Objectives (5 - 7 minutes)

1. Identify attributes: Students should learn to identify different attributes in a set of objects. They should be able to recognize and name these attributes, such as color, shape, size, texture, etc.

2. Classify by attributes: Students should be able to classify objects based on a specific attribute. For example, they should be able to group all red objects together, or all round objects together.

3. Problem-solving: Students should be able to apply their skills of identifying and classifying attributes to solve simple problems. For instance, they may be challenged to find an object that meets certain criteria, like 'find an object that is round and blue'.

Introduction (10 - 12 minutes)

1. Recalling content: The teacher should start the lesson by reminding students about the concepts of color, shape, size, and texture, which are common attributes that will be used in the practical activity. This can be done through quick and interactive questions, such as 'Who can tell me what a color is?' or 'What is the difference between a large object and a small object?'.

2. Problem situations: The teacher should then present two problem situations that will engage the students and introduce the topic of organizing objects by attributes. For example, the teacher can show a bag with various toys inside and ask 'How do you think we can organize these toys?'. Or the teacher can display a tray with different types of fruits and ask 'How can we group these fruits in an organized way?'.

3. Contextualization: The teacher should explain that the skill of organizing objects by attributes is very important in daily life. For example, when arranging their toys or clothes, students can organize by color, shape, or size. The teacher can also mention that scientists and mathematicians use the skill of classifying and organizing objects by attributes in their work every day.

4. Capturing students' attention: To capture students' attention, the teacher can share two interesting facts. First, the teacher can mention that in many museums, artworks are organized by color, shape, or size to create a beautiful exhibition. Second, the teacher can point out that in many supermarkets, products are organized in a way that helps people find what they are looking for more easily - for example, fruits and vegetables are grouped together, and cleaning products are placed in the same section.

Development (20 - 25 minutes)

In this stage, the teacher should propose two practical activities involving the organization of objects by attributes. The suggested activities are:

1. Colorful Treasure Game

   • Required materials: Various colored objects (buttons, building blocks, balls, etc.) and transparent plastic bags.

   1. The teacher divides the class into small groups and gives each group a plastic bag with a mix of colored objects.

   2. Without removing the objects from the bag, students must organize them by color, placing objects of the same color together.

   3. The first group to correctly organize all objects wins.

   4. The teacher can vary the game by asking students to organize the objects according to another attribute, such as size or shape.

2. Ice Cream Factory

   • Required materials: Colored cardboards, scissors, colored pencils, popsicle sticks, and glue.

   1. Before the lesson, the teacher should prepare various ice cream templates in different colors and sizes using cardboards. Each template represents a 'flavor' of ice cream.

   2. The teacher then divides the class into small groups and gives each group a set of ice cream templates and popsicle sticks.

   3. Students must 'manufacture' ice creams by choosing two ice cream templates of the same color and size and connecting them with a popsicle stick.

   4. The teacher can ask students to organize the ice creams they 'manufactured' according to different attributes, such as color or flavor.

   5. In the end, each group presents the 'production line' of their ice creams, explaining how they organized the ice creams according to the attributes.

In both activities, the teacher should walk around the room, assisting students and observing the progress of each group. The focus should be on understanding the attributes and the ability to classify and organize objects according to the identified attributes.

Feedback (8 - 10 minutes)

1. Group discussion (3 - 4 minutes)

   The teacher should gather all students in a large circle for a group discussion. Each group should be invited to share their findings and strategies used during the practical activities. The teacher should encourage students to express their ideas and explain the reasoning behind their choices. During the discussion, the teacher should highlight the different ways in which the groups organized the objects and how these strategies relate to the concept of classification by attributes.

2. Connection to theory (2 - 3 minutes)

   The teacher should then make the connection between the practical activities and the theory, reinforcing the concepts of identifying and classifying attributes. The teacher can ask: 'How did you use the attributes of color, shape, and size to organize the objects in the activities?' or 'How can classification by attributes help us in daily life?'. The teacher should then remind students about the importance of the skill of organizing objects by attributes and how it is used in different contexts.

3. Individual reflection (3 - 4 minutes)

   To conclude the lesson, the teacher should suggest that students do a brief individual reflection on what they have learned. The teacher can ask two simple questions to guide students' reflection:

   • 'What was the most interesting part of today's lesson and why?'
   • 'How can you use what you learned today about classification of attributes in your daily life or in other subjects?'

   Students should be encouraged to think about the activities of the lesson and their significance, thus promoting active and autonomous learning. The teacher can ask some students to share their answers with the class, promoting oral expression and sharing experiences.

Conclusion (5 - 7 minutes)

1. Summary of contents (2 - 3 minutes)

   The teacher should start the conclusion by recalling the main points discussed during the lesson. He can recap the different attributes identified and classified by the students, such as color, shape, size, and texture. The teacher can also highlight the different ways in which students organized the objects during the practical activities. He should emphasize that the ability to identify and classify objects by attributes is an important skill in daily life and in various professions, such as scientists and mathematicians.

2. Connection between theory and practice (1 - 2 minutes)

   The teacher should then explain how the lesson connected theory and practice. He can mention that through the practical activities, students had the opportunity to apply the theoretical concepts of identifying and classifying attributes in a fun and engaging way. The teacher can also reinforce that practice is essential for understanding and applying mathematical concepts, and that the activities of the lesson helped to reinforce learning in a meaningful way.

3. Additional materials (1 minute)

   The teacher can suggest some additional materials for students to explore at home. This may include online games involving the classification and organization of objects, children's books that address the topic in a playful manner, or educational videos that demonstrate the practical application of these concepts. The teacher should emphasize that these materials are optional but can be useful for deepening students' understanding of the topic.

4. Relevance of the content (1 - 2 minutes)

   Finally, the teacher should explain the importance of the content learned for students' daily lives. He can mention that the ability to organize and classify objects by attributes is a skill they use every day, whether when arranging their toys, clothes, or helping with household tasks. The teacher can also emphasize that this skill is an important foundation for the development of more advanced mathematical skills, such as geometry and algebra. The teacher should encourage students to apply what they have learned in different contexts and to see mathematics as a useful and relevant tool in their lives.