Objectives (5 - 7 minutes)

1. Familiarize students with the concept of numerical sequences, specifically ascending and descending sequences.

2. Teach students how to identify and complete ascending and descending numerical sequences using a variety of strategies and resources, such as counting, addition, and subtraction.

3. Develop students' ability to apply their knowledge of ascending and descending numerical sequences in everyday situations, promoting the understanding that mathematics is a useful and practical tool.

Secondary Objectives:

• Stimulate active student participation, promoting collaboration and teamwork.

• Develop students' logical and critical thinking skills through problem-solving related to numerical sequences.

• Promote students' self-confidence and independence, encouraging them to explore and discover solutions on their own.

Introduction (10 - 12 minutes)

1. Content Review: The teacher starts the lesson by reminding students about the concepts of ordinal and cardinal numbers, which are fundamental for understanding numerical sequences. He may ask students to do some quick activities such as counting in ascending and descending order, or identifying the largest and smallest number in a given set.

2. Problem-Solving Scenarios: The teacher proposes two simple situations for the students:

   • "Imagine you are climbing a staircase. The steps are numbered from 1 to 10. In what order would you step on the steps if you were climbing the stairs in ascending order? And in descending order?"
   • "Now, let's imagine you are eating a pack of cookies. The pack had 10 cookies. If you were eating the cookies in ascending order, which cookie would be the first to be eaten? And if you were eating in descending order, which cookie would be the first to be eaten?"

3. Contextualization: The teacher explains to the students that numerical sequences are very important in our daily lives. He can give examples such as the numbering of floors in a building, the order of months in the calendar, the sequence of days of the week, among others. The teacher can also mention that understanding numerical sequences is essential for activities such as counting, adding, subtracting, and even for reading and writing.

4. Topic Introduction: The teacher introduces the topic of the lesson, explaining that they will learn more about numerical sequences, specifically ascending and descending sequences. To make the introduction more interesting, the teacher can use examples from the students' daily lives, such as counting the number of cars in a line that is increasing or decreasing, the numbering of seats on a bus or theater, etc. Additionally, he can share that understanding numerical sequences helps to solve problems more quickly and efficiently, which can be fun and useful.

By the end of the introduction, students should be excited to explore the topic and prepared for the practical activities that will follow.

Development (20 - 25 minutes)

In this stage, the teacher will provide students with the study material prepared in advance. The goal is for students to study the material at home and complete the proposed activities. Below are suggestions for activities and resources that can be used in this stage:

1. "Fruit Sequence" Activity - The teacher can suggest that students create a descending sequence of fruits, starting with 5 fruits and decreasing the quantity by 1 (for example: 5, 4, 3, 2, 1). Then, they should do the same but in ascending order. Students can use drawings or magazine cutouts to illustrate their sequences. This activity allows students to clearly visualize the concept of ascending and descending sequences.

2. "Jumping on the Board" Activity - The teacher can prepare cards with mixed numerical sequences (ascending and descending) and scatter them on a board on the floor. Students should, one at a time, jump on the numbers in the correct order indicated on the card. This activity is a fun way to work with sequences, allowing students a practical and playful approach to the topic.

3. "Guessing Game" Activity - The teacher can create cards with incomplete numerical sequences and ask students to complete them. For example, the card may show the sequence 2,,,5,_,7. Students should use their knowledge of ascending and descending sequences to fill in the blanks. This activity is a way to challenge students to apply what they have learned in a creative and autonomous way.

4. "Treasure Hunt" Activity - The teacher can hide cards with complete or partial numerical sequences around the classroom. Students, in pairs or groups, should search for the cards and decipher the sequences. This activity promotes collaboration and interaction among students, in addition to being a great way to review and consolidate the acquired knowledge.

These activities should be prepared and sent in advance so that students have enough time to complete them at home. The teacher should remind students to record their answers and any doubts or observations they have during the study. By the end of the development period, students should be prepared for the review and application stage in the classroom.

Review (10 - 15 minutes)

1. Group Discussion: The teacher starts the review stage by promoting a group discussion about the solutions or conclusions that students reached in their homework activities. He may ask some students to share their answers, explaining how they arrived at them. The teacher should encourage students to respect the different strategies used, reinforcing that there is not only one correct way to solve a mathematical problem. During the discussion, the teacher should ask questions that guide students to think about the patterns of numerical sequences and the difference between ascending and descending sequences.

2. Theory Connection: After the discussion, the teacher revisits the main concepts of the lesson, reinforcing the definition of ascending and descending sequences and the importance of recognizing and completing these sequences. He can use practical and everyday examples to illustrate the application of these concepts, such as the numbering of floors in a building, the sequence of days of the week, etc. The teacher can also ask questions to check students' understanding, such as "Who can give me an example of an ascending sequence?" or "How would you complete the sequence 3, 6, 9, _ _ _?"

3. Individual Review: After the group review, the teacher suggests that students do an individual review of what they have learned. For this, he prepares a sheet with some simple exercises of ascending and descending numerical sequences. Students have a few minutes to solve the exercises silently. The teacher circulates around the room, offering help and clarifying doubts, if necessary.

4. Group Correction: After the individual review, the teacher corrects the exercises with the participation of everyone. He may ask for the help of some students to solve the exercises on the board, explaining each step. During the correction, the teacher should highlight the strategies used by the students and reinforce the concepts discussed in the lesson.

By the end of the review stage, students should have consolidated their understanding of ascending and descending numerical sequences and feel confident to apply this knowledge in practical situations.

Conclusion (5 - 7 minutes)

1. Lesson Summary: The teacher starts the conclusion by recalling the main points covered during the lesson. He can do this interactively, asking students to share what they remember most about ascending and descending numerical sequences. The teacher then summarizes the main concepts, explaining that an ascending sequence is one in which the numbers increase as we advance in the sequence, and a descending sequence is one in which the numbers decrease. He also reinforces the importance of understanding and using numerical sequences in our daily lives, from counting to solving more complex mathematical problems.

2. Theory and Practice Connection: The teacher explains to students how the lesson connected theory (concepts of ascending and descending sequences) with practice (activities and exercises performed). He emphasizes that by completing the sequences and solving the proposed problems, students directly applied what they learned. The teacher also mentions that the playful and practical activities carried out in the classroom helped make learning more meaningful and fun.

3. Extra Materials: The teacher suggests some extra materials for students who wish to deepen their knowledge on the subject. This may include interactive online games that work with numerical sequences, children's math books that present the subject in a playful way, and educational videos that explain the concept of sequences visually and engagingly.

4. Relevance of the Subject: In conclusion, the teacher discusses the relevance of the subject to students' daily lives. He emphasizes that the ability to identify and complete ascending and descending numerical sequences is essential in many aspects of life, from counting objects to solving more complex mathematical problems. Additionally, he stresses that mathematics is not only a school subject but also a practical and useful tool that can be applied in many everyday situations. He encourages students to observe the sequences around them and practice their sequencing skills whenever possible.

By the end of the lesson, students should have acquired a solid understanding of ascending and descending numerical sequences, as well as an appreciation for the relevance and practical application of mathematics.