One mathematics, two readers
The student book and the teacher book are not the same text.
A student in the 1st grade is about six. Many are still learning to read. Their page has a short scene, one new idea, and something to do with their hands. The teacher’s page has the dependency, the sentence to say, the mistake that is about to happen, and the decision not to teach the next idea yet.
Putting the answers in the back of the student book does not make a teacher book. A teacher who only has the answers cannot tell a counting error from a writing error, and will often “help” by introducing place value in the middle of a lesson whose job is the count.
What each book owes the reader
| Student book | Teacher book | |
|---|---|---|
| Language | Portuguese, short enough to read aloud. One idea in a sentence. | Portuguese for the classroom talk. The dependency and the research notes can be more compact. |
| Unit of work | A lesson that fits one class period, with a closing sentence the child can say. | The same lesson, plus time, materials, and what to watch for while they work. |
| Mathematics | The idea, inside a situation at school or at the market. No skill code on the page they read. The code is a margin mark for the adult. | The skill code, the concept on the map, and the concepts this lesson is refusing to enter. |
| Wrong answers | A response that restates the idea. Not “try again” alone. | The name of the misconception, and which of them are not mathematical (a reversed digit is often the hand, not the number). |
| Sequence | The next page is the next small step. | Where this step sits in the spine, what preschool already did, and which later skill this one unlocks. |
The 1st grade
The student book and the teacher book are twelve units. Unit 1 is the count through 20. The later units finish the count to 100, two-digit comparison, composition, addition facts, the four problem meanings, money, patterns, position, solids and plane figures, direct comparison of magnitudes, the calendar, chance in words, and a class survey. The skill graph draws each official skill as a circle and each prerequisite as an arrow.
What a full series would be
One student book and one teacher book for each year of elementary school, cut into units that follow the map rather than the order of the skill codes. High school is three books or one book in three parts. The BNCC does not assign its 43 skills to a grade, so the series has to choose a sequence and say why. The map’s column for high school is the dependency order, not a ministry timetable.
For the official program, the PNLD, the teacher volume is one physical book: the student pages reprinted, with orientation and answers around them. A web pair of books can stay linked. A book that enters a PNLD call has to become that single volume, and it also has to pass criteria that are not mathematical: no stereotypes, no advertising, correct Portuguese, a declared theoretical frame, and a rights-holder who can deliver print for four years. As of October 2026, public schools have just finished choosing the 1st-to-5th-grade books for 2027–2030. A new series aimed at that distribution is aiming at the following cycle. Where a school may use this work instead of a bought book, and where it may not, is the adoption minute. The minute refuses to claim a year whose skills are still unwritten.
The license intended for the series is Creative Commons Attribution, so a network can print and adapt it. That choice helps the “free” claim and does not, by itself, win a PNLD call.