Objectives (5 - 7 minutes)

1. Identify and compare numbers: Students should be able to identify and compare natural numbers less than 20. They should understand that numbers less than 20 are smaller than 20, but larger than 0. They should also be able to compare two numbers and determine which one is greater and which one is smaller.

2. Use the greater than and less than symbols: Students should learn to use the greater than (>) and less than (<) symbols to compare numbers. They should understand that the symbol points to the larger number and that the smaller number is on the other side. For example, 5 < 10 means that 5 is less than 10.

3. Apply number comparison in problem-solving situations: Students should be able to apply what they have learned about number comparison in problem-solving situations. They should be able to read a word problem, identify the numbers involved, and use number comparison to solve the problem.

The teacher should clearly explain each of the objectives to the students, ensuring that they understand what will be expected of them by the end of the lesson.

Introduction (10 - 12 minutes)

1. Concept Review: The teacher should start by reminding students about what natural numbers are and how they are formed, starting from 0 and going up to 19. The teacher can do this through flashcards or interactive games to make the review more dynamic and engaging.

2. Problem-Solving Scenarios: The teacher can then present two simple problem-solving scenarios involving number comparison. For example, "If João has 7 candies and Maria has 13 candies, who has more candies? How do you know?" and "If Pedro has 5 kites and Carlos has 2 kites, who has fewer kites? How do you know?". This will help spark students' interest and prepare them for the lesson topic.

3. Contextualization: The teacher can explain that number comparison is an important skill in mathematics and everyday life. For example, when we want to know who has more or less of something, we need to compare numbers. The teacher can give examples of everyday situations where number comparison is used, such as in a car race, where we need to compare the times of each car to know who was the fastest.

4. Introduction to the topic: The teacher should then introduce the topic of the lesson, explaining that they will learn to compare numbers less than 20. The teacher can do this through a curiosity, for example, "Did you know that there are more than 7 billion people in the world? And what if I told you that all these numbers can be compared using the same symbols we will use today to compare numbers less than 20?".

The teacher should maintain an enthusiastic and lively tone of voice throughout the introduction, encouraging student participation and making learning fun and engaging for them.

Development (20 - 25 minutes)

1. Comparison Game: The teacher can organize a group activity in which students will have to compare numbers less than 20. For this, the teacher should prepare numbered cards from 0 to 19.

   Step 1: The teacher should divide the class into groups of 4 to 5 students. Each group will receive a set of cards.

   Step 2: The teacher will then read a problem scenario to all groups. For example: "Who has more candies, João with 7 or Maria with 13?". The teacher should ensure that all students understand the problem scenario.

   Step 3: Each group should then discuss the scenario and use the cards to represent the numbers in the problem scenario. They should compare the numbers and decide which is greater and which is smaller.

   Step 4: A representative from each group should then show the cards to the class, demonstrating how they compared the numbers and what the result is.

   Step 5: The teacher should discuss with the class the strategies used by each group and reinforce the concepts of greater and smaller. This game can be repeated with different problem scenarios, allowing students to practice number comparison in a fun and engaging way.

2. "Snail Race" Activity: The teacher can plan a playful and practical activity to help students compare numbers less than 20.

   Step 1: The teacher should draw a straight line on the classroom floor, representing the starting and finishing line.

   Step 2: The teacher should draw a large snail at the beginning of the line and a small snail at the end of the line.

   Step 3: The teacher should then draw two different numbers between 0 and 19 and write each number on a piece of paper.

   Step 4: Students will be divided into two groups and each group will receive a drawn number.

   Step 5: The teacher will call one student from each group to represent the corresponding snail to the drawn number and position themselves at the starting line.

   Step 6: The teacher will say the numbers out loud and students must advance their snails to the drawn number.

   Step 7: The snail that reaches the drawn number first will be the winner of the race.

   Step 8: The teacher will repeat the process with different numbers so that all students have the chance to participate.

   Step 9: At the end of the activity, the teacher should discuss with the students which snail moved the most, reinforcing number comparison.

3. "Treasure Mountain" Activity: Another playful activity that the teacher can use to introduce and reinforce the concept of comparing numbers less than 20 is the "Treasure Mountain".

   Step 1: The teacher should draw a large mountain of treasures on the board, each treasure containing a number between 0 and 19.

   Step 2: Divide the class into groups and give each group a card with a number between 0 and 19.

   Step 3: In each round, a representative from each group should go to the "Treasure Mountain" and pick the number of treasures corresponding to the number on their card.

   Step 4: Students should then compare the numbers of treasures they picked and decide who has more and who has fewer.

   Step 5: The teacher should go through each group, asking students about the comparison they made and why.

   Step 6: The game continues until all numbers are taken from the "Treasure Mountain".

All activities should be conducted in a playful and fun way, ensuring that all students have the chance to participate and practice comparing numbers less than 20. The teacher should move around the classroom, assisting students, correcting any errors, and reinforcing the concepts covered.

Feedback (10 - 15 minutes)

1. Group Discussion: The teacher should gather all students in a large circle and start a general discussion about the activities carried out. Each group will have the opportunity to share their solutions, strategies, and conclusions. The teacher should encourage students to explain how they compared the numbers and how they arrived at their conclusions. During this discussion, the teacher should reinforce the concepts of greater and smaller, explaining again the use of the greater than and less than symbols. The teacher should also take the opportunity to correct any misconceptions that may have arisen during the practical activities.

2. Connection to Theory: Next, the teacher should connect the practical activities to the theory, reminding students about the concepts of natural numbers less than 20 and number comparison. The teacher can do this through simple examples, using the problem scenarios from the practical activities. For example, "In the 'Snail Race' activity, if the drawn number was 15, which snail got closer to 15? And if the drawn number was 3, which snail would be closer to 3?". The teacher should ensure that students understand that number comparison is an important skill that they will use not only in mathematics but also in many everyday situations.

3. Final Reflection: To conclude the lesson, the teacher should propose that students reflect for a minute on what they have learned. The teacher can ask two simple questions to guide this reflection:

   • Question 1: "What did you find most interesting about comparing numbers less than 20?".

   • Question 2: "How can you use what you learned today about comparing numbers in your daily life?".

The teacher should give a minute for students to think about these questions. Those who feel comfortable can share their answers with the class. This final reflection will help consolidate students' learning and reinforce the relevance and applicability of what was learned.

The teacher should conduct the entire feedback session with an encouraging and respectful attitude, valuing students' contributions and encouraging them to continue exploring and learning about mathematics.

Conclusion (5 - 7 minutes)

1. Summary of Topics: The teacher should start the conclusion by reviewing the main points covered during the lesson. They should remind students that they learned to compare natural numbers less than 20, using the greater than (>) and less than (<) symbols. The teacher should reinforce that the symbol points to the larger number and that the smaller number is on the other side. Additionally, the teacher should emphasize that number comparison is an important skill that can be used in many everyday situations.

2. Connection between Theory and Practice: The teacher should then explain how the lesson connected theory to practice. They should remind students that, through the practical activities, they were able to experience number comparison in a fun and engaging way. The teacher should highlight that the activities allowed them to apply theoretical concepts in real situations, which helps consolidate learning.

3. Extra Materials: The teacher can suggest some extra materials for students who want to deepen their knowledge of number comparison. This may include interactive online games, such as "Math Tic-Tac-Toe" or "Ghost Challenge", which require players to compare numbers to win the game. The teacher can also recommend children's math books that address the topic in a playful and fun way.

4. Importance of the Subject: Finally, the teacher should explain the importance of the lesson subject. They can mention that number comparison is an essential skill in mathematics and everyday life. For example, when we want to know who has more or less of something, we need to compare numbers. The teacher can give examples of everyday situations where number comparison is used, such as in a car race, where we need to compare the times of each car to know who was the fastest. The teacher should reinforce that by learning to compare numbers less than 20, students are acquiring a skill that can be used in many other situations in their lives.

The conclusion should be conducted in a clear and concise manner, ensuring that all students understand the main points of the lesson and the relevance of what was learned. The teacher should encourage students to continue exploring and learning about number comparison, encouraging them to see mathematics as something fun and interesting.