Objectives (5 minutes)

1. Teach students the concept of comparing natural numbers less than 100, using the greater than (>) and less than (<) symbols. Students should be able to identify the larger and smaller number in a pair of provided numbers.
2. Develop students' ability to visually compare natural numbers less than 100 using illustrations and concrete examples. Students should be able to make accurate comparisons using visual models.
3. Familiarize students with the terms 'greater than' and 'less than' and how they are used to compare numbers. Students should understand the difference between the two terms and be able to apply them correctly in their comparisons.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher starts the lesson by briefly reviewing previously studied mathematical concepts, such as natural numbers from 1 to 100, what symbols are and their functions, and the difference between using the addition (+) and subtraction (-) symbols to compare numbers. This review is important to ensure that all students are at the same level of understanding before moving on to the new content.
2. Problem-Solving Scenarios: The teacher presents two problem-solving scenarios to pique students' interest and introduce the topic of comparing natural numbers less than 100:
   • 'Imagine we have two boxes of pencils. The first box has 50 pencils and the second box has 80 pencils. Which box has more pencils? And which has fewer?'
   • 'Now, let's think about two groups of students. The first group has 60 students and the second group has 40 students. Which group is larger? And which is smaller?'
3. Contextualization: The teacher explains that comparing numbers is a very important skill in mathematics and everyday life. For example, when we go to the supermarket, we need to compare the prices of products to decide which one to buy. Or when we are organizing a party, we need to compare the number of guests with the number of available chairs to ensure everyone has a seat.
4. Engaging Students' Attention: To make the lesson more fun and interesting, the teacher can use some visual aids or simple games. For example:
   • Show two cards, one with a larger number and the other with a smaller number, and ask students to identify which is which.
   • Play 'Who has more?' or 'Who has less?' with objects in the classroom. For example, the teacher can take two stacks of books and ask students which stack has more books and which has fewer.

These activities will help engage students and prepare them for the new content that will be presented.

Development (20 - 25 minutes)

1. Theory Presentation: The teacher should start the theoretical part by explaining clearly and simply what comparing natural numbers less than 100 is and how it is done. It should be emphasized that comparison is a way to find out which number is larger and which number is smaller between two or more numbers.
   • To start, the teacher can show two numbers on the board, for example, 35 and 42, and ask students which number they think is larger. After the students' response, the teacher should explain that to know which number is larger, we need to compare each of the digits of the number.
   • The teacher should make the comparison step by step, starting with the tens digit, then the units digit. In this example, the tens digit is the same for both numbers (3), so we should compare the units digit. Since 5 is less than 4, the number 35 is less than the number 42.
   • The teacher should explain that the same logic is used to compare larger numbers, such as 67 and 85. We start by comparing the tens digits (6 and 8), and since 6 is less than 8, the number 67 is less than the number 85.
2. Practical Activities: After the theoretical explanation, the teacher should propose some practical activities for students so they can apply what they have learned and consolidate their knowledge. The activities should be adapted to the students' level of understanding and vary in difficulty.
   • Activity 1: The teacher can hand out activity sheets with pairs of numbers for students to compare. For example, they may need to compare the numbers 25 and 34, 78 and 83, 56 and 56 (to reinforce that two equal numbers are considered equal). Students should be encouraged to use the step-by-step comparison strategy that was taught.
   • Activity 2: The teacher can suggest a card game where each student receives a card with a number. They should walk around the room comparing their numbers with the numbers of other students until they find the number that is the smallest of all.
3. Reinforcement of Theory with Illustrations and Concrete Examples: The teacher should reinforce the theory with illustrations and concrete examples that are relevant to students' everyday lives.
   • The teacher can use drawings of fruits and animals to represent numbers and ask students to compare them. For example, a drawing of 3 apples and 5 bananas can be used to represent the number 35, and a drawing of 4 strawberries and 7 grapes can be used to represent the number 47. Students can be asked to compare these two quantities of fruits.
   • The teacher can bring real objects to the classroom, such as building blocks or balls, and ask students to compare the quantities of objects.

These practical and visual activities will help reinforce the concept of comparing natural numbers less than 100 in a fun and interactive way.

Feedback (10 - 15 minutes)

1. Group Discussion: The teacher should gather all students in a large circle for a group discussion. Each student should be invited to share their answers and solutions to the practical activities carried out. The teacher should ask students questions like 'Why do you think this number is greater/less than the other?' to encourage the exchange of ideas and deepen the understanding of the concept. (5 - 7 minutes)
2. Connection to Theory: After the discussion, the teacher should make the connection between the practical activities and the theory presented. The teacher can recall the step-by-step comparison strategies used by students during the activities and emphasize how these strategies relate to the theory. For example, the teacher can say: 'When we compare the tens and units digits, we are following the same logic we use when comparing the number of pencils in two boxes or the number of students in two groups.' (3 - 5 minutes)
3. Final Reflection: To conclude the lesson, the teacher should propose that students reflect on what they have learned. The teacher can ask two simple questions to guide students' reflection:
   • 'Which comparison strategy did you find most useful: comparing the tens or units digits, or using illustrations and concrete objects? Why?'
   • 'Can you think of a real-life situation where comparing numbers less than 100 can be useful?'

The teacher should give students time to think about the questions and then invite some of them to share their answers. (2 - 3 minutes)

Conclusion (5 - 10 minutes)

1. Summary of Contents: The teacher should start the conclusion by summarizing the main points covered during the lesson. They should remind students about the importance of comparing natural numbers less than 100, the difference between the terms 'greater than' and 'less than', and the step-by-step comparison strategies and use of visual models. The teacher can do this through questioning:
   • 'Who can remind me what it means to compare numbers?'
   • 'Who can tell me the difference between 'greater than' and 'less than'?'
2. Connection between Theory and Practice: Next, the teacher should explain how the lesson connected theory with practice. They can say:
   • 'During the lesson, we saw that comparing numbers can be done in different ways. We used the strategy of comparing the digits of each number step by step, and we also used illustrations and concrete objects to help us in the comparison. These are two different ways of doing the same thing: comparing numbers.'
   • 'We also saw that comparing numbers is an important skill for everyday life. We use it when comparing prices at the supermarket, when organizing a party and needing to compare the number of guests with the number of chairs, and in many other situations.'
3. Extra Materials: To complement students' learning, the teacher can suggest some extra materials for them to explore at home. These materials may include online games, educational apps, math books, and YouTube videos. Some examples of materials could be:
   • The game 'Who has more? Who has less?' available on the website https://www.smartick.com/br/jogos-matematica/numeros-comparativos.
   • The app 'Math for Kids' available for free download on the App Store and Google Play.
   • The book 'Fun Math' by Edições SM.
4. Importance of the Subject: Finally, the teacher should reinforce the importance of the subject for students' daily lives. They can say:
   • 'Comparing numbers is a very useful skill that we use all the time. It helps us make decisions, solve problems, and understand the world around us. So, I want you to continue practicing comparing numbers at home and in your daily activities.'

With this conclusion, students should leave the lesson with a clear understanding of what they have learned, how they can apply this knowledge, and with the encouragement to continue learning and practicing.