication purposes.

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2.2. Scale for assessing ability to use digital devices Using the computer, the student ... 1 - Not confident

5 - Moderately confident 10 - Totally Confident

N/A

1 Can use touch mouse properly

1 2 3 4 5 6 7 8 9 10 2 Can use keyboard properly

(punctuation, special characters, etc.) 1 2 3 4 5 6 7 8 9 10 3 Can select suggested programs

(understands how to open and close them)

1 2 3 4 5 6 7 8 9 10

4 Can understand the operating system interface (where programs are located, etc.)

1 2 3 4 5 6 7 8 9 10

5 Can find files of interest

1 2 3 4 5 6 7 8 9 10 6 Can understand concepts like saving,

copying, cropping and know how to use them

1 2 3 4 5 6 7 8 9 10

7 Can understand the concept of

shortcuts and how to use them 1 2 3 4 5 6 7 8 9 10 8 Can turn on and turn off the

computer 1 2 3 4 5 6 7 8 9 10

*This scale was administered in Brazilian Portuguese and translated into English for publication purposes.

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Methods 3. Questionnaires applied to the intervention group

3.1. Teachers Perception Questionnaire – Digital Literacy Project Teacher’s name: ___________________________

Position: _________________________________

Questions

1 – Not agree 5 - Moderately agree 10 - Strongly agree

N/A

1 The students found the subjects

interesting. 1 2 3 4 5 6 7 8 9 10 2 Students demonstrated more

creativity in other activities. 1 2 3 4 5 6 7 8 9 10 3 The materials used yielded

useful results.

1 2 3 4 5 6 7 8 9 10

4 The activities promote interactions between students.

1 2 3 4 5 6 7 8 9 10

5 Student achievement is superior in class using digital

technology.

1 2 3 4 5 6 7 8 9 10

6 Students are more interested in technology classes.

1 2 3 4 5 6 7 8 9 10

Comments:

__________________________________________________________________________________________

______________________________________________________________________________

*This questionnaire was administered in Brazilian Portuguese and translated into English for publication purposes.

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3.2. Student’s Perception Questionnaire – Digital Literacy Project

Student’s name: _______________________________________

1 What did you think about computer classes? ( ) It was fun ( ) It was boring 2 You had difficulty keeping up with the activities. Yes ( ) No ( )

3 During class, were you more distracted or could you pay more attention in class?

Distracted ( ) Focused ( )

4 Would you like to learn more about a topic you studied in class?

Yes ( ) No ( )

5 Did you use what you learned in another class? Yes ( ) No ( )

6 Did you like how the classes went? Yes ( ) No ( )

7 Did the teacher help you with the tasks? Yes ( ) No ( ) 8 The teacher explained the tasks well. Yes ( ) No ( ) 9 Enjoyed studying using the computers. Yes ( ) No ( )

10 Had difficulty using the computer. Yes ( ) No ( )

11 You were ashamed to ask the teacher for help. Yes ( ) No ( ) 12 You were ashamed to ask your colleague for help. Yes ( ) No ( ) 13 You would like more classes like this. Yes ( ) No ( )

14 Do you use a computer at home? Yes ( ) No ( )

15 Do you have access to a smartphone or tablet? Yes ( ) No ( )

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3.3. Legal Guardian’s Perception Questionnaire – Digital Literacy Project Legal Guardian’s name: _______________________________________

Student’s name: _____________________________________________

1 Date of birth ____/____/_______

2 How many people live with you? Including children, relatives, and friends.

( ) 1 ( ) 2 ( ) 3 ( ) 4 ( ) 5 ( ) 6 Other: ____

3 The house where you live is: ( ) Own house ( ) Rented house 4 Your home is located in: ( ) Rural area ( ) Indigenous community

( ) Urban area ( ) Quilombola Community 5 Adding your income to the income of those who

live with you, how much is your monthly household income?

( ) No income

( ) Up to 1 minimum wage (R$ 998.00) ( ) Up to 2 minimum wages (R$ 1,996.00) ( ) Up to 3 minimum wages (R$ 2,994.00) ( ) Over 3 minimum wages

6 What is your level of education? ( ) Did not study

( ) 1st to 4th grade of elementary school ( ) 5th to 8th grade of elementary school ( ) High school

( ) University education ( ) Postgraduate studies 7 Does the student (your child) have access to

digital technologies (computer, mobile, tablet) at home?

( ) Yes ( ) No

8 If so, how long does (s)he use during the day? ( ) Do not use ( ) Up to 1h ( ) Up to 2h ( ) Up to 3h ( ) Mais de 3h

9 Do you have any familiarity with the computer? ( ) No, I never used

( ) I've used it, but I don't often use it ( ) Yes, I use it often

10 Does the student (your child) comment on computer activities at school?

( ) Always ( ) Often

( ) Rarely ( ) Do not comment 11 About your child's development you are: ( ) Pleased ( ) Very satisfied

( ) Dissatisfied ( ) Worried 12. What do you think about your child using the computer to learn at school?

__________________________________________________________________________________________

______________________

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Methods 4. Logic assessment applied for the control and intervention groups

1 - The ancient man invented an instrument for counting and making calculations called an abacus. Among several types of an abacus, one of them is composed of vertical rods in which small rings are fitted. The value of each ring changes according to the position of the rod on which it will be placed. The rod in the 1st position on the right represents the ones' place; in the 2nd, the tens; in the third, the hundreds, and so on.

The number represented on the abacus in the previous figure is:

( ) 42648 ( ) 46482 ( ) 84624 ( ) 86424

2 - Based on the table, we can say that in two and a half hours a giraffe can run:

Animal Speed in km/h

km/h - 1 kilometer in 1 hour

Lion 80

Horse 75

Habit 55

Giraffe 50

Cat 48

Elephant 40

Squirrel 20

( ) 50 km ( ) 55 km ( ) 100 km ( ) 125 km

3 - Observe the location of the car and think:

• To get to the Museum, will the car have to turn right or left on Sand Street?

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• The entrance to the Museum is on Cloud Street.

• For the car to park in front of the Museum, should it turn right or left?

The correct answer for the car to arrive at the museum following the direction it is already in is:

( ) turn right twice.

( ) turn left twice.

( ) first turn left and then right.

( ) first turn right and then left.

4 - The following drawings represent the shape of a garden that will be built in a city square. Initially, a small garden was thought of, but due to the great enthusiasm it caused in the city's population, the mayor requested that they do a new project, with a larger design. The new project will have an area:

( ) 2 times larger than the first.

5 - Considering a square as an area unit in the figures below:

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The figures have, respectively, area equal to:

( ) 4, 6 and 9.

( ) 8, 8 and 9.

( ) 4, 8 and 9.

( ) 8, 6 and 9.

6 - Observe the weighing that the employee is carrying out (each weight on the scale weighs 1 kg).

If the truck on the last scale is 2 kilos, how many teddy bears should be placed on the other plate so that it is balanced?

( ) 8 ( ) 6 ( ) 4 ( ) 2

7 - Of the following figures, one represents the image of another reflected in a mirror. What are these figures?

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( ) B and C ( ) C and D ( ) B and E ( ) D and E

8 - Choose from the figures that should be in place of the question mark:

( ) ( ) ( ) ( )

*This assessment was administered in Brazilian Portuguese and translated into English for publication purposes.